ITC Academic Catalog 2017-2020 · 2017-11-29 · ACADEMIC CATALOG 2017-2020 ... MLK Jr. Observance...

2017-2020700 Martin Luther King Jr. Dr. SW

Atlanta, GA 30314www.itc.edu

Academic Catalog

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InterdenominationalTheologicalCenter

ACADEMICCATALOG2017-2020

~WhereStudentsEnterandLeadersDepart~The Interdenominational Theological Center is accredited by the Commission on Colleges of theSouthernAssociationofCollegesandSchools toawardmastersanddoctoratedegrees.Contact theCommissiononCollegesat1866SouthernLane,Decatur,Georgia30033-4097orcall404-679-4500forquestionsabouttheaccreditationoftheInterdenominationalTheologicalCenter.

ITCisalsoaccreditedbytheCommissiononAccreditingoftheAssociationofTheologicalSchools(ATS)intheUnitedStatesandCanada.ContacttheCommissiononAccreditingat1012SummitParkDrive,Pittsburgh,PA15275-1110orcall412-788-6505.

Theregulations,requirements,andgeneralinformationincludedinthisdocumentareofficialforthe2016-2020 academic years. In accordance with sound academic and fiscal practice, TheInterdenominational Theological Center reserves the right tomake changes in policies, regulations,procedures,andfeesandwillgiveduenoticetoaffectedparties.Current,andmorecomprehensive,informationregardingtheinstitution'sacademicandnon-degreeprograms,facultyandstaff,campussettings and location, resources and facilities, and student services is available on TheInterdenominationalTheologicalCenterwebsiteatwww.itc.edu.The Interdenominational Theological Center does not discriminate among applicants to, orparticipantsin,itsdegreeprogramsonthebasisofgender,sexualorientation,race,religion,ethnicity,nationalorigin,orphysicaldisability.

©2017TheInterdenominationalTheologicalCenter.Allrightsreserved.

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TableofContentsAcademicCalendars 6

MissionStatement 10

InstitutionalGoals 10

CodeofEthics 11

Accreditation 11

QualityEnhancementPlan 12

ConstituentTheologicalSeminaries 13

1.Overview History 14 ITCTheologicalConsortium 15 MorehouseSchoolofReligion 15 GammonTheologicalSeminary 15 TurnerTheologicalSeminary 16 PhillipsSchoolofTheology 17 CharlesMasonTheologicalSeminary 18 RichardsonEcumenicalFellowship 19 InstitutionalAffiliations 19

SpecialPrograms 20StudentLife 21

RelationalHealthServices 22 OfficeoftheChaplain 22 AlumniRelations 23

AmericansWithDisabilitiesAct 23StudentHousing 24

FinancialAssistanceforStudents 24 LibraryResources 24

JournaloftheInterdenominationalTheologicalCenter 25 BoardofTrustees 26 AdministrativeOfficers 26 President-Deans 27 Faculty 27

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2.AcademicPrograms Degrees 29 DegreeProgramOutcomes 29

MasterofDivinity 31 MasterofArtsinChristianEducation 34

MasterofDivinity/MasterofArtsinChristianEducation 40DoctorofTheology 43DoctorofMinistry 49CertificateinTheologyProgram 50CoursesinDegreePrograms 51

3.AcademicProceduresandRegulations AcademicandPersonalRecords 105 DirectoryInformation 105 Calendar 105 CourseCreditsandAcademicLevels 105 TransferCredits 106 Advising 107 AssistanceinEnglishLanguageProficiency 107 Portfolio-BasedAssessmentProcess 107 Registration 107 CrossRegistration 108 Add/DropProcedures 109

AdministrativeHold 114AdvancedStanding/SharedCreditinDegreePrograms 114ApplicationforGraduation 115

AuditingCourses 115 ChangeofGrade 115 Cheating,Plagiarism,andAcademicMisconduct 116 ClassroomMandatoryAttendance 117 ClinicalPastoralEducation(CPE)andInternships 119 ComputerServices 119 CourseEnrollment 119 CourseEvaluations 119 CourseLoadsandFull-TimeStatus 119 CourseRetakePolicy 119 DegreesinAbsentia 120 DenominationChange 120 DirectedStudy 120 DisabilityAccommodationPolicy 120 EnrollmentVerification 120 Exemptions 120 Grades 121 CalculatingGradePointAverage 122

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IncompleteGrading 122 GradeAppealPolicy 123 GradeReports 125 GradeSubmissionPolicy 125 Documentation:Medical-Health 125 AcademicStanding 125 AssessmentofAcademicProgress 125 FederalSatisfactoryAcademicProgressPolicy 126 GraduatingwithHonors 128 J-Term 128

E-Term 128 MaintainingMatriculation 128 NameChanges,Corrections,andRecordUpdates 129 Orientation 129 Pre-SeminaryStudies 129 Implementation 129 TeachOutPlan 129 4.Admission

AdmissionsCriteria 132 TransferStudents 132 AdvancedDegreePrograms 132 InternationalApplicants 132 ApplicationProcess 132 Application:MastersPrograms 130 RequirementsforApplication:DoctorofMinistry 133 HarassmentPolicy 136 5.StudentExpenses AcademicCosts 141 Fees 141 Books 142 Housing 142 FinancialResponsibility 142 PaymentPolicies 1436.FinancialAssistanceforStudents GeneralInformation 147 ApplyforFinancialAid 147 Scholarships 147 UniversityFundedScholarships 147 OutsideScholarships 148 StudentLoans 148 SatisfactoryAcademicProgressforFederalFinancialAid 148

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AcademicCalendars–2017-2021

FallSemesters

Activity Fall2017 Fall2018 Fall2019 Fall2020

RegistrationBegins April3 April2 April1 April6

EarlyTerm Aug.7-11 Aug.6-10 Aug.5-9 Aug.3-7

FacultyRetreat Aug.11-12 Aug.14-16 Aug.12-14 Aug.10-12

NewStudents

Orientation/Registration

Aug.17 Aug.16 Aug.14 Aug.13

ReturningStudents/

Registration


ClassesBegin


Drop/AddPeriod

Aug.21-25 Aug.20-24 Aug.19-23 Aug.17-21

Dropwith‘W’Begins


FallConvocation


LaborDayHoliday

Sept.4 Sept.3 Sept.2 Sept.7

ITCBoardMeets

October October October October

Mid-TermWeek

Oct.2-6 Oct.1-5 Oct.1-4 Sept28-Oct1

Withdrawal‘WF’/Penalty Oct.9 Oct.8 Oct.7 Oct.5

SpringAdvisementWeek Oct.23-27 Oct.22-26 Oct.21-25 Oct.19-23

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AdmissionDeadline Nov.1 Nov.1 Nov.1 Nov.1

SpringRegistration

Nov.1 Nov.1 Nov.1 Nov.2

ThanksgivingRecess

Nov.23-24 Nov.22-23 Nov.28-29 Nov.26-27

LastDayofClasses

Nov.30 Nov.30 Nov.27 Nov.24

FinalExamWeek

Dec.4-8 Dec.3-7 Dec.2-6 Nov.30-Dec.1

SemesterEnds

Dec.8 Dec.7 Dec.6 Dec.4

GradesDue


CrossRegistrationDeadline


IncompleteGradesDue Jan.5 Jan.4 Jan.3 Jan.5

SpringSemesters

Activity Spring2018 Spring2019 Spring2020 Spring2021

RegistrationBegins November1 November1 November2 November1

J-Term

Jan.2-6 Jan.7-11 Jan.6-10 Jan.4-8

NewStudents

Orientation/Registration

Jan.10 Jan.16 Jan.15 Jan.13

ReturningStudents/Registration/ Jan.11 Jan.17 Jan.16 Jan.14

MLKJr.Observance Jan.15 Jan.21 Jan.20 Jan.18

ClassesBegin Jan.16 Jan.22 Jan.21 Jan.19

Drop/AddPeriod Jan.16-22 Jan.22-28 Jan.21-27 Jan.19-25

Dropwith‘W’Begins Jan.23 Jan.29 Jan28 Jan.26

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Mid-TermWeek Feb,26-Mar2 March4-8 March2-6 March1-5

Withdrawal‘WF’/Penalty March5 March11 March9 March8

SpringBreak

Mar.12-16 March11-15 March9-13 March8-12

FallAdvisementWeek

Mar.19-23 March25-29 March23-27 March22-26

GoodFridayandMonday March30-Apr2 April19-

April22

April10-April13 April2-April5

Easter April1 April21 April12 April4

RegistrationFall/Sum

April2 April1 April1 April1

CrossRegistrationDeadline

Fall

Summer

April13

July13

April12

July12

April14

July17

April16

July16

ITCBoardMeets April April April April

SpringSemesterExams April23-27 April22-26 April20-24 April19-23

HonorandAwardsDay April26 April25 April23 April22

SeniorGradesDue May4 May3 May1 April30

LastDayofClass May4 May3 May1 April30

SemesterEnds May4 May3 May1 April30

AllOtherGradesDue May11 May10 May8 May7

Commencement May12 May11 May9 May8

Incompletegradesdue June1 May31 May29 May28

AdmissionDeadline July2 July1 July1 July1

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EdwardL.Wheeler,Ph.D.,President

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MissionStatementofTheInterdenominationalTheologicalCenter

TheInterdenominationalTheologicalCenter(ITC)isaconsortiumofdenominationalseminarieswhosemission is toeducateChristian leaders forministry and service in theChurchand theglobalcommunity.ITCeducatesandnurtureswomenandmenwhocommittoandpracticealiberating and transforming spirituality; academic discipline; religious, gender, and culturaldiversity;andjusticeandpeace.

InstitutionalGoals v ToeducatemenandwomenforleadershipinChrist’sChurchandtheworld.

v Todemonstrateacademicexcellenceinteachingandresearch.

v To recognize the role of denominations as the foundation for ecumenism and tounderstandthisprincipleasaviableandsustainingcornerstoneofITC’smission.

v Toattract, support,and retainqualified students capableof fulfilling themissionof theinstitution,whowill fosterandadvocatediversity;promoteintegrityandcompetenceinChristianleadership;andencouragejustice,reconciliation,liberation,andpeace.

v Toprovideacritique,informedbytheperspectivesofAfrican-Americanandotherglobalinterpretations,ofWestern,male-dominatedtheologicaleducation.

v To encourage scholarly research and publications related to Africa and the DiasporaAfricanreligiousexperience,theAfrican-AmericanChurch,andthechurchuniversal.

v Toattract,develop,andretaincompetentfaculty,staff,andadministrators.

v Toensurethatthelearning,working,andlivingenvironmentishealthy,safe,andsecurethroughstrongadministrativepractices.

v To develop and sustain partnerships that enhance the education of students, provideopportunitiesforcommunityservice,andfosterinterreligiousdialogue.

v TomaintainfiscalstabilityandtostrengthenthefinancialvitalityoftheCenter.

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CodeofEthics

AsahistoricallyBlackChristianInstitutionofhigherlearningdedicatedtothedevelopmentoflayandclergy leadershipwitha liberatingandtransformingspirituality,creatingcommunitiesofjusticeandreconciliationonthelocalandgloballevels,wecommitourselvestothefollowingcovenant:

v Wecommit ourselves to practicing andpursuing integrity in academic andprofessionalexcellence from the classroom to the office to the board room, through our use andallocationoftime,talents,andresources—physical,intellectual,andfinancial.

v We commit ourselves to maintaining and supporting mutual respect and integrity forourselves, individualsandthecommunitythroughourdaily interactionswitheachotherintheuseofappropriatelanguageandbehavior.

v Wecommitourselvestoactsofgenderinclusivity.

v We commit ourselves to the enhancement and nurture of appropriate needs ofindividualsandthecommunityinwaysthatbuildupthehealthyfunctioningofboth.

v Wecommitourselves to respecting thediversityofecumenical, theological, ideological,andpersonalexpressionsofthevariousfaithsandtraditionsfoundinourcommunity.

v WecommitourselvestocelebratingandbuildinguponthebestofourAfricancultureandheritagethroughourworkandlifetogether.

v We commit ourselves to the pursuit of intellectual excellence through the openengagement of critical thought and debate and through the honest critique of eachother’sideasandbeliefs.

v Wecommitourselves toprovidingasafephysicalandpsychologicalenvironment forallmembersofthecommunityregardlessofone’srace,color,religion,sex,nationalorigin,age,sexualorientation,ability,oranyothercharacteristicprotectedbylaw.

v Wecommitourselves tomaintaining andproviding services andphysical resources andspaces which promote the mission and fiscal integrity of the institution, and whichdemonstrateappreciationandcelebrationofthegiftsofothers.

v Wecommitourselvestoholdingeachotherandourselvesaccountabletoadheringtothestatementsmadeinthiscovenant.

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Accreditation

TheInterdenominationalTheologicalCenteraccreditedbytheCommissiononCollegesoftheSouthernAssociationofCollegesandSchoolstoawardmastersanddoctoratedegrees.ContacttheCommissiononCollegesat1866SouthernLane,Decatur,Georgia30033-4097orcall404-679-4500forquestionsabouttheaccreditationoftheInterdenominationalTheologicalCenter(ITC).

TheInterdenominationalTheologicalCenterisalsoaccreditedbytheCommissiononAccreditingofTheAssociationofTheologicalSchoolsintheUnitedStatesandCanada(ATS)toawardmastersanddoctoratedegrees.ContacttheCommissiononAccreditingat10SummitParkDrive,Pittsburgh,PA15275-1103orcall412-788-6505forquestionsabouttheaccreditationoftheInterdenominationalTheologicalCenter.

TheD.Min.andTh.D.degreesareofferedthroughcooperationwiththeAtlantaTheologicalAssociation.

TheQualityEnhancementPlan(QEP)fortheITC

The Interdenominational Theological Center has developed aQuality Enhancement Plan (QEP) that includes aninstitutionalprocessforidentifyingkeyissuesemergingfrominstitutionalassessmentinstitutionalassessmentandfocusesonlearningoutcomesand/ortheenvironmentsupportingstudentlearningandaccomplishingthemissionoftheinstitution

“Sankofa: Engaging the Interrelatedness of Orality and Ocularity” codifies the Quality Enhancement Plan toimprove student learning through an educational distinction that has been and is effective in the education ofAfricanAmericansandinthepracticeofministry.Therearespecificskills,waysofcommunicatingbothwrittenandoral, ways of analysis and performance that reflect this interrelatedness of two realities, orality and ocularity(Sankofa). The identification of this theme evolved out of broad based institutional involvement of seminarypresidentdeans,facultyadministration,staff,studentsandalumni.

Sankofa: Lookingbackinordertoseeforward. It isacommitmenttothevalueofmemorybecausethelossofmemory causes us to reduce our ability to do radical examination of ourselves, our ancestors, and theopportunitieswecreateforfuturegenerations.

Background

BeingAfricanAmerican in theUnited States has been and remains a challenge.Dr. James Jones a professor ofpsychologydescribed itas“BeingAfricanAmerican in theUnitedStates:ADualityDilemma” (19941). Inasocialcontextwhereone’scolorofskinmadeitagainstthelawtolearntoreadandlaterdeniedadmissionstocollegesperceivedasthe“right”thingtodobecauseofracialstereotypingistheeraoftheITC’sbirth.Inthemidstofpolicebrutality,studiesofgeneticinferiorityandpoverty,theITCemergesasanagentofliberationandsocialchangeintheonlyinstructionthatcouldbefoundineveryBlackcommunity-thechurch.

Thisunderstandingandinterpretingthetwo-nessofrealitieswasthereasonfortheHistoricallyBlackCollegeandUniversity(HBCU).Thegoalof(HBCU’s)wastopreserveandpromoteaneducationalprocessthatsupportedtheinterrelatednessoftworealitiesinwaysforabetterandtruersenseofself.TheaimatITCsinceitsinceptionwasto use the acquired knowledge and skills, intuitive genius, faith and theology to manifest liberating and1Jones, James. (1994). Being African American in the United States: A Duality Dilemma In Psychology and Culture, eds.: Lonner, Walter J. and Malpass Roy Prentice Hall New Jersey

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transformingrealitieswhereverwefindourselvesinthis“two-ness”.Thishasbeenevidencedforover50years.TheQEPSankofaisreturningtowhatwehaveforgottenaboutthe“two-ness”andusingitforourfuture.

To this end, the QEP focuses its work on first executing a program review logicmodel thatmeasures indirecteffortsanddirecteffectsonstudentlearningworkingcollaborativelyacrosscurriculumareasresultingintaxonomyof orality and ocularity (Sankofa) interrelatedness. Second, are the revisions of M.Div. core courses and, itsassessment and practice courses to determine baseline, progress, and achievement levels of program areaproficiency including interrelatingoralityandocularity (Sankofa)asdefinedthroughthe ITCMission.Andfinally,the QEP seeks to affirm the educational merit and the ineffable effect of Sankofa (interrelating orality andocularity) in thestoryof the ITCcommunity, itsmissionand in thepracticeofprofessionalministry, scholarshipandservice.

CONSTITUENTDENOMINATIONALSEMINARIESGammonTheologicalSeminary(UnitedMethodist) Dr.WalterKimbrough,InterimPresident-Dean

CharlesH.MasonTheologicalSeminary(ChurchofGodinChrist)

Dr.HaroldV.Bennett,President-Dean

MorehouseSchoolofReligion(Baptist)

Dr.F.KeithSlaughter,President-Dean

PhillipsSchoolofTheology(ChristianMethodistEpiscopal)

Dr.PaulBrown,President-Dean

TurnerTheologicalSeminary(AfricanMethodistEpiscopal)

Dr.JohnR.Green,President-Dean

NON-CONSTITUENTDENOMINATIONS

SelmaT.andHarryV.RichardsonEcumenicalFellowship(Interdenominational)

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1.Overview

HISTORY

The Interdenominational TheologicalCenter,oneofthemostsignificantventuresin theological education in America, waschartered in 1958 through the mutualefforts of four denominations: the BaptistChurch, the United Methodist Church, theAfrican Methodist Episcopal Church, andtheChristianMethodistEpiscopalChurches.Theirfourseminaries,MorehouseSchoolofReligion (see Baptist School of Religionbelow), Gammon Theological Seminary,Turner Theological Seminary and PhilipsSchool of Theology came together incooperation as an ecumenical cluster toform one seminary. They were joined byJohnson C. Smith Theological Seminary ofthe Presbyterian Church (U. S. A.) and theCharlesH.MasonSeminaryoftheChurchofGod in Christ, Inc. The Center’s foundingwas greatly helped by some magnificentgrants from philanthropic foundations,especially the Sealantic Fund and theGeneral Education Board. ITC has beenaccreditedbyTheAssociationofTheologicalSchools in the United States and Canadasince1960andtheCommissiononCollegesoftheSouthernAssociationofCollegesandSchoolssinceOctober1984.

The Absalom Jones Theological Institutealso became a part of ITC following theunanimous endorsement of the EpiscopalChurch’s Board of Theological EducationandseminarydeansonMarch30,1971.TheReverend Robert A. Bennett for thedirectors of the Union of Black

Episcopalians submitted the proposal foraffiliation. The seminary was named tohonorthefirstAfricanAmericanordainedapriestintheEpiscopalChurch.Theprogramproved to be too expensive for the smallnumberofAfricanAmericansintrainingandtheseminaryclosedin1979.

Dr. Harry V. Richardson served as the firstpresident of InterdenominationalTheological Center from 1959 to 1968. Dr.OswaldP.Bronsonservedaspresidentfrom1968to1975.Dr.GrantS.Shockleybecamepresident in January 1976 and serveduntilthe end of December 1979. Dr. JamesDeotisRobertsbecamepresident inAugust1980andserveduntilApril1983.Dr.JamesH. Costen became president in December1983 and served through June 1997. Dr.Robert Michael Franklin became presidentinJuly1997andserveduntilMay2002.Dr.Michael A. Battle became president inSeptember2003.Dr.RonaldPetersbecamepresident in2010.Dr. EdwardP.Wimberlyserved as Interim President from 2013 toJanuary 2015 and President in 2015. Dr.Edward L. Wheeler began his tenure asPresidentinApril2015.

ITCislocatedonaten-acreplotintheheartof the Atlanta University Consortium. Thesite was generously given by AtlantaUniversity. The Center is under thedirection of a forty-five-member Board ofTrustees.Twenty-fourofthetrusteescomefrom the six participating schools. Theremaining twenty-one include fifteenmembers-at-large, chosen without regardto denominational affiliation. The boardincludes, as part of its deliberations, tworepresentatives of the alumni,representatives elected by the FacultyCouncil,andtworepresentativeselectedbythe student body of the Center. The

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trustees employ the faculty andadministration, set institutional policies,and oversee the management of thephysical and financial resources of theCenter.

ITCfacultymemberscontinuetobechosenfor both their scholarly competence andteachingability.Theyconstituteamongthenation’s seminaries. They are the mostpublished faculty of any of the schools intheAtlantaUniversityCenterarea.

TheITCTheologicalConsortium

MorehouseSchoolofReligion

In February 1867, a school for the trainingofministers and other church leaders wasorganized in the Springfield Baptist ChurchofAugusta,Georgia,underthesponsorshipof the American Baptist Home MissionSociety. This school was known as theAugustaInstituteuntilitsmovetoAtlantain1879, whereupon it was renamed AtlantaBaptist Seminary. Twenty years later, theseminary was authorized to offer collegework,andthenamewaschangedtoAtlantaBaptist College. Theological studentscontinued to outnumber liberal artsstudentsuntil1923-1924.In1904,attentionturnedtothedivinityschool,which,thoughrelated to the college, had its owninstructors and offered the Bachelor inDivinity (B.D.) degree in addition to theBachelor in Theology (B.Th.) and thediplomaintheology..

ThenameMorehousewasadoptedin1913in honor of Dr. Henry L. Morehouse,corresponding secretary of the AmericanBaptistHomeMissionSociety, and in1924the Divinity School of Morehouse College

became known as the School of Religion.This change was accompanied by areorganization of curriculum, and Dr.CharlesD.Hubert,aprofessorinthedivinityschoolsince1914,becamethefirstdirectorof the School of Religion of MorehouseCollege.

Through the mutual agreement of Dr.Benjamin E. Mays, then president of bothMorehouseCollege andMorehouse Schoolof Religion, and Dr. Harry V. Richardson,then president of ITC, and with theconcurrence of Morehouse Collegetrustees, Morehouse School of ReligionbecametheBaptistconstituentmemberofthe consortium known asInterdenominationalTheologicalCenter.

In 2012, theMorehouse School of ReligionwasremovedfromtheConsortiumforfiscalreasons. At that time, the ITC Board ofTrustees voted to establish the BaptistSchool of Religion to honor the ongoinglegacyofBaptistseminaryeducationaspartof the campus of the InterdenominationalTheological Center. TheMorehouse Schoolof Religion was returned to full compliantrelationswiththeconsortiumin2015.

GammonTheologicalSeminary

Gammon Theological Seminary had itsbeginning in 1869 as the Department ofReligionandPhilosophyatClarkUniversity,an institution founded by the Freedman’sAid Society of the Methodist EpiscopalChurch (one of the predecessor bodies ofthe United Methodist Church). TheDepartment of Religion and Philosophy ofClark University continued to serve thepurpose of preparing newly freed slavesand others for ministry in the MethodistEpiscopal Church up until 1872. In 1872,Clark Theological Seminary, the former

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Department of Religion and Philosophy atClark University, was opened with twenty-six students enrolled. Although a separateentity in name, Clark Theological Seminarystill remained under the auspices of ClarkUniversity and the Freedman’s Aid SocietyoftheMethodistEpiscopalChurch.

In 1882, a Department of Theology wasestablished at Clark University in an efforttobolsterandstrengthenthefalteringClarkTheological Seminary. The Reverend ElijahGammon, a superannuated Methodistminister of the Rock River (Illinois)Conference, gave Clark University a gift of$20,000toendowthetheologicalprogram,provided that the Clark TheologicalSeminarywouldceasetoexist,andthatthenewGammonSchoolofTheologywouldbea part of Clark University. Therefore, in1883,GammonSchoolofTheologyopenedat Clark University, and The ReverendWilbur P. Thirkield (later President ofHowardUniversityofWashington,DC)wasnameditsinauguraldean.

Within four years of the establishment ofthe Gammon School of Theology, TheReverend Elijah Gammon offered to givethe school more liberal support on thecondition that it becomes independent ofClark University so that the entireMethodist Episcopal Church and all hercolleges in the South might be served. InApril1887,theofficialconnectionsbetweenGammon School of Theology and ClarkUniversity were dissolved; and in January1888, Reverend Gammon added $200,000totheendowmentfund.Theseminarywasgranted a charter on March 24, and thenamewas officially changedDecember 28,1888toGammonTheologicalSeminary.TheReverend Wilbur P. Thirkield, who hadserved as Dean during the ties with Clark

University, was elected as the institution’sfirstPresident.

The Reverend Elijah Gammon died on July3, 1891, having willed the seminarysufficientadditionalfundstobringhistotalgifttomorethanahalfmilliondollars.Inhisplans, he intended the seminary to be acentral theological schoolof theMethodistEpiscopalChurchfortheentireSouth,opento students of all races and alldenominations. The seminary offered,without distinction of race, to all studentsfor the Christian ministry, a thorough,extensive, and well-arranged course ofstudy. Gammon Theological Seminary wasthe only fully accredited institution of itskindinthenationupuntiltheyear1958,atwhich point, relying upon Gammon’saccreditation, the InterdenominationalTheologicalCenterwasformed.

Today,Gammonisoneofthe13seminariesof the United Methodist Church, and inconjunction with the ITC, Gammoncontinues to form, shape, and train menand women for a variety of Christianministries. Gammon provides thefoundation for those who have respondedtoGod’s call so that theymight effectivelyliveouttheirparticularvocation.

TurnerTheologicalSeminary

Turner Theological Seminary began as adepartment of Morris Brown College in1894,nineyearsaftertheboardoftrusteesfirstvotedapprovalonSeptember23,1885.TheReverendT.G.Steward,D.D.,aformerUnited States Army chaplain, was electedthe first Dean of Theology. In the interim,the Rev. E. L. Chew was also elected, buttheRev. E.W. Lee, a formerprincipalwhowas subsequently elected president ofMorrisBrownCollege,wasthefirsttoserve

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as Interim Dean of Theology. Twelvepersonsmadeupthefirststudentbody.

ThenameTurnerTheologicalSeminarywasapprovedin1900inhonorofBishopHenryMcNeal Turner, the resident bishop of theAfrican Methodist Episcopal Church andsenior bishop of the denomination at thattime.

The Seminary remained on the campus ofMorris Brown College until 1957 when abuilding was acquired at 557 MitchellStreet. TheTrusteeBoardofMorrisBrownCollege, under the leadership of BishopWilliamReidWilkes, Sr., authorizedTurnerTheologicalSeminarytobecomeafoundingconstituent of the InterdenominationalTheological Center in 1958. Dr. George A.Sewell was appointed Director/Dean. Acharter was obtained in 1975 and aseparate Board of Trustees was appointedunder the leadership of Bishop RichardAllenHildebrand.

The seminary received its own charter in1975anditsfirstseparateBoardofTrusteeswaselected.ThosewhofollowedDr.Sewellas deans have included Dr. Josephus R.Coan, Dr. Cecil W. Cone, Dr. George L.Champion, and Dr. Clayton D. Wilkerson.Dr. Daniel W. Jacobs Sr. served as deanfrom 1985 to 2008. During his tenure theFrederick Hilborn Talbot Hall was erectedandtheenrollmenthasmorethandoubled.

Within a year of the election of Dr. DanielW.JacobsSr.,asDeanofTurnerTheologicalSeminary in 1985, construction was begunon the Frederick Hilborn Talbot Hall at acost of S2.8 million. This facility was theresult of the tireless efforts of BishopTalbot. It contains offices, a chapel,Laundromat, concession area, thirty-twodormitory rooms, twenty efficiencies, and

five one-bedroom apartments. It wasoccupiedinOctober1987.

Turner Theological Seminary continues topursue excellence as an institution for thepreparation of youngmen andwomen foreverydepartmentofChristianwork.TurnerTheologicalSeminaryremainscommittedtoits motto ‘For a Prepared Ministry’ inkeepingwith the aimof its founders tobe“aninstitutionforthepreparationofyoungmen and women for every department ofChristian work’. Turner graduates can befoundinallareasofthechurch,collegeandseminary teachers, presidents, pastors,presiding elders and bishops, as well as,civicandpoliticalofficials.

InApril2008,Dr.JohnF.Greenwaselectedthe Seventh Dean to serve TurnerTheologicalSeminary.Underhisleadership,on campus as well as distance-learningstudent enrollment has increased. Newcomputers have been installed in theFrederickHilbornTalbotHallcomputer lab,as well as the retirement of themortgageonthebuilding.

PhillipsSchoolofTheology

PhillipsSchoolofTheologyis“TheSeminaryoftheChristianMethodistEpiscopal(CME)Church.” ItwasfoundedonMay30,1944,by theactionof theLaneCollege (Jackson,Tennessee) board of trustees and birthedinto reality by the leadership of Bishop J.Arthur Hamlett. The academic program ofPhillips began on January 2, 1945. Dr.Joseph A. Johnson Jr. (elected in 1966 asthethirty-fourthbishopoftheCMEChurch)waselectedthefirstpresidentoftheschoolin1945.Heserveduntil1954.

In1950,theGeneralConferenceoftheCMEChurch voted to make Phillips School of

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Theology a Connectional school, whichentitled it to financial support of thedenominations. Early enrollments wereacrossdenominationallines.

When Dr. U. Z.McKinnonwas elected thesecond president of Phillips in 1954, anextension program was added to thecurriculum of the seminary. This programafforded ministers and laity outside theJackson, Tennessee area to receivetheologicaltraining.Extensioncenterswereestablished in Arkansas, Mississippi,Tennessee, Alabama, and Georgia. Classeswere offered in Christian education,theology,homiletics,andadministration.

InAugust1959,PhillipsSchoolofTheologybecame a founding member ofInterdenominational Theological Center byaction of the 1958 General Conference ofthe CME Church. Dr. Milner Darnell waselected its third dean and supervised theconstruction of the present facility. BishopB.JulianSmith,whoservedasthefirstchairof the Phillips board of trustees in itsaffiliation with ITC, was a major player inbridging Phillips with theInterdenominationalCenterconcept.

FollowingthedeathofDr.Darnellinthefallof 1973, Dr. Alvin Dopsonwas elected thefourth dean, and served until his death in1979.Dr.WilliamC.Larkinwaselectedthefifthdeanin1980andserveduntil1990.Dr.Thomas L. Brown Sr.was elected the sixthdean in 1990. He served until 2006, whenhewaselectedthe54thBishopof theCMEChurch. On July 1, 2006, Dr.Marvin FrankThomas, Sr. was elected as the InterimPresident-Dean.InJanuary2007,theBoardofTrusteeselectedDr.MarvinF.Thomasasits seventh President and he served until2014whenhewaselectedthe63rdBishopofTheCMEChurch.InJulyof2014Dr.Paul

L.Brown,Sr.,wasnamedinterimDeanandin January 2015 The Board of Trusteesnamed Dr. Brown the eighthPresident/Dean. In conjunction with theSeminary's Founder's Day Observance,Phillips School of Theology sponsors aPastor's Conferencewhich is held annuallyfor ministers of the CME Church and hasattractedwellover400participants,aswellas,nationallyknownspeakers,lectures,andworkshoppresenters."

Graduates of Phillips serve effectively atevery level of ministry in the ChristianMethodist Episcopal Church—as bishops,pastors, presiding elders, civilian andmilitarychaplains,professors,andteachers.Phillips prides itself in shaping men andwomen for a competent, relevantministrythatispriestly,pastoral,andprophetic.

Phillips was named in honor of CharlesHenry Phillips, the twentieth bishop of theCMEChurch.BishopPhillipswasoneofthebest-trained ministers of his day, alsoholding a degree in medicine. He donatedthefirst$5,000towardsestablishingPhillipsasaseminary.

CharlesH.MasonTheologicalSeminary

Initial plans for Charles H. MasonTheological Seminary began in 1965 whenSenior Bishop Ozro Thurston Jones Sr.convenedaplanningcommittee toexplorethepossibilityoftheChurchofGodinChristorganizing a seminary and becoming anaffiliateof Interdenominational TheologicalCenter. He also invited Dr. Harry V.Richardson, president of ITC, to Memphis,Tennessee, to meet with the specialcommittee. At this meeting, the idea was

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discussedandtableduntilthechurchcouldresolvesomeofitsinternalmatters.

Inthefallof1968,theGeneralAssemblyoftheChurchofGodinChristapprovedanewconstitution that resolved the church’spolitical crises and elected a newadministration.Thisadministration,headedby Presiding Bishop James OglethorpePatterson Sr. and a presidium called theGeneralBoard,madetheseminaryideaoneof itspriorities.BishopPattersonconvenedanother planning committee led by BishopD. A. Burton, general secretary of thechurch and Bishop R. L. H. Winbush,president of the publishing board. Thiscommitteefinalizedplansfororganizingtheseminary and its entrance into theInterdenominationalTheologicalCenter.

In April 1970, the General Assemblyauthorized the Charles H. MasonTheological Seminary, named in honor ofthe founder of the church, to become aconstituent seminary ofInterdenominational Theological Center.BishopCharlesE.Blakewaselectedthefirstchair of the board of trustees, while Dr.Leonard Lovett was chosen as dean. Theseminary officially opened in the fall of1970.Dr.OliverJ.HaneyJr.servedasdeanof the Charles H. Mason TheologicalSeminaryfrom1974to2004.ElderArthurF.Mosleyservedasthe interimdean2002to2005. Dr. Harold V. Bennett is currentlydean of Charles H. Mason TheologicalSeminary.

SelmaT.andHarryV.RichardsonEcumenicalFellowship

Since its inception, ITC has welcomed intoits enrollment students of denominationsother than the five constituentdenominations. These students are

designated as Selma T. and Harry V.RichardsonEcumenicalFellows (RichardsonEcumenicalFellowship).Thisconstituencyisunder the leadership of the advisor forRichardsonEcumenicalFellowshipstudents.At present, more than fifteen differentdenominationsarerepresentedamongthispopulation, including Disciples of Christ(ChristianChurch),UnitedChurchofChrist,AfricanMethodistEpiscopalZion,Lutheran,Episcopal, and Roman Catholic, as well asstudents who are nondenominational.Currently, Richardson EcumenicalFellowship is the second largest of theindividual student segments at ITC, andparticipates fully in the life of theinstitution. The Selma T. and Harry V.Richardson Ecumenical Fellowship electsofficers annually and undertakes a fullcalendar of programs, services, andactivities.

INSTITUTIONALAFFILIATIONS

THECAREANDCOUNSELINGCENTEROFGEORGIA(CCCG)

TheCareandCounselingCenterofGeorgia(CCCG) is a Samaritan Center uniting theformer Georgia Association for PastoralCareandtheVerderyCenteroftheGeorgiaBaptist Health Care System. The originalcenter was founded in 1962 as acooperative endeavor of ColumbiaTheological Seminary, Emory University’sCandler School of Theology and School ofMedicine, ITC, and theChristianCouncil ofMetropolitan Atlanta. The Care andCounseling Center of Georgia (CCCG) is anon-profit,ecumenicalorganizationofferingcounseling, pastoral care and education toindividuals, couples, families and

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organizations.

Together theseprogramshavea combinedhistory of over 90 years in the field ofPastoral Counseling and Care. This richhistory secures the mission: “to providehealing, wholeness, and hope and toeducate others for this service.” The threemainprogramsinclude:

. CounselingCenter:PsychotherapyandConsultation/FindaTherapist

. TrainingforPastoralCounseling

. TheInstituteforChaplaincyandClinicalPastoralEducation(CPE)

THELUTHERANTHEOLOGICALCENTERINATLANTA

The LutheranTheological Center inAtlanta(LTCA)beganasanenrichmentprogramofTrinity Lutheran Seminary in Colum- bus,Ohio, and Lutheran Theological SouthernSeminary in Columbia, South Carolina, in1988. As such, it provided an opportunityforstudentsfrombothseminariestocometo Atlanta and take courses at Atlantaseminaries towards the graduationrequirements of Trinity and Southern. In1997,theCentermovedtotheITCcampusto both strengthen its relationship to ITCand the commitment of the EvangelicalLutheran Church in America (ELCA) todeveloping African-American leadershipamong its ranks.Theprogramhas alwayshad a particular emphasis on AfricanAmericans andothers seeking to serve thechurchintheAfricanAmericancommunity.Currently, through its relationship to ITC,the Center provides opportunities forstudents enrolled at any of the eight ELCA

seminaries to come to Atlanta and pursuecourse work towards the graduationrequirements of their home seminaries.While enrolled through the Center,students have access to Atlanta UniversityCenter’s Robert W. Woodruff Library andparticipate in the life and mission of ITC.Student grades are reported to the CenterfromtheITCregistrarandaresubsequentlyreported to students’ home seminaries.Through its seminaries, the ELCAencouragesitsstudentstoconsidercomingto the Center for one or two years,particularlythosewhoareseekingtoservethe church in the African-Americancommunity.

SPECIALPROGRAMS

BLACKWOMENINCHURCHANDSOCIETY(BWCS)

BWCS is a program at ITC with local andnational foci, seeking to enhance theparticipationandfunctionofwomeninthechurch and society. The focus is churchstructures and seminary/theologicaleducation, using education and re-education as tools for constructive andpositive change. The organization seeks toestablish a network for Black women inreligiousprofessions.Theprogramincludesavarietyofeducational, research, teachingandleadershiptrainingventures.

RELIGIOUSHERITAGEOFTHEAFRICANWORLD(RHAW)

Religious Heritage of the African World, aresearch action-advocacy project, seeks toenhance integration of efforts within theinterdenominational community toaccomplish mutually defined goals andobjectives in the context of academic,

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church, and community life. The project isintended to promote the positive value ofworking in international, interdisciplinary,intercultural,andintercomUnitarianways.

This project program focuses the PanAfrican and “Two-Thirds World” religiousheritages as the point of reference fromwhich contributions are made to apluralisticsocietyinthemulticulturalworld.Thetasksof thisprojectaretogatherdataand publications concerning African andAfrican-American religious and culturalheritages, to research and actively engagein issues and challenges facing the BlackChurchandoppressedpeoples,andtoplan,promote, and implement interculturaldialogues,conferences,andresearchtravelexperiences.

YOUTHHOPEBUILDERSACADEMY

ITCseekstoprovideaYouthHope-BuildersAcademy for Black high school youth toexplore their present and future livestheologically and discover ways in whichtheirlivescancontributetoahope-bearingchurchandsociety.TheAcademywillguidea different group of youth each year inexploring, through reflection and concreteactions, their identities as Black people,theirconnectionstofamily,church,andtheworld, their understandings of hope andways of overcoming impediments tohoping,aswellastheirgifts,opportunities,and the type of preparation needed forChristian vocation in the church and theworld. A second component of theAcademy is year-round forums, includingthe Annual Youth and Family Convocation,foryoungpeople,theirfamilies,andchurchandcommunity leaders focusedoncurrentissues of youth and resources for problemsolving. Seminary classes and continuing

education courses on youth ministry arepartoftheAcademy’sactivitiesaswell.

STUDENTLIFE

Student Life is about more than justacademics. It is about thepersonal growthanddevelopmentthatcomesfrombeinganactive participant in a community ofindividuals. It is about the learning thatcomes when interacting with people fromdifferentbackgrounds. It is aboutengagingin activities for which individuals feelpassionate while taking time to trysomething totally new and outside theircomfortzone.

Student Life at ITC emphasizes all of thisand more. With a diverse selection ofstudent organizations, a great locationdowntown location in theheartofAtlanta,students can experience the life of aseminarian as it was meant to be. Don't

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believe it? Explore everything ITC has toofferandseeforyourself!

ITCisaconsortiumoffiveseminarieswithasixth entity, an Ecumenical Fellowship ofnon-denominational or denominationsother than the five affiliate schools. Thisadds to the richness and diversity ofexperiencesattheITC.

Withinthecommunityareacademic,social,and service clubs and other organizationscovering a full rangeof student needs andinterests are brought together underspecific student and faculty advisoryleadership. The Student Christian League(SCL) on campus provides a structure ofgovernance which promotes school spirit,positive leadership activities and strongacademicassertiveness.

OfficeofStudentServices

The common thread that runs throughoutthe Division of Academic Services is acommitment to enabling all students toparticipate in an engaging, healthy, andactive learning environment during theirtimeattheInterdenominationalTheologicalCenter. The mission of the Office ofStudentServicesistwofold:tocomplementand support the ITC’s academicmission asan international center of scholarship,teaching,andresearch,andtoenhancethequality of life for students — both in andout of the classroom. We promote theintegratedspiritual,academic,recreational,and residential participative life of ourstudents in tandem relationship with allpersonsintheITCcommunity.Consistingofa variety of offices and departments, ourdivision offers a wealth of programming,services,andresourcestoourstudents.The

Office of Student Services, working as acombined unit to addressing academic,housing, spiritual and emotional needs ofthe ITC student, coordinates services andprogram activities which complement,reinforceandextend,withoutduplicatingorreplacing the work of the constituentseminaries as theyundergirdworkof theirrespectivestudents.

RelationalHealthServices

The Relational Health Counselor workscollaboratively with the AVP of StudentServices, the Housing and Community LifeCoordinator, as well as the seminaryPresident Dean and/or FellowshipCoordinatorof their respective students toprovide a variety of relational healthsupport services. There is also opportunityfor referrals to outside relational,emotional, psychological, and cognitivesupportservicesasnecessary.

OfficeoftheChaplain

In this diverse community of disciplinedtransformationandchange,thefunctionoftheChaplain-Counselor istoassistwiththeinstitution's provision of both safe spaceandrelationshipwhereinstudentsandtheirfamilies,aswellas,staffandadministrationcan healthfully process the challenges oftheir respective lives. Such challenges canbe related toanyof their several seminaryexperiencesaseitherstudentoremployee.However, conversation with the Chaplain-Counselor creates the space for workingthrough diverse challenges withoutdistinction of participation in thiscommunity.

As considered, all discussion is confidentialand oriented toward living with themultiplicityofopportunitiesforgrowthand

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change. For scheduled meetings with theChaplain-Counselor, the office contactnumberof(404)527-5735.

Alumni Relations

The alumni of ITC and constituentseminaries are critical and valuableresourcesconnectingthepast,present,andfuture of the Center. As a shared resourceof celebrated denominational andecumenical loyalties, these alumniparticipate in recruitment, continuingandextension education, event planning,ministry sharing, and fund raising. Theysupport ITC through unrestricted giving,scholarship programs, other designatedgifts, gifts toward building institutionalendowment,andvolunteerservice.

Alumni advocacyonbehalf of ITCbalancesthe institutional investment in preparingalumni who serve the world as collegepresidents, professors, bishops and otherdenominationalofficers,pastors,chaplains,government officials, and communityleaders. Increasing in number andinfluence, alumni of ITC embodytheIntuition’s mission through providingcompassionate Christian service andleadership in the public arena for thecommongood.

The Office of Alumni Relations serves afacilitating role between alumni andITC,and among alumni through fostering thereciprocal relationships necessaryforalumniinvolvementintheongoingactivitiesof ITC and its participation inthecontinuing personal and professionaldevelopmentofalumni.Throughboardandcommittee participation, alumni providevaluable insights into the developmentofthe strategic position their alma mater

holds in theological education worldwide.Communications and publications of ITCendeavor tohighlightalumniachievementsand share their success stories withbroadening publics with interest in and ofinteresttotheInstitution.

AmericanswithDisabilitiesAct(ADA)

ITC is committed to providing educationalopportunities and access to persons withdisabilities in accordance with theAmericans with Disabilities Act (ADA) of1990, the Rehabilitation Act of 1973(Section 504), and applicable local, state,and federal antidiscrimination laws.Requests for reasonable accommodationswill be considered on an individual basis.Perspective applicants with documenteddisabilities are encouraged to contact theAdmission Officer as early as possible intheir application process, in order to alertthe institution about disabilities for whichthey may want accommodations. Currentstudents with questions about suchaccommodations should contact theOfficeof Student Services. After the completionthe forms and provide requesteddocumentation, every effort will be madeto support your successful matriculationthroughthecurriculum.Students requesting ADA accommodationsareencouragedtobeginthisprocessintheOffice of Student Services. Academicaccommodations are adjustments thatprovide equal academic opportunity forstudents with disabilities. Academicaccommodations are designed to provideequal access to courses andprograms, butthey do not guarantee an outcome or alevel of achievement. Academicaccommodations shall be reasonable. They

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need not be provided when theaccommodation would result in afundamental alteration of the program orimposeanunduefinancialoradministrativeburden on the institution. Furthermore,accommodations are not required toaddress a personal need such as: anattendant, an individually prescribeddevice, a reader for personal useor study,or other devices or services of a personalnature. Requests for accommodationswhichwouldfundamentallyalterthenatureof a program or which would alter theacademicstandardsofacourseorprogramwillnotbegranted.StudentHousingITC supports this type of academicengagement as the delivery of itsmission.ITChousingfunctionsasapracticalenvironwhich nurtures women and men in theircommitment to and the practice of aliberating and transforming spirituality;academic discipline; religious, gender, andcultural diversity; while promoting justiceandpeaceforallofitsresidents.Thegoalofhousingmanagement ispromoted increasein overall student performance. As aresidential student community member atITC, we expect you to maintain yourmatriculationwitha2.25orbetterGPA,tobe responsible for yourself anddemonstrate an accountable sensitivity tothewell-beingofothers.FinancialAssistanceforStudents

ThefinancialaidprogramofITChelpsmanystudents attend school and prepare forservice in the church. Scholarships andloans are available to qualified degree

seekingstudents.SeeChapter7fordetailedinformationaboutfinancialaid.LibraryResources

THEATLANTAUNIVERSITYCENTERROBERT

W.WOODRUFFLIBRARY

111JamesP.BrawleyDr.,Atlanta,GA30314404-978-2000www.auctr.edu

TheAtlantaUniversityCenter(AUC)RobertW. Woodruff Library is a shared resourcesupporting a consortium of fourindependentHistoricallyBlackCollegesandUniversities (HBCUs)—Clark AtlantaUniversity, the InterdenominationalTheologicalCenter,MorehouseCollege,andSpelmanCollege. Eachof theseprestigiousschools comprising the AUC has a uniqueacademic culture steeped in history,tradition,andexcellence:

• Clark Atlanta University—ahistoricallyblackuniversityclassifiedas a Doctoral/Research-IntensiveUniversity by the CarnegieFoundation for theAdvancementofTeaching.

• The Interdenominational

Theological Center—a highlyregarded ecumenical graduateprofessional school awardingmasters and doctorates in Christiantheology, and home to sixdenominationalseminaries.

• Morehouse College—the nation’s

onlyprivate,historicallyblack, four-year liberal arts college for men;

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confersbachelor’sdegreesonmoreblackmenthananyotherinstitutionintheworld.

• Spelman College—the only

historically black college ranked inthe Top 100 Best Liberal ArtsColleges by U.S. News & WorldReport, and the country’s oldesthistoricallyblackcollegeforwomen.

The AUC represents a combined studentpopulation of nearly 8,200 undergraduateand graduate students and approximately700 faculty members. Centrally locatedamong the four campuses, the AUCWoodruffLibraryphysicallyunifiesthefourschools into one collegiate environmentand serves as the academic heart of thecommunity. The library is charged withfulfilling the members’ diverse teaching,learning,andresearchneeds.Built in1982,the library is named after Robert WinshipWoodruff, former CEO of The Coca-ColaCompanyandnotedAtlantaphilanthropist,whosedonationofpersonalfundswasusedto support the construction of the facility.Recently renovated in 2010, the 220,000square footAUCWoodruff Librarybuildingincludes collaborative learning and studyspaces, state- of-the-art technology,wireless access, smart classrooms,presentationpracticestudios,anexhibitionhall, a café, a copyandprint center, andapremierArchivesResearchCenter.Wehave80 full-timeemployees, ofwhom26areprofessional librariansandarchivistsand 7 are non-librarian professionals. TheAUCWoodruffLibraryhasholdingsofmorethan1.4million itemsthat include361,066print volumes, 76,882 electronic books,72,557 electronic full text journals, 1,013print periodical subscriptions, and 267

databases.Our collection is adynamiconewithpatron-drivenacquisitionsthatsupportthecurriculaandthechanginginterestsandneeds common to a thriving learning andresearch environment. In 2014-2015,21,421physicalmaterialswerecheckedout,and we experienced a gate count of380,247 plus 377,490 virtual visits to ourwebsite.JOURNALOFTHEINTERDENOMINATIONALTHEOLOGICALCENTER

The Journal of the InterdenominationalTheological Center (JITC), publishedbiannually,isdedicatedtotheadvancementof theological education with a specialemphasis on the African Americanperspective.ThisreflectsanobjectiveoftheITCmissionstatement;namely,“toprovidea critique, informed by the perspective ofAfrican- American and other globalinterpretations of Western, male-dominated theological education.” ITCfaculty and students as well as scholarsfromnationalandinternationalschoolsanduniversities,publisharticlesinthejournal.

The ITC Press is the publishing componentof the JITC. As such, it oversees theproduction of the Black Church ScholarsSeries (seven volumes to date) andoccasional publications (two volumes todate), reflecting the current state ofscholarship in African- American religiousstudies.

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ITCBoardofTrustees

Mr.JackN.Sibley,Chair BishopAdamJ.Richardson,Jr.,ViceChairDr.AlonzoJohnson,Secretary Rev.DouglasStowers,Secretary Dr.JosephC.Neal,Jr.,Treasurer BishopJohnHurstAdams,TrusteeEmeritusRev.DanitaR.Anderson Dr.ThomasL.Bess BishopThomasL.Brown,Sr. Rep.RogerBruce Dr.DonaldBryant BishopJohnRichardBryant Dr.JacquiL.Burton Dr.BarbaraCampbell BishopKennethW.Carter Rev.Dr.JosephL.Crawford,Sr. Rev.Dr.TimmCyrus Mr.MichaelGist BishopDavidA.Hall,Sr. BishopDavidR.Houston BishopCharlesJ.King,Jr. Mr.RobertMacAlpine Dr.EmmanuelL.McCall,TrusteeEmeritusBishopVashtiMurphyMcKenzie Mr.HelmarE.Nielsen,TrusteeEmeritusRev.FrederickG.Outlaw Dr.TyronePitts Dr.HowardQuillen BishopTeresaSnorton BishopJamesE.Swanson,Sr. Dr.R.L.White,Jr. BishopPrestonWilliams

AdministrativeOfficers

Dr.EdwardWheelerPresidentofITCDr.EdwardWimberlySpecialAssistanttothePresidentDr.MaishaHandyInterimVicePresidentforAcademicAffairs/ProvostMr.AlfredNorrisVicePresidentforFinancialServicesMs.IdellHendersonChiefHumanResourcesOfficerDr.CharlesThomasVicePresidentofAdministrativeServicesMr.CharlesWardVicePresidentofInstitutionalAdvancementDr.ItihariToureDirectorofInstitutionalEffectivenessDr.AlbertMosley,ChairoftheCouncilofSeminaryDeansDr.WillieF.GoodmanAssociateVicePresidentofStudentServicesMs.BobbieJ.HallAssociateVicePresidentofEnrollmentManagement/Registrar

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PresidentDeansDr.AlbertMosleyGammonTheologicalSeminary,CouncilofSeminaryDeans,ChairDr.JohnGreenTurnerTheologicalSeminaryDr.PaulBrownPhillipsSchoolofTheologyDr.HaroldBennettCharlesH.MasonSeminaryDr.F.KeithSlaughterMorehouseSchoolofReligionRev.PortiaW.LeeSelmaT.andHarryV.RichardsonEcumenicalFellowship,CoordinatorFaculty

FULLTIMEFACULTY

Allen-McLaurin,Dr.LisaM.,AssociateProfessor,MusicandWorship,B.A.,1986,MilhapsCollege;B.M.,1986,MilhapsCollege;M.M.Ed.1989,UniversityofSouthernMississippi;Ph.D.,1993,UniversityofSouthernMississippiBraga,Jr.Dr.ReginaldoP.,AssistantProfessor,MasterofArtsinChristianEducationDegreeCoordinatorTh.B.,SeminarioTeologicoCongregacionaldeRecife,RecifeBrazil;

LicenciaturainLanguages&Literature,UniversidadeCatolicadePernambuco,Recife,Brazil;Th.M.,PrincetonTheologicalSeminary;Ed.D.,TeacherCollege-ColumbiaUniversityDarden,Dr.Lynne,AssistantProfessorofNewTestamentB.A.,1997,CollegeofNewRochelle;M.Div.,2001,UnionTheologicalSeminary;M.Phil.,2005,DrewUniversity;Ph.D.,2011,DrewUniversityEarlJr.Dr.RigginsR.,Professor,EthicsandTheologyB.A.,1966,AmericanBaptistCollege;M.Div.,1969,VanderbiltUniversity;Ph.D.,1978,VanderbiltUniversityEllingsen,Dr.Mark,Professor,ChurchHistoryB.A.,1971,GettysburgCollege;M.Div.,1974,YaleUniversity;M.A.,1975,YaleUniversity;M.Phil.,1976,YaleUniversity;Ph.D.,1980,YaleUniversityGrant,Dr.Jacquelyn,CallawayProfessor,SystematicTheologyB.A.,1970,BennettCollege;M.Div.,1973,InterdenominationalTheologicalCenter;M.Phil.,1980,UnionTheologicalSeminary;Ph.D.,1985,UnionTheologicalSeminaryHandy,Dr.MaishaI.K.,InterimVicePresidentofAcademicServices/ProvostAssociateProfessorofReligiousEducationB.S.,1989,LincolnUniversity;M.Div.,1994,EmoryUniversity;Ph.D.,2002,EmoryUniversity

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Snulligan-Haney,Dr.Marsha,DirectorofDoctorofMinistryProgramProfessorofMissiologyandReligionsoftheWorldB.A.,1975,JohnsonC.SmithUniversity;M.R.E.,1977,InterdenominationalTheologicalCenter;M.Div.,1979,InterdenominationalTheologicalCenter;Th.M.,1990,FullerTheologicalSeminarySchoolofWordMission;Ph.D.,1994,FullerTheologicalSeminarySchoolofWordMissionLomax,Dr.MarkA.,AssociateProfessor,HomileticsandWorshipB.A.,1978,HeidelbergCollege;M.Div.,1985,TrinityLutheranSeminary;D.Min.,1989UnitedTheologicalSeminaryLovelace,Dr.Vanessa,AssistantProfessorofHebrewBibleB.A.,1985,SanFranciscoStateUniversity;M.Div.,2000,McCormickTheologicalSeminary;Ph.D.,2011,ChicagoTheologicalSeminaryMafico,Dr.TembaL.,DistinguishedProfessor,OldTestamentB.A.,1970,UniversityofLondon(atUniversityCollegeofRhodesia);Th.M.,1973,HarvardUniversity;M.A.,1977,HarvardUniversity;Ph.D.,1979,HarvardUniversityMcCrary,Dr.CarolynLynette,Professor,PastoralCareandCounseling,DoctorofTheologyDegreeCoordinatorCertificate,MentionAssezbien,1969,UniversitedeLyon;

B.A.,1970,BennettCollege;Certification,1973,CentroInterculturaldeDocumentastion(CIDOC);M.Div.,1977,InterdenominationalTheologicalCenter;CPEInternship,1978-1979;S.T.D.,1989InterdenominationalTheologicalCenterShin,Dr.Daniel,BishopCorneliusandDorothyeHenderson/E.StanleyJonesChairofEvangelismB.A.,1989,WheatonCollege;M.A.,1992,WheatonCollegeGraduateSchool;M.Div.,1995,YaleUniversity;Ph.D.,2011,TheUniversityofChicagoSlaughter,Dr.F.Keith,President/DeanMorehouseSchoolofReligion,ChaplainAssistantProfessor,Psy.Rel./PastoralCareDirector,GardnerC.TaylorPreachingArchivesB.S.,1991,TuskegeeUniversity;M.Div.,2003,InterdenominationalTheologicalCenter;Certification,2001,SouthernRegionalMedicalCenter;Certification,2005,CareandCounselingCentersofGeorgia;Th.D.,2009,InterdenominationalTheologicalCenterWhelchel,Dr.LoveHenry,Professor,ChurchHistoryB.A.,1959,PaineCollege;S.T.B.,1962,BostonUniversity;M.A.,1963,NewYorkUniversity;Ph.D.,1981,DukeUniversity

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2.AcademicPrograms

DEGREEPROGRAMSFour degree programs are offered at ITC:MasterofDivinity(MDiv);MasterofArtsinChristian Education (MACE); Doctor ofMinistry (DMin); and the Doctor ofTheology in Pastoral Counseling (ThD). TheDoctor ofMinistry andDoctor of Theologyin Pastoral Counseling degrees are offeredin cooperation with other seminaries andagencies in the Atlanta TheologicalAssociation.Additionally,theITCoffersonedualdegree,theMasterofArtsinChristianEducation/ Master of Divinity. Anappropriate master’s degree, awarded byan institution of recognized standing isprerequisite for admission into theseadvanceddegreeprograms.The basic competencies for all degreeprograms at the ITC include attitudes,knowledge,andskillsasfollows:

• Storylinking

• CriticalThinking

• CommunityBuilding

• Intrapersonal

DegreeProgramOutcomes

DoctorofTheology(ThD) ProgramStudentLearningOutcomes

1. Students will be able to apply

intercultural pastoral counseling skills andtechniques in case study development,including diagnosis and a treatment planusingreflectivepractices.

2. Students will be able to applyinterdisciplinary and context/interculturaldynamics of pastoral theological reflectionand practice to create a theoretical casestudy.

3.Studentswillbeableto identify,analyzeand interpret social constructs of race,gender, and class, and show theramifications upon Pastoral Theology andPastoral Psychological Theory appropriateto the practice of Pastoral Counseling as aspecializedformofministry.

4.Studentswillbeable toconductoriginalresearch appropriate to the professionalpractice in the field of Pastoral counselingandreporttheresultseffectively inwrittenandoralformats.

DoctorofMinistry(DMin) ProgramStudentLearningOutcomes

1. Connecting Theory and ProfessionalVocation – Students will be able to applytheoretical knowledge of the practice ofministry to address issues related to theirprofessionalvocation.

2. Leadership – Students will demonstrateleadership skills required to serve asreligious leaders in a variety of vocationalandprofessionalsettings.

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3.TheoreticalandConceptual–Studentwillbe able to develop a logic model of theconceptual framework applied to theirspecific research project with appropriateandragogy,concerningtheAfricanDiasporaandtheglobalworld.

4. Intrapersonal – Students will be able toarticulateanddiscussexamplesofministryto demonstrate their comprehension andanalysis of diversity and social andenvironmental justice for the church,societyandglobalcommunity.

5. Integration and Application – Studentswill conduct original qualitative researchprojects appropriate to their area ofconcentration and report effectively theirprofessionalpracticethatgivesevidenceofthe disciplinary generativity in the practiceof ministry for church, society and globalcommunity.

Master of Arts in Christian Education(MACE) ProgramStudentLearningOutcomes

1. Intrapersonal – Students will be able toretrieve and integrate biblical, theologicalandphilosophicaltenetsthatundergirdthesocio-cultural experiences of “a liberatingandtransformingspirituality”intheAfrican,AfricanDiasporaandglobalcommunity.

2. Interpersonal – Studentswill be able todemonstrate critical, creative, andemergent pedagogical approaches toimplement ministry practices that reflectdenominationaltraditions,religious

3. Story-linking – Students will be able toarticulate and integrate personal lifestories,Biblicalstories,andculturalheritagestories through story-linking creating aprofessional practice for themselves of

integrity and coherence with thescholarshipintheirfield.

4. Community Building – Students will beabletodesigncreativeandcriticalresearchbased, programs, curriculums, sermons,liturgies, ministry and administrativemodels for a liberating and transformingspirituality that reflect the significance ofSankofainthepracticeofministry.

MasterofDivinity(MDiv) ProgramStudentLearningOutcomes

1. Community Building – Students will beabletoexamineheldcommunityvaluesandsocial actions in their vocational contextand/or advocacy practices as evidence oftheir spiritual growth, Biblical literacy andcultural responsiveness in church andcommunityleadership.

2. Story-linking – Students will be able toconnectBiblical interpretation,culturalandreligiousheritageand,contemporaryissuesandideologyasevidenceoftheirvocationalpurpose, cultural responsiveness in churchleadership through oral, digital and/orwrittencommunication.

3.CriticalThinking–Studentswillbeabletodetect,analyzeand interpretarguments todecode significance and construct ideas asevidence of their Biblical literacy, culturalresponsiveness in church and communityleadership.

4. Intrapersonal – Students will be able todemonstrate self-reflection skills and self-expression as evidence of their Biblicalliteracy and cultural responsiveness inchurchandcommunityleadership.

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MASTEROFDIVINITYDEGREE(MDIV)

GoaloftheProgram

TheMasterofDivinitydegreeisdesignedtointegrate theological studies and the workof ministry so that theory and practice,academy and parish, becomecomplementary components of theeducationalprocess. Studies leading to theM.Div. degree fulfill the nature, purpose,and objectives of ITC with aninterdisciplinary focus, thus providing abasic graduate professional education forengagementinordainedministry.

RequirementsfortheMasterofDivinityDegree

Theminimumrequirements for theMasterofDivinitydegreeareeighty-ninesemestercredits completed with a grade pointaveragenotlowerthan2.25.Agradeof“C-” or below may not be received in morethanninesemestercredits.Oftheeighty-nine semester credits required forgraduation,sixty-onearedistributedamongthe four Areas of the curriculum andconstitute a core. All candidates for theM.Div.degreearerequiredtotakethiscoreat ITC. It is optional to elect to declare anareaofconcentrationat ITC.Studentswhoelect not to declare concentrations musttake the required number of electives toreachthemaximumnumberofcourses forgraduation.Forthosestudentswhoelecttodeclareanareaofconcentration,theymustselect from among the four Areas of thecurriculum. Also, all courses in theconcentration must be completed with agradeof“C”orbetter.DuringthepursuitofaMasterofDivinitydegree,studentsshouldremainmindfulthatsixteenisthemaximumnumber of credits per semester that a

studentmay carry. (See Course Load/TimeStatusforspecificinformation.)

Distribution of CreditsM.Div. Core:Sixty-oneoftheeighty-ninecreditsrequiredfor graduation constitute the corecurriculumasseeninthechart.

DenominationalCourseRequirements

Courses in denominational history, polity,and doctrine are required by ITC for theconstituentdenominations.

Concentration

Theconcentrationassuresthestudentofanarea of specialization in ministry. It isoptionalforstudentstodeclareanareaofconcentration at ITC. However, for thosewho wish to declare an area ofconcentration, this provides content intheory and practice to achieve vocationalgoals and aspirations. In addition to thecore, candidates select an area ofconcentration among the four Areas. Onemightconcentrate inBible,ChurchHistory,Theology, Womanist Studies, Ethics,Missiology, Sociology of Religion,Homiletics and Worship, Church Music,ChristianEducation,ChurchAdministrationandLeadership,Religionsof theWorld,orPsychology of Religion and Pastoral Care,depending upon interest and/or futureplans for ministry. A faculty advisor willassistinthechoiceandorganizingofcoursesequence. Inorder to satisfy concentrationrequirements, a student must completefourcoursesbeyondthecore.Allcoursesintheconcentrationmustbecompletedwithagradeof“C”orbetter.Concentrationsdonotappearongraduationdiplomas.

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ConcentrationinBible

Concentrations in Bible require MDivstudents to complete three upper-levelelective courses in one Testament (eitherHebrew Bible/Old Testament or NewTestament) andoneupper-level elective intheotherTestament.ABibleconcentrationin Hebrew Bible/OT, for example, consistsof three upper-level Hebrew Bible/OTelectives and one upper-level NT elective.Similarly,NTconcentrationsconsistofthreeupper-level NT electives and one upper-level Hebrew Bible/OT elective. A studentconcentrating in one testament may usethe full year of the corresponding biblicallanguage of that Testament (HebrewBible/OT, BSL 503-504; NewTestament/Greek, BSL 533-534) as oneelective toward concentration. Should thestudent take the other biblical language,those courses would count as electivestoward graduation, not towardconcentration.

ConcentrationinWomanistStudies

This concentration provides cross-disciplinary content in theory and practiceto achieve vocational goals andaspirationswithattentionpaidspecificallytotheneedsofwomen.Thisconcentration inWomanist

Studies requires thatM.Div. studentsmustcomplete four courses in the WomanistStudies curriculum, with at least two ofthem being upper-level courses.Completion of the Womanist Studiesconcentration provides students with theintellectual and spiritual resources tofacilitate more inclusive attitudesconcerning women’s full participation ineducational, religious, and socialinstitutions. This concentration willfacilitate the transformation of attitudesabout Black women and positively impactsocialrelationsinthechurchandthewiderhuman community. It will better preparestudents to pursue graduate work inWomen’sStudiesandotherrelatedareas.Itwill also enhance the recruiting andplacement of women in faculty and/ordenominationalpositions.

Courses fulfilling the concentration inWomanist Studies include: WomanistTheology, Black Women in Ministry,Womanist Studies in Religion,Womanist/Feminist Interpretations,Women in the History of Christianity,African Church Fathers and Mothers,Womanist Ethics, Women and Men inCross-Cultural Ministries, and Women’sWays of Preaching.

THESCHEDULEOFM.DIV.COURSESINTHECOREBYSEMESTERS

Minimumofthree(3)years.Allcoursesare3credithours.

ITEH 658 DenominationalHistory****ICAM826 DenominationalPolity****ITEH607/608 ReformedorWesleyanTheology**FIRSTYEAR–SEMESTER1 SECONDYEAR–SEMESTER4IINT 408A FoundationsforMinistry ICAM 801 IntrotoReligiousEd.

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ITEH 601 IntrotoPhilosophy ICAM 866 ChristianWorshipIPSC 685 Missiology/Evangelism ICAM 834/835ElementsofMinistryIBSL 501 IntrotoHebrewBible/OT ITEH 653 HistoryofAfr.Am.ChurchFIRSTYEAR–SEMESTER2 THIRDYEAR–SEMESTER5IBSL 531 IntrotoNT IPSC _____ WorldReligionITEH 621/IPSCEthicsorSoc.OfReligion* ICAM 841 MinistryinContextIITEH 641 ChurchHistorySECONDYEAR–SEMESTER3 THIRDYEAR–SEMESTER6ITEH 603 SystematicTheology ICAM 842 MinistryinContextIIIPSC 718 ClinicalIntrotoPCC IBSL 507 Exegesis ICAM 845 IntrotoPreachingELECTIVES–EIGHT(8)=24CREDITHOURS)CONCENTRATION–FOUR(4)COURSESBEYONDTHECORE=12HOURSNotrequired.Thisisthestudent’schoice.*StudentsmaytakeEthics&SocietyoraSociologyofReligioncoursetosatisfythisrequirement.**RequiredofCMEandUMCstudentsonly***IINT408BcombinedwithICAM841.Notrequiredasaseparatecourse***IINT408CcombinedwithICAM842.NotrequiredasaseparatecourseCore63Electives26Denomination6-****DenominationalHistory&PolityrequiredfordenominationalstudentsonlyTotal=89Credits

ITCDISTANCELEARNINGMASTEROFDIVINITYPROGRAM

Distance Learning has become a popularand accepted learning modality thatenhances the student’s ability to attendcourses from a distance (the teacher andstudents in different locations) with thesamerigorandqualityascoursesofferedinthe classroom and on campus. Onlinecourses are conducted in asynchronously,meaning that the student can engage in

discussions, assignments, and other formsof course work at any time of the day ornight as their schedules permit. In somecourses there may be synchronousmeetings and/or course work, whichmeans the instructorand studentmeetatthe same time of day online. This isplanned by the instructor and studentsaheadoftime.

Some important distinctions need to beunderstood.Onlinelearningcoursesarenot

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thesameas learning in theclassroom.Thestudentwill need to take responsibility forseeking answers and becoming a self-motivated learner. Online courses requiregood timemanagement, planning, writing,andcommunicationskills.Studentswillalsoneed adequate technology skills or thewillingnesstolearntechnologyquickly.Thehelpdesk services are available to studentswho need additional assistance ortroubleshooting advice. Distance Learningstudents are eligible for financial aid. (Seefinancialsection.)

DistanceLearningAdmissionRequirements

Admissions requirements are the same forall distance learning students. Go to theadmissions link to submit a completedapplication form. Once the application isreceived the admissions counselors willcontactallapplicants.

IMPORTANTREQUIREMENTS

TheITCDistanceLearningallowsthepursuitofaMastersofDivinitydegreeonlinewiththefollowingrequirements:

Each distance student must complete aminimum of one- third (30 hours of therequired 90) of the degree in residency onthe ITC campus, by attending SummerTermsaswell as the “EarlyTerms”offeredtheweekpriortoeachfallsemesterand"JTerms"offeredduringtheweekpriortothebeginning of each spring semester. Duringthese terms you will participate in anintensive course on campus, which will becounted towards your required residency.All applicants are asked to take theassessmenttestfordistancelearningonthewebsite at http://distancelearning.itc.eduto determinepersonal readiness for onlinelearning. Distance students pursuingordination and require denominationalendorsement are required to takedenominationalhistoryandpolity.

WHY ITC HAS AN ONLINE MASTERS OFDIVINITYPROGRAM

Thedistancelearningprogramisspecificallydesigned to address the needs of studentswho cannot disrupt their family or worklives in order to live on or near the ITCcampus(inAtlanta,GA)foralongperiodoftime. A significant proportion of thestudents who enroll in the distanceeducation program are full-time pastorswith no graduate theological experience.Whiletheseministersprovideadequateandeffective ministry to their congregations,they seek a graduate theology degree inorder toenhance theirministryor tomeetnew requirements of the organization thathasordainedthem.

ITC is accredited to offer this program bythe Commission on Colleges of theSouthern Association of Colleges andSchools (SACS) and by The Association ofTheological Schools (ATS) in the UnitedStatesandCanada.

COURSEREQUIREMENTS

Studentswhoenrollinthedistancelearningprogramcanexpecttocompletealldegreerequirementsinfouryears,taking60hoursofthecourseworkonlineand30hoursofcourseworkinresidenceattheITCcampus(byparticipatinginSummer,EarlyTerm,andJTermcoursespriortothefallandspringsemesters,andsummerclasses).MasterofArtsinChristianEducation(MACE)The M.A. in Christian Education is adegree ineducationalministry.For full-timestudents it is a two-yearprogram.It is designed to prepare students forChristianreligiouseducationalministriesfor the contemporary church,institutional settings and globalcommunity.

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The program exists for, but is notlimited to, persons that desire a) topracticeChristian religiouseducation inchurches or schools; b) an opportunityforspecializedpreparationforministriesthat intersect social activism,community organizing and Christianreligious education; and c) initialpreparationtoresearchinthepracticesof Christian religious education and initsintersectionswithsocialactivismandcommunityorganizingforasociallyjust,non-violentanddemocraticsociety.ProgramGoalsTheMA inChristianEducationprogramtherefore, responds directly to theInterdenominational Theological Center(ITC)asaconsortiumofdenominationalseminarieswhosemissionisto“educateChristianleadersforministryandservicein the Church and the globalcommunity.” “The ITC educates andnurtures women andmenwho committo and practice a liberating andtransforming spirituality; academicdiscipline;religious,gender,andculturaldiversity;andjusticeandpeace.”CurricularCommitmentsIn light of these curricularcommitments, three interrelated butdistinctiveprofessionaltracksdefinethevocational objectives embodied in theMA in Christian Education program atThe Interdenominational TheologicalCenter.ThesetracksallrelatetotheITCdistinctive of Sankofa and the primaryskillsofcommunitybuilding,storytelling& story-linking, critical thinking, andintrapersonalskills.A.AcademicsandTeachingTrack(TT)

The Academics and Teaching trackfocusesonthepreparationforresearchin the practices of Christian religiouseducation and in its intersections withsocial activism and communityorganizingforasociallyjust,non-violentand democratic society. Participants inthis trackexplore thecurrentpractices,theories and disciplines that intersectforthecreationofthevariouspracticesof educating in faith, as it responds tothe unique challenges of AfricanAmerican and diasporic expressions ofChristianity.

B.CongregationalMinistriesTrack(CT)The track of Congregational Ministriesfocuses on making available to thevarious communities of faith of ourecumenical consortium, their traditionsand making clear, the correspondenceoftheirtraditionsandtransformationinthepraiseandserviceofGod.InformedbythetheologicaltraditionsoftheBlackchurches and the Christian diasporicchurches and their contemporaryrealities,thistrackseekstobearwitnessto thegospel through totaleducationalministries of the communities of faiththat includes preaching, teaching,pastoral care, and liturgical andcongregationalleadership.C.PublicSpaceWitness(PT)The track of Public Space Witnessfocuses on the specialized preparationfor ministries that intersect socialactivism, community organizing andChristian religious education. ItenvisionsthejoininginGod’smissioninthe world increasingly culturally andreligiously diverse, bearing witness toGod’s call to a more just, non-violentanddemocraticworld. Inrespondingto

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Christ’scalltoservethevulnerable,thestand of this track seek to encouragecommunities of faith to proclaim thegospel, work for justice, and resist thepowersofsinandevil.ThecourseofstudiesleadingtotheMAin Christian Education degree isconstructed in accordance with thestandards of the Association ofTheologicalSchoolsintheUnitedStatesand Canada and the Commission onCollegesof theSouthernAssociationofCollegesandSchools.AdmissionCandidates for the Master of Arts inChristian Education degree programmusthavereceivedabachelor’sdegree(B.A.orB.S.)fromafouryearcollegeoruniversity accredited by one of theregional accrediting agencies in theUnited States or hold an equivalenteducational credential from anothercountry.Allpersonsseekingtoenroll inthe Master of Arts in ChristianEducation degree program must meetthe same general admissionrequirements as students applying totheM.Div.program.ApplicantstothedegreemustsubmitaStatement of Total ProgramCompletion,outlining:a)aprogramproposalthatmakesuseofthe candidate's previous training andexperience,b) lays out a tentative project for theMAthesisandc)stateshowthecandidateplanstousethe courses and resources available attheITCforthesuccessfulcompletionoftheprogramanditsthesis.

AnnualGuildMembershipReportMA in Christian Education students arestrongly suggested to enroll andparticipate in guild associations’national and regional gatherings.Memberships on AAR, or SBL and REA,and any other educational associationare recommended and students arerequired to report suchactivitiesonanannualbasistotheiracademicadvisors.AnnualProgressReportAcademic advisors will review thestudent annual progress together withstudent. Studentswill bring to advisorsupdated copies of their statement oftotal program completion, plan ofstudies, and guild membership reportsforthisannualevaluation.AdvancementtoCandidacyThe Registrar's Office according to theMA in Christian Education annualcalendar, will report in the springsemester the students that havecompleted all requirements forenrollmentinthesequenceofResearchMethods and Research Practicum.Academicadvisorsreviewrequirementsfor advancement to candidacy, plan ofstudies, statement of total programcompletion and guild membershiprecommending the advancement tocandidacy or not. The DegreeCoordinator review therecommendation together with theMACE committee and reports remedialactionsforthosewhodidnotqualifyoradvancement. This Advancement toCandidacy Form, signed by theacademic advisor and the degreecoordinator, is the official approval forthe student to be enrolled in the

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candidacy stage and in ResearchMethods in Religion and Educationcourse.MA in Christian Education CrucialBibliographyThe office of the MA in ChristianEducation will maintain and offerannually a list of crucial bibliographythatsupportsboththeresearchlinesofthe ITC and the program outcomes ofthe MA in Christian Education degree.Students can request a copy of thebibliography from the MA in ChristianEducationoffice.Residency and Time Requirements(ThroughSpring2015)TheMA inChristianEducationprogramordinarily requires a minimum of twoyears of full-time study. The corecourses and electives for the M.A. inChristian Education are spread acrossthe four Areas of the curriculum andinclude required courses in biblicalstudies; philosophy, theology, ethics,and history; persons, society, andculture and the church and itsministries.Aminimumoffifteencreditsmust be earned in Christian educationcourses;threecreditsmustbeearnedinFoundations for Ministry, and six inMinistry and Context (three credits forMinistryandContextIandthreecreditsfor Ministry and Context II) with anemphasisonChristianeducation.Duringthe pursuit of a Master of Arts in

Christian Education degree, studentsshould remainmindful thateighteen isthe maximum number of credits persemester that a student may carry.Information regardingcourse loadsandfull-time status for every degreeprogram can be found in chapter 4,AcademicProceduresandRegulations.PriorCreditStudents who have earned the M.Div.degree from an ATS-accreditedinstitution within eight years ofbeginning the M.A. in ChristianEducation degree program at ITC maybe eligible for admission with priorcredit. A student who qualifies forM.A.in Christian Education with priorcreditmust complete at least 30 credithours toward the M.A.in ChristianEducation degree at ITC, with acumulative grade point average of notless than 2.25. No more than sixsemester credits may be completedwith a grade of “C-.” All Christianeducation courses must be completedwitha gradeof “C”orbetter.All otherpolicies pertaining to the M.A.inChristianEducationapply.The Christian Education department, inconsultation with the appropriateacademic dean, will review thestudent’s previous coursework in orderto determine which specific courseswithin theminimumof 30 credit hoursmustbecompleted.

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SummaryofRequirementsfortheMAinChristianEducationDegreeCourseRequirements

DISTRIBUTIONOFCREDITSFORTHEMACEDEGREE

InterdisciplinaryCourse 3

• (IINT)FoundationsforMinistry(IINT408A) 3

ClusterI:BiblicalStudiesandLanguages(IBSL) 9• IntroductiontoHebrewBible/OldTestament 3• IntroductiontoNewTestament 3• BiblicalExegesisElective(requiredtotakeonlyoneexegeticalcourse) 3

ClusterII:Philosophy,Theology,Ethics,andHistory(ITEH) 6

• IntroductiontoPhilosophyandTheology 3• HistoryoftheAfrican-AmericanChurch 3

ClusterIII:Persons,Society,andCulture(IPSC) 9

• IntroductiontoMissiology:ChristianMission,EvangelismandEcumenism 3• SociologyofReligion 3• Ethics 3

ClusterIV:TheChurchandItsMinistries(ICAM) 33

• IntroductiontoReligiousEducation 3• EducationalLeadership:Congregations,CommunityandAcademy 3• Worship 3• MinistryandContextIandII 6• ResearchMethodsinReligionandEducation 3• ResearchPracticuminReligionandEducation 3• ReligiousEducationandSacredTexts 3• ClusterIVChristianEducationElectives 6• ClusterIVElectiveorCEElective 3

TOTALCREDITSFORTHEM.A.C.E. 60RECOMMENDEDSCHEDULEOFM.A.C.E.COURSESCOREANDREQUIREDBYSEMESTERFirstSemester IINT408A FoundationsforMinistry 3

ITEH601 IntroductiontoPhilosophyandTheology 3IBSL501 IntroductiontoHebrewBible/OldTestament 3

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IPSC685 IntroductiontoMissiology:ChristianMission, Evang,andEcumenism 3ICAM801 IntroductiontoReligiousEducation 3

SemesterTotal 15SecondSemester

IPSC701 SociologyofReligion 3ITEH653 HistoryoftheAfrican-AmericanChurch 3IBSL531 IntroductiontoNewTestament 3ICAM802 EducationalLeadership:Congregations, CommunityandAcademy 3ICAM804 ReligiousEducationandSacredTexts 3

SemesterTotal 15ThirdSemester

IBSL BiblicalExegesisElective(onlyonerequired) 3ICAM866 Worship 3ICAM819 ResearchMethodsinReligionandEducation 3ICAM ChristianEducationElective 3ICAM841 MinistryandContextI 3

SemesterTotal 15FourthSemester

ICAM820 ResearchPracticuminReligionandEducation 3ICAM842 MinistryandContextII 3ITEH621 EthicsandSociety 3ICAM ChristianEducationElective 3ICAM ClusterIVorChristianEducationElective 3

SemesterTotal 15PROGRAMTOTALHOURS 60Degree Requirements (Effective Fall 2015fornewenteringstudents)The MA in Christian Education programordinarilyrequiresaminimumoftwoyearsof full-time study. The core courses andelectivesfortheM.A.inChristianEducationarespreadacrossthecourseworkareasofintroduction, (3 credits), theoreticalfoundations (6 credits), human

development (3 credits), contextual issuesinministry(3credits),skillsandpractices(6credits), capstone/integration (6 credits),electives (3 credits), biblical studies (6credits),theology(3credits),churchhistory(3 credits), field education (6 credits),reflectivepracticum(1credit)fourAreasofthecurriculumandincluderequiredcoursesin biblical studies; philosophy, theology,ethics, and history; persons, society, and

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cultureandthechurchanditsministries.Aminimumoffifteencreditsmustbeearnedin Christian education courses; six creditsmust be earned in Ministry and Context(threecreditsforMinistryandContextIandthree credits for Ministry and Context II)with an emphasis on Christian education.During the pursuit of a Master of Arts inChristianEducationdegree,studentsshouldremain mindful that eighteen is themaximum number of credits per semesterthat a student may carry. Informationregarding course loads and full-time statusfor every degree program can be found inchapter 4, Academic Procedures andRegulations.The Master of Arts program has severalrequirementsasoutlinedbelowinthechartof courses. The current description is forillustration only. Actual courses andofferingsmaychange.

1. DegreetracksTeachingTrack(TT)–TheAcademy,forthosewhoviewteachinginhighereducation,orprivateelementaryorsecondaryschoolsasaprimaryaspectoftheirvocationalidentity.PublicSpacesTrack(PT)–Communityorganizing,forthosewhoviewtheintersectionsofpublicspaceandcommunitiesoffaithasprimaryaspectsoftheirvocationalidentity.CongregationalMinistriesTrack(CT)-Spiritual

FormationandMission,forthosewhoviewspiritualgrowthandoutreach(includingspiritualdirectionorevangelism)asprimaryaspectsoftheirvocationalidentity.2.Fieldeducationexperiencesintheareasofstudent’semphasisintheUSand/orabroad.

3.Opportunitiesforcontextualeducationthroughinteractionwithareapastorsand/orpractitioners.

4.Opportunitiesfortheological/vocationalreflectionthroughsummitsandmentoringwithfacultyandareapastors.

5.CohortreflectionopportunitiesthroughspecialpreceptsinfoundationaleducationcoursesdesignedtointegratecoursematerialswithothersinthesameM.A.track,allowingforpeermentoring.

6.Professional/vocationaldevelopmentopportunitiesthroughprofessionalandministerialguildassociationparticipation.

7.OpportunityforGAteachinglicensurethroughadditionalcourseworkorthroughaseparatetrackincollaborationwithuniversitiesinthearea(Indevelopment).

DUALMDIV/MACEMinimumofFour(4)Years~CreditHourRequirement–120

DegreeAudit

FIRST YEAR (1) COURSE HRS GRADE COMMENTS

IINT 408A Foundation Min 3 _______

ITEH 601 Phil/Theo 3 _______

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IPSC 685 Miss/Ecum 3 _______

IBSL 501 Old Testament 3 _______

ITEH 658 Den History 3 _______

FIRST YEAR (2) COURSE HRS GRADE COMMENTS

IBSL 531 New Testament 3 _______

ITEH 621 Ethics & Soc 3 _______

ITEH 641 Church History 3 _______

IPSC___ Sociology of Rel 3 _______

ICAM 826 Den Polity 3 _______

SECOND YEAR (1) COURSE HRS GRADE COMMENTS

IBSL___ Biblical Exegesis 3 _______ Prereq: IBSL 501/531

ITEH 603 Sys Theology 3 _______

IPSC 718 Clin PCC 3 _______

ICAM 801 Intro to Rel. Educ 3 _______

IPSC____ World Religion 3 _______

SECOND YEAR (2) COURSE HRS GRADE COMMENTS

ICAM 845 Intro to Preaching 3 _______ Prereq. IBSL/501/531/Exeg.

ICAM 834/835 Elem Ministry 3 _______

ITEH 653 Hist Af-Am Ch 3 _______ Prereq. ITEH 641

ICAM 802 Educ Lead Con 3 _______ Prereq. ICAM 801

___________ Elective 3 _______ Elective

THIRD YEAR (1) COURSE HRS GRADE COMMENTS

ICAM 841 Min in Con 1 3 _______

ICAM 866 Worship 3 _______ Prereq. ICAM 845

ITEH 607 Wesleyan Theo 3 _______ UMC, CME, & AME

ICAM 804 Rel Edu Sac 3 _______

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________ Elective 3 _______ Elective

THIRD YEAR (2) COURSE HRS GRADE COMMENTS

ICAM 842 Min & Cont 2 3 _______

IPSC 690 Evangelism 3 _______ UMC




FOURTH YEAR (1)

COURSE HRS GRADE COMMENTS

ICAM 819 Res Met Rel 3 _______ Prereq. ICAM 802, 871

ICAM _____ __________ 3 _______ Christian Education Elec: ICAM 813 RE and Hip Hop or ICAM 821 RE and Womanist Theol or ICAM 813 Critical Theory in Education




FOURTH YEAR (2) COURSE HRS GRADE COMMENTS

ICAM 820 Res Prac Rel 3 _______ Prereq. ICAM 819

ICAM ____ Elective 3 _______ Christian Edu. Elective

ICAM ____ Elective 3 _______ Area IV Elective

ICAM ____ Elective 3 _______ Elective

ICAM ____ Elective 3 _______ Elective

IINT408Aisprerequisiteforallcoursesexceptfordesignatedfirstsemestercourses.Coursesare listed in order of semester to be completed. Students are expected to attend andparticipate in Chapel as demonstration of their integration of the curriculum.

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DOCTOR OF THEOLOGY (ThD)The purpose of the Doctor of Theology inPastoral Counseling degree is to preparepersons for the specialized ministry ofpastoral counseling at a doctoral level ofcompetence. The Th.D. degree, equivalentto the Ph.D. is for thosewhose interest inpastoralcounselingisprimarilyprofessionalandtheological.Thesupervisioninpastoralcounseling,which isan integralpartof thedegree program, is provided according tothe standards of the American Associationof Pastoral Counselors (AAPC) and theAmerican Association of Marriage andFamily Therapists (AAMFT). It may,therefore,beusedtomeetthesupervisoryhours required for AAPC and AAMFTmembership. Several of the requiredcoursesnecessaryforlicensureinAAMFTorto become a Licensed ProfessionalCounselors (LPC) are also offered in thisTh.D.program. AdministrationThe degree is offered through the AtlantaTheological Association (ATA), with eachstudent enrolling in and receiving thedegreefromtheschoolofchoice.Studentsare therefore afforded the opportunity tochoose courses from theInterdenominational Theological Center(ITC), Candler School of Theology andColumbia Theological Seminary. Theexecutive board of the ATA hasresponsibility for the degree program interms of policy and administration. Aninter-seminary Th.D. Committee,responsible to the ATA board and to theAdvanced Professional Studies committeesof the seminaries, has oversight for theprogram and its administration. The ITCCoordinator of the ThDProgram, is facultyliaison between the ATA/ThD committeeandtheCurriculumandEducationalPoliciescommitteeoftheFacultyCounciloftheITC.

DegreeRequirementsCourseworkwithin theprogramwill assistthestudentto:• Gain an advanced understanding ofappropriate theological and theoreticalconcepts;• Learn under qualified supervisionthe application of these concepts inpastoral counseling and to promoteprofessional integrationoftheoryandskillsin both pastoral counseling and pastoralcare;and• Design and execute a researchproject appropriate to the student’sprofessional practice, which will giveevidence of the aspect of pastoralcounselingundertakenforstudy.Fifty semester hours of academic andclinicalworkarerequiredfortheDoctorofTheology inPastoralCounselingdegree:21core hours, 17 practicum hours, and 12elective hours. Students must maintaincontinuousenrollment.Failuretodosowillresult in automatic termination from theThDprogram. Studentsmust complete theprogram in nine years. Extensions may begranted by the ThD committee only forprovidential situations. The programcomprisesthefollowing:

The Core Seminars deal with personalitytheory and theological anthropology,historicalandsocialdimensionsofpastoralcounseling, pastoral theology, theories andpractices of psychotherapy and pastoralcounseling, ethics and the development ofprofessionalandinterculturalcompetence.

Elective courses (12 semester hours),selected in consultation with a facultyadvisor, are required during the first six

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semestersofstudy.

PastoralCounselingPracticum(17semesterhours) is required over the first foursemesters of study. The clinical setting forthe practicum normally is the pastoralcounseling service of the Care andCounseling Center of Georgia, located at1814ClairmontRoadinDecatur,Georgia.

ThestudentwilltakeaClinicalPerformanceExam, at the end of the second year ofstudies (normally in May), showingcompetency in counseling which includesthe integration of pastoral counselingtheoriesandtheology.

When the student has completed therequired academic work, and passed theClinicalPerformanceExam,applicationmaybe made to take the comprehensiveexaminationsthattestcompetence inbothcontentandperformanceareasofpastoralcounseling.

Thecontentareasinwhichthestudentwillbeexaminedinclude:• Therapeuticrelationshipandprocessinrelationtopersonality,developmentaltheories,psychopathology,andthepsychologicalunderstandingofreligion;• Familytheoryandtherapy,relatedsocial-psychologicalunderstandingsoftherapeuticprocess,andeithertheoryofgroupprocessorofconsultationandsupervision;• Pastoraltheologicalmethodology,theologicalanthropology,andrelatedtheologicalissuesaswellastherelationshipoftheologytothehumansciences;• Pastoralcounselingasaprofessioninrelationtootherprofessions:itsrelationtoclass,race,andgender;itsrelationtocontemporaryfamily,work,andreligion;itsparticipationinlargerculturalandreligioustraditionsunderstoodthroughsuchdisciplinesasculturalanthropology,culturalcriticism,

feministtheory,womanistthought;and• Pastoralcounselinginrelationtohistory,contemporarytheoryandpracticeofpastoralcare,theology,ethics,andofpastoralcounselingasaspecializedformoftheChurch’sministry.Theperformanceareasinwhichthestudentwillbeexaminedinclude:• Thestudent’sactualcounselingpractice;and

• Theabilitytointerpretthatpracticeanddiscussitintermsofparticularpsychotherapeutictheory.The student will engage in an approvedresearch project demonstrating the abilityto apply theological and theoreticalknowledge in relation to some problem ofprofessional practice and contribute usefulfindings and insights to this area oftheological investigation. Upon completionofthisproject/dissertation,thestudentwillbe certified as having satisfied allrequirements for the degree of Doctor ofTheology in Pastoral Counseling and thuseligible to be awarded the degree by theschoolinwhichthestudentisregistered.

Admission

An applicant must hold the Master ofDivinity or equivalent degree with asuperior academic record from anaccredited institution and have had post-seminary professional experience in whichsignificant learning and professionalpromise were evident. In addition, theadmissionprocessrequires:

• A review of the applicant’s academicandprofessionalachievement,statementofpurpose,ascholarlywritingsample,evidenceofhaving taken the GRE in the past five years,references, and other materials supplied withtheapplication;• Apersonal interviewarrangedwiththeITCCoordinatoroftheprogramandconducted

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bytheATA/Th.D.AdmissionsCommittee;• That the student have significantexperienceinministry;and• That the student has had significantexperience in clinical pastoral education(usuallynotlessthanfourconsecutiveunits).• Anapplicationfee;• ApersonalinterviewarrangedwiththeITCCoordinatoroftheprogramandconductedbytheATA/Th.D.AdmissionsCommittee;• Thatthestudenthavesignificantexperienceinministry;and• Thatthestudenthashadsignificantexperienceinclinicalpastoraleducation(usuallynotlessthanfourconsecutiveunits).AdvisingThD students initially are assigned atemporary course adviser. In preparationfor the comprehensive exams, the studentwith the help of the advisor,will select anexam committee who is responsible forpreparing examinations for the student.Later,thestudentworkswithadissertationadviser,who chairs an advisory committeeselected by the student and approved bythe dissertation adviser. Each of thesecommittees consists of at least threepersons, one ofwhommust be amemberof the ITC faculty and the other twomembersareselectedfromtheATAfaculty.TransferofcreditsInplanningthestudent’sprogramwithher/his adviserorThDprogramdirector, a stu-dentmayrequestcreditforworkdonepriortoentryunderthefollowingguidelines: Credit for prior academic and/or clinicaltraining must be approved by the ThDCommittee, in conversation with theofficeofacademicaffairsandtheregistraratITC.Alltransfercreditmusthavebeen

doneataPhDorThDlevelandagradeofBorbettermusthavebeengivenfortheprior coursework. The student must beabletoshowthatthework is relevanttothe ThD program. The course worknormally can be no older than five yearsold.Nomorethan12credithoursmaybetransferredfromeitheranearneddegreeor fromothercoursework.All classroomwork transferred in will be counted aselective credit. In the case of clinicalpracticum work, a student may receiveadvanced standing with credit forpracticum work that was done in con-junction with licensure, clinical work foranotherdegree,orpriorenrollmentattheCare and Counseling Center of Georgia’spracticum program. No more than 8credithourswillbeawardedforthisworkand will be credited toward the basicpracticum requirement. The studentwould be enrolled for the remaining 9hoursofpracticumworkattheadvancedresidencylevel.

Credit for work done after entry into theprogram at schools and agencies notrelated to the ATA may be transferred tofulfill requirements for the ThD degreeunder the following guidelines: *Prior toregistration foracourse forwhichcredit isto be transferred, the student must havewrittenpermissionofhis/heradviserortheThD program director and the office ofacademic affairs at the student’s school ofenrollment.*Thestudentpayshis/herownfeestotheschoolwheresuchworkisdoneat institutions not related to the ATA. Thenumberofcreditstobeallowedwithinthislimitationis,ineachinstance,subjecttotheapprovaloftherespectiveATAschool.Alimitof12semesterhoursisplaceduponanyworkdoneatinstitutionsnotrelatedto

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the ATA whether earned prior toenrollment or during enrollment in theprogram. All work transferred in will becreditedaselectivecourses.DirectedStudyThD students may register for directedstudieswithmembersoftheATAfacultyforamaximumof9hours.Prior to registeringfor directed study work, students mustconsultwithinstructor,followguidelinesofthat particular faculty member’s school

withintheATA.

ApplicationProcessAndDeadlineApplications may be secured from theAdmissionsOfficeortheCoordinatoroftheThD Program at the ITC. Applications foradmissiontotheThDdegreeprogrammustbe submitted by January 15 for admissionfor the Fall semester. Applications are notaccepted for the Spring semester or theSummerterm.Typically,adecisionofthoseselectedtobe interviewedwellbereachedwithinfourweeksofthestateddeadline.

DoctorofTheologyinPastoralCounselingCourseOfferings

I.Required(Core)Courses:(21credithours)

CourseTitle Course CreditHours

TheologyandPersonality ATA471 3HistoricalandGlobalDimensionsofPastoralCounseling ATA463 3PastoralTheology/TheologicalMethods ATA475 3ResearchMethods ATA481 3Theory&PracticeofPastoralCounseling ATA473A&B 3DevelopingInterculturalCompetencefor ATA484A&B 3PastoralCounselingEthicsinMarr.&Fam.Counseling&PastoralCounseling ATA435 3(offeredbi-annually)Colloquium–attendanceisrequiredduring N/A 0

1sttwoyearsofcoursework(asoffered)II.Practicum(17credithours)

CourseTitle Course CreditHoursIndividualSupervision(yr.1) ATA485a 1IndividualSupervision(yr.1) ATA485b 1IndividualSupervision(yr.2) ATA485c 1IndividualSupervision(yr.2) ATA485d 1SUMMERPRACTICUM ATA485S 3GroupSupervision(yr.1) ATA486a 1GroupSupervision(yr.1) ATA486b 1GroupSupervision(yr.2) ATA486c 1GroupSupervision(yr.2) ATA486d 1CaseConference(yr.1) ATA487a 1.5CaseConference(yr.1) ATA487b 1.5

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CaseConference(yr.2) ATA487c 1.5CaseConference(yr.2) ATA487d 1.5III.ElectiveCourses(minimum12hourstotal)

CourseTitle Course CreditHours+ExploringtheFieldofFamilyTherapy(offeredannually) ATA434 3+FamilySystems ATA421 3+Familydevelopment ATA479 3+Evaluation&Treatment ATA476 3+GroupTheory&Therapy(bi-annually) ATA478 3AdvancedStudyinHumanDevelopment ATA461 3(Summer,offeredbi-annually)ReadingFreudinaPostmodernTime ATA472 3(offeredoccasionally)FromObjectRelationstoRelationality ATA477 3(offeredoccasionally)TeachingandLearningTheory ATA462 3(Recomm.foracademicteachingcareer) SpiritualityandSexuality ATA465 3Otherelective:Otherelective:+=CourseseligibleforLFMTlicensurerequirements

DoctorofTheologyinPastoralCounselingCourseOfferings

I.Required(Core)Courses:(21credithours)CourseTitle Course# Semester/Year

Enterdate:CreditHours Grade

TheologyandPersonality ATA471 Fall20__ 3 HistoricalandGlobalDimensionsofPastoralCounseling

ATA463 Spring20__ 3

PastoralTheology/TheologicalMethods ATA475 Fall20__ 3 ResearchMethods ATA481 Spring20__ 3 Theory&PracticeofPastoralCounseling ATA473

a&bYear-long(1styr.)20__-20__

3

DevelopingInterculturalCompetenceforPastoralCounseling

ATA484a&b

Year-long(2ndyr.)20__-20__

3

EthicsinMarr.&Fam.Counseling&PastoralCounseling(offeredbi-annually)

ATA435 Summer20__

3

Colloquium–attendanceisrequiredduring1sttwoyearsofcoursework(asoffered)

N/A Listdates: 0 N/A

II.Practicum(17credithours)CourseTitle Course# Semester/Yr CreditHrs GradeIndividualSupervision(yr.1) ATA485a Fall20__ 1 IndividualSupervision(yr.1) ATA485b Spring20__ 1

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IndividualSupervision(yr.2) ATA485c Fall20__ 1 IndividualSupervision(yr.2) ATA485d Spring20__ 1 SUMMERPRACTICUM ATA485S Summer20__ 3 GroupSupervision(yr.1) ATA486a Fall20__ 1 GroupSupervision(yr.1) ATA486b Spring20__ 1 GroupSupervision(yr.2) ATA486c Fall20__ 1 GroupSupervision(yr.2) ATA486d Spring20__ 1 CaseConference(yr1) ATA487a Fall20__ 1.5 CaseConference(yr.1) ATA487b Spring20__ 1.5 CaseConference(yr.2) ATA487c Fall20__ 1.5 CaseConference(yr.2) ATA487d Spring 1.5 III.ElectiveCourses(minimum12hourstotal)CourseTitle Course

#Semester/Yr Credit

HoursGrade

+ExploringtheFieldofFamilyTherapy(offeredannually)

ATA434 Fall20__

3

+FamilySystems ATA421 20__

3

+Familydevelopment ATA479 20__

3

+Evaluation&Treatment ATA476 20__

3

+GroupTheory&Therapy(bi-annually) ATA478 20__ 3 AdvancedStudyinHumanDevelopment(Summer,offeredbi-annually)

ATA461 Summer20__

3

ReadingFreudinaPostmodernTime(offeredoccasionally)

ATA472 20__

3

FromObjectRelationstoRelationality(offeredoccasionally)

ATA477 20__

3

TeachingandLearningTheory(Recomm.foracademicteachingcareer)

ATA462 Jan.20__

3

SpiritualityandSexuality ATA465 _____20__ 3 Otherelective: _____20__ 3 Otherelective: _____20__ 3 +=CourseseligibleforLFMTlicensurerequirementsDoctorofMinistry(DMin)The purpose of the Doctor ofMinistry, anadvanced degree oriented towardministerial leadership,is to enhance thepractice of ministry for persons who holdtheM.Div.oritseducationalequivalentand

whohaveengagedinsubstantialministerialleadership.TheDoctorofMinistryprogramis designed to continue the education ofpersonsfortheirministryinthechurchandin related institutional settings. It isintended to provide an advanced, yetflexible, education for those whose

49

vocation as religious leaders implies theirfuture disciplined reflection upon andpossibly their future specialization withintheirownministry.Theprogramrestsonabaseofgeneraltheologicalpreparationandmovestowardanareaofconcentrationthatpermits the student to explore theconjunction of theory, experience andprofessional intentions in ministry. Adistinctive feature for the Doctor ofMinistry degree is the original doctoralproject, which focuses that explorationupon an aspect of the future professionalworkofthestudent.OurMissionThe mission of the Doctor of MinistryProgram at the ITC is to attract, support,educate, and nurture women and men inleadership in Christian ministry and theworld who require professional educationbeyondtheleveloftheM.Div.andwhoarecapable of fulfilling the mission of theinstitution. The program of the Doctor ofMinistry study is directed toward themastery of knowledge informing theunderstanding of the nature and purposesof ministry, the competencies gainedthrough advanced study, and to theintegrationofthesedimensionsofministry.The program is called Doctor of Ministrybecauseitintendsthatitsgraduateswillbe,literally,“teachersofministry.”

ProgramGoalsReflectingthe institutionalgoalsof ITC,theDoctorofMinistryProgramexisttoeducatemen and women for leadership in Christ’sChurch and the world, to encouragescholarly action based research andpublications, and to develop and sustainpartnerships that enhances the educationof students, provide opportunities forcommunity engagement, and foster

interreligious dialogue. We enhance theacademic life of ITC by building uponexisting faculty strengths and increasinginstitutional resources,online teachingandlearning, and the library to advance andimprove academic excellence andproductivity.Wealso fosteracollaborativeand intellectually stimulating communitythat promotes an ethos of academicfreedom,mutualrespect,andintegrity,highexpectations of academic, spiritual, andprofessional achievement and workproductivity for its students, faculty,administrators and staff and providescommunityritualsandprogramsinordertoengender loyalty,commitmentandasenseofcommunity.AdmissionTogainadmissiontotheDoctorofMinistryprogram,anapplicantmust:

1. Haveaminimumofthreeyears’experienceoffulltimeministryfollowingthecompletionoftheMasterofDivinitydegree.(See“SpecialQualifications”below;)

2. Haveaminimum3.0GPAfromanaccreditedinstitution;

3. CompleteapersonalinterviewwithatleastthreemembersoftheDoctoralProgramsCommittee;

4. Presentahand-writtenstatementimmediatelyfollowingtheoralinterview;and

5. Furnishahealthreportwithhis/herapplication

SpecialQualificationsThe doctoral committee on a case-by-casebasismayconsiderexceptionstothethree-

50

yearruleforpersonswhohaveservedmorethan three years in meaningful ministrypractice and can demonstrate anddocument significant accomplishmentsduring that period of service. Militarychaplainsmay transfer up to fifteen hoursofpostM.Div.work.SpecialNoteThe DMin degree program atInterdenominational Theological Centerwill be under faculty review during the2015-2016 academic year. No newapplications for entry into theprogram inFall 2015 will be accepted. The DMinprogram will resume with an enhanceddegreeprograminFall2016.CertificateinTheology

The Certificate in Theology offered byInterdenominational Theological Center(ITC)beganin1990andhasbeenofferedatstudy site locations inmore than fifty (50)cities throughout United States, Japan,Canada, and the Caribbean. Since itsinception two decades ago, the programhasgraduatedsome1500students.

It isdesigned topromoteandenhance theacademic and spiritual growth of the non-traditional student, clergy and laity, whopossesses an intense desire to knowmoreandbecomeempoweredforgreaterservicetothechurchandcommunity,butmaynotbe prepared to enroll in ITC’s degreeprogramsduetotheconstraintsofpersonaland professional limitations or obligations.Enrollment does not require a collegedegree and students are able to completethe(8)course-curriculumwithinnine(9)totwelve (12) months. Each course lastsapproximately 4-6 weeks (one 3 ½ hour

class session per week) and two or morecoursesareofferedduringeachterm.

The academic content is developed,reviewed, administered, and updated bythe Director under the guidance andassistanceof theCommitteeonContinuingEducation and Public Service andadministrators. The committee meetsperiodically throughout the academic yeartoprovideongoingoversightandinputandto assist the Program Manager in theeffectivedevelopment,implementationandevaluationofprogramactivities.Asurveyisalso issued to students upon completionwhich is used as an evaluationmeasurement.

Thecoursesaretaughtbyseminary-trainedinstructors with Master’s or DoctoralDegrees, requiring the use of lectures andcurrent syllabi prepared by ITC faculty andconsistent with the high quality oftheological education offered in the ITCdegree program. Appropriate credentialsfor instructors, archiving information onstudents, instructionalmaterials developedby ITC faculty are required as well as theuse of a prescribed academic formula forthe issuance of non-degree ContinuingEducation Units (CEUs) for acceptablecoursework activities. Upon the successfulcompletion, a Certificate in Theology thatdoes not transfer or is equivalent towardanydegreeisawardedbyITC.

Thecourseofferingsare:

Introduction to New TestamentIntroductiontoPastoralCare Introduction to Church AdministrationHistory of the African-American ChurchIntroduction to Christian EducationIntroduction to Philosophy and TheologyIntroduction to Hebrew Bible/Old TestamentIntroduction to Preaching and Missiology

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CoursesinDegreePrograms

CURRICULUM

ITC perceives the philosophical nature ofcurriculum to be the process that movesstudents and professors of a seminarycommunity to an enlightenedunderstandingabout themselves,God, andthelivedworld.Thepreferenceisthateachaspect of the curriculum, including eachtheological discipline, be understood asessential to the functioning of the whole,nonemoreimportantthananyother.Whilefocusing on the educational process ofstudents, this organizational designattemptstoplacefacultyandstudents inaposition to be not only actualizers ofChristianfaithbutalsobeactualizedbyit.Itishopedthatinteractionbetweenstudents,teachers, and ideas will stimulate criticalandanalyticalthinking,aswellasencourageresearchandwritingbyboth.

ITChassoughttobesensitive,creativeandon the cutting-edge in its approach to itscourse offerings, faculty and teachingstrategies. It is responsive to the variedpersonal and cultural needs of itsconstituent students. The institution takespride in its academic principle of beingstudent-centeredandfacultydriven.

ThefourAreasofthecurriculumprovideanopportunity to address group-relatedconcernsandaforumforfacultywhosharean interest insimilardisciplines.The intentis to provide unity within the structure oftheological education. This notion also

transcends the unhealthy tension that hasexisted in theological education betweentheory and practice, theoreticism, andpractitioners. In this structure, facultymembers may likely function within morethanoneAreaandinterdisciplinarycoursesandteam-teachingareencouraged.

COURSEDESCRIPTIONS

Pleasenote,forpurposesofregistrationonPowerCampus, on-line courses are listedwiththerequisitenumberprecededbythecode 0_. Thus IBSL 531 is the on-campusversion of Introduction to the NewTestament.Theon-linesectionwillbelistedas IBSL 0_531. The course learningoutcomesareidentical.

INTERDISCIPLINARYCOURSES(IINT)

MasterofDivinityCapstoneCourses

(IINT)408A.FoundationsforMinistry(IINT)408B.ElementsofMinistry(IINT)408C.MinistryandContextI&II

Foundations for Ministry, Elements ofMinistry, and Ministry and Contextcomprise a basic three-phase capstonecourse process required of all candidatesfor the Master of Divinity degree.FoundationsforMinistrynormallyoccursatthe beginning of the student’s first year,Elements of Ministry during the secondsemesterof themiddleryear,andMinistry

52

andContextIandIIduringbothsemestersofthesenioryear.

The purpose of the course is to introducethe student to theological education forChristian ministry for the 21st centurythrough an interdisciplinary perspective.Emphasiswillbeplacedoneducationwithinthe Black witnessing community. Variouscomponents of academic and professionalpreparation for ministry—biblical,theological,historical,ethical, global, socialandbehavioralsciences,andpractices—willbeintroduced,examined,andevaluated.

These three-part capstone coursesintroduce the student to holistic Christianministry,witha focusonthe integrationofthe total curriculum and the awareness oflifelong learning as a prerequisite forcompetent, committed, compassionatereligiousleadership.

AreaI:BIBLICALSTUDIESANDLANGUAGES(IBSL)

Studies in this Area seek to help studentsunderstand and interpret the Bible, theprimarysourceoftheChristianmessage,inrelationtocontemporaryfaith.Coursesandteaching methodology are designed tofacilitatetheacquisitionoftoolsandskillsinbiblical languages, history, and thought inordertoaccomplishthistask.

Note:Courses thatcovermultiplebooksoftheBiblearelistedinregistrationscheduleswith alphabetic subscripts (e.g., 507C,Pentateuch: Leviticus). They may berepeated forcreditonly ifeach instanceofthe course is for a different book (e.g.,507A,Genesis,and507B,Exodus).

Area II: PHILOSOPHY, THEOLOGY, ETHICS,ANDHISTORY(ITEH)

Studies inthisAreaaredesignedtoexposestudents to both primary and secondarysources in the disciplines of philosophy,theology, ethics, and church history.Students are taught the symbioticrelationship between theory and practiceand have an opportunity to develop andsharpenbothreflectiveandcriticalthinkingbyexaminingtraditionalandnontraditionalsources of theology and contemporaryChristianthoughtandpractice.

AreaIII:PERSONS,SOCIETY,ANDCULTURE(IPSC)

Academic exploration in this Area treatspersons in ministry as integral parts ofsociety and of the global mission of theChurch. Theory and interdisciplinaryteaching methodologies will help studentsand faculty further develop anunderstandingofthewayspersonsfunctioninavarietyoftraditionalandnontraditionalministries and the issues involved in thepsychological, sociological, missiological,andculturaldimensionsoflivingaspersonsin the world. In keeping with the nature,purpose, and objectives of ITC, this Areaseekstofosteranappreciationforreligiousexperiencesofnon-Christian traditionsandtheglobalnatureofministry.

AreaIV:THECHURCHANDITSMINISTRIES(ICAM)

Studies in this Area provide knowledge ofand exposure to the opportunities,functions, and demands of the multipleforms of ministries offered by the church.The theory and skilled practice ofpreaching,teaching,worship,music,drama,leadership,administration,evangelism,andmissions are examined experientially withsupervision. Methodology includes the

53

integration of biblical, historical,theological, socio- cultural, socio-ethical,ecclesiastical, artistic, and behavioralperspectives into concrete practices ofstudy.

ONLINECOURSES

In seeking to prepare persons for theministry and other forms of leadership inthe church, ITC believes that the personalinteraction with student and facultycolleaguesthatoccursinclassroomlearningistobehighlyvalued.Atthesametime,weare excited and intrigued by the way inwhichonline learning ismaking theologicaleducation available to more students in avariety of ways. Currently ITC is offeringonline courses to distance educationstudentsonly.Decisionforfuturecoursestobe offered online to other than distanceeducation students is left with thediscretion of the Provost. ITC delivers theMaster of Divinity degree online. Studentsenrolled in traditional on-campus degreeprograms are allowed to take 12 credithours online and in hybrid courses. Theymaynottakemorethan2onlineorhybridcoursespersemester.

IINT409.EducationTravelSeminar

This course is intended to enhance andenrich the classroom learning ofparticipants through exposure to life,culture, and ministry in selected overseascontexts. Students enrolled in this courseareexpectedtobeparticipant-observers inthecontextandtobepreparedonreturntointerpret their experience for a variety ofaudiences.Thiscoursemaybeusedbyanydiscipline for the development of a travelseminar.3-6credits

IINT410.BlackWomeninMinistryThis is an interdisciplinary course designedto explore the significant issues related toBlack Women and the Church. The scopewill be both historical and contemporary,focusing upon personalities, as well asinstitutional structures. The course is opento both women and men. It will provideopportunitiestoanalyzestructuralissuesinrelationtowomen(andmen)intheChurch.Theological, socio-political, psychological,and ecclesiological aspects of the subjectwillbeexplored.3credits

Thechoiceoftheoptionmustbeapprovedand supervised by the music (M.A.C.M.candidates) faculty. With any option, thetopicorprojectmustbeapprovedno laterthanthefirstThursday inNovemberofthesenioryear.Theprojectmustbecompletedno later than the first Thursday in April ofthesenioryear.2credits

IINT412.Seminar:InterdisciplinaryTheoryandMethodology

This team-taught course is designed tosharpenthetheoreticalandmethodologicalresearch skills of students in the doctoraldegree programs and advanced M.Div.students who plan to enter doctoralprograms.Studentswillberequiredtoreadcritically primary works of one or moreselected thinkers, identifying theirmethodological presuppositions andconclusions. Particular attention will begiven to the intellectual, emotional, social,andspiritualdevelopmentofthinkersinthestudent’s area of concentration and

54

compared with thinkers from otherdisciplines.Theseinsightswillbeappliedtopracticalproblems.PrerequisitesforM.Div.students: All core courses and oneadvanced course in the student’s area ofconcentration.3credits

IINT412A.WritingWomen’sLives:IdentityandGenderinIslam

The Womanist Studies in Religionrecognizes and promotes the scholarlyactivities of academicians who study Blackwomen, religion, and spirituality. Thisprogram enables scholars to pursue aresearch project of their own design.Women also engage in teaching,lectureships, and consultation on issuesaffecting Black women and religion andBlackwomenandspirituality.Toaccomplishthis, the program invites applications fromBlackwomen engaged in scholarlywork inthese areas especially those seekingsabbatical or independent researchsupport.3credits

IINT 412B. Womanist, Post Modern,ColonialThought

The Womanist Studies in Religionrecognizes and promotes the scholarlyactivities of academicians who study Blackwomen, religion, and spirituality. Thisprogram enables scholars to pursue aresearch project of their own design.Women also engage in teaching,lectureships, and consultation on issuesaffecting Black women and religion andBlackwomenandspirituality.Toaccomplishthis, the program invites applications from

Blackwomen engaged in scholarlywork inthese areas especially those seekingsabbatical or independent researchsupport.3credits

IINT413A-F.WomanistStudiesinReligion

The Womanist Studies in Religionrecognizes and promotes the scholarlyactivities of academicians who study Blackwomen, religion, and spirituality. Thisprogram enables scholars to pursue aresearch project of their own designincluding one course on the subject. Thecourse is an exploration of Black women’slives from theperspectiveof Blackwomenscholars.3credits

IINT 414. Gender, Race, and Religion inEducation(WomanistStudiesProgram)

GenderandRaceEducationinReligionisaninterdisciplinary course applying thepedagogy of liberation theology totransformation through communitybuilding, reflective practice and criticalthinking. Exploration of the forces (e.g.theology,media,culture, language,history,family,andpolitics)thatcontributetoone’sperceptions of reality and perspectives onthe consequences of bias, inequity andtypinginreligionandthechurchisthefocusof this course. These forces are presentedthrough the process of transformativelearning whereby learners explore,integrate and think critically about theforces in shaping values, motivation,decision-making and identity concerningraceandgenderinreligion.3credits

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IINT 414B. God’s People in Hagar(WomanistStudiesProgram)


IINT 415. Black Women in Civil RightsMovement

(WomanistStudiesProgram)


IINT 416. Samuel Dewitt ProctorConference

Theaggregateexpertise,research,teachingandpastoralexperiencesofthetheologiansand pastors at the Samuel DeWitt ProctorPastorConferenceaffordanunprecedentedand unique opportunity for seminarians topartake in a speciallydesigned intensive.3credits

IINT 417A. African American Women andMusic

This course explores the biographicalprofiles, contributions, performancepractices, and stage imagery of leadingAfrican American Women composers andperformers within the broad spectrum ofsecular and sacred music forms over thelastcentury.3credits

IINT 490. Directed Study inInterdisciplinaryTheoryandMethodology

Thisdirectedstudyisdonewiththeconsentof the instructor. Prerequisites for M.Div.students: All core courses and oneadvanced course in the student’s area ofconcentration.3credits

THE DEPARTMENT OF BIBLICALSTUDIESANDLANGUAGES(IBSL)

Note:CoursesthatcovermultiplebooksoftheBiblearelistedinregistrationscheduleswith alphabetic subscripts (for example,507c, Pentateuch: Leviticus). They may berepeated forcreditonly ifeach instanceofthe course is for a different book (forexample, 507a, Pentateuch: Genesis, and

56

507b,Pentateuch:Exodus).

HEBREWBIBLE/OLDTESTAMENT

IBSL 501. Introduction to the HebrewBible/OldTestament

An introduction to the literature andthoughtoftheHebrewBible/OldTestamentwith emphasis on Bible content and thesignificance of various critical methods tounderstand the Hebrew Bible/OldTestament. Required of M.Div. and M.A.candidates.3credits

IBSL 503. Introduction to Biblical Hebrew(1)

ThestudyofHebrewgrammar,syntax,andvocabulary with exercises in reading andwritingbiblicalHebrew.CreditwillbegivenonlywhenIBSL504iscompleted.3credits

IBSL 504. Introduction to Biblical Hebrew(2)

A continuation of the study of Hebrewgrammar, syntax, and vocabulary withexercises in reading and writing biblicalHebrew.Prerequisite:IBSL503.3credits

IBSL505.IntermediateBiblicalHebrew

AcontinuationofbiblicalHebrewgrammarand reading of selected biblical texts.Prerequisites: IBSL 503-504 or theirequivalent.3credits

IBSL506.BiblicalHebrewExegesis

An exegetical studyof a particular bookoftheHebrewBible/Old Testamentusing theMasoretictext.Prerequisites:IBSL505and

anexegeticalelective.3credits

IBSL507.Pentateuch

An exegetical study of one ormore of thebooksordocumentsinthePentateuch.Thecoursewillbelistedforregistrationas507a(Genesis) through507e (Deuteronomy),or,forexample,as507f(thePdocument).Thiscourse fulfills the exegetical requirement.Prerequisite:IBSL501.3credits

IBSL508.HistoricalBooks

An exegetical study of one ormore of thehistorical books of the Protestant CanonexceptingRuthandEsther(Joshua,Judges,Iand II Samuel, I and II Kings, I and IIChronicles,Ezra,Nehemiah).Thecoursewillbe listed for registration as 508a (Joshua)through 508g (Nehemiah), or ascombinations of two or more books, forexample, 508fg (Ezra-Nehemiah). Thiscourse fulfills the exegetical requirement.Prerequisite:IBSL501.3credits

IBSL510.TheMajorProphets

An exegetical study of one of the MajorProphets: Isaiah, Jeremiah, or Ezekiel. Thecoursewillbelistedforregistrationas510a(Isaiah), 510b (Jeremiah),or510c (Ezekiel).This course fulfills the exegeticalrequirement. Prerequisite: IBSL 501. 3credits

IBSL511.TheMinorProphets

AnexegeticalstudyofoneormorebooksoftheMinor Prophets,with special attentiongiven to historical content and religious

57

value for the contemporary church. Thecoursewillbelistedforregistrationas511a(Hosea) through 511i (Malachi), or ascombinations of two or more books, forexample, 511kl (Zechariah-Malachi). Thiscourse fulfills the exegetical requirement.Prerequisite:IBSL501.3credits

IBSL512.Meggiloth

An exegetical study of one ormore of theMeggiloth (Ruth, Esther, Lamentations,SongofSongs).Thecoursewillbelistedforregistration as 512a (Ruth) through 512d(SongofSongs),orascombinationsof twoormore books, for example, 512ab (Ruth-Esther). This course fulfills the exegeticalrequirement. Prerequisite: IBSL 501. 3credits

IBSL514.Psalms

ThisexegeticalstudyoftheBookofPsalmswill deal with a select number of psalms,paying attention to their literarycharacteristics, theologies,and implicationsfor the liturgies of the Black Church. Thiscourse fulfills the exegetical requirement.Prerequisite:IBSL501.3credits

IBSL515.WisdomLiterature

A close reading of biblical books such asJob,Proverbs,andEcclesiastes,withspecialattention to the place of wisdom in theBible, the ancient Near East, and ancientAfrica. The course will be listed forregistrationas515a (Job),515b (Proverbs),or515c(Ecclesiastes).Thiscoursefulfillstheexegetical requirement. Prerequisite: IBSL501.3credits

IBSL 520. Histories of Ancient Israel andJudah

This course is designed to familiarize thestudent with issues in reconstructing thehistories of ancient Israel and Judah fromtheir beginnings to the Roman period.Particularattentionwillbegiventobiblicalpassages and extra-biblical materials fromancientAfricaandtheancientNearEastastheyrelatetotheseissues.Specialattentionalso will be given to the debates withinHebrew Bible scholarship about theseissues.Prerequisite:IBSL501.3credits

IBSL527.BiblicalAramaic

An introduction to the grammar, syntax,andvocabularyof theAramaic languageasrepresented in the Bible, laying thefoundation for the study of other Aramaicdialects.Prerequisites: IBSL 503-504 or anequivalentpreparation inbiblicalHebrew.3credits

IBSL528.ApocalypticLiterature

A study of Jewish apocalypses and otherwritings from about 300 BCE to 100 CEincluding the book of Daniel andnoncanonicalwritingssuchas thebooksofEnoch,Jubilees,andBaruch.Emphasisisontheological and literary motifs and theirrelation to Jewish history. Prerequisites:IBSL 501 and an exegetical elective. 3credits

IBSL 529. Hebrew Bible/Old TestamentTheology

This course will trace the theology of the

58

HebrewBible/OldTestament,payingspecialattentiontoissuessuchasGodtheCreator,the covenant idea, righteousness, justice,evil, and Israel’s confessional heritage,which portrays Israel’s Theo centricity.Prerequisite:IBSL501.3credits

IBSL 530. Directed Study in HebrewBible/OldTestament

Thisdirectedstudyisdonewiththeconsentof the instructor. Prerequisites: IBSL 501andanexegeticalelective.2-4credits

NEWTESTAMENT

IBSL 531. Introduction to the NewTestament

Critical introduction to the environment ofthe New Testament and to major NewTestament writings with attention to thecontent and basic historical, literary, andtheological issues involved in NewTestament interpretation. Required ofM.Div.andM.A.candidates.3credits

IBSL 533. Introduction to New TestamentGreek(1)

An introduction to the basic elements ofNew Testament Greek grammar, syntax,and vocabulary.Credit is given onlywhenIBSL534iscompleted.3credits

IBSL 534. Introduction to New TestamentGreek(2)

A continuation of the study of NewTestament Greek grammar, syntax, andvocabulary.Prerequisite:IBSL533.3credits

IBSL 535. Intermediate New TestamentGreek

AninductivestudyofNewTestamentGreekgrammar, syntax, and vocabulary withemphasis upon rapid reading of selectedsections of the Greek New Testament.Prerequisite: IBSL 534 or equivalent. 3credits

IBSL536.GreekExegesis

An exegetical study of a New Testamentwritingintheoriginallanguage.Emphasisison exegetical methodology. This coursefulfills the exegetical requirement.Prerequisite: IBSL 534 or equivalent. 3credits

IBSL537.ReadingsinHellenisticGreek

Advanced reading of the New Testament,Apostolic Fathers, the LXX, and Hellenisticliterature of the first three centuries.Prerequisite: IBSL 535 or equivalent. 3credits

IBSL538.AncientJewishWritings

This course is a survey of the literature ofearly Judaism and its relation to earlyChristian texts. Selections from narrative,wisdom, poetic, philosophical, apocalyptic,and other texts in English translationincluding the Dead Sea Scrolls, Philo,Josephus, and early rabbinic writings.Prerequisites:IBSL531.3credits

IBSL 539. The Social World of the NewTestament

A social-historical analysis of the diverse

59

cultures surrounding the ancientMediterranean.Theirstructure,institutions,and mores and the ways in which thisanalysisclarifiesearlyChristian institutions,literature, and theology are explored.Prerequisites: IBSL 531 and an exegeticalelective.3credits

IBSL542.TheSynopticGospels

An exegetical study of one of the SynopticGospels, or of a topic concerning theSynoptic tradition, with emphasis onexegeticalmethodology.Thecoursewillbelisted for registration as 542a (Matthew),542b (Mark), or 542c (Luke), or, forexample, as 542d (Parables) or 542e(PassionNarratives). This course fulfills theexegetical requirement. Prerequisite: IBSL531.3credits

IBSL544.LifeandTeachingofJesus

The life and teaching of Jesus of Nazarethstudied through critical examinationof thesources. Emphasis is on the social contextand implications of Jesus’ mission and hissignificance for Christian faith today.Prerequisites: IBSL 531 and an exegeticalelective.3credits

IBSL545.TheGospelofJohn

An exegetical study of the Fourth Gospelwith attention to the social background ofJohannine theology. This course fulfills theexegetical requirement. Prerequisite: IBSL531.3credits

IBSL547.TheBookofActs

AnexegeticalstudyofselectedsectionsoftheActs of the Apostles in the light of Lukantheology. This course is an introduction tocurrent studyofActs, its use as a source forunderstanding early Christianity, and itsrelevance to the life of the contemporarychurch. Prerequisites: IBSL 531 and anexegetical elective. However, students withagradeofBorhigher in IBSL531mayseekthe instructor’s permission to take thiscoursetofulfilltheexegeticalrequirement.3credits

IBSL550.PaulineLiterature

An exegetical study of one ormore of theauthentic letters of Paulwith an emphasisonexegeticalmethodology.Thecoursewillbe listedforregistrationas550a(Romans),550b (1 Corinthians), 550c (2 Corinthians),550d (Galatians), 550e (Philippians), 550f(1-2Thessalonians),or550g (Philemon),orascombinationsof twoormorebooks, forexample,550de(Galatians-Philippians).Thiscourse fulfills the exegetical requirement.Prerequisite:IBSL531.3credits

IBSL551.Deutero-PaulineLiterature

An exegetical study of one ormore of theEpistles to theColossiansandEphesiansorthe Pastoral Epistles with emphasis onexegeticalmethodology.Thecoursewillbelisted for registration as 551a (Colossians),551b(Ephesians),or551c(thePastorals),orascombinationsof twoormorebooks, forexample,551ab(Colossians-Ephesians).Thiscourse fulfills the exegetical requirement.Prerequisite:IBSL531.3credits

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IBSL555.TheEpistletotheHebrews

An exegetical study of the Epistle to theHebrews. This course fulfills the exegeticalrequirement. Prerequisite: IBSL 531. 3credits

IBSL557.TheGeneralEpistles

An exegetical study of one ormore of theGeneral Epistles with emphasis onexegetical methodology and social andtheological implications.Thecoursewillbelistedforregistrationas557a(James),557b(1Peter),557c (2PeterandJude),or557d(1, 2, and 3 John), or as combinations oftwo ormore books, for example, 557bc (1Peter-2 Peter). This course fulfills theexegetical requirement. Prerequisite: IBSL531.3credits

IBSL558.Revelation

An exegetical study of the structure,language, motifs, and social setting of thebook of Revelation dealing also withhermeneutical options in African-Americansettings. Prerequisites: IBSL 531 and anexegetical elective. However, studentswithagradeofBorhigherinIBSL531canseek the instructor’s permission to takethis course to fulfill the exegeticalrequirement.3credits

IBSL559.NewTestamentTheology

An analysis of the developing theologicalperspectivesofearlyChristianityasexpressedin the New Testament and other earlyChristian literature. Prerequisites: IBSL 531andanexegeticalelective.3credits

IBSL569.DirectedStudyinNewTestament

Thisdirectedstudyisdonewiththeconsentoftheinstructor.Prerequisites:IBSL531.2-4credits

INTERDISCIPLINARY/CROSSCANONICAL

IBSL 570. Contemporary Issues in BiblicalInterpretation

This courseexamines recentdevelopmentsin biblical studies in the areas of biblicalhermeneutics andmethodologies. Literary,sociological,ideological,andothermethodsare applied to texts in one or bothtestaments. Prerequisites: IBSL 501, IBSL531,andoneexegeticalelective.3credits

IBSL 571. Contemporary AfrocentricBiblicalInterpretation

This course is designed to familiarizestudentswith the varietyof approaches toexploring scripture currently beingundertakenbyBlackbiblicalscholarsonthecontinent and in the United States.Attention will be given to the variedmethods used in their exegetical work,along with their ideological concerns andleanings. Issuesofwomanist interpretationalongwithAfrocentricmale interpretationswill be explored and analyzed.Prerequisites: IBSL 501, IBSL 531 and anexegeticalelective.3credits

IBSL 572. Womanist/FeministInterpretation

This course examines the major issues,themes, andmethodologies in theworkof

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significant practitioners of feminist andwomanistbiblicalstudy. Italsoprovidesanopportunity for students to assess theirown positions in relationship to theseapproaches to the text.Prerequisites: IBSL501, IBSL531,andoneexegeticalelective.3credits

IBSL574.TheParablesofJesus

Interpretation of the narrative parables ofJesususingdifferingcriticalmethodologies.Prerequisites: IBSL531andoneexegeticalelective.3credits

IBSL576.Narratology

This course examines theories of narrativecriticism applied to either one or bothcanons. Attention will be given toconstructs of plot and characterdevelopment, time, setting, narrativeviewpoint, etc. Key theorists andapplication of their theories will beinvestigatedinrelationtooneoraseriesofcanonical books or themes. In addition,issues inethicsofreadingwillbeexplored.Prerequisites: IBSL 501, IBSL 531 and oneexegeticalelective.3credits

IBSL580.HealingMiracles

This course seeks to begin a conversationbetween the disciplines of biblical studiesandthetheologyandethicsofpastoralcareby examining the healing miracles of theBible and the theo-ethical barriers andfacilitatorstopastoralcareandhealing.Thiscourse fulfills the exegetical requirement.Prerequisite:IBSL531(withaCorbetter).3credits

THE DEPARTMENT OF PHILOSOPHY,THEOLOGY,ETHICSANDHISTORY(ITEH)

PHILOSOPHYANDTHEOLOGY

ITEH 601. An Introduction to PhilosophyandTheology

Acoursedesignedtointroducethestudentto the nature and content of philosophyand theology, with attention given to theBlack Christian experience. Required ofM.Div.andM.A.candidates.3credits

ITEH602.TheDoctrineofGod

An in-depth exploration of issuesconcerning the nature of God, the Trinity,theodicy, andGod’s providential activity intheworld.3credits

ITEH603.SystematicTheology

Important doctrines and theologians ofChristianity are studied in an effort toprovidetheclearestpossibleunderstandingof the Christian faith. Special attention isgiven to the Black Christian experience.RequiredofM.Div.candidate.Prerequisite:ITEH601.3credits

ITEH604.TheDoctrineofChristology

An exploration into various interpretationsofJesusChrist.3credits

ITEH605.PhilosophyofReligion

Anefforttointerpretthetraditionalproblemsand typical solutions of philosophy andreligion in light of the African-AmericanChristianexperience.3credits

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ITEH606.TheTheologiesofPaulTillichandKarlBarth

A study of the methods and contents oftheologyfromtheperspectiveofthesetwotheologians.3credits

ITEH607.WesleyanTheology

ThedistinctivedoctrinesofJohnWesleyareconsideredinlightoftheirhistoricalsettingand present significance. Required ofChristian Methodist Episcopal and UnitedMethodistM.Div.candidates.3credits

ITEH608.ReformedTheology

A study of the doctrines of Reformedtheology based on John Calvin’s Institutes,confessional writings of the Reformedtradition, and the works of variouscontemporary Reformed theologians inconversation with other theologicaltraditionsinthecontextofecumenicalfaithshared by all Christians. A major focus ofthe course is the practical application ofReformed theology in ministry settings.Required of Presbyterian Church (USA)M.Div.candidates.3credits

ITEH 609. Dietrich Bonhoeffer andMartinLutherKingJr.:ModernDayMartyrs

A studyof the lifeandworkofBonhoefferand King and their struggles in theirrespectivecontexts.3credits

ITEH610.TheTheologyofJamesCone

An in-depth studyof theworkof JamesH.Cone.3credits

ITEH 611. A History of Black TheologicalandMoralThoughtinAmerica

An exploration of the religious heritage ofBlack Christians, focusing on theirtheologicalandethicalcontributionsduringthe eighteenth, nineteenth, and twentiethcenturies.3credits

ITEH612.Seminar:WomanistTheology

Anexplorationintothetheologicalcontentsof African-American women’s experiences.Among sources being used areautobiographical, biographical, theological,historical,andliterarywritings.3credits

ITEH613.AdvancedSeminarinTheology

An in-depth exploration into varioustheologicalsystemsandtrends.3credits

ITEH614.SeminarinBlackTheology

An examination of Black theologicalthought, focusing primarily uponcontemporaryBlacktheology.Thegoalistoattempt further creative work in Blacktheology.3credits

ITEH 615. Philosophical and TheologicalViewsofHumanity

A critical study of selected theories ofhumanitywiththepurposeofdevelopingapositive Christian anthropology. Specialattention is given to emerging trends ofhumanity developed by Black andLiberationtheologies.3credits

ITEH616.TheDoctrineofReconciliation

A study of biblical materials, historical

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interpretations, and contemporary reviewswith reference to Christology and itsmeaningfortheBlackChristianexperience.3credits

ITEH617.HistoricalTheology

An examination of the theological thinkingof the church in its historical context,withreference to its influence in the church oftoday,especiallytheBlackChristianchurch.3credits

ITEH 618. Theology of EconomicDevelopmentandCommunityService

An analysis of economic trends andsolutions for liberating people ineconomically depressed areas. Attentionwillbegiventopracticaltheology,effectivemodesofministry,andcoordinatingeffortswith grassroots, community-basedorganizations.3credits

ITEH619.Seminar:ProcessPhilosophyandTheology

An introduction to the basic concepts ofprocess thought. Special attention is givento its relevance to the Black ChristianexperiencePrerequisite:ITEH601.3credits

ITEH620.DirectedStudyinTheology

Thiscourseisdesignedforthestudentwhowishes to pursue a special interest intheology.2-4credits

ETHICS

ITEH621.EthicsandSociety

Thiscourseintroducesstudentstoageneral

knowledge of the development of theliterature of Christian ethics. It focusesquestions such as “How do social andpolitical transformations impact ethicalidealsthatarebiblicallyderived?”Studentsdiscoverhowthesocialsciencesinformthetask of critical inquiry into the moral lifethrough learning to analyze ethos and laybare the roots and fundamental characterof a community’s moral life. Prerequisite:ITEH 601. Required of M.Div. candidateswhodonottakeSociologyofReligioncorecourse.3credits

ITEH 622. Seminar: Prosperity, Poverty,andChristianPiety

This courseexamines availabledocuments,sermons, and essays of Black religiousleaders to seehow theyhave resolved theethical conflict between the ideals of theirdoctrinaire teachings and the materialisticdemands of their lived world. This coursewillhelpstudentsexploretheprerequisitesnecessary for conceptualizing ethic ofeconomic development for the oppressed.3credits

ITEH 625. Seminar: Foundations forAfrican-AmericanTheologyandEthics

This seminar introduces students to theproblemsthattraditionalunderstandingsoftheology and ethics have for AfricanAmericans. Students are exposed to thereligiousvaluesofthevariedexpressionsoftheir heritage, even those that originate inthe folk society. This course is offeredfrequently, each time with a differentcontent; therefore, it may be taken more

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thanonce.3credits

ITEH 626. Survivors, Technology, Ethics,andValues

This course explores theoretically themanner in which a highly sophisticatedtechnological culture impacts the humancommunity’s understanding of values, e.g.,are values and principles synonymous? Itexplores the question: How do oppressedpeople move from being victim oftechnologytobeingguardiansof itsuse?3credits

ITEH 627. Seminar: Moral Strategies andAfrican-AmericanReligiousLeaders

ThiscourseinvestigatesthevariousstylesofAfrican-American religious leadership andtheir moral implications. Its focus is acomparative study of the moralphilosophies of persons such as BenjaminMays,MordecaiJohnson,HowardThurman,Malcolm X, Elijah Muhammad, Martin L.KingJr.,andJesseJackson.3credits

ITEH628.Ethics,Ethos,andtheBible

This interdisciplinary course explores thequestion: In what ways did fullunderstanding of the moral life impactbiblical teachings about the moral andethicallife?3credits

ITEH630.MajorContemporaryTheologicalandMoralThinkers

This course is an examination of modernmovements, trends, and thinkers inreligiousethics.3credits

ITEH 632. Morality, Community, andCharacter

Thiscourse investigateshowpersons’ livedexperiencesshapetheirmoralvisionsoftheworld and conversely, how persons’moralvisions are reflected in the activityof theirlives.Thecourseexaminesvariousnarrativetheoriesasmoraldiscourseandinvestigateslife stories to explore the relationship ofsocial and communalmorality to characterformation.3credits

ITEH633.ReligiousandMoralDimensionsoftheCivilRightsMovement

This course examines the U.S. Civil RightsMovementasareligiousandmoralactivity.It includes critical evaluation of civil rightsdocumentsandtexts,andsomeanalysisoffilm. The course offers opportunity toreflectcriticallymotivationsforandagainstcivilrightsactivity.3credits

ITEH634.Seminar:TheChurch,Ethics,andPublicPolicy

This course explores religious engagementin politics. Examining theological, moral,and logical foundations for religiousinvolvement in the public sphere, thecourse explores themeaning, implications,and relationships of democracy, diversity,justice,andpublicpolicy.3credits

ITEH 635. Black Film as a Genre ofTheologicalandEthicalReflection

This course explores Black film as a usefulartistic genre for theological and ethicalreflection. Students will explore such

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theological andethical issues asnotionsofGod, human suffering, and ethnic politicaland social struggles. Basic themes offilmographyfromearlierperiodsinAfrican-American history will be compared andcontrastedwithfilmproductionsofmoderntimes.3credits

ITEH636.EthicsandPoliticalTheology

This course examines the nature of theChurch’s commitment to the liberation ofthe oppressed in light of biblical,theological, and ethical interpretation ofthenatureof economic justice andhumandevelopment.3credits

ITEH 638. Seminar on Black Religion andtheAmericanLaborMovement

This course is an investigation of thetheological and ethical presuppositions ofBlack leaders who were involved in theorganized labor and Civil Rightsmovements.3credits

ITEH 639A. Seminar on ContemporaryIssues

An exploration of contemporary issues intheology.3credits

ITEH 639B. Seminar on ContemporaryIssues

An exploration of contemporary issues inethics.3credits

ITEH 639C. Seminar on ContemporaryIssues

An exploration of contemporary issues in

historicaltheology.3credits

ITEH640.DirectedStudyinEthics

Forspeciallyqualifiedseniorswhodesiretopursue intensive research in ethics. 2-4credits

CHURCHHISTORY

ITEH 641. Church History I: Early andMedievalChurchHistory

AnintroductiontothehistoryofChristianitybeginningwiththelifeandministryofJesusChristandcontinuingthroughtheearlyandmedieval periods. Required of M.Div.candidates.3credits

ITEH 642. Church History II: From MartinLuthertoMartinLutherKingJr.

A surveyof the lifeof thechurch fromtheReformation to thepresent,withemphasisontheBlackexperienceasavitalaspectoftotal history. Prerequisite: ITEH 641. 3credits

ITEH643.Religious-EthnicConflict

A study of the historical origins ofcontemporary ethnic conflicts related toreligious conflicts. Special attentionwill begiventoChristian-MuslimconflictsinAfrica,Dutch Reformed-African Protestantconflicts in South Africa, Muslim-Jewishconflicts in the Holy Land, and Serbian-Croatian conflict in the former Yugoslavia,as well as Protestant-Catholic conflict inNorthernIreland.3credits

ITEH644.Seminar:HowardThurman

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This seminar is a critical examination ofHoward Thurman’s theology, mediations,andmysticism.Specialattention isgiventoThurman’s perspective regarding racerelationsandsocialjustice.3credits

ITEH 645. Seminar:Women in theHistoryofChristianity

Aseminardesignedtoenhancerecognitionoftheparticipationofwomeninthehistoryofthechurch.Thefirstpartofthestudywillincludeasurveyoftheactivitiesofwomenand attitudes regarding those activities ineach major period of church history. Thesecond part of the study will featurewomen in the leadership of thecontemporary church, with specialattentionpaidtoBlackandotherwomenofcolor.3credits

ITEH646. Seminar:Martin Luther and theBlackChurch

A seminar on the life and work of MartinLuther with student presentations takenfrom his writings. Prerequisites: ITEH 641orITEH642.3credits

ITEH647.Seminar:JohnCalvin

Aseminarinwhichstudentsleadinreading,discussing, andmaking presentations fromCalvin’s Institutes of the Christian Religion.Prerequisites: ITEH 641 and ITEH 642. 3credits

ITEH648.TheRadicalReformation

A study of the free-church movementbeginning with the sixteenth-century

expression of Anabaptism and concludingwith its lineal and spiritual descendants intwentieth-centuryAmerica.3credits

ITEH 649. African Church Fathers andMothers

Astudyofselectfiguresoftheearlychurch(prior to Augustine)who lived andworkedin Africa, notably Tertullian, Athanasius,Perpetua,andOrigen.Particularattentionisgiven to the contributions these figuresmightoffertoministryinthecontemporaryAfrican-American Church. Prerequisite:ITEH641.3credits

ITEH 650. Seminar: Eighteenth-CenturyWesleyanRevival

A seminar stressing social and religiousconditions in eighteenth-century Britain,JohnWesley’s role in the Revival, and theRevival’s involvement in moral and socialreform,especiallytheslavetrade.ReadingsfromJohnWesley.3credits

ITEH 651. Black Ministry in HistoricalPerspective

This course is designed to expose studentsto the broad historical compass out ofwhich Black ministry has emerged inAmerica and to acquaint them withrepresentative clergy and laity whoseministries exemplify their commitment toChristianservice.3credits

ITEH652.ReligioninAmerica

Astudyoftheimpactofthemajorreligioustraditions in America on the development

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ofAmerican lifestyles.RomanCatholicism,Protestantism, Judaism, and the African-AmericanChurchtraditionarecompared.3credits

ITEH 653. History of the African-AmericanChurch

A study of the history of Christianity inAmerica shapedby the total experience ofAfricanAmerican.Attention is given to thedistinctdenominationsofAmericanaswellas the unique expression of the churchamong African Americans within largerdenominations. Each student will write alocal church history. Required of M.Div.andM.A.candidates.3credits

ITEH654.Seminar:Augustine

A seminar on the life and work ofAugustine, with student presentationsbased on this African father’s writings.Special attention will be given toAugustine’sAfricanroots,hisimpactontheChristiantradition,andthecontributionhisteachings might make to ministry in thecontemporary African-American Church.Prerequisite:ITEH641.3credits

ITEH 655. Martin Luther King Jr. and theMovementforSocialJustice

A critical examination of the life, thought,andministryofDr.MartinLutherKingJr.,inrelation to the modern Civil RightsMovement. This course seeks to exposestudents to the broad historical compassout of which King and the movementemerged and to explore the context inwhich he sought to live out his ideals. 3

credits

ITEH 656. Seminar: Studies in EconomicChurchHistory

A seminar dealing with selected topics inthe economic history of the church. Suchtopicsasthechurchandslavery,capitalismandPuritanism, thesegregatedchurchandAfrican-American economic development,and world hunger are included. Studentsselect topics for investigative reports. 3credits

ITEH 657. Seminar: Research in AmericanChurchHistory

AseminarondominantthemesinAmericanchurch history, highlighting the particularproblems and opportunities of African-American Church historiography. Eachstudent selects a topic for investigation.Prerequisite: ITEH 652 or ITEH 653. ForDepartment majors and selected D.Min.students.3credits

ITEH658.DenominationalHistory

An in-depth study of the history of therespective denominational constituents ofITC. Normally, Presbyterian internationalstudents are not required to enroll inDenominationalHistory.RequiredofM.Div.candidatesbydenominationsasindicated.2credits.

a. AfricanMethodistEpiscopal

b. Baptist

c. Christian MethodistEpiscopal

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d. ChurchofGodinChrist

e. UnitedMethodist

ITEH658.ReadingsinLutheranConfessions

Thecourse isdesigned toprovidestudentswith an introduction to the historicalsituation in whichtheLutheranConfessionswere written, anoverview of their theology and historicalprecedents,aswellastoprovideinstructionon how these documents may function toinform the proclamation of the Gospeltoday in a variety of pastoral andmulticulturalcontexts.

The primary goal of the course will be toprovide students with a fluent workingknowledge oftheLutheranConfessions(esp.The SmallCatechismandThe Augsburg Confession)andpracticeintheuseoftheConfessionsinaddressing questions ofLutherantheologyand parish practice. Interested lay personsarewelcomedtoauditthecourse.

ITEH658G.LutheranisminNorthAmerica

The course is designed to be a survey ofthe theological movement, Lutheranism,as it took shape in the American context.The central focus will be on majorLutheran personalities, organizationalunifications, theological profiles, andexpressions of piety which shapedLutheranism in this country. The primarygoal of the course will be to providestudents with afluent working knowledge

of LutheranisminNorth American inorderthat they can not only appreciate theirown denominationalheritage and identifyas Lutherans, but also become pastorallysensitive to various local traditions whichthey encounter in the EvangelicalLutheran Church in America. Interestedlay persons are welcomed to audit thecourse.

ITEH659.PracticalEcumenism

A team-taught course that provideshistorical background, theologicalinformation, and strategies for ecumenicalventuresatthelocallevel.Anexplorationofthe unique and cutting-edge contributionsofBlackecumenism for and in the contextof the modern ecumenical movement ofthe universal Church. For D.Min. studentsand selected M.Div. studentsconcentratinginchurchhistory.3credits

ITEH660.DirectedStudyinChurchHistory

This course is designed for the individualstudent who desires to pursue topics ofspecial interest in church history with theconsent of the instructor. Prerequisites:ITEH 641 and ITEH 642. For Departmentmajors and selected D.Min. students. 2-4credits

ITEH661.TheHolySpiritinHistory

An interdisciplinary Seminar whichinvestigatesthedifferentwaysinwhichtheHoly Spirit has revealed God and beenunderstood in the Church, with specialattention to the Church in Africa and theBlackchurch inAmerica.Studentsengaged

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in the course will be exposed to the richvariety of understandings of the Spirit andthrough research and exposure to thedifferent traditions of understanding andexperiencing the Spirit will undergo apilgrimage which will help them betterformulate their own understandings andexperience of the Spirit. The course isespecially essential for Pentecostal andCharismatic students, but students of alldenominations concerned about their ownunderstanding of the Spirit in the BlackchurchandintheChurchcatholicwillfinditmostuseful.3credits

THE DEPARTMENT OF PERSONS,SOCIETYANDCULTURE(IPSC)

EVANGELISM, MISSIOLOGY, ANDECUMENICS

EVANGELISM

IPSC 685. Introduction to Missiology:Christian Mission, Evangelism, andEcumenism

This course begins with the biblical andtheological basis for understanding theChristian mission, and its relationship toevangelism and the ecumenicalinvolvement of the Church. It continueswith the study of selective models ofministry and evangelismwithin the UnitedStatesandoutsideit,withspecialattentionpaid to ministry among and by African-Americanchurches;identificationofcurrentissues confronting the church in mission,

andthegrowthinecumenism,especiallyasit relates to African-American Christians.RequiredofM.Div.candidates.3credits

IPSC 686. Christian Evangelism and Ethnotheology

Thiscourseseekstohelpstudentsdiscoverwhat is absolute about the Christianmessage for all people and how thediversityofculturalformscanbeutilizedinways that are consistent with scripture.Using the anthropological approach toChristianevangelismandtheology,studentswilldevelopacross-culturalperspectiveona variety of subjects, including revelation,sin, the church, transformation, andliberation.3credits

IPSC687.FoundationsofChurchGrowth

This basic introductory course to churchgrowth uses the African-Americanexperience as a primary text for theconsideration of essential church-growthprinciples such as harvest theology,evangelism and disciplining, thehomogeneous principle, resistance-receptivitytheory,redemptionandlife,andother related topics, including the variousdimensions of church growth. The studentgains an in-depth understanding ofevangelisticandchurch-growthprinciplesaswell as the practices of the student’sparticulardenomination.3creditsIPSC688.Women and Men in Cross-CulturalMinistries

Because theministry of faithwitnessing is oneof communication, this course will focus on

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developing an appreciation for women andmen, clergy and laity, who throughout historyand contemporary times have demonstrated akeen understanding of an integrated andcomprehensive communication strategy forcross-cultural and intercultural missions.However,whatmakesthistravelcourseuniqueis its emphasis on the whole Gospel for thewhole person, utilizing interdisciplinary,multidisciplinary,andmulticulturalresources inteachingandlearning.3credits

IPSC 689. Contextualization: Meanings,Methods,andModels

Studentswill learnhowtoengagetheologyincontextthroughareviewofthetheoryofcontextualization, evaluation of literature,and application through projects based onstudents’experiences.Theyalsowillengagecritical analysis of methodologies,assumptions, and solutions forcontextualizing the gospel. Prerequisite:ForstudentsconcentratinginMissiologyorReligionsoftheWorldonly.3credits

IPSC690.CongregationalEvangelism

This course surveys the various issues andprocesses related to evangelism thatnormally occur in the context of the localchurch. It provides a set of curricularperspectiveforselectinganddevelopinganapproach inagivencongregational setting.3credits

IPSC691.BiblicalModelsofMission

This course provides a review of HebrewBible/Old Testament and New Testamentperspectives on the mission of the people

of God.While special emphasis is given toPauline theology andmission practice, thecourse explores the thesis that there wasnever a single, unified church, but insteadPeter and James in Jerusalem, the othermanaged by Paul for various centers. Theprecarious position Paul holds in the BlackChurch and the implications of this forAfrican-American perspectives on missionsalsoareaddressed.3credits

IPSC 692. Incarnation andMission AmongUrbanPoor

The Gospel of Luke’s image of the churchprovides anopportunity to relate issues ofmission to politics, economics, health,materialism, and other current trends insociety affecting Christianmission. Variousmodelsandcasestudieshelpstudentsplanand designministries that work effectivelyin theurban setting. Particular attention isgiven to understanding the religiousworldviewofthepoor.3credits

IPSC693.MissiologyandChangeDynamics

The course seeks to enable students tothinkmissiologically about theirministries,examining the biblical, theological, andphilosophical presuppositions underlyingtheir missiology. Particular emphasis isgiventoexploringtheconceptofabridgingstrategyasamajormeansofimplementingplanned change into congregational andmissional organizations. Prerequisite: Forstudents concentrating in Missiology andEcumenism,Evangelism,orReligionsoftheWorldonly.3credits

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IPSC 694. Introduction to UrbanCommunityAction

The purpose and general objective of thecoursearetoassistparticipants todevelopperspectives on urban community actionand the connection between theory andpractice, as away of understanding leaderroles and responsibilities, missiologicalanalyzingandinterpretingofurbanministrycontexts; evaluating the quality ofleadership and ministry observed; anddesigning and developing a communityactionprojectplan.3credits

IPSC 696. Ecumenical Theology andPartnershipinanInterculturalContext

ThiscourseseekstodiscoverhowChristiantheologies in a global context can informministry in the Black Church in anenvironment in which culture remainspredominatelyshapedbyWesternthought.3credits

IPSC697.MinistryinGlobalPerspectives

An examination of the opportunities andchallenges for ITC students who travelbeyond the boundaries of the UnitedStates. Intensive study is made of theneeds, problems, and current issues ofselected areas and the content, style, andmethod of ministry required. This studyemploys an interdisciplinary approach, onethat takes into account the history,geography, socio-economic/politicalsituation,andethicsoftheregion’sculture.Personsfromtheareasstudiedsupplementthe instructor’sworkbyservingas lectures

and resource persons. Links to subsequentstudy tours and internships in othercountries and cultures and planned. 3credits

IPSC698.TheChristianMissioninHistory

A studyof theworldwideexpansionof theChristian mission from the ProtestantReformation to the present with anemphasison the last twohundredyears.3credits

IPSC699.DirectedStudyinMissiologyandEcumenics

This course is designed for the individualstudent who desires to pursue topics ofspecialinterestinmissiologyandecumenicswith the consent of the instructor. 2-4credits

SOCIOLOGYOFRELIGION

Sociology of Religion is required ofM.Div.and M.A. students. ITEH 621 fulfills thisrequirementforM.Div.students.

IPSC701.SociologyofReligion

An introduction to the theories andmethods of the social sciences thatcontributetotheunderstandingofreligiouslife and institutions. Particular attention isgiven to sociological analysis of African-American religions, the African-AmericanChristian church, and the function of thesocialorder.3credits

IPSC 703. Church Involvement inCommunityLife

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This course seeks to enable students todevelop a deeper understanding of thechurch and its involvement in thecommunity. Sociological, ecclesiological,andministerialpracticetoolsforleadershipwill be offered to facilitate present andfuture significant involvement in thecommunity. Special emphasiswill be givento an analysis of the African-AmericanChurch and its relationship to the widersociety.3credits

IPSC 705. Special Topics in Religion andSociety

The purpose of this course is to enablestudents to develop a deeperunderstanding of the dynamic relationshipbetween religion and society. An intensiveexaminationofcurrentandspecialtopicsisexplored. The topics vary according tointerest,currency,andresourceavailability.Topics suchas theprivatizationof religion,individualismandthecontemporarychurch,and African-American spirituality areconsidered. Students and facultyparticipantsareencouragedtodevelopnewresearchresourcesasaresultofthisspecialtopicscourse.3credits

IPSC 707. Religious Leadership andCommunityOrganization

This course is a systems analysis of socialinstitutions and groups that providesfunctional skill development in the area ofcommunityorganizingandpromotesactiveinvolvement in community life amongAfrican-American religious leaders. Thecourse advocates social transformation in

neighborhoods, communities, and largersociety.3credits

IPSC709.FacingRacismintheChurchandSociety

This course allows pastors and laity todevelop adeeper awarenessof theway inwhich racism influences behavior in thelocal church and greater society. Practicaltools for leadership will be offered tofacilitate future significant involvement intheChurchandcommunity for the specificpurpose of addressing racist thought andaction.3credits

IPSC 710. Directed Research in theSociologyofReligionandAfrican-AmericanReligiousExperience

For the individual student who desires topursue the special study oftheoretical/critical aspects of sociology ofreligion at the advanced level. African-American religious concepts andmovements will be included in thisdirected-researchcourse.3credits

PSYCHOLOGYOFRELIGIONANDPASTORALCARE

IPSC711.IntroductiontoPastoralCare

Thiscourse introducesstudents topastoralcare in the context of the parish. Pastoralcare is presented as a critical tool forinterpersonal appreciation andresponsiveness to individuals operatingwithin the exigencies of life. Students areexpectedtorefinetheirrelationalskillsandclinical insights by drawing upon church,

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personal,culturalandtheologicaltraditions,as well as specific casework from theirrespectiveministrysettings.3credits

IPSC712.ChemicalAbuseandDependencyin the American Community: TheCongregationasaResourceforRecovery

Thiscourseaddressestherealityofalcoholanddrugabuseanddependencyaswellasother behavioral addictions, particularly asthey are manifested in the Americancommunity. Students gain a rudimentaryknowledgeabout abuseandaddiction thatenables them to effect and designministries responding to these realities. 3credits

IPSC 713. Sociology of Pastoral Care andCounseling

This course is designed to enable thestudent in pastoral counseling to puthuman beings in their social and culturalcontext. Modernization and itsaccompanying value system is one suchcontext. Thus, the course will explore theculturalcontextofmodernityanditsimpacton the human personality. The primarysocial theorist for examining the impact ofmodernization on the human personalitywill bePeterBerger andhisunderstandingof the social construction of reality. 3credits

IPSC 714. The Community Mental HealthMovementandtheLocalAfrican-AmericanChurch

This course is designed to introduce thestudent to the community mental healthmovement begun in the 1950s, continued

into the late 1970s, and surviving inmodified form today. The role of theAfrican-AmericanChurch in thismovementwill be examined, along with essentialprinciples and practices for improvingmental health in the African-Americancommunity.3credits

IPSC 715. Special Topics in Psychology ofReligionandPastoralCare

Anumbrella course thatprovides flexibilityinpresenting special topicsof interest toasufficientnumberof students toconstituteacourse.Suchspecialtopicsincludebutarenot limited to substance abuse, disability,andpublichealthconcerns.3credits

IPSC 715B. Pastoral Counseling withAfrican-AmericanMen

Thiscoursepresentsaculturalre-educationmodel of pastoral counseling that exploresthe pastoral counseling relationshipbetweentheBlackmalepastoralcounselorand the African Americanmale counselee.SpecificdiscussionoftheSelfPsychologyofHeinz Kohut, Black Liberation Theology ofJames Cone, the Black psychology of re-educationmodelofNa’imAkbar,aswellas,theculturalcriticismofCornelWestarethesources brought together for the specificdiscussion of internalizedwhite supremacyand its functionary impact upon AfricanAmericanmaleintrapsychicdevelopment.3credits

IPSC715C.SpiritualityandSexuality

This course is designed to explore humanspirituality and sexuality along with the

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divergent research perspectives on thesetwo dimensions of human growth anddevelopment.

Students are expected to reflect upon thegenesis of their own theoretical andtheological understanding of humanspirituality and sexuality inherited fromtheirsocialandculturallocation,aswellas,formulates and articulates their ownunderstanding of human spirituality andsexuality. The intent is to assist the Blackchurch’s work of becoming comfortable inexploring different congruencies betweenspirituality and sexuality as the Churchresponds to the changing needs of bothcongregantsandcongregations.3credits

IPSC715D.EndofLifeandPalliativeCare

This course focuses on how tobe withpersons and familieswho are experiencingend of life realities including physical pain,emotional suffering and/or spiritualalienation.The pastoral care functions ofsustaining, guiding, healing andreconcilingarepresented, alongwithmedical and legal information andresources, so as to offercomfort and to enhancegrowth in one'srelationshipwithGod.3credits

IPSC715E.ExperienceofLoss

This course focuses on the contemporaryexperienceofdyingintheUnitedStatesandhow people give expression to thisexperience. Attention of different types oflossincludingpersonallosssuchasgriefandbereavement as well as catastrophic loss

characterized by posttraumatic stress. Thelanguage andmeaning that people give totheexperienceoflossandcatastrophiclossare shapedby the conversations that havebeen internalized, and the role of pastoralcare during the death, dying andbereavementprocessistoenablepeopletogive expression to the meaning that theexperienceofloss.3credits

IPSC715F.Death,Dying,andBereavement

The course focuses on the contemporaryexperienceofdyingintheUnitedStatesandhow people give expression to thisexperience. Attentionofdifferent typesoflossincludingpersonallosssuchasgriefandbereavement as well as catastrophic losscharacterized by posttraumatic stress. Thelanguage andmeaning that people give totheexperienceoflossandcatastrophiclossare shapedby the conversations that havebeen internalized, and the role of pastoralcare during the death, dying, andbereavementprocessistoenablepeopletogive expression to the meaning that theexperienceofloss.Thestudentwillexploredifferent perspectives on death, dying andbereavement and how to distinguishbetween healthy and unhealthy responsesto bereavement. Theologically, a theologyof lament will be explored, andtheoretically, psychoanalytic,developmental, interpersonal, family, andculturaltheorieswillbeexamined

IPSC716.PsychologyofReligion

This course introduces the student to thebasic principles and skills involved in the

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psychological study of religion.Psychological theory and the employmentof such methodologies are included asapproaches for understanding religious-lifeexplorationsandthemeaningofbehaviorinreligious experience, human development,growth, crisis, worship, and mental healthin the life cycle. Emphasis is placed uponboth the individual and corporate skillsdevelopment in integrating theology andthepracticeofministry.3credits

IPSC717.PsychologyofPastoralCare

Attention is given to the meaning ofpastoral care and major psychologicalcontributions to the understanding ofpastoral work with individuals, marriage,family, groups, and crises. Emphasis is onconceptualizing one’s ministry to personsand families inpractical situationsbyusingtechniques such as group dynamics, thecase study method, and othermethodologies.3credits

IPSC 718. Clinical Introduction to thePsychologyofPastoralCare

This is the core course in pastoral care forstudents in the M.Div. degree program,consisting of a one-hour didactic plus sixhoursofclinicalparticipationatdesignatedsites. Students are engaged with personswho are homeless, hospitalized, orincarcerated. Some students work withadolescents and teenagers in conjunctionwith the public school system. Supervisionand theological reflection are offeredweekly relative to areas such as pastoralcare to persons with AIDS, Alzheimer’s

disease,andthosewhoaredying.Requiredof M.Div candidates. This course is notrequired of persons concentrating inPsychologyofReligionandPastoralCare.3credits

IPSC 719. Case-Method Approach toPastoralCare

This is a group conference in whichstudents’ presents pastoral care situationsandpastoral incidents.Studentsare taughttheconciseanddynamicmethodofwritingand analyzing cases that reflect realexperiences. Theological and psychologicalramifications are explored with a viewtoward using case methods as a way toencourage dialogue about potentiallysensitive issues in local congregations andcommunities.3credits

IPSC720Band IPSC720C:ClinicalPastoralEducationInternship

AunitofClinicalPastoralEducation(CPE)isan educational Internship in Pastoral Carewhereinthestudentfunctionsintheroleofchaplain. This intensive clinical experienceprovides contacts, pastoral conversations,clinical seminars, didactic seminars,opportunities for self-insights, andindividual and group supervision. Theteachingandlearningprocessaidsstudentsof theology in developing professionalcompetence in the responsible integrationof theological reflectionandpastoralwork:praxis in ministry. Intensive Internships,usuallyofferedfortenconsecutiveweeksinorder to complete the required 400, areavailable nationwide. Most of the work is

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doneoffcampus,undertheauspicesoftheAssociation of Clinical Pastoral Educators(ACPE). Information about accreditedclinical sites and the application form canbe located on the website at acpe.edu.Extended Internships are offered tostudentswho needmore flexibility in lightof class schedules, to complete the 400hours of clinical and didactic work. ITCstudents receive eight (8) credit hours forthis educational internship. The final gradewillbesubmittedwhentheCPEexperienceis completed. Demands of the CPEexperience require that no student bepermittedtotakemorethansixteencreditsinanygivensemester, inclusiveofthefourhoursofCPEforeachsemesterforstudentsenrolled in PSC 720B, or the total eighthours of credit for PSC 720C.RequiredofM.Div students who concentrate inPsychologyofReligionandPastoralCare.

IPSC721.WomanistTheologyandPastoralCare

This course focusesonways to respond totheneeds and to support the resources ofBlack women from a Womanist PastoralCare perspective. Pastoral Care issues andconcernsaffectingthelivesofBlackwomenwillbediscussedandanalyzedfromatleastthe three-dimensional perspectives ofrace/ethnicity, gender and class.Psychological, theological and physiologicalissues concerning Black women will beraisedusingmaterialsandresourcepersonsfrom those various disciplines to focus thediscussion.3credits

IPSC 722. Contemporary Family PatternsandIssues

Thiscourseaddressesthenatureofministrywith certain crisis-prone areas of themodern family such as adolescence, drugdependency, AIDS, homicide, suicide, andteenage pregnancy. Other pertinent areasof discussion will be the single life, same-parent families, and sexual preferenceamong men and women (homosexuality,bisexuality, transvestism, andtranssexualism).3credits

IPSC 723. Introduction to PastoralCounselingandPsychotherapy

This course isabasic comprehensive studyof psychotherapeutic theories/methods oftherapy, the clinical interview, thetheological dimensions of pastoralcounseling,and the scopeofhumanneedsthrough human relationship. This coursealso introduces the student to theoverlapping basic principles and skillsinvolvedinthepracticeofin-depthPastoralCare by developing models for care thatutilize psychotherapeutic intervention. 3credits

IPSC724.PastoralCounselingPractice

The course entails counseling and thepractice of in-depth pastoral care withsupervision. The course emphasizes thebeginningstagesofcounseling,establishingrapport with counselees and pastoral carerecipients, assessing the presentingproblem and personality needs, clarifyingandunderstandingpresentingproblem(s)in

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light of personality theory, establishinggoals,workingtowardgoals,movingtowardlater stages of counseling, and practicingspecific in dept pastoral care skills.Prerequisite:IPSC723.3credits

IPSC725.PastorandFamilyLife

This course is designed to introducestudents to the dynamics of marriage andfamily life, children and adolescents, andtheissuesofaging,andhowthesedynamicscan inform the Church’s counseling andnurturing ministry to couples and familysystems.3credits

IPSC 726. Personality Theory for PastoralRelationships

A course to help the student develop acognitive grasp of personality growth anddevelopment in order to enable betterrelationships with and among persons.Somegraspof thedynamicsof personalitygrowth is essential to develop adequatepastoral relationships, whether one is aministerofthechurch,ateacherofaclass,aworkerinacommunityorganization,orapastoral counselor. Prerequisite: IPSC 718orIPSC720BorC.3credits

IPSC727.PastoralTherapywithGroups

Theory and experience in groupdevelopment and process with applicationof its usage in the leadership of therapygroups, congregational development, andfamily life are discussed in this course.Prerequisite: IPSC 718 or 720B or C. 3credits

IPSC728.AdvancedPastoralTherapywithGroups

This course is a continuation of IPSC 727.Participation is limited to students whoparticipated in IPSC 727 in the firstsemester.Thecourseisintendedtoprovidestudents opportunities to continue toexperience personal growth, development,and change in the context of the groupprocess.Studentsexplorein-depththelaterstages of the group process in light ofrelevanttheoryandtheology.Prerequisite:IPSC727.3credits

IPSC729.TheoryandPracticeofMarriageandFamilyTherapy

The course is designed to introduce thestudent to the theory and practice of pre-marriage, marriage, and family counseling.These concepts are explored in systems,transgenerational, and life-cycleperspectives. Different schools of thoughtandapproacheswillbepresented.3credits

IPSC 730. Seminar: Theology andPsychology of Pastoral Care: An Inter-disciplinaryDialogueandMethodology

This seminarengagesparticular theologicaland in-depth psychological perspectives intermsoftheirimplicationsforpastoralcare.Methodologies will be presented with afocus on the varied levels of dialogue thatmay be engendered between thesedisciplines. The seminar will be team-taught, using lecture presentations inconjunction with class dialogue. Specificperspectives engaged in the seminar

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include the psychology of self-objectrelationsandegopsychology,aswellasthetheologies of H. RichardNiebuhr, ReinholdNiebuhr,PaulTillich,HowardThurman,J.B.CobbJr.,andothers.RequiredofD.Min.inpastoralcounselingspecialty.3credits

IPSC 731. Pastoral Psychology and theAfrican-AmericanExperience

This course exposes the student to theindigenous practice of pastoral care in theBlack Church from slavery to the presentday.This isaccomplishedprimarilythroughexamination of current Black literature inpastoral care. Attention is given to thenatural networks of care within the BlackChurch and how the Black preachermobilizes these caring networks. Thesecontemporary theories are communitymental health, support systems, andsystems approaches to families andextendedfamilies.3credits

IPSC732.InnerHealingandPastoralCare

Thepurposeofthiscourseistoexaminetheappropriateness of prayer within thecounselingprocess.Itexploresinsightsfromcontemporary Christian counseling,narrativetheology,andpastoraltheology.3credits

IPSC733.EthicsandPastoralCare

This course is intended to explore theethical dimensions of pastoral care andscrutinize the meaning of professionalethicsandthenormsusedasguidelinesforappropriate ethical behavior toward thoseforwhompastoralcounselorscare.Amajor

concern is the modern debate betweenvalue-neutral approaches to pastoral careandanalternativereligion-ethicalvision.Ofconsiderable importance are ethical issuesinamulticulturalperspective(gender,race,age, social class, violence, violence-abuse,andsexualorientation).3credits

IPSC 734. Pastoral Care as PreventiveMedicine

This course seeks to better informtheologicalstudentsandothersinwaysthatreligion and pastoral care can have apreventive impact on themental, physical,and emotional well-being of persons. Theprinciplesofscientificmethodology,clinicalethics, and behavior modification will beused to interpret data, decision-making,andhumanbehavior.3credits

IPSC735.DirectedStudyinthePsychologyofReligionandPastoralCare

Specialized area of study selected as anelective, with permission of the professor.This course is available only aftercompletionofbasic/requiredcoursesinthedepartmentandifselectedareaofstudyisnot offered in the Catalog. Prerequisite:IPSC718orIPSC720.2-4credits

RELIGIONSOFTHEWORLD

IPSC 736. African Christianity as AfricanReligion: A Spiritual Force and Pan-Africanism

An exploration of the African origins ofChristianity and the emergence ofChristianity as an African religion. The

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planting of Christianity in Africa, theemergence of the African church, theindependentChristianmovements,andthemissionpredicamentofAfricanChristianityare all viewed as the NewWorld Force inecumenical movements, including the AllAfrica Conference of Churches and thespiritualvanguardofPan-AfricanismlinkingPan-AfricanChristianity.3credits

IPSC 738. Special Topics inMissiology/ReligionsoftheWorld

This course is open to students withbackgroundinMissiologyorReligionsoftheWorld. Topics vary according to interest,currency, and resource availability.RevolutionandMissionsinLatinAmericaortheChurchintheSouthAfricanCrucibleareexamplesoftopicsthatmightbeoffered.3credits

IPSC739.JudaismSincetheTimeofJesus

A frontline investigation of the literatureand religion of Rabbinic Judaism from thefirst century (CE) until themodern period.Rabbinic literature (the Midrash, theMishnah, the Talmud, and Codes) will beusedtointerpretnarrativeandlegalbiblicalpassages as well as to explore religiouspractices such as the Sabbath and prayer.The course meets Religions of the Worldcorerequirement.3credits

IPSC740.ModernJudaism

An exploration of the Jewish journey outfrom the ghetto and its impact on thereligion, thought, and social experience ofthe Jewish people in the modern world.

Special emphasis will be given to thechallenges that have confronted this ethicgroup in its journey. The course meetsReligionsoftheWorldcorerequirement.3credits

IPSC 741. African and Middle EasternReligions

The course is a surveyof theorigins, histories,teachings, and practices of four distinctreligioustraditions:Africanindigenousreligions,Judaism, Christianity, and Islam. Considerationis given to the relationship of these religiousbeliefsandpracticesnotonlyinthecontextsoftheir origin, but also throughout the AfricanDiaspora.Thedynamismofeachreligionasitispracticed in the context of North Americabecomes the soil for active field research,reflection and advocacy for developinginterfaith and interreligious competency. Thecoursemeets Religions of theWorld corerequirement.3credits

IPSC742.ReligionsoftheOrient

Asurveyoftheorigins,histories,teachings,andpracticesofthemajorreligionsofIndiaand the Far East: Hinduism, Jainism,Buddhism, Sikhism, Taoism, Confucianism,and Shinto.The coursemeets Religions oftheWorldcorerequirement.3credits

IPSC 743. Islam and Muslim-ChristianRelations

The course consists of an extensive survey ofthe worldwide Islamic faith system and of itsrelations with Christianity. The faith, practice,history, and culture ofMuslims in a variety ofcontexts, including Africa, Asia, Europe, andNorthAmericaareexplored,andconsiderationis given to the dynamics of contemporary

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Christian-Muslim relations. The theological andsocial issuestoberesolvedaswellasthewidevariety of attitudes and approaches towardeach other as neighbors are investigated.Special attention is given to the AfricanAmericanMuslimandChristiancommunities.3credits

IPSC 744. Philosophy and Practice ofTraditionalAfricanReligions

Astudyofsomeofthemajorphilosophicalconcepts of various African traditions andreligious beliefs in the practices oftraditional-African religions. Somesimilaritiesanddifferencesareexaminedinthe lightof contextualandethnicvariablesas well as preparation for and enrichmentofmoral and spiritual values in the Judeo-Christian heritage. The course meetsReligionsoftheWorldcorerequirement.3credits

IPSC 745. History and Ministry of theEcumenicalMovement

This course on ecumenism—past andpresent—isdesignedtohelpstudentsbreakthe limited perspective and experiencesthat persons have of Jesus Christ’s churchto understandings and realities of God’schurchthataremotivatedbyawilltofulfillChrist’sprayer“thattheymayallbeone.”3credits

IPSC 746. Religions of the World: APhilosophicalPerspective

Thiscoursewillexplorethephilosophiesofoneofthereligionsoftheworld.Themajorideas, methodologies, and central themesof the philosophers will be analyzed indepth.3credits

IPSC747.ReligiousMovements:AReligionoftheWorldPerspective

Thiscoursewillexamineamajormovementinoneof theReligionsof theWorld. Itwillanalyze the genesis of themovement, themovement’s development, and themovement’s impact on religious tradition.The leaders,the institutionscreatedbythemovement, and the controversiesgenerated by the movement will beanalyzed from historical, sociological, andtheologicalperspectives.3credits

IPSC748.TheSacredTextintheTraditionsofReligionsoftheWorld

This course will study the sacred texts ofone or two traditions of Religions of theWorld. Through a critical study of sacredtexts such as the Bhagavad-Gita inHinduism, Odu texts in Yoruba religion,Therigatha in Buddhism, Praise Poetry inShona religion, or Tanak in Judaism,studentswillgraspthephilosophybehindaparticularworldview.3credits

IPSC749.ReligionsoftheWorldandTheirLanguages

Studentswillstudyalanguageasaresearchtool for use in the study of the literature,texts, and traditions of religions of theworld. African languages such as Shona orYoruba are examples. A study of the

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grammar, syntax, and vocabulary, withexercises in reading and writing, will beoffered.3credits

IPSC752.DirectedStudyinReligionsoftheWorld

For the advanced student who wishes topursue individual special study in the areaof Religions of theWorld.Consent of IPSCchairisrequired.3credits

THE DEPARTMENT OF THE CHURCHANDITSMINISTRIES(ICAM)

RELIGIOUSEDUCATION

ICAM 801. Introduction to ReligiousEducation (formerly Foundation ofChristianEducation)

This course examines the biblical,theological, psychological, socio-culturaland praxiological foundations of Christianeducation. The course centers on askingandpursuingquestionsaboutthenatureofeducating in faith inChristian communitiesthrough critical analysis and creativethinking. Participants may anticipatedeveloping proficiency in diagnosis andconstruction through a careful andintentional dialogue with educationaltheorists, instructor and fellow students.The course seeks to provide a consciousencounteroftheparticularfaithtraditionofthe participant, his or her faithdevelopment and the educationalliterature. . Required of all M.A. inChristian Education candidates and MDivstudents. Co-requisites: INT 408(a), and

ITEH601.3credits

ICAM 802. Educational Leadership:Academy,CommunitiesandCongregations

This course presents the nature andsignificance of the educational leadershipfor thechurch,communityor theacademyasministry.Studentswilllearnhowtoplan,implement, and evaluate educationalministrycurricula,communityservices,andacademicprogramswithin andbeyond thechurch context as well as how to prepareeducational leaders inministry.Thecourseis required of all M.A. in ChristianEducation candidates. Prerequisites: INT408(a),andICAM801.3credits

ICAM 804. Sacred Texts and ReligiousEducation

Thiscoursefocusesonanexplorationoftheuses of the Sacred Texts in the practice ofeducating in faith in congregations, publicspaces or academia for the developmentand practice of a liberating andtransforming spirituality. Adopting aFreirean approach to educating critically,this course relates the practice ofscripturalizing, with the African Americansignification practice, story linking andPaulo Freire's invitation to an educationalpracticeofculturalactionsforfreedom.Thecourse will explore examples ofscripturalizing, signifying, and theircorresponding cultural actions incontemporary US culture in general andAfrican American in particular. Christianscriptureshaveaprimaryfocus,butMuslimand Jewish Scriptures and scripturalizing

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practices are also introduced. The coursewill finally challenge participants for theselectionanddevelopmentofSacredTextsmethodologies that are congruent withscripturalizing/signifying as cultural actionsforfreedom,thussupportingthepracticeofa liberating and transforming spirituality.Emphasisisontheanalysesofpurposesandmethodologies for presenting biblicalmaterial in the Christian religiouseducational context, thecontentofbiblicalmaterial, criteria for selecting Bible studymaterials from age/stage and culturalperspectives, and Bible teaching/learningimplementation strategies. The course isrequiredofallM.A. inChristianEducationcandidates. Prerequisites: INT 408(a),ICAM801,IBSL501or531.3credits

ICAM 805. Current Trends in EducationalMinistry,Methods,andMaterials

This course gives specialized attention topresent and emerging methods andmaterials useful in educational ministrycurricula designed for a variety ofeducationalministrycontextsinchurchandcommunity. The course examinesevaluative criteria for the selection ofmethods and materials with specialattention to cultural guidelines fordeveloping and using methods andmaterials in local and global perspectives.Thecourseoffersopportunitiesforstudentsto develop and test innovative andexperimental resources and strategies inselectedsettings.Thecourse isanelective

for all M.A. in Christian EducationcandidatesandMDivstudents.3credits.

ICAM 805a Current Trends:Multiculturalism and MulticulturalMinistries

This course provides students theopportunity to integrate theory andpractice of ministry in an increasinglymulticulturalAmericanandglobal societieswith special attention to African Americanand diasporic communities. Students areintroduced to the principles and problemsof educational research, with particularemphasis on ethnographic research.Studentsarealsoinvitedtoidentifyandputinto practice the competencies necessaryfor meaningful intercultural relationships.The course is an elective for all M.A. inChristian Education candidates and MDivstudents.3credits.

ICAM 806. The Church’s Ministry WithPersons:Children,Youth,andAdults

This course uses findings from theological,biblical, psychological, and social sciencedisciplines as a basis to demonstrate theneedsandcontributionsofpersons ineachdeveloping stage. The course focuses oncontemporaryissuesconfrontingpersonsineach life stage. It also deals with thedevelopment and uses of curriculumresources that can assist the Church’sministry.3credits

ICAM807PhilosophyofEducation

This course is a special topics advancedelectiveandexaminessomemajortheories

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of the meaning and function of educationand its relationship with the created andlived societies. The course provides astructure tomapandcorrelateContinentaland analytical philosophies to education;contrasting to Afrocentric philosophies.Studentswill considerquestionsand issuessuch as why humans educate themselvesand their children, what humans considerto be reality and their relationship to it,what is and which knowledge is worthhaving, how humans understood to goabout obtaining knowledge, whatconstitutes a good life, how societies arethen organized to promote good life, howeducation relates to realities and societiesand what it means to live ethically.ReadingsmayincludeclassicaltextssuchasPlato’s Meno and Republic, Aristotle’sPolitics, Rousseau’s Emile, Dewey’s TheSchool and Society and the Child and theCurriculum,inadditionaltoAfrocentric,andCritical texts from Asa Grant Hilliard, andbellhooks.ThecourseisanelectiveforallM.A.inChristianEducationcandidatesandMDivstudents.3credits.

ICAM809.EducationalPsychology

This course is a special topics advancedelective and offers a survey of educationalpsychology theories and their relationshipto Religious Education. Special emphasis isgiven to spiritual, faith, and moraldevelopment through the life span.AttentionisgiventotheimplicationsofthisstudyforReligiouseducatorsandministersin understanding themselves, the personswith whom they work and the structures

which best promote development. Thecourse is an elective for all M.A. inChristian Education candidates and MDivstudents.3credits.

ICAM810.CongregationasEducator

This course includes the theory,ways, andmeans that the congregation functions asChristian educator. Attention is given toprocesses and evaluation of Christianeducation in the congregation’s ritual life,including worship, seasonal events, andspecialcelebrations.3credits

ICAM 811. Seminar on Teaching andLearning

This course is an intensive study of thenature and importance of the teaching-learningprocessinReligiouseducation.Thecourse offers an overview of mostinfluential theories of teaching-learningcontrasting their contributions to CriticalSocial Theory and Critical Race theorytowards the designing and facilitation of alearning centered, dialogue based learningevent. Participants engage in assessing thecentralityofdialoguefor teaching-learning,identifyingandgainingskillsinconstructingteaching-learning. environments centeredin praxis, developing syllabi and lessonplans utilizing learning centeredapproaches, developing evaluativeprinciples and practices for their teaching-learning practice, and leading teaching-learning environments that liberate andtransform.Thecourse isanelective forallM.A.inChristianEducationcandidatesandMDivstudents.3credits.

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ICAM812.StorytellingandStory-linkingThis course is a special topics advancedelective that engages participants inexploring the nature and application ofstorytelling in Christian education.Participantsexploregenresandtheologyofnarrativesor story, the specific nature andhistoryofstory-linking,andusesofstoryinqualitative research. The course givesparticular attention to story-telling/story-listening as interactive and interpretiveengagement in Christian education thatutilizes methods of linking individual,communal, biblical, and cultural heritagestories to promote faith and life decision-makinganddirection. Participantsdevelopskills in story-linking through consideringthe socio-cultural-religious context of thestory-teller, the role of the storying guide,key elements of story, and cultural andbiblical resources needed for story-linkingprocesses. Focused review of a range ofcategories of narrative research appendsthe skills-building emphasis as means ofpreparing participants for further study ofnarrative research methodologies.PREREQUISITEFORICAM819/820

The course is an elective for all M.A. inChristian Education candidates and MDivstudents.3credits.The course is an elective for all M.A. inChristian Education candidates and MDivstudents.3credits.

ICAM 813. Special Topics in Religion andEducation

The purpose of this course is to allow

students an intensive exploration ofemerging issues and special topics relatedto roles and functions of Christianeducation in faith communities, on collegeand university campuses, and in everydaylife in local, national, and global contexts.The topics vary according to interest,identification of new and critical areascalling for consideration and research, andresource availability. As part of the specialtopics course, students are encouraged toengage inoriginal research and todevelopinnovative educational ministry methods,materials,andresources.3credits

ICAM 813B. Special Topics: ReligiousEducation:HipHopCulture.

This course is a special topics advancedelective thatexamineshiphopcultureandits’manifestations globally. Beginningwithvarioushistorical recordsandperspectives,thecontextsandcontentofhiphopcultureand those impacted by it are explored.Emphasis is also placed on the analysis ofpurposes and paradigms for presentingteaching materials and designingteaching/learning strategies. Interwoven inthe course is a community forum andworship service that engages the ITCcommunity, local pastors, hip hop artists,andthelargercommunity.ThecourseisanelectiveforallM.A. inChristianEducationcandidatesandMDivstudents.3credits

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ICAM813C.SpecialTopics:CriticalTheoryinEducation.

This course is a special topics advancedelectivewhosepurposeistoallowstudentsan intensive exploration of Critical SocialTheory and Critical Race Theory ineducational practice. The courseoffers anexplorationofthevarioustraditionsofwhatcan be understood as Critical Theory as itrelatestoadulteducationandsocialtheory,discusses and evaluates the tradition ofcritical theory as it steams out of theFrankfurt School, following closely thethemes of reason and emancipation andtheir generative role in education. As partof this course, students are encouraged toengage inoriginal research and todevelopinnovative educational ministry methods,materials,andresources.Studentsarethenexpected to name two central concepts ofCritical Social Theory for their practice,discussion in light of recent developmentsinsocialandeducationaltheory,developingan application of such concepts for theirown educational practice and context.Thecourse is an elective for all M.A. inChristian Education candidates and MDivstudents.3creditsICAM813D.SpecialTopics:VisualMediainReligiousEducationThis course is a special topics advancedelective that examines the role of images,practice, circulation, space, and the sensesin the study of religion. If we understoodreligionasan“expression”ofideas,beliefs,ortheologicaldoctrines,whatroledoesthevisualmediahavewhenweunderstandtheAfrican American religion experience as a“felt-life”religionand,astheactualbasisofbeliefs.Beginningwiththeassumptionthattheology in the matrix of human

experience,thiscoursearguesthathowevermuch religions may militate against the“body”,thestudyofreligionmustrecognizethe primary importance of feelings,emotions, sensations, and perceptionsinfluenced and often times controlled byculturalimages.ThecourseisanelectiveforallM.A. in Christian Education candidatesandMDivstudents.3credits.ICAM 813E. Special Topics: ConversationswithEducationalTheoristsThis course is a special topics advancedelective where students engage witheducational theorists developing critical,creative and emergent pedagogicalapproaches,applyingoneoracombinationof theorists to the development of apedagogicalprojectofthestudent’schoice.Applying the pedagogical approach(es) ofthetheorist(s)ofchoicetoaspecificsettingof communities of faith, civil society oracademy, the student will developtheoretical and practical applications,enabling students to define and describerationales for educating in faith in varioussettings. The course is an elective for allM.A.inChristianEducationcandidatesandMDivstudents.3credits.ICAM 813F. Special Topics: SpiritualFormationandReligiousEducationThis course is a special topics advancedelective and explores the connectionsbetween spiritual formation, pastoral careand education in and among marginalizedpopulationsas“soulshaping”;examinestheways in which this “soul shaping” is bothpersonalandcorporate,rootedinthepast,

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empowering the present and transformingthefuture;exploresthewaysinwhich“soulshaping” hears God and gives voice to thesilenced; and considers the agency of thepastor/educatorasGod’sservantwhobothis shaped and shapes. The course is anelectiveforallM.A. inChristianEducationcandidatesandMDivstudents.3credits.ICAM813G.AfrocentrisminEducation

The religious experience of African peopleworldwide is grounded in Africanspirituality. Therearedegreesofretentionand interpretation of African spirituality inthe religious and church experience ofAfricandescendedpeopleglobally. Africancentered education places the processesandthearticulationofthisspiritualityinthecenter of education both formally andinformally. This course introduces andengages learners in 9 key principles ofAfrican spirituality (codified as NsakaSunsum-Touch the Spirit in Twi) and howthese principles are interpreted throughsocial interaction, language, body, culturalways and story to achieve the primaryfunction of education: “to draw out” theingenuity and creativity inone’sGodgivenpurpose. The courses uses crossdisciplinary scholarship (education,theology,history,psychologyandsociology)to create a conceptual framework forAfrican center education. Learners exploremodels of African centered education anddevelop African centered environmentalcures, lesson topics, goals and activities aswell as key evaluative questions that areresponsive to multiple settings in thechurch, community and the academy. Thecourse is an elective for all M.A. inChristian Education candidates and MDivstudents.3credits.

ICAM 813I. Special Topics: Educating inFaithinLatinAmerica

This course is a special topics advancedelective and focuses on the current issuesof educating in faith in Latin America as itchallenges and supports the educationalwork in the USA with multiculturalcommunities of faith. It provides a primeronthecultureandreligiousexperienceofaLatinAmericancountry,andanoverviewofthereceptionandteachingofProtestantismin LatinAmerica.The course is anelectivefor all M.A. in Christian EducationcandidatesandMDivstudents.3credits.ICAM 813L. Special Topics: Life Cycle,PastoralCareandEducationThis course is a special advanced electivetargetingpersonsworkingincongregationalministries.Thecoursefocusesonapracticalmerger of educational theories, pastoralcareandpastoraltheology.Participantswillarticulate life cycle theory, family systemstheory in an interdisciplinary way withinstructional design and teaching andlearning that supports the development ofeducational programs, curricula, and otherapplications incongregational settings.Thecourse is offered in co-teaching betweenthe Christian Education and Psychology ofReligion and Pastoral Care departments.The course is an elective for all M.A. inChristian Education candidates and MDivstudents.3credits.

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ICAM 814A. Educating in Faith in LatinAmerica:LanguageCultureandReligion inFocus.

This course is comprised of two weekintensive coursework during summer andtwo weeks intensive field work in LatinAmerica. The course is an elective for allM.A.inChristianEducationcandidatesandMDivstudents.3credits.

ICAM 814B. Educating in Faith in Africa:LanguageCultureandReligioninFocus.

This course is comprised of two weekintensive coursework during summer andtwo weeks intensive field work in Africa.The course is an elective for all M.A. inChristian Education candidates and MDivstudents.3credits.

ICAM 814C. Educating in Faith Europe:LanguageCultureandReligioninFocus.

This course is comprised of two weekintensive coursework during summer andtwo weeks intensive field work in Europe.The course is an elective for all M.A. inChristian Education candidates and MDivstudents.3credits.ICAM 815. Curriculum and InstructionalDesign

The nature and design of educationalactivities: theory, research, and practice ofcurriculumdesign.Thecourseconsiderstheforces driving quality curriculumdevelopment. The course examines howdifferent groups, issues, ideologies andresearch have influenced what and howchildren have been taught historically.

Attentionwillbe focusedonrecent reformliterature directed at schools and its likelyimpact on curriculum. Current political,economic, demographic and academictrends will be studied. The process forcurriculum design will be examined andappliedasstudentsdevelopasampleguideusing the class as a workshop group. Thecourse concludeswith the development ofa curriculum project designed to improvestudent learning by the application ofresearchInformedtheoryandpractice.Thecourse is an elective for all M.A. inChristian Education candidates and MDivstudents.3credits.

ICAM 816. Educational Ministry in thePublicSphere.

Thiscourseoffersparticipantstoengage incritical analysis of prevailing issues,conditions, and attitudes in the publicsphere that call for a response from theChurch’s educational ministry. Particularattentionisgiventotheroleofeducationalministry in community issues related tofamilies and intergenerational relations,health and welfare, mass media andcyberspace, and new teaching-learningcontexts. The course also will provide ahistorical perspective,methods of analysis,and service-learning approaches tocurriculum planning. The course is anelectiveforallM.A. inChristianEducationcandidatesandMDivstudents.3credits

ICAM817.PedagogyIProvidespre-serviceandin-serviceteacherswith appropriate methods to facilitate theteachingofsocialsubjectsincludingreligionand theology. The course content includesunderstanding, development of social,

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religious and theological thinking, learningcentered instruction, and curricularemphasis as religious heritage, culturalcontext,personalandspiritualformationbyATS (Association of theological Schools)standards.Modelsof instructionaldelivery,adaptations of curriculum and materials,problemsolvingstrategies,andassessmentoptions are explored. Current issues andtrends concerning quality social subjectsand religious and theological programs arediscussed.The course is anelective for allM.A.inChristianEducationcandidatesandMDivstudents.3credits.

ICAM818.PedagogyIIProvidespre-serviceandin-serviceteacherswith a deepening of appropriate methodsto facilitate the teaching of social subjectsincluding religionand theology.Thecoursecontent includes understanding,development of social, religious andtheological thinking, learning centeredinstruction, and curricular emphasis asreligiousheritage,culturalcontext,personalandspiritual formationbyATS (AssociationoftheologicalSchools)standards.Modelsofinstructional delivery, adaptations ofcurriculum and materials, problem solvingstrategies, and assessment options areexplored. Current issues and trendsconcerning quality social subjects andreligious and theological programs arediscussed.The course is anelective for allM.A.inChristianEducationcandidatesandMDivstudents.3credits.

ICAM 819. Research Methods in ReligionandEducation

ThiscoursefocusesonChristianeducation-specificprofessionalassessmentoftheM.A.

in Christian Education students and thestudents’beginningpreparationoftheM.A.in Christian Education thesis or programcompletion project. Assessment is directedtoward the nature, modes, and extent ofthe student’s personal growth;development of broad-based foundations,educationalministrypractices,andinterestsover the first year of the ITC journey; andneeds, challenges, and potential directionsin the yet unfolding seminary journey andfutureministry.Thecoursefurtherengagesthe student in exploring a specific topic ofinterestaroundwhichtodevelopanM.A.inChristianEducationthesisprojectbasedontheassessmentandreflectiononidentifiedstudent knowledge, understandings,appreciations, and present and potentialabilities to demonstrate educationalministry leadership. The course should betakeninthefirstsemesterofthefinalM.A.in Christian Education program year asoutlinedinthescheduleofM.A.inChristianEducation courses. Required of M.A.C.E.candidates.Prerequisites:IINT408A,ICAM801,ICAM802andICAM804.3credits

ICAM 820. Research Practicum in ReligionandEducation

This course guides students in thecompletion and public presentation of theMA in Christian Education thesis/project.The thesis/project is designed as aculminating integrative endeavor in whichthestudentdemonstratesabilitytoconnecttheory with praxis in a self-chosen andcloselysupervisedtopicofinterestexploredinitially inCAM819.Studentsareexpected

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to apply knowledge, understanding,appreciation, and practices of educationalministry developed from courses takenacross the ITC curriculum. The course isrequiredofallM.A. inChristianEducationcandidates. Prerequisites: INT 408(a),ICAM801,ICAM802,ICAM804,andICAM819.3credits.

ICAM 821. Womanist Approaches toChristianEducation

This course posits Womanist thought as aform of practical theology. If practicaltheology is theological reflection that isgrounded in the lifeof thechurch, society,and the individual and that both criticallyrecovers the theology of the past andconstructively develops theology for thefuture then, a womanist pedagogy usesBlackwomen’sstoriesinthecenteroflife’s(and church) narratives. Using actionresearch this course applies Womanistpedagogyaspracticaltheologyforreligiouseducation in the church, academy andcommunity.ThecourseisanelectiveforallM.A.inChristianEducationcandidatesandMDivstudents.3credits.

ICAM 825. Directed Study in Religion andEducation

ThiscourseisaspecializedtopicofstudyinChristian education as an elective by thepermission of the professor. It is availableonly after completion of basic/requiredcoursework within the Department and iftheselectedareaofstudy isnotoffered inthe Catalog. Prerequisites for M.Div.candidates; ICAM 801 and ICAM 802 for

M.A.C.E.candidates.2-4credits

ICAM 0 801. Introduction to ReligiousEducation (formerly Foundation ofChristianEducation)(Online)

This course examines the biblical,theological, psychological, socio-culturaland praxiological foundations of Christianeducation. The course centers on askingandpursuingquestionsaboutthenatureofeducating in faith inChristian communitiesthrough critical analysis and creativethinking. Participants may anticipatedeveloping proficiency in diagnosis andconstruction through a careful andintentional dialogue with educationaltheorists, instructor and fellow students.The course seeks to provide a consciousencounteroftheparticularfaithtraditionofthe participant, his or her faithdevelopment and the educationalliterature. Prerequisites for M.Div.candidates:ICAM801;forM.A.inChristianEducation candidates: ICAM801and ICAM802.2-4credits

ICAM826.DenominationalPolity

Astudyofthestructureandpracticesoftherespective denominational constituents ofITC. Normally, Presbyterian internationalstudents are not required to enroll inDenominational Polity.Required ofM.Div.candidatesbydenominationsasindicated.

a. AfricanMethodistEpiscopal 3credits

b. Baptist* 3credits

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c. Christian MethodistEpiscopal 3credits

d. ChurchofGodinChrist 3credits

e. UnitedMethodist 3credits

*ITEH 658 is a prerequisite for all Baptiststudents.

ICAM 826H. LUTHERAN HERITAGE ANDPOLITY

The course examines the theologicalgrounding of the polity of theLutheranChurch, exploring central teachings aboutits identity and contemporary practices ofcongregations as reflected in theEvangelical LutheranChurch’s constitutionsandothergoverningdocuments.Thecoursealso touches onbiblical and theologicalfoundationsforpublicworshipandprivatedevotion.Thecommunity'sprincipalaimsinreligious education and embodied witnessinworkingforjusticewillbeexamined.Itisdesigned to satisfy academic requirementsin Lutheran heritage and theology forpersonspreparing forwordand sacramentministry in the church. Finally, the courseprovidesanintroductionforministersfromother denominations seeking a call orstandingintheELCA.

ICAM830.Seminar:ParishAdministration

An in-depth studyoforganizational culturetheory isapplied to religiousorganizations.Students are expected to master such

concepts as open systems, levels anddimensionsof culture, lifecycle stagesandthe like.Notionsof churchhealth, conflict,decline, vision, renewal, change and roleswillbeexploredthroughapprovedresearchtopicsselectedbyeachstudent.Thiscourseis one option for the core requirement.3credits

ICAM 832. Institute of ChurchAdministration andManagement Seminar(A/Bsessions)

Twoone-weekintensiveseminarsdesignedtoassistreligiousprofessionals inplanning,organizing, staffing, leading, andmanagingtheir institution or organization. Studentsmust take both one-week intensiveseminars in order to receive credit. Thiscourse is one option for the corerequirement.3credits

ICAM833.AdvancedLeadershipSeminar

A seminar that explores special advancedtopics selected by the instructor inconsultation with the department head.This course is offered occasionally withsufficientdemand.Prerequisite:ICAM834,835,or844.3credits

ICAM834.ElementsofMinistryPractice

This course lays the foundation forproviding effective administration andleadership within a congregation. It willintroduceorganizationalculturetheoryasameans for interpreting church dynamics,negotiating roles, utilizing structures andprocesses, making decisions and engagingtheology. Required of allMDiv candidates:

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all other courses presume that, normally,this oe course is taken first. This course isone option for the core requirement andserves as part of the MDiv capstoneprocess.3credits.

ICAM835.ReligiousLeadership

Various themes that call for effectiveleadership (from pastors, associates,directors of Christian education, programdirectors, etc.) are explored in this course.These themes include personal style,spirituality, call, vision, contextual change,multiculturalism, gender, culture, power,and the like. Offered alternate years.RequiredofallMDivcandidates.Allothercoursespresumethat,normally,thisoneistaken first. This course is one option forthecorerequirement.3credits.

ICAM 839. Directed Study in LeadershipandMinistryPractice

2-4credits

ICAM844.TheChangingParish

Designed to compare and contrast rural,suburban, and urban contexts, this courseenriches one’s preparation for a richerparish-based and public ministry. Studentsengage in demographic and culturalresearch, employing conceptual insightsand methods from the course. Relationsbetween insight (both empirical andtheoretical) and effective strategy(including appropriate skills) becomecentral issues. This course is offeredoccasionally with sufficient demand. Thiscourse is one option for the core

requirement.3credits

MINISTRYANDCONTEXT

ICAM841and842.MinistryandContext IandII

This course is a capstone course assistingstudents to evidence proficiency inpreparedness for entering the world ofministry after careful and intentionalpreparation as outlined in the DegreeOutcomes. This course is required forgraduationandisdesignedtohelpstudentsdeal constructively with the creativetensionbetween theChristian faithand itspractice in ministry. The goal of Ministryand Context at the InterdenominationalTheological Center is to guide persons inministry assisting them to becomeProfessionalPublicTheologians.Thegoal isalso to guide students to become moreacutely self-aware of their relationship toGod, their vocational calling, andhow thatself-awareness manifests itself throughtheir faithfulness and obedience to God inspecificactsofministry.

A major portion of this process is criticaltheological reflection on the integration ofpast and present personal history andemerging ministerial identity, theology ofministry, and experiences in a supervisedministryplacement.ACapstoneProjectandPaper is required at the end of this year-longcourse.

ICAM843.MinistryandContextInternship

Full-timesupervisedpracticeforshort-termperiods in the summer to a full internship

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year. Assignments include ecumenicalorganizations, local parishes, socialagencies,militarybases,andeducationalorother institutions related to the helpingprofessions. Interns of a year may beexempted from ICAM 841 and ICAM 842provided nature and supervision warrantsuch exemption. A further option forfulfilling the core requirement forgraduation is the completion of aninternship for two consecutive summers.Students considering this option mustsubmitwiththeirapplicationacommitmentstatement from the site supervisor wherethestudentwillbeengagedfulltimeforthetwoconsecutivesummersduringwhichtheinternship is tobepursued.Application forinternship and exemption negotiationsmustbefiledatleastthreemonthspriortoentry.Creditsgrantedmayberelatedtotheparticularyearofseminarystudy.6creditsor12credits

HOMILETICS

ICAM845.IntroductiontoPreaching

This course is designed to bring togetherthe theoretical and practical aspects ofsermon development. Students explore atheologicalunderstandingofpreachinganda psychological/sociological analysis of theformal elements of sermon development,construction, and delivery. Students writeanddeliversermonsinaclinicalexperience.Evaluation and discussion occur in peersituations to aid students’ effectiveness inusing the sermon as a liberating force incontemporary times. Required of M.Div.

candidates.3credits

ICAM846.IntermediatePreaching

Building upon the skills developed inIntroduction to Preaching, students willconcentrate on specific areas of sermondesign and development. Prerequisite:ICAM845.3credits

ICAM847.AdvancedPreachingSeminar

Thiscourseisdesignedforalimitednumberof students (six to twelve) with proveninterestandabilityintheareaofhomileticswho want to concentrate at an advanced,intense level on specific aspects ofpreaching.Specialemphasiswillbegiventohelping these students prepare for theDavid H. C. Read Preaching Award andother awards offered in the field ofhomiletics. Prerequisite: ICAM 845. 3credits

ICAM848.HistoryofPreaching

This course will trace the evolution ofpreaching from apostolic times to thepresent. Studentswill explore theway themessage, style, issues, and impact ofpreaching interact with history and shapechurchesandsociety.Studentswill identifyvarioussermonstructuresandprepareanddeliverasermoninclass.Thecourseisalsorequired for a concentration in Homiletics.Prerequisite:ICAM845.3credits

ICAM 849. Liturgical Preaching andWorship

Thisisanadvancedseminarformiddlerand

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senior students who desire to strengthentheir skills in homiletics, planning, andleadingworshipinthelightoftheChristianchurch year and liturgical calendars.Homiletics and worship disciplines arecombined, using denominational andconsensus lectionaries with a view towardadding or omitting passages in order toascertain integrity in African-Americanworship. Special attention is given to therelevant use of the lectionary as oneapproach to evangelizing. A team of twoteachers facilitates this seminar.Prerequisite: ICAM 845 or ICAM 866. 3credits

ICAM850.ThePreachingMinistry

A series of different courses offeredalternatelyduringthefirstsemesterofeachyear.Thecoursesaredesignedtodealwiththevalidityandrelevanceofspecificbiblicalarea as foundational resources for theproclamation of the Gospel. Alternateofferings include such courses as ThePerson inthePulpit,ThePreacherAsPoet,PreachingAsSocialCommentary,PreachingGreat Themes, The Preaching Ministryto/with Children and Youth, Preaching onSpecial Days, Preaching the Parables,Preaching the Prophets, Preaching thePsalter, and Preaching to Heal. Studentsmay take this course more than once.Prerequisite:ICAM845.3creditseach

ICAM851.TheTheologyofPreaching

ThiscoursefocusesupontheunderstandingofGod’sinvolvementandinteractionintherole of preaching. Emphasis will be placed

onourunderstandingofhowwetalkaboutGod when we preach. Prerequisite: ICAM845.3credits

ICAM852.Women’sWaysofPreaching

With an understanding that women bringunique gifts to the role of preaching, thiscourse focusesonhelpingwomendiscovertheirpreachingvoice.Thecourse,however,is open to men and women. Prerequisite:ICAM845.3credits

ICAM853.PreachingBiblicalBooks

This course will examine thematerial of aparticular book and how sermons arepreached, making adequate use of textsfrom that material, e.g., the SynopticGospels, the Psalms, and the Gospel ofJohn.Prerequisite:ICAM845.3credits

ICAM 854. Preaching As SocialCommentary

This course is designed to help studentsdevelop an interest in awareness ofpreparinganddeliveringsermonsthatdealwith and address a specific contemporarysocial issue. Prerequisite: ICAM 845. 3credits

ICAM855.ThePersoninthePulpit

This course focuses on the impact ofpersonalityinthepulpit.Whilenotacoursein psychology, it attempts to address thecrucial function of the preacher’spersonalityinthesermonicprocess,inbothpreparation and delivery. Prerequisite:ICAM845.3credits

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ICAM 856. Biblical Preaching in aPostmodernWorld

Focusing on the impact of postmodernismon culture, students in this course willexamine and explore historical biblicalcriticism, literary criticism and theory, andbiblical preaching.Prerequisite: ICAM845.3credits

ICAM 857. Preaching in the African-AmericanTradition

This course explores and examines theparticularities and uniqueness of theAfrican-American preaching tradition.Emphasis will be placed on the ways inwhich,historicallyandculturally,preachingis conducted in the African-Americantradition.Prerequisite:ICAM845.3credits

ICAM 858. Preaching the Hebrew Bible intheChristianChurch

This course focuses on the adequate roleanduseof theHebrewBible in aChristiancontext.Prerequisite:ICAM845.3credits

ICAM 859. Biblical Preaching in aMultimediaEra

This course will examine the place ofpreaching in a multimedia era and howpreachers can make use of multimediatechnologytoenhancetheirpreachinggifts.Prerequisite:ICAM845.3credits

ICAM860.PreachingandPastoralCare

This course will examine and explore thetherapeutic role of preaching. Specialemphasiswill be placedon the role of the

preacher as therapist and counselor anddesigning the sermon as a counselingmoment.Prerequisite:ICAM845.3credits

ICAM 862. The Pastor As LiberatingCommunicator

This course deals primarilywith the parishministerasakeyfigureintheinterpretationoftheChristianfaithwithinthelocalchurchand in its transmission to be localcommunity, including a theologicalinterpretation of the parish minister’sidentity as communicator, a psychological/sociological analysis of modes of effectivecommunication, and an analysis oftheological meanings for liberation incontemporary times. Prerequisite: ICAM845.3credits

ICAM863.AdvancedSpeaking

Students will study principles of publicspeaking and practice speaking skills. Thiscourse is designed to help pastors in theirchurches and community leadership.Fundamentals of oral communication arestressed. Speeches and discussions ontopics related to the minister’s work areassigned using outstanding Black ministersand leaders as models. Parliamentaryprocedure forms a basic portion of thecourse.2credits

ICAM864.DirectedStudyinHomiletics

Studentsmay pursue a specialized area ofstudy. The course will be offered at thediscretion of the professor. Prerequisite:ICAM845.2-4credits

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WORSHIP(LITURGY)

ICAM866.ChristianWorship

This course is designed to enable studentsto interpret the meaning of Christianworshipfrombiblical,theological,historical,psychological, and socio-culturalperspectives. African-American worshiptheory and practice draw upon African,African-American, and Euro/Anglo-American church traditions. Specialattention is given to the season of theChristian Church year and lectionarypassages from the common liturgicallectionary as well as sacraments andordinances of denominations at the ITC.Studentswilldeepentheirunderstandingofthe theology and practices of worship intheir own denomination and in otherdenominations in the ITC ecumenical andinternationalcontext. Thefocuswillbeoncommon connections, rather than onelements that divide.A practicum phaseallows students to participate as worshipplanners,leaders,andevaluators.Requiredof M.Div. and M.A.C.E. candidates. 3credits

ICAM 867. Advanced Seminar in WorshipandLiturgics

This seminar is designed to deepen theunderstanding of the history and theologyofworshipingeneralandworshipinAfricanAmericancongregationsanddenominationsin particular. Specific areas of concernwillemerge from foundational streams ofliturgical traditions which continue toundergird contemporaryworshippractices.

Allparticipantswill thereforeseektoknowhow liturgieswere shaped in the centuriesfollowing the death and resurrection ofChrist, and the effect of socio-culturalhistories and existential situations onworshippracticesthroughoutthecenturies,givingparticularemphasisandfocustothedevelop of African/African-Americanworship liturgies. Areas of publishableresearch will depend upon this basicbackground and needs of individualparticipants. Prerequisite: ICAM 866. 3credits.

ICAM868.DirectedStudyinWorship

Studentsmay pursue a specialized area ofstudy. The course will be offered at thediscretion of the professor. Prerequisite:ICAM845.2-4credits

ICAM0866.ChristianWorship(Online)

This course is designed to help studentsinterpret themeaningof Christianworshipfrom biblical, theological, historical,psychological, and socio-culturalperspectives. African-American worshiptheory and practice draw upon African,African-American, and Euro/Anglo-American church traditions. Specialattention is given to the season of theChristian Church year and lectionarypassages from the common liturgicallectionary as well as sacraments andordinances of denominations at the ITC.Studentswilldeepentheirunderstandingofthe theology and practices of worship intheir own denomination and in otherdenominations in the ITC ecumenical and

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internationalcontext. Thefocuswillbeoncommon connections, rather than onelements that divide. A practicum phaseallows students to participate as worshipplanners,leaders,andevaluators.Requiredof M.Div. and M.A.C.E. candidates. 3credits

MUSICANDWORSHIP

ICAM867.AdvancedSeminarinWorship&Liturgics

This seminar is designed to deepen theunderstanding of the history and theologyofworshipingeneralandworshipinAfricanAmericancongregationsanddenominationsin particular. Specific areas of concernwillemerge from foundational streams ofliturgical traditions which continue toundergird contemporaryworshippractices.Allparticipantswill thereforeseektoknowhow liturgieswere shaped in the centuriesfollowing the death and resurrection ofChrist, and the effect of socio-culturalhistories and existential situations onworshippracticesthroughoutthecenturies,givingparticularemphasisandfocustothedevelop of African/African-Americanworship liturgies. Areas of publishableresearch will depend upon this basicbackground and needs of individualparticipants. Prerequisite: ICAM 866. 3credits.

ICAM 870. Survey of ChurchMusic/Hymnody

This course surveys theories and practicesof church music, building upon musical,

biblical, historical, theological, and socio-cultural foundations of music in worship(liturgy)ingeneral,andinAfrican-Americanliturgical experiences in particular. Variousforms and styles of hymnody, Spirituals,gospel music, psalmody, chants, andanthems are studied. Denominationalhymnalsandsongcollectionsareexamined,and a variety of worship experiences arerequiredinanefforttodeterminetheeffectof text, language, and musical styles onfaith formation and the spiritual life ofworshipingcommunities.3credits

ICAM871.MusicintheBlackChurch

An in-depthstudyof thediversityof formsand styles of religious music forged andflamed by African people on the Africancontinent and in the Diaspora. This willinclude the creative folk traditions, aswellas music composed and arranged byindividuals for use in religious ritualsthrough the centuries. A comparativeanalysiswillbemadeofformsandstylesofperformance practices, and theologicalthemes reflected in the texts. Attention isgiven to the importance of music in thehistory of “notoriously religious” Africanpeople through the ages, and throughoutthe world. Students will be required toengage in extensive research and writingaffirming the rich African heritage, with aview toward publication as a means offacilitating and enhancing church music inthe future. Optional for M.A.C.E.candidates.3credits

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ICAM872.CenterChorus

Choral performing experiences for the ITCcommunity (students,spouses, faculty,andstaff). Students share in two rehearsalseach week with particular concern foraccuratetonalproduction,articulation,andauthentic reproduction of choral musicliterature from African, African-American,and Euro-American forms and styles. Inadditiontochapelandothercampuseventsthe chorus participates in communityevents locally and nationally. Prerequisite:individualauditions.2credits

ICAM873.MusicTheory:FundamentalI

Thiscourse isdesignedtohelpthestudentreview, and in some instances, becomefamiliar with fundamental elements ofmusic:notation,rhythmicprinciples,scales,chords, harmonic progression, basicprinciplesoftheoryandmanuscriptwriting.At thesametime, thestudentwilldevelopand/or enhance listening skills and theability to sight-read. Advancement willdepend upon the entry-level skills ofstudentsandspeedofprogress.3credits

ICAM874.MusicTheory:FundamentalII

Thiscourseisdesignedtoassistthestudentin the study of advanced music buildingupon the contents of Music Theory I.Enrollment in course isat thediscretionoftheinstructor.3credits

ICAM876.MusicMinistry

A study and practical application ofknowledge and skills necessary foradministering the total music program ofthe Church. The approach includes

techniques for using music for all agegroups (K-adults) and congregational sizes,and in special situations (those differently-able physically and mentally) with specialemphasis onmusic for worship. Roles andinvolvementofthecongregation,pastor(s),minister or director of music, organist,pianist, choral and instrumental director,church educators, and committees withoversight of music in the church areexamined.3credits

ICAM877.Seminar:ExegeticalApproachtothe Use of Hymns, Spirituals, and BlackGospelSongs

This course is designed to lead to a moreappropriate and imaginative use ofcongregational songs from a variety ofworship traditions. Procedures forexegeting texts and examining theexpressive quality of music and texts areexplored. Song texts are carefully analyzedusing the methods of textual, historicallinguistic/literary, form, tradition,theological, and contemporary criticism.The capability of music and poetry isstudied through analysis of themeter andmoodofthepoetry.3credits

ICAM878.ChoralConducting

Basic conducting techniques, physicalcoordination, use of baton, study of score,interpretation and general choralcommunicationarestudied.Eachstudentisrequired to analyze, teach, and conduct achoral composition not previously familiarto the conductor (student) or the choralgroup.3credits

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ICAM879.MusicHistoryandLiterature

A variety of music styles, forms, andrepresentative composers of variousperiods in church history are studied. Thisincludes extensive listening requirementsand practical experiences in selecting andintroducing music to choirs andcongregations. Prerequisite: ICAM 870 orICAM871.3credits

ICAM 880. Composition and ChoralArranging

This course is designed to give the choralandinstrumentalconductorand/orministerofmusicpracticalexperience incomposingand arranging music for choirs of variousagelevelsandvocalranges.3credits

ICAM881.DirectedStudyinChurchMusic(M.Div. Music Concentration candidatesonly)

Opportunitiesforindividualadvancementinareas of specific concern and directedresearch are provided. Students workcloselywithmusic facultyandare requiredto present a scholarly paper and/or majorrecitalasresultseriousresearch.3credits

ICAM882.DirectedStudyinCenterChorus

This course is designed for students whodesire credit for center chorus but cannotregister because of conflict in scheduling.Requirement: approval of choral director.(Forregisteredstudentsonly)1credit

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DOCTOROFMINISTRYANDDOCTOROFTHEOLOGYCOURSES(IATA)

DOCTOROFMINISTRY

The Doctor ofMinistry curriculum consistsof advanced courses and seminars,professionalandgraduate,providedbytheparticipatingschools.

IATA 000. Administrative fee (maintainingmatriculation)Nocredit

IATA901.SeminaronMinistry

Basic seminar on ministry theory andpractice ledbya teaching teamofpersonsrepresenting several disciplines. Thestudent is exposed to the nature andpurposeofministry in thepresentcontext.RequiredofallstudentsatthebeginningoftheD.Min.program.6credits

IATA 905. Research Methods andAdvancedWritingSeminar

Thestudentwilllearnfoundationalresearchmethodswhileexpandinghisorherwritingskills.3credits

IATA910.TheologicalReflectionSeminar

The student will learn critical theologicalreflective skills focused on her/hisministrysetting.3credits

IATA 915. Leadership and the Practice ofMinistrySeminar(PartOne)

Thestudentwillselectoneoftenleadershipconcentrations and explore thatconcentration in various ways: PastoralCare and Counseling, Preaching and

Worship, Church Administration, ChristianEducation, New Church Development,UrbanMinistry, RuralMinistry, CommunityDevelopment (political, economic, etc.),EvangelismorMission.3credits

IATA917.SupervisedMinistry

The supervised ministry experiencerequirement may be met throughcompletionofanaccreditedclinicalpastoraleducation program or through a self-developed ministry experience that meetsthe requirements of supervised ministryprogramsatITC.ThedirectoroftheDoctorof Ministry program must approve eitherexperiencepriortoregistration.6credits

IATA 920. Leadership and the Practice ofMinistrySeminar(PartTwo)

The student will continue in the collegiallearning/teaching style by identifying onespecific area of concentration during theseminar: Pastoral Care and Counseling,Preaching and Worship, ChurchAdministration, Christian Education, NewChurchDevelopment,UrbanMinistry,RuralMinistry, Community Development,Evangelism,andMission.3credits

IATA925.ResearchMethodologySeminar

Thiscourse isdesignedforD.Min.studentswho are in the early stages of developingtheir project dissertations. The student isintroduced to evaluation research withparticularattention toselectingaproblem,completing a literature search on theproblem, and building a methodology totest new concepts related to the concern.

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Emphasis is given to the gathering,organizing, evaluating, and interpreting ofdata collected for the future purpose ofwriting the project/dissertation. Theseminar will assist the student in focusingplans for identification of topic, projectdesignanddissertationwriting.3credits

IATA928.BiblicalReflectionsSeminar

The seminar will involve the student incritical biblical reflection and skillsapplication focused won her/his ministrysetting. The student will explore theimplications of biblical reflection forpastoralleadership.3credits

IATA930.TheoreticalReflectionSeminar

The student will learn critical theoreticalreflection skills focusedonhis/herministrysetting.3credits

IATA935.D.Min.ProposalSeminar

The seminar will continue in the collegiallearning/teaching style begun in thepreviouspartsoftheprogram.ThestudentwillmeetwiththedirectoroftheDoctorofMinistry program and chair of his/herdoctoral committee normally twice duringthe course to finalize the proposal andcompletethequalifyingexam.3credits

IATA940.D.Min.ProjectSeminar

The seminar will continue in the collegiallearning/teaching style begun in thepreviouspartsoftheprogram.ThestudentwillmeetwiththedirectoroftheDoctorofMinistry program and chair of her/hisdoctoral committee, normally once during

thiscourse,tofinalizethecompletionoftheproject.3credits

IATA945.DissertationSeminar(PartOne)

Thestudentwillsubmithis/herdissertationforeditingbyDecember1stoftheyearpriortohis/herpossiblegraduation (May) in thefollowingyear.3credits

IATA950.DissertationSeminar(PartTwo)

The student will meet with the doctoralcommitteetocompleteanoralexaminationofthecompleteddissertationbyMarch15thof the year the student plans to graduate(May).3credits

IATA955.D.Min.DirectedStudy1-6credits

DOCTOROFTHEOLOGY(IATA)

The Doctor of Theology (Th.D.) curriculumconsistsofapprovedadvancedprofessionaland graduate courses and seminarsavailable in the participating schools. Thefollowing courses have been developedespeciallyfortheTh.D.program:

IATA000.AdministrativeFee (maintainingmatriculation)Nocredit

IATA421.FamilySysteminContext

Places the family in context, historically,culturally, and socially. Assumes that inresponding to family programs or planningtheir own, ministers and counselors mustplacethefamilyincontextinordertothinkcriticallyandevaluatively.3credits

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IATA 434. Exploring the Field ofMarriageandFamilyTherapy

Explores systems of family evaluation andcounseling, emphasizing theorists andclinicians such as Bowen, Minuchin, Satir,Nagy,andHaley.3credits

ATA435 Ethics in Marriage and FamilyTherapyandPastoralCounseling

The course, mainly by reading, discussion,and narrative clinical experiences, willengageethicalissuesinmarriageandfamilypractice in particular, and pastoralcounseling in general, including materialrelated to professional examination andlicensure. Since this is a ThDdegree, therewill also be discussion of some of thereligious and theological issues involved,closingwith reflectionson thecharacteroftherapyandtherapists.3Credits.1Unit

IATA463.PastoralCounseling inHistoricalandGlobalDimensions

ThisThDcorecoursesurveysthehistoryofthe discipline of pastoral counseling insociologicalandglobalperspective,withanemphasisontheimplicationsofthishistoryfor contemporary practice and the role ofpastoralcounselorsincontext.3credits

ATA466 Pastoral Counseling with AfricanAmericanMen

This ThD course seeks to makepsychological inquiry into the religious,academic, political, economic and socialrealities of African descent male personsthrough examination of the historical and

contemporary indices for Black male"beingness" or self-identity formation andself-realization.3credits

ATA467 Pastoral Care and CounselingThroughFilm

In this course, students will watch a full-length feature film weekly, and throughaccompanying readingsanddiscussion,willreflect on thepastoral care implications tobegleanedfromthe individual, family,andsocietal dynamics depicted - includingcontextual pastoral assessment,countertransference, theological reflection,and appropriate pastoral responses. ( anIntro. to Pastoral Care course as aprerequisite).3credits

IATA471.TheologyandPersonality

Examines theological and psychologicaltheories of personhood to assess theirrelevance for pastoral counseling. Th.D.corecourse.3credits

ATA472 Reading Freud in a PostmodernTime

Aseminar lookingatvarioustopicssuchasgender, sexual identity and development,social constructions of race and culture,models of conscious and unconscious,theories of human motivation and desire,etc. by pairing readings in Freud withcontemporary readings from thepsychoanalyticliteratureandothersources.Theologicalandspiritualimplicationswillbeconsidered throughout in relation to thepractice of pastoral psychotherapy. 3credits

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IATA 473. Theory and Practice of PastoralCounseling

This class is a ThD level overview of thetheory and practice of pastoral counselingfrom a dynamic and post-Freudianpsychoanalytic perspective, with othertheoreticalunderstandingsastimepermits.Historical development of theories,practical therapeutic approaches, andtheological reflection are integrated in anexamination of the art and science ofpastoralpsychotherapy.3credits

IATA475.PastoralTheologicalMethods

Examines methodologies of theology andpastoral care to help students developpastoral theological methods for theministry of pastoral counseling. Th.D. corecourse.3credits

IATA 476. Evaluation and Treatment inCouplesTherapy

Explores various approaches to couplestherapy and applies them to clinical cases.Studies models of intervention as well asissues of individual psychopathology. 3credits

IATA 477. From Object Relations toRelationality

A seminar to explore the development ofrelationalthoughtbeginningwithFreudandKlein, through the British object relationsschool, into a 20th century flowering ofrelational approaches understood mostbroadly including Self Psychology and theIntersubjectivity school; Sullivan, the

interpersonalists, and the Stone Center;Stephen Mitchell and relationalpsychoanalysis; Theological and spiritualappropriations of relational theory. 3credits

IATA477a.SeminarinPastoralSupervision

This course provides doctoral students inpastoral counseling and general ministrywiththeexperienceofpastoralsupervisionunder the guidance of clinical supervisors.Acquaints students with the expandingliterature on pastoral supervision from avariety of disciplines. Students register forIATA477aandIATA477b.2creditseach

IATA477b.SeminarinPastoralSupervision

This course provides doctoral students inpastoral counseling and general ministrywiththeexperienceofpastoralsupervisionunder the guidance of clinical supervisors.Acquaints students with the expandingliterature on pastoral supervision from avariety of disciplines. Students register forIATA477aandIATA477b.2creditseach

IATA 478. Group Psychotherapy: TheoryandProcess

Provides studentswith theoryandpracticeof group psychotherapy. Introducesstudents to the major theories andapproaches to group therapy. Assists inapplying knowledge of group theory anddynamicstoclinicalsettings.Givesstudentstheknowledgeneededtodesign, lead,andassessapsychotherapygroup.3credits

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IATA 478a. Group Therapy: Theory andProcess

The course provides a broad overview ofgroup therapy, permitting moment-by-moment and longer-termconceptualizations of what happens in thetherapeutic process, how this affectsindividualsinthegroup,andhowthiseffectmay be used therapeutically. StudentsregisterforIATA478a,IATA478b,andIATA478c.2credits

IATA 478b. Group Therapy: Theory andProcess


IATA 478c. Group Therapy: Theory andProcess


IATA 479. Family Development ThroughtheLifeCycle

Exploresphasesoffamilydevelopmentandtheirimpactonthoseentering,livingin,andleaving the family; also studiesdevelopmental, situation, and nodal(divorce, retirement, and geographicaluprooting) crises and events faced byfamilies.3credits

IATA480.EmpiricalBasisMinistry

Thisseminarexplorescertainaspectsofthedisciplines of the behavioral sciences toundergirdministrypractice.3credits

IATA 481. Pastoral Counseling ResearchMethods

Research methodology in pastoralcounselingandtheology.6credits

IATA 481NA TH.D. Project/DissertationSupervision6credits

ATA484 Developing InterculturalCompetenceinPastoralCounseling

Pastoralcounseling,likeeveryotherformofcounseling, is culturally embedded. Thismeans that the theories and practices ofcounseling (along with the personhood ofthe counselor) reflect the cultures withinwhich they have been formed. This coursewill assist students in the exercise of adisciplined in-depth reflection upon thebroader questions of history, ethnicity,gender, power and class that shape boththe therapeutic relationship as well as theexperience and definition of the perceived

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problem.This isayearlongcoursewith1.5creditsgivenpersemester.3credits

IATA 485. Practicum: IndividualSupervision

A seminar for Th.D. students that providesthe experience of one-on-one clinicalpastoral supervision of their pastoralcounselingpractice.ATA485aandATA485brefertothefallandspringsemesterof thefirst year. ATA485c and ATA485d refer tothe fall and spring semester of the secondyear.1credithourpersemester.1credit

ATA485SSummerPracticumUndertaken during the summer betweenthe firstand the secondyearsby residentsalreadyinthepracticum.Providesresidentswith ongoing practical training andsupervision of their pastoral counselingpractice.3creditsATA486Practicum:GroupSupervisionA seminar providing supervision for andinteraction among students in groups as ameans of sharpening students clinical andpastoral awareness and therapeuticpractice.ATA486aandATA486brefertothefall and spring semester of the first year.ATA486candATA486drefertothefalland

springsemesterofthesecondyear.(1credithourpersemester)1creditATA487Practicum:CaseConferenceStudentsmeetwithclinicalprofessionalsforin-depth analysis of cases and practices ofpastoralcounseling.ATA487aandATA487brefertofallandspringsemesterofthefirstyear.ATA487candATA487drefertothefalland spring semester of the second year.(1.5creditpersemester).1creditsATA489DirectedStudyTaken at recommendation of the advisor.Creditasassigned.3creditsATA497ThDComprehensiveExaminationsRequired of all ThD students who havefinishedtheircourseworkandarepreparingfor Comprehensive Examinations. ATA 497is considered as full-time enrollment. Persemesterfeeisapplicable.0creditsATA499ThDDissertationResearchRequired of all ThD candidates (i.e., thosewho have passed their comprehensiveexaminations) who are working on theirdissertationproposalandresearch.ATA499is considered as full-time enrollment. Persemesterfeeisapplicable.0credits

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3.AcademicProceduresandRegulations

ACADEMICANDPERSONALRECORDSAll records at ITC are maintained incompliance with the Federal Regulationswith the registrar maintaining permanentrecordsonallstudents.Studentfoldersaremaintained in single files alphabetically byname. Permanent records older than tenyearsarecontained in fireproof files in thevault. It is the responsibilityof the studentto transmit to the Office of the Registrarany changes of information needed toupdatethefile.

FAMILYEDUCATIONALRIGHTSANDPRIVACYACTOF1974(FERPA)

The Family Educational Rights and PrivacyAct,withwhichITCintendstocomplyfully,was designed to protect the privacy ofeducational records, to establish the rightof students to inspect and review theireducational records, and to provideguidelines for the correction of inaccurateor misleading data through informal andformal hearings. Further explanation ofFERPA as it relates to records is in the ITCStudentHandbook.

Currently enrolled students may withholddisclosure of any category of informationunder the Family Educational Rights and

PrivacyActof1974,asamended.Astudentwho desires that any or all of the aboveinformationnot be releasedmust submit awrittenrequesttotheOfficeoftheRegistrarwithin tenworking days after the first dayof class. All requests for nondisclosure willbe honored by ITC until and/or unless theregistrar receives direct authorization fromthestudenttodootherwise.

DIRECTORYINFORMATIONFERPAidentifiescertaininformation,calleddirectoryinformation,thatmaybedisclosedwithoutthestudent'spermission.TheInterdenominationalTheologicalCenterhasdesignatedthefollowinginformationasdirectoryinformation:

• Student'sname

• Local,permanent,andemailaddresses

• ITCpublicusername

• Telephonelisting

• Placeofbirth

• Majorfieldsofstudy

• Datesofattendance

• Enrollmentstatus

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• Degrees,awards,andhonorsreceived,includingselectioncriteria

• Mostrecentlyattendedpreviouseducationalinstitution

• Classification

• Expectedgraduationdate

• Participationinofficially-recognizedactivities

• Studentparkingpermitinformation

• JobtitleanddatesofemploymentwhenemployedbyITCinapositionthatrequiresstudentstatus

CALENDARTheInterdenominationalTheologicalCenteroperates on a semester calendar. Theinstitution operates a fall and springsemester and a modified summer term.The institution operates abbreviated J-TermsinJanuarypriortothespringterm.COURSE CREDITS AND ACADEMICLEVELSM.Div.studentswhohavecompletedthreeto 27 credit hours are classified as juniors;

M.Div.studentwhohavecompleted28to57 credit hours are classified as middlers;M. Div. students with 58 or more credithours are classified as seniors. M.A.C.Estudents who have completed three to 27hours are classified as juniors; M.A.C.E.students who have completed 28 ormorecredit hours are classified as seniors. M.Div./M.A.C.E. (dual degree) students whohavecompletedthreeto27credithoursareclassified as juniors; M. Div./M.A.C.E.students who have completed 28 to 87credit hours are classified as middlers; M.Div./M.A.C.E.studentswhohavecompleted88 or more credit hours are classified asseniors.Thesedesignationsaffectaccesstocourseswith limitedenrollment, choices inITC housing, and election to offices instudentgovernment.TRANSFERCREDITSA student transferring from anotheraccreditedgraduatetheologicalschoolmustcomplete at least the last sixty semestercredits in residence at ITC to earn theM.Div. degree, the last forty semestercredits for the M.A. degree, and the lasteighty semester credits for thedualM.Div./M.A. degrees. Studentsmay be granted amaximum of twenty-nine transfer creditsfor the M.Div. and dual degrees and amaximumoftwentytransfercreditsfortheM.A.C.E.degree.

Transfercreditforcoursestakenwithinthepastsevenyearsatanaccreditedgraduatetheological school may be acceptedprovidedtheyarecomparabletocoursesinthe ITC curriculum. Grades earned in suchcourses must be a “C” or higher. Anappropriate faculty member in each casewill determine comparability of core

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courses.Regardlessofthenumberofhoursaccepted for transfer, at least one corecourse in each curriculum area must becompleted at ITC. Applicants shouldforward copies of course syllabi withapplicationmaterials.

Applicants must have a baccalaureatedegree from an accredited school or beconsidered in the degree-equivalencycategory. The recommendation of therespective denominational dean at ITC isrequiredbeforetheapplicationisreviewed.

ADVISING

TheITCadvisesstudentsthrougha3-tieredprocess:

Individualized:Youwillbeassignedafacultyadvisor:Responsibilityofthefacultyadvisoris to help you with planning and/oradjusting your planned program of studythroughout your matriculation.Centralized: TheOffice of Student Servicesinsuresfairandequitableoptions,flexibilityareinaccordancewithinstitutionalpolicies.It approves changes requested by studentand faculty advisorShared: This is the opportunity for therespective seminary dean to review withthestudentthedevelopedplanprogramofstudy. The dean provides denominationalguidance anddirection in financial supporttoward student achievement of mutuallyrecognizedand/ordeterminedpersonalanddenominational goals as supported by theplanprogramofstudy.

Eachstudentisassignedafacultyadvisorintheir middler year who will be availableduring regular office hours or byappointment. The faculty advisor and the

Registrar work with students to help tocontinue to plan a course of study thatmeets the requirements of the student'sdegree program and is well suited to thevocational direction, personal interests,previous professional and academicexperience, and current strengths andweaknesses of each student insofar asinstitutional resources and missionstatementmakepossible.Togetherwiththefaculty advisor and the Registrar, studentsregistereachtermforcoursesappropriatelydistributed among and within the variousfields of study offered at theInterdenominational Theological Center.Students are responsible for verifyingwiththe registrar that degree requirements aremet on a timeline that facilitatescompletion of their degree withininstitutionaltimelimits.ASSISTANCE IN ENGLISH LANGUAGEPROFICIENCYThe Interdenominational Center requiresstudents to have the ability to functionsuccessfullyinEnglishatthegraduatelevel.Courses in and tutors for English are notprovided. Students may arrange these ontheirown.Theinternetisnowaparticularlyrich source of instruction in standardEnglishusageandshouldbeconsulted.REGISTRATIONRegistrationforfallsemestercoursesoccursduring the previous spring semester forcurrent students and the week of fallorientation for new students. All studentswill be expected to report duringregistration hours prior to the opening ofclasses inorder to receivenewstickers fortheir identificationcards,andfinalizeother

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matters related to enrolling. Registrationfor the January term (J-Term) and springtermsoccursinNovember.Alatefeewillbeassessed for registration after thedesignated days. (SeeAcademic Calendar.)Studentsmaynotenrollincoursesafterthefirst ten days of school except with theapprovaloftheVicePresidentforAcademicServices and Provost and the instructorteachingthecourse.

In addition to academic requirements,studentsmustmeetthefollowingcriteriainordertoregisterandattendclasses:

• financial responsibility: fullpaymentof all outstanding fees and othercharges including library fees andparkingfees;

• personal ability to function ineducational programs and as amember of the community anddemonstratereadinessforministry;

• appropriate assessment throughtheiradvisors;

• continuingstudentsareexpectedtoregisterusingtheonlineregistrationsystem during the registrationperiods;and

• changes in registration must bemade with the registrar within thefirst ten days of the semester afterthe student has secured theapprovaloftheadvisor.

CROSSREGISTRATIONITC students in good standingmay registerfor approved courses at any one of theAtlanta Regional Consortium for HigherEducation (ARCHE) institutions and receivecredit, while paying tuition costs to ITC.

Students may not cross-register to ARCHEschoolsviaWEB.Studentsmustsecureandcomplete the ARCHE cross–registrationapplication, follow the procedures, andsubmittheirapplicationtotheOfficeoftheRegistrar.Pleasenotethefollowing:

a) AllCorecoursesmustbetakenatITC.

b) ClarkAtlantaUniversity,MorehouseCollege,andSpelmanCollegerequirestudentstosecurecourseinstructors’signatureonthecross-registrationapplicationpriortoreturningtotheOfficeoftheRegistrar.

c) CandlerSchoolofTheologyofEmoryUniversitydoesnotusetheARCHEcross–registrationapplication.Differentapplicationsareusedforfirst-timeandreturningcross-registeredstudents.

d) GeorgiaStateUniversityrequiresacertificateofimmunizationfromcross-registeredstudents.

e) EachschoolinARCHEreservestherighttolimitenrollmentincertaincourses.Enrollmentisacceptedonaspaceavailablebasis.

f) Registrationforcoursesinallschoolsoccursintheschoolinwhichthestudentisenrolledbycompletionofacross-registrationform.

g) Deadlinedatesforcross-registrationareDecember1andMay1eachyear.

h) First–yearstudentsarenot

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allowedtocross-register.ADD/DROPPROCEDURESSince ITC degree programs are offered insequence, and since certain courses areintendedtobetakentogether,studentsarediscouraged from deviating from theirplanned programs without providential orextenuatingcircumstances.

WithdrawalProcedures

The purpose of this section is to create adefinitive venue for all students to reviewtheeffectsof:

• Failing to participate in a class orclasses,

• Reducingtheclassload,or• Withdrawing from a class or all

classes.

Likewise, it isalsotheintentofthissectionto provide critical information for federalfinancial aid recipients of the impact ofthesethreethings.

DropversesWithdrawal

• Adropoccursupthroughtheendofthe Add/Drop Period of the termduringtheperiodofacademicentry.Adroppedcoursewillnotappearonyourtranscript.Youarenotchargedforadroppedcourse.

• A withdrawal occurs after theAdd/Drop Period of the term aftertheperiodofnoacademicentry,butstill within the term. A withdrawalwill result in a grade of a “W” onyour transcript. Students maywithdrawaftertheAdd/DropPeriod

up through the 12th week of theterm.Youarechargedforallclassesin which you withdraw. TheAdd/DropPeriodforsummerschoolis limited to the firstdayof class ineachsession.

Three Types of WithdrawalsTherearethreetypesofwithdrawals.Theyare official withdrawals, unofficialwithdrawals and partial withdrawals. Thefollowingissomespecificinformationabouteachtypeofwithdrawal.

TheOfficialWithdrawal

• Anofficialwithdrawal isacompletewithdrawal where a student whohas followed the appropriateprocedures ceases to attend allclasses. The institution recognizesthat sometimes students have noalternative but to leave the schooldue tomanyand various legitimatereasons.

• It is understood that such awithdrawalmaybe only for a shorttime,suchastherestofthetermorpermanent; however, it is theinstitution’s desire to have thatstudent return when and ifcircumstances permit. A studentwho follows the appropriateprocedureswhenwithdrawing fromthe institution will find it easier toreturn to the institution at a laterdate.

TheUnofficialWithdrawal

• The unofficial withdrawal is also acomplete withdrawal whereunfortunately, the student eitherneverattendedor ceased toattend

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all classes without following theappropriatewithdrawal procedures.This situation may make it verydifficult forthestudenttoreturntothe institutionshouldtheydesiretodosoatalaterdate.

ThePartialWithdrawal

• A partial withdrawal is when astudent withdraws from one ormore classes, but remains enrolledinatleastoneclass.

Two Ways to Completely Withdraw fromClass(es)Astudentmaycompletelywithdrawby:

1. Successively withdrawing fromclass(es) until the student is nolonger registered for any class fortheterm,or

2. Withdrawing from all class(es) atonetimesothestudentisnolongerregistered for any class(es) for theterm.

The Withdrawal ProcessA student whose intent it is to withdrawfrom one or more classes can do so bywithdrawing on theweb or in person. Seethe following for more detail in each ofthesemethods.

WithdrawingontheWeb

• Studentswhowithdrawonthewebneed to be aware that someinstructors do not permit webwithdrawals. Students should referto the instructor's class syllabus todetermine if a web withdrawal ispermitted by the instructor of the

class from which they arewithdrawing.

• Once the web withdrawal issubmitted,boththestudentandtheinstructor will receive an e-mailnotification of the withdrawal. Atthetimeofthewithdrawal,studentsareassignedagradeof"W".

WithdrawinginPerson

• A student may withdraw in personbypresentingaproperlysignedandcompleted "Registration ChangeForm"totheOfficeoftheRegistrar.At the time of the signing of the"Registration Change Form" theRegistrarwillalsoassignthestudentagradeof"W".

Formore informationonspecificdatesseethe section below entitled, “ImportantDatesintheWithdrawalProcess".

Actions which are not considered anofficialnotificationofwithdrawalinclude:

• Assuming classes will be cancelledfornon-payment,

• Never starting a class(es) withoutpropernotification,

• Ceasing to attend class(es) withoutpropernotification,

• Giving written or verbal notice toanyone other than an Office of theRegistrar employee, or campusstudentservicesdesignee,

• Stopping payment on a check usedtopaytuitionand/orfees,and

• Crossing out class(es) on theschedule or bill and making partialpaymentbasedonthataction.

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The effective date of a withdrawalIn order to meet internal and federalrequirements, it is important for theinstitutiontodetermineaspecificdatethatthestudentwithdrewfromtheschool.Theinstitution will use the earliest of thefollowingdatesinitsdetermination:

• The date of the student’s verbal orwritten notification to theOffice ofthe Registrar or campus studentservices designee of their intent towithdraw,

• The date of the student’s completewebwithdrawal,or

• Thedate the studenthas ceased toparticipateinallclasses;however,itmust be noted that ceasingattendance in a term cannot beacceptedbytheinstitutionasofficialnotification of the student’s intenttowithdraw.If it isdeterminedthatthe last day of participation in theterm is earlier than the date of thestudent’s withdrawal, then forfederal purposes, that last day ofparticipationmustbe consideredasthe withdrawal date in calculatingthestudent’searnedaid.

NOTE: Students are always encouraged tocheckwiththeiradvisorsand/orinstructorsprior to withdrawing from classes so theyare fully informed of any academic impactthewithdrawalmighthaveonthem.

The Impact of Dropping and/orWithdrawing and Federal AidFederal funds are awarded to the studentanticipating that the studentwill completethe class(es) for which he or she hasregisteredinagiventerm.Whenastudentdoes not complete the class(es), it isnecessary for the institution to review the

aid the student received based on theclassesfromwhichthestudenthasdroppedor withdrawn. Students who completelywithdraw from classes for any term aresubject to the Return of Title IV (R2T4)refund calculation as dictated by federalregulations.

Prior to withdrawing from one or moreclasses,thestudentisencouragedtoreviewthe Return of Title IV (R2T4) informationprovidedbytheOfficeofFinancialAid.

PartialWithdrawal of Classes and FederalAidWithdrawalofsome,butnotalltheclassesmayaffectyourfederalloan(s)ifthispartialwithdrawal occurs within the Drop/AddPeriod. A student who takes 12 hours ormore is considered a full time student. Ifyourwithdrawal causes you todropbelow12credithoursthefollowingstatusesapply:

• 9thru11credithours isconsideredthree-quarters-time,

• 6 thru 8 credit hours is consideredhalf-time,and

• 1 thru 5 credit hours is consideredless-than-half-time.

Complete Withdrawal of Classes andFederal AidWithdrawal from all classes requires theinstitution to recalculate the student’s aid.The process for recalculating the aid isreferred toasaReturn toTitle IVorR2T4.Regardlessofwhenyouwithdrawfromtheclasses, this calculation is required. Thecalculationisdesignedtoallowthestudentto keep the aid he or she has earned as aresult of attending andparticipating in theclasses.Onceitisdeterminedhowmuchaidthe student earned, the rest of thestudent’s aid must be returned to the

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federalgovernment.Thestudentshouldbeawarethatthisprocess:

• Requirestheinstitutiontonotifythelenderthat thestudent isno longerenrolledintheinstitution,whichwillsubject the student to acceleratedrepaymentresponsibilities,

• May leave the studentwith a debitbalance due on the student’saccount that must be paid beforeregistering for the following term,and

• Will result in the cancellation offuturestudentloansthathavebeenawardedforlateracademicterms.

Example: BobbyGreenewithdrew fromallofhisclasses24days into thespring term.The Return to Title IV (R2T40 calculationdeterminedthatBobbyearned31.6%ofhisaid (24 days attended ÷ 76 instructionaldays in the term).OnbehalfofBobby, theinstitution had to return $1,439 of hisfederal aid. The result was that Bobbyendedupowingtheinstitutionthatamountof money. A service block was put on hisaccount,latefeesaccrued,andwhenhisbillwas not paid on time, all of his classes forthe following term were dropped. Bobbynow owes the institution and cannotcontinue his education at the institutionuntilhisbillispaidinfull.

Modules and Federal Aid; Partial orCompleteWithdrawingfrommodulescanbeapartialoracompletewithdrawal.Modulesareanyflex-class,flex-term,mini-term,mini-sessionwhereaclassorclassesinaprogramdonotspan the entire length of the institution’spayment period used in disbursing federalgrantsandloans,orinotherwords,donot

stretchfromthefirstdayofthetermtothelastdayoftheterm.

Specifically, this is referring to theinstitution'sJ-Term(s)andsummersessions.Thoughtypicallymanyofthosemodulesareonly offered in the summer, J-Termmodulesareofferedatthebeginningofthespring term often to distance learningstudents.

OnOctober 29th, 2010, the Department ofEducation published Final Regulations onProgram Integrity. These final regulationsmadesomesignificant changes to theTitleIV regulations. Tile IV funds affected bythese regulations are Federal Pell Grants,FSEOG, assorted other grants and federalloans,i.e.,PerkinsandStaffordLoans.

One of the new regulations that willsignificantly change theway the institutionhasdonethingsinthepastisreferredtoasR2T4 and Modules, which references theReturn of Title IV (R2T4) Funds when thestudent withdraws from a modular term.ThisnewregulationwhichwaseffectiveJuly1, 2011 basically states that a student isconsidered withdrawn when the studenthas not completed all the days he or shewas scheduled to attend in the paymentperiod.

Todetermineifthestudentisawithdrawalor not the government has given us threequestionstoaskandanswer.Theyare:

1. Did the student withdraw from aclass,ornotattendaclassheorshehad enrolled to take? If answered“no” this is not a withdrawal;however, if answered “yes” go toquestion2.

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2. Isthestudentcurrentlyattendingoractive inanotherclass? Ifanswered“yes” this is not a withdrawal;however, if answered “no” go toquestion3.

3. Did the student confirm intent toattend a future class during thesameterm?

Question3fromtheabovesetdeservesitsown explanation. The new regulation alsostatesthattheinstitutionisnotrequiredtotreat a student who ceases to attend amodularclassasawithdrawalifthestudentgivestheinstitutionwrittenconfirmationofhis orher intent to attenda latermodularclass in the term. The institution’s webregistration/withdrawal system is designedto record this written consent from thestudent.

Example:Inasummerterm,BobbyGreeneenrolls inone3hourclass ineachsummersession. Bobby completes the first session,but two days into the second session, hewithdrawsfromit.Todetermine if this isawithdrawal,applythe3questionstoit.

1. Did the student withdraw from aclass? The answer is “yes”, as thestudentdroppedthesecondsessionclass.Gotoquestion2.

2. Isthestudentcurrentlyattendingoractive in another class? Theansweris“no”asheonlyhad1classduringthe second session and once hewithdrew from it he was notcurrently attending or active in anyclass.Gotoquestion3.

3. Did the student confirm intent toattend a future class during thesame term? The answer is notknown,but thestudentwouldhavegiven the institution the answer to

the question during the webwithdrawal. Assuming Bobbyindicated that he was not going totakethethirdsession,thiswouldbeawithdrawal,andBobby’saidwouldhave to be recalculated based ontheactualdaysheattended.

Had Bobby indicated it was his intent totake the third session, and later chose notto attend it, his aid would be adjustedbased on the date that he dropped thesecondsession.

Example: In a fall term, Bobby Greeneenrollsinone3hourfullterm(parent-term)class and two distance learning modularclassthateachrunback-to-backthrough½the term each. Bobby completes the firstmodular class, but drops the secondmodularclassbeforeitstarts.Todetermineifthisisawithdrawal,applythe3questionstoit.

1. Did the student withdraw, or notattend a class? The answer is “yes”as Bobby did not start the secondmodularclass.

2. Isthestudentcurrentlyattendingoractive in another class? Theansweris “yes” as bobby is still enrolled inthe parent-term class; therefore,this isnotawithdrawal.Thereisnoneedtoanswerquestion3.

Example: In a fall term, Bobby Bearcatenrollsinthreemodularclasses.Twooftheclassesrunthefirsthalfoftheparent-termandthethirdclass runsthe lasthalfof theparent-term.Bobbycompletesthefirsttwoclassesreceivingpassinggradesinboth,butdoes not attend the third class or secondhalfoftheparent-term.Todetermineifthisisawithdrawal,applythe3questionstoit.

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1. Did the student withdraw, or notattend a class? The answer is “yes”as Bobby did not attend the thirdclassforwhichhehadregistered.

2. Isthestudentcurrentlyattendingoractive in another class? Theansweris “no.” The classes Bobby took atthe firstof the termareover.He isno longer attending or active in aclass.

3. Did Bobby confirm his intent toattend a future class during thesame term? The answer is “no” asthere are no more future terms totakeaclass.Thisisawithdrawal.

Priorto7/1/2011neithertheabovefirstorthird example would have beenwithdrawals. This new regulation makes itmore important than ever for students totakeonlytheclassestheyneedandtofinishthoseclasses.Not participating in classes and its Effecton Federal AidWithdrawalsarenottheonlythingthatcannegatively impacta student’said. Studentswho are determined by their instructor tohavenotparticipatedinaclassmayreceivea “W” grade. When a student receiveseither an X or WX grade the institution isrequired to adjust the student’s aid asthough the student never registered forthatclassorthoseclasses.Thisadjustmentismade regardless ofwhether the studenthas previously withdrawn. A studentreceiving“W”gradesinalltheirclasseswillhave all their aid returned to the federalgovernment.

Insomemorecomplexsituations,usuallyattheendofatermwhengradesareposted,when a student has previously withdrawnandaR2T4calculationhasbeencompleted

the institution is required to adjust thestudent’s aid based on any reported “W”grade and recalculate the R2T4 based ontheadjustedamounts.

Note: A student challenging an “W” gradehas 45 days after the end of the term toresolve that grade to be eligible to havetheiraidrestored.

Avoiding or Minimizing Reduced orReturned AidThebestway for a student to avoid losingpartofallhisorheraidistoenrollforonlythe classes they intend to take andcomplete those classes. The following aresomeadditionalsuggestions:

Beforethetermbegins:

• Reviewtheclassscheduletobesuretheregistrationisfortherightclass.

• Makeallclasschanges(drops/adds).

Afterthetermhasbegun:

• Review the withdrawal policies andprocedures to fully understand theconsequences of withdrawing fromaclass.

• Check with the instructor(s) oradviser for alternatives to droppingaclass.

ADMINISTRATIVEHOLD

A student with an administrative hold willnot be able to register until the hold hasbeen cleared. Holds are placed on astudent’srecordforseveralreasonssuchasan outstanding balance, failure to submitoutstanding admissionmaterials, failure topay library fines, etc. Students maydetermine whether an administrative hold

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is placed on their record by logging intotheiraccountonline.

SHAREDCREDITINDEGREEPROGRAMStudentswhohaveearnedgraduatedegreeat ITC or another accredited theologicalschool may be granted a maximum oftwenty-nine semester hours toward theM.Div. degree, twenty semester hourstoward the M.A.C.E., and ten semesterhours toward the M.A.C.M. Studentsadmitted to ITC can receive advancedstanding for completed and accreditedmaster’s degrees in theology up to 30percent of the total number of hoursneeded to complete the ITC master’sdegree. Courses to be transferred asadvanced standing must have been takenwithinsevenyearsofmatriculation.

APPLICATIONFORGRADUATION

Students who plan to graduate from TheInterdenominational Theological Centermust file an Application for Graduation byOctober 15 of the year of intendedgraduation. The awarding of a degree iscontingent upon successful completion ofall requirements prior to graduation day.Those who do not graduate at the timeoriginallyrequestedmustreapply.

This form may be picked up in theRegistrar’s Office. A list of candidates forgraduationisthenforwardedtothefacultyinMarchandtheboardoftrustees inAprilof each year for approval for theceremonies in May. Graduating studentsare expected to be present atCommencement unless excused by theprovost for justifiable reasons, stated in awrittenpetition.

AUDITINGCOURSES

Personswhodonotqualifyacademicallyforadmission to a degree programorwho donotwishtoenrollinacourseforcreditmaybe admitted as auditors to some classeswith specialpermissionanduponpaymentofdesignatedfees.Suchpersonsmusthaveapproval by a denominational dean or bythe advisor for the at-large constituency.They may be admitted to any one of thefollowingcategories:

The term “audit” is reserved for formalarrangements inwhichastudentagrees toattend a course regularly and beresponsible for reading and otherobligations as agreed with the instructor,yet without academic credit toward adegree. Studentsmay register for an auditthrough the regular registration processpriortotheendofthefirstweekofclasses,provided they meet the prerequisites forthecourse(s).Permissionoftheinstructorisrequiredpriortoregistration.

Astudentmaynotreceivegraduatecoursecredit for a course that s/he audited. Toreceive graduate credit, the student musttake the course for credit. A student maynot audit a course in order to meet theprerequisitesorrequirementsofaprogram.Studentsmust pay a tuition fee per credithour for auditing a course. (See FinancialSection.)

NOTE:Gradesarenot tobe reported,norin any instancemay credit be granted forworktakenbyaudit.Formoreinformation,pleasedirectyourquerytoTheOfficeoftheRegistrar.

CHANGEOFGRADE

Once a grade is assigned for a course, nochangeofgrade ispossibleon thebasisof

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additionalwork.Facultymay,inexceptionalcircumstances,changeagradeonthebasisor a re-evaluation of work alreadycompletedifthischangeismadewithinonesemester of the time the grade wasassigned.

CHEATING, PLAGIARISM AND ACADEMICMISCONDUCT

TheITCisactivelyengagedinthepursuitofacademic excellence. We realize thediscipline that such a pursuit demands.Therefore, we have tried to give attentionto those activities that could negativelyimpact our desired goal. If conduct iscontrary to the commitment of Christianministry so that discipline, moral lapse,questionable integrity, or action are not inthebest interestofthe ITC,theconductofthat person(s) will be investigated andappropriateactiontaken.

Below is the actual text of the motionpassed by the Board of Trustees, whichshouldgovernallofourbehavior.

That all members of the ITC faculty notifytheProvost,whoshallnotify thePresident,ofall incidentsofcheatingbystudentsandfurther that the President be authorized totakesuchaction(s)thatmaybeappropriate,including reprimand, suspension, andtermination in line with the institution’spolicy;andthestudentfailstheclass.

Inappropriate behavior by a studentincludes,butisnotlimitedtothefollowing:

1. Using unauthorized informationwhiletakinganexamination;

2. Submitting as one’s own work thelaboratory worksheet, themes,reports, drawings, or other workpreparedbyanotherperson;

3. Copying the homework, reports, orexamination answers of anotherpersontosubmitasone’sownwork;

4. Giving, receiving,or selling researchpapers, book-reports, or classprojects;

5. Having someone take anexamination for you, or taking anexaminationforanotherperson;

6. Assisting another student incommitting an act of academicdishonesty;

7. Offering money, service, or benefittoafacultyorstaffmemberforthepurposeofinfluencingtheirdecisionregardingacademicstatus;

8. Using the ideas orwords ofwriterswithoutappropriatedocumentation,e.g., footnotes, endnotes,parentheticalreferences;

9. Knowingly furnishing false,misleading, or incompleteinformation to any ITC official, orofficialrecordsfortheITCprograms,or altering such records isprohibited. Acts of forgery,alteration or misuse of documentssuch as registration entry tickets,identification cards, meal cards,work study time sheets, andfinancial instrumentssuchaschecksormoneyordersareprohibited.

10. Actsof indecentexposure, fondling,lewd caressing, gestures, or otherobsceneorindecentbehavior.

11. Behavior that intentionally andunreasonably interrupts orinterferes with classroominstruction, research, Centercommittees,boards,privilegesor

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the ITC/studentactivities, isprohibited.Infringement upon the rights andprivilegesofothersisforbidden.

MANDATORYATTENDANCEPOLICYThe institution recognizes the correlationbetween attendance and both studentretention and achievement. Any classsession or activity missed, regardless ofcause,reducestheopportunityforlearningand may adversely affect a student’sachievement in the course. Classattendance is required beginning with thefirst class meeting, and students areexpected to attend all class sessions forwhich they are registered. It is theresponsibility of the student to arrange tomakeupallcourseworkmissedbecauseoflegitimate class absences and to notify theinstructorwhenanabsencewilloccur.Theinstructor determines the effect ofabsences on grades. Students who arereported as never attending a coursemaybe withdrawn from the class by theinstitution. Funds may be adjusted orrescinded for students who are receivingfinancialaidorveterans’benefits.In order to obtain credit for a course, astudent must attend at least 85% of thecontact hours for a particular course.However, instructors are given the optionof allowing a student to complete thecoursebasedonthestudent’sdocumentedcircumstancesandhisorherprogressinthecourse.In online courses, instructors defineexpected interaction between themselves,students and the class learningmanagement system (and/or media).Inconsistentinteractionand/orinconsistentuseof the learningmanagementsystemor

course materials, regardless of cause,reducestheopportunityforlearning.The instructor may withdraw any studentfromthecourseifthestudentmissesmorethan 15% of the scheduled class sessionsandactivities.Inthecaseofonlinecourses,any student who is not interactive orresponsive inatimelymanner,asspecifiedby the instructor, may be withdrawn.Studentsmustbeenrolledbefore theycanattendclass.Note:Veteransshouldrefertotheveteranssection inthecatalogformore informationaboutattendance.Instructor-SpecificAttendancePolicyInstructors are required to monitorattendance and report students who arenot attending class during designatedreporting periods, normally on a monthlybasis, each term. Faculty members shallpublish and distribute a class syllabus nolater than the end of the second week ofclassinagivenacademicterm.Thesyllabusshould include the instructor’s attendancepolicy and may include specialcircumstances under which students’absencesmay be excused and stipulationsfor making up work and exams missedduring instructor-excused absences.Instructors may require a more rigorousattendance policy due to programrequirements.Specificcourserequirementswillbenotedintheirsyllabuses.eLearningCourseAttendancePolicyLog into your class on the first day of theterm and perform an academic activityduring the first three days.Online/eLearning students who do notparticipate in their classes weekly may be

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withdrawnfornon-attendanceandmaynotbereinstated.Religious Observances and RequiredActivitiesWhen the observance of a student'sreligious holiday(s) or required activitiesinterfere with attendance in class, classwork assignments, examinations, or classactivities, the student must notify theinstructorinwritingwithinthefirstweekofclass. Students are held responsible for

material coveredduring theirabsence.Theinstructor should provide alternativearrangementsforstudentstocompletethework for the missed session. Studentsexcused for religious observances orrequiredactivitieswillbeexpectedtomeetthe class requirements for those dayswithoutunduedelay.Studentswhobelievethey have been unreasonably deniededucational benefits due to their religiousactivities may seek redress through thestudentappealprocedure.

MandatoryAttendancePolicyTable

Term #ofMeetings 15%ofClassMeetings

StudentDroppedafterXDays

16week-1dayaweek 16 2.4 3

16week-2daysaweek 32 4.8 5

16week-3daysaweek 48 7.2 8

2-week 10 1.50 2

CLINICALPASTORALEDUCATION(CPE)ANDINTERNSHIPS

Students may receive academic credit forClinical Pastoral Education taken duringtheirstudiesatITC.TheCPEmustbetakenatanaccreditedfacility,andstudentsmustsecure the approval of the directors ofthese departments. This process requiresthecompletionofadditionalformsinordertoregisterfortheappropriatecourse.

COMPUTERSERVICESE-mail is an important tool usedby facultytocommunicatewithstudents.ThereforeE-mail accounts are provided to all studentsand remain available for the duration of astudent’s time at the seminary. It isencouragedthatallstudentsutilizetheirITCE-mail accounts. There is no additionalchargeforE-mailaccounts.E-mailaccountsare not available to cross-registeredstudents.

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COURSEENROLLMENTClassesmusthavetenstudentsenrolledforcredit.Iftherearenottenstudentsenrolledat the end of the registration period, theProvost has the right to cancel the course.Exceptions to this policy include Doctor ofMinistrycoursesandcoursesrequiredtofillparticulardenominationalrequirementsforordination.Studentscanbeexpectedtobenotified no later than five (5) days beforethe scheduled start of a course of itscancellation. This information will beavailable on thePowerCampus registrationsite; and enrolled studentswill be notifiedthroughtheirITCemailaddress.COURSEEVALUATIONSStudents are expected to evaluate theinstruction in each course in which theyregister. The course evaluation includesassessment of instruction and coursecontent alongwithother dimensionof thestudent teacher interaction.The institutionhas moved to an on-line approach toevaluating instruction, and students mustcomplete the evaluation of instruction ofcourses before they receive their finalgrades.

COURSELOADSANDFULL-TIMESTATUS

A student who is enrolled for twelve ormorecreditstowardadegreeisconsideredfull time. Themaximumnumber of creditsforafull-timestudentis16credits,andthemaximumnumberduring summer sessionsis 12 credits. Students whose cumulativegradepointaverageis3.0orabovemaybeallowedtoregisterforanoverloadofupto18 credits during fall and/or springsemesters only. A student enrolled forfewer than twelve credits is considered

part–time.Alldoctoraldegreestudentsareconsideredpart–time.

OverloadscannotbeprocessedthroughtheInternet. Students must secure andcomplete the Change of Registration form,obtain the proper signatures, and returnthe form to theOffice of the Registrar forprocessing.

COURSERE-TAKEPOLICY

Ifarequiredcorecoursehasbeenfailed, itmust be (re) taken at the earliestopportunity. Courses taken to replace afailuremaynotbetakenbydirectedstudy.In order that students may stay in thesequence of courses necessary for degreecompletion, students may be required totakeasemesterorayearoff ifacoursetoberepeatedisnotavailable.

DEGREESINABSENTIADegrees will be granted in absentia onlyupon formalapplicationbyApril1 forMayCommencement and approval of theprovost.DENOMINATIONCHANGEAll requests for a change in denominationmust be made in writing. Thedenominationaldeanand financial servicesmust sign the request. Students cannotmakeadenominationchange requestuntilafteroneyearofenrollment.DIRECTEDSTUDYIn theM.Div. andM.A.programs,middlersor seniorswhomaintain an average of 3.0or above may pursue topics of specialinterest as directed study in the areas inwhich such courses are specified. Directed

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study isan individual researchproject.Thestudent is responsible for obtaining theinstructor’sconsentbeforeregisteringforadirected study and for contacting theinstructor for consultation in designing theproject. Directed study is not available inthe first semester of the M.Div. and M.A.programs.Directed study cannotbe takenfor a core course. The number of creditstaken as directed study may not exceedfour for any given semester or ten duringthestudent’stotalprogram.Coursestakentoreplaceafailedcoursemaynotbetakenbydirectedstudy.DISABILITYACCOMMODATIONPOLICYITC is committed to providing educationalopportunities and access to persons withdisabilitiesinaccordancewiththeAmericanwith Disabilities Act (ADA) of 1990, theRehabilitation Act of 1973 (Section 504),and applicable local, state, and federalantidiscriminationlaws.Requests for reasonable accommodationswill be considered on an individual basis.ApplicantswithdocumenteddisabilitiesareencouragedtocontacttheOfficeofStudentServicesasearlyaspossibleinordertoalertthe institution about disabilities for whichthey may want accommodations. Currentstudents with questions about suchaccommodations should contact theOfficeofStudentServices.ENROLLMENTVERIFICATION

StudentLoanDeferments

ITC is aparticipant in theNational StudentClearinghouse.Studentenrollmentstatusisreported each academic semester; theClearinghouse, in turn, reports status to

lenders.Becausethisprocessisexecutedona regular basis, it ordinarily eliminates theneedforstudentstoobtainendorsementofdefermentforms.

OtherVerificationRequirements

In response to a written request andauthorizationbyastudent,theOfficeoftheRegistrarwillpreparealetteroratranscripttoreportastudent’senrollmentstatus.

EXEMPTIONS

Whereatranscript indicatesthatastudenthas certain courses that parallel ITC’srequired (core) courses, the student mayrequest an examination in such area(s).Upon the successful completion of suchexamination(s) the student is exemptedfromthecourse(s)andwillbepermittedtotakeadvancedcourses.Nocredithourswillbegivenforcoursesfromwhichthestudenthasbeenexempted.

GRADESAspartofanacademicassessmentprogramthatprovidesstudentsaccurateinformationregardingtheirprogresstowardthedegree,the faculty has adopted the followinggradingsystem.Thisgradingsystemisusedin all degree programs. All supervisedministry internships and some electivecourseswithpriorapprovalandnotice,aregradedonapass/failbasis.Pass/failgradingfor electives must be approved by theprofessor.Anystudentwhois interestedintaking a particular elective as pass/failshouldcontacttheprofessorforthecourseor the Office of the Registrar with anyquestions.

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Grade QualityPoints

NumericalValue

A 4.0 96-100

A- 3.7 90-95

B+ 3.3 87-89

B 3.0 83-86

B- 2.7 80-82

C+ 2.3 77-79

C 2.0 73-76

C- 1.7 70-72

D+ 1.3 67-69

D 1.0 63-66

F 0.0 60-62

Thefollowingsymbolsareapprovedforuseinthecasesindicated:

NG The grade “NG” (no grade) may beassigned to courses continuingbeyond a semester. These coursesare: IPSC 720B & C, IINT 409 and411, ATA 901, 967, 977, 985, 989,996,998,and999.

AU Thisindicatesanauditedcourse.Nograde is given, no credit hoursearned, and grade points are notcalculated. Students must registerfor an audit through the regularregistrationprocesspriortotheendofthefirstweekofclasses,providedthey meet the prerequisites for thecourse(s). Approval for an auditcannot be granted after the first

week of class. Audited classes arenoteligibleforfinancialaid.

EX This indicates that a student hasexempted a course throughexamination. No credit hours aregivenforcoursesthatareexempted.

TR This indicates that a student hasbeen awarded transfer credit fromanother institution. Credit is givenbutnogradepointsarecalculated.

P Pass (Quality of work no less than“C” on a conventional gradingscale).

W&WFWithdrewafterthesecondweekofthe semester. A withdrawal from acourseistheprivilegeofthestudentuntil four weeks before the end ofeachsemester.AnywithdrawalafterMid-TermwillresultinaWFwhichisplaced on the student’s transcriptandcalculatedintotheGPA.Tuitioncharges apply to all withdrawalcourses with a grade of “W” and“WF.”Ordinarily,astudentmaynotwithdraw from a course after thetwelfth week of the semester. Nocredit is given. No grade points arecalculatedifa“W”applies.

I Anincompletegradeisgivenonlywhencircumstancesbeyondthecontrolofthestudentpreventthecompletionofassignedworkbeforetheendofthesemester.

F A grade of “F” is given when thequality of the work in a courseclearly falls below the passingstandardandmaynotbebroughtupto a satisfactory level by remedialwork. An “F” remains permanentlyonthetranscriptandiscalculatedin

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the grade-point average as 0.00. Ifthe student takes the same courseagain, or another course tosubstitute for it, the original “F” isnot removed but the new grade isrecordedintheusualway.

Corecourses forwhicha final gradeof“C-”orbelowisreceivedmustberetakenuntilthecourseispassedwithagradeof“C”orbetter.Onlythebettergradewillbeusedincomputing the grade point average (GPA),although both grades remain on thetranscript.

Thecreditsfromagradeof“C-”orbelowinone course that meets the exegetical orreligions of theworld requirementmaybeused as elective credits if the repeatedcoursefortheexegeticalorreligionsoftheworld core requirement is not the samecourse in title and content. In this case,both grades remain on the transcript, andallqualitypointsareusedincomputingthegrade point average. Students desiring toexercise this option should notify the

registrar in writing. Otherwise, only thebettergradewillbeused incomputing thegradepointaverageandthecreditsforthefirst course will be excluded from thedegree.

A grade of “C-” or below may not bereceived inmore thannineelective creditsoftheeighty-ninesemestercreditsrequiredfortheM.Div.degreeorsixelectivecreditsof the sixty semester credits required fortheM.A.degree.Onlyrepeatingthecoursecan change a grade of “C-” or below.Elective courses for which a final grade of“C-”or below is received may be retakenonce.Bothgradesremainonthetranscriptbut only the better grade will be used incomputingtheGPA.

CalculatingGradePointAverage(GPA)

The grade point average is computed bydividingthetotalcreditsforwhichastudentisofficiallyenrolledintothetotalnumberofquality points earned each semester. Tocalculate student grade point average, usethisformula:

Gradepointequivalent(GPE)xcredithours=totalqualitypoints

Example:GradePointEquivalents

Credit Quality

GPE Hours Points

A = 4.0 x 2.0 = 8.0

B = 3.0 x 5.0 = 15.0

C = 2.0 x 4.0 = 8.0

D = 1.0 x 5.0 = 5.0

Total 16.0 Total 36.0

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Multiply the number of credit hours foreachcoursetimestheassignedgradepointequivalent.Totalallcredithours(16.0),andthen total all quality points (36.0). Totalquality points dividedby total credit hoursequals grade point average (GPA). 36.0dividedby16equals2.25GPA.

INCOMPLETEGRADING

The grade of "I" should ordinarily not begiven except in providential circumstancesthat in someway inhibit a student's abilityto turn in the last of her/his work beforetheendofclass.Providentialcircumstancesshouldbe limited to thosemattersoutsideof a student's control (health, legal affairs,family emergencies, etc.). Should aprofessor deem that a student should begrantedan"I,"thatstudentmustcovenant,in writing that s/he will complete allnecessary coursework no later than fourweeksaftertheendofthesemester.

If students do not turn in theworkwithinthe designated period, the professor mayturninagradereflectiveoftotalsemester'swork.If no grade is turned in after thosefour weeks, the grade of "I" willautomatically turn into an “F”.After thispoint,neitherprofessornorstudentwillbeable to change this grade, unless there isevidence of a professor's error.If there issuchevidence, theappealprocessmustbefollowed.(SeeStudentHandbook).

Studentswithincompletesintwoormoreclasses will not be allowed to enroll in anewsemesterortermwithoutpermissionfrom the Vice President for AcademicAffairsandProvost.

GradeAppealPolicyAll changes grades are the result of eithertheresultofgradechangeorgradeappealprocesses. Students are invited to be inconversationaboutcoursesubmissionsandgradingatalltimesasdemonstrationofthehighestbenefitoftheirmatriculation.Whenthere are questions about an assignedcourse grade, it is incumbent upon thestudent to be in conversation with thecourse faculty member about theirconcern(s) which is the primary movetoward resolution. A student can file anAppeal of Grade in the Office of StudentServices only after they can demonstratesthat theyhavemetall therequirementsofthe assignments and course and they areaggrieved as a result of there not being achangeoftheirgrade.

Thegradechange is the resultof student’sconversationwith theprofessor requestinga review of submitted or re-submitted

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assigned work which could or could notresultinachangeingrade.Ineithercaseitis not expected that the student’s gradeshould be lower than initially assigned.Upon completing this review, the facultymember in conversation with the studentdetermineswhetherornot this reviewwillresult in an improved grade and finalizingthe subsequent change in grade. Facultymember obtains grade change form fromtheProvostOffice.

It is completed in conversation with theAssociate Provost. After obtaining theappropriate signatures, the Provost hasfinalreviewoftheprocessandforwardsthecompleted Change of Grade/IncompleteRemovaldocumenttotheRegistrar’sOfficefor subsequent grade change recording. IftheProvostorotherAdministratorisfacultyof record for the course, either theAssociate Provost, Master of Divinity orMaster of Arts in Christian EducationDegree Coordinator processes the ChangeofGradetotheOfficeoftheRegistrar.TheProvost or determined Academicrepresentedhereinstipulatedhasreviewofthe process and forwards the completedChange of Grade/Incomplete Removaldocument to the Registrar’s Office forsubsequentgradechangerecording.

Step1

Astudentwhoisdissatisfiedwithadecisionby an instructor relative to a final coursegrade and is able to document an error inthe computingof that grade,must seek toreconcile the grievancewith the instructorwithin two weeks after receiving thesemester grade report from theRegistrar'sOffice.Ifthereisnosatisfactoryresolution,the student may appeal the instructor'sdecision.

Step2

The student should notify the Office ofStudentServicesinwritingoftheirintenttoappeal their grade within two weeks ofinitiating a change of grade requestconversation with the instructor for thecourse inquestion.Noticeshouldstatethefactual reasons the student has beenaggrieved by the final grade received,attach all supporting evidence for thearguments set forth in the letter; i.e.,examinations, term papers, book reports,emails, etc. Student should retain originaldocument(s).TheOfficeofStudentServiceswill notify theOffice of the Provost of theformal grade appeal who will then notifySaid faculty member for subsequentconsultation.TheProvostwillsetadateforreview of materials and consultation withboth Faculty member and student forresolution.

Step3:

During the grade appeal process, theProvost will hear each party, allowingopportunitytopresentanyadditionaldata,facts, records, etc. supporting the earlierresolution of grade change by the facultymember and grade appeal by the student.The Associate Vice President of AcademicServiceforAcademicServicesandAssociateVice President of Student Servicesmay beinvolved in the process as consultants tofacultyandstudentrespectively.

If the Provost or other Administrator isfacultyof record for the course, either theAssociate Provost, Master of Divinity orMaster of Arts in Christian EducationDegree Coordinator processes the ChangeofGradetotheOfficeoftheRegistrar.TheProvost or stipulated Academicrepresentative has review of the process

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and forwards the completed Change ofGrade/Incomplete Removal document totheRegistrar’sOffice for subsequentgradechangerecording.

GRADEREPORTS

Studentsmay view their academic recordsandprintoutunofficialgradereportsatanytime using their ‘Self Service’ login andpassword.Gradereportswillnotbemailedat thecloseofa term.Requests forofficialtranscripts must be made in writing (nophoneoremail)totheRegistrar’sOffice.

GRADESUBMISSIONPOLICY

Facultywillinputallgradesonlineusingthe‘Self Service’ system. Final grades are duewithin three days after final exams duringFall and Spring semesters. During thesummer, grades will be submitted twoweeksafterthefinalclassassignmentisdueandduring the January termandearly Fallterm,gradeswillbesubmittedattheendofmid-termofthecurrentsemester.

DOCUMENTATION:MEDICALHEALTH

When medical or health—physical,psychological, or emotional—needs and/orreasonsarecitedforfailuretocomplywithinstitutional policies and deadlines or forfailure to make due academic progress orfor failure to honor or practice communitynorms, the student may be required toprovide official statements from medicaland/or health professionals of such form,nature, and detail as TheInterdenominational Theological Centerconsiders needed in order to establish asound basis for subsequent academic andcommunity decisions. All such informationwillbetreatedrespectfullyandaccessedona need-to-know basis only by those

involvedinthecare,response,anddecisionprocess. The InterdenominationalTheological Center reserves the right torequire such documentation, to determinethe adequacy or lack thereof ofdocumentation, and to determine theimplications of the documentation for itsdecision.ACADEMICSTANDINGA student is considered to be in goodacademic standing unless the student isplaced on either academic warning oracademicprobation.If a student falls below theminimumGPArequirement (2.25) they are placed onacademic warning. Academic warningmeans: (1) it is recommended that thestudenttakeareducedloadofcourses;and(2) the student must have a conferencewith his or her faculty advisor and theappropriateacademicdeantodiscussareasof concern and options for improvement.Academic warning is removed when thestudent’sGPAreaches2.25orhigher.Theyhaveonesemester to raise theGPAabovetheminimum.Ifastudent’sGPAfallsbelowa2.0theyareautomatically placed on academicprobation. Academic probation means: (1)the student is required to take a reducedloadof courses; (2) the studentmusthaveregular conferenceswith his or her facultyadvisor during the probationary period toensureclarityaboutpossibleconsequences,discuss areas of concern, and pursueoptions for improvement; and (3) thestudent may no longer be makingsatisfactoryacademicprogress,andassuch,maynolongerbeeligibleforsomekindsof

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financialaid.TheyhavetwosemestersatareducedloadtoraisetheGPAabovea2.25.Iftheyfailtodoso,theywillbesuspendedfor a semester. If it is not mathematicallypossibleby2semesterstoraisetheGPAtothe minimum requirement, that studentmaybedismissedbytheprovost.Students who fail a required course twotimes,includingrequiredGreekandHebrewcourses, are subject to dismissal from TheInterdenominationalTheologicalCenterandmay not reapply for admission unless amajority of the full faculty, upon jointrecommendation of the student’s facultyadvisor and academic dean, approves anexception. Former students must, if anexception is approved, make applicationthrough the regular admissions processand, if admitted, will reenter TheInterdenominational Theological Centerunder the terms of the catalog in force atthe time they reenter. These samepoliciesapply to a student who fails a proficiencyexaminabiblicallanguagetwice.Standardsfor grades and maintaining good standingfor D.Min.. or Th.D. students differ fromthosenotedinthissection.ASSESSMENTOFACADEMICPROGRESSThe Vice President for AcademicServices/Provost or faculty members whooversee particular degree programs, inconsultation with faculty advisors asneeded, regularly review the academicprogressofstudentsinalldegreeprograms.Students who are notified of any kind ofacademic difficulty should immediatelycontacttheiracademicadvisorandrequestconsultation. Students who make in anycourse a gradebelowC (including Fail in aPass/Fail course) should within two weeksof receipt of that grade, contact their

advisor and the appropriate dean andrequestaconsultation.Each student is finally responsible fortracking all aspects of her or his academicprogress. The registrar completesgraduationaudits for all studentsand, in atimely manner, communicates to eachstudent the resultsof thegraduationauditsosheorhemayplanaccordingly.FEDERAL SATISFACTORY ACADEMICPROGRESSPOLICYTobeeligible to receive a Federal StaffordLoan, a student must make SatisfactoryAcademic Progress (SAP). SAP is acombinationofqualitativeandquantitativecomponentsandismeasuredby:

•GradePointAverage(GPA);•Numberof creditsearneddividedby the number of credit hoursattempted;•Maximumtimeframetocompletethe degree (1.5 X the requiredprogramhours).

TheInterdenominationalTheologicalCenterwill perform a yearly SAP review for astudent who receives or applies for aFederal Stafford Loan. SAP reviews areusuallyperformedaftertheMayterm.As required by federal regulations, TheInterdenominational Theological Centeradministers an institutional SAPpolicy thatis consistently applied to all FederalFinancialAidapplicantsandrecipients.TheInterdenominational Theological Center’sFederal SAP policy is designed to improvethestudent’sacademicperformanceand is

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closely tied to the academic standingpoliciesofthevariousdegreeprograms.Ifastudent fails to meet established SAPrequirements,asuspensionletterissenttothe student. A suspension letter is sent ifthestudent:

• has less than a 2.25 cumulativeGPA;

• has earned less than 67% of theoverallhoursattempted;•hasattemptedmorethan150%ofthe hours required to complete theirprogram.A student whose eligibility for federalfinancial aid has been suspended maysubmitanappealifmitigatingcircumstanceprevented the student fromachievingSAP.Circumstances that may be consideredincludedeathinthefamily,accident,illness,orotheracademicperformancefactorsthatwere outside of the student’s control. If astudent feels that he or she violated TheInterdenominational Theological Center’sSAPstandardsdue tooneof these factors,the student may submit an appeal to theSAP Committee for review. SAP appealsshouldbedirectedto:

Satisfactory Academic ProgressCommittee

OfficeofFinancialAid700MartinLutherKingJr.DriveAtlanta,Georgia30314

The SAP appeal must be submitted inwriting to the financial aidofficewithin30days after receiving the letter ofsuspension. The appeal must include thefollowing:

• identifyinginformationincludingthestudent’s full name, social securitynumber, current address, phone

number and e-mail address (ifapplicable);

• a written letter of appeal from thestudentexplainingthecircumstancethat led to their SAP violation, andstate why those mitigatingcircumstances are no longeraffecting their academicperformance.

Thispersonalstatementmustinclude:

• a detailed explanation ofextenuating circumstances for eachterm the violation of SAP policyoccurred;and• a resolution or plan of actionexplaining how the student willensurefutureacademicsuccess.

Documentation of illness or medicalcondition is required when failing SAP isattributed to a medical condition. Astatement from the student’s academicadvisor is required for all 150% rateviolators. For all students who haveattempted more than 150% of the creditsnecessary to complete their degree, theadvisor must outline all remaining coursesrequired for the student’s degree programandtheexpectedsemesterofcompletion.The SAP Appeal Committee will reviewappeals within two weeks of receipt. Thestudent will be notified in writing of theresultsoftheirappeal.Appealdecisionsarebasedonthe informationpresentedto thecommittee and the SAP criteria. Appealdecisionswill fall into oneof the followingcategories:

•pending—additionalinformationisneeded

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• approved—student is eligible toreceivefederalaid

• denied—student is not eligible toreceivefederalaid

• probation—the student will besent a SAP contract thatdetails theacademic performance required infuture terms for continued receiptoffederalfinancialaid.

Questions pertaining to the SAP policyshould be addressed to the Office ofFinancial Aid. A copy of TheInterdenominational Theological Center’sSatisfactory Academic Progress Policy canbefoundintheFinancialAidsectionofTheInterdenominational Theological Center’swebsiteatwww.itc.edu.GRADUATINGWITHHONORS

Students in theM.A.C.E., M.Div., and dualdegree programs who graduate with acumulativeGPAof3.5oraboveonallworktakenatThe InterdenominationalTheologyCenter shall have the designation “withHonors” permanently added to theirInterdenominational Theological Centertranscripts. This action is taken after thestudent has graduated. Graduating withHonors is not noted in the publicceremonies or documents attendinggraduationitself.HonorDesignation RequiredGradePointAverageCumLaude 3.50–3.74MagnaCumLaude 3.75–3.89SummaCumLaude 3.90–4.00

J-TERM&E-TERMThe J-Term represents the January termbefore each spring semester. Classes maymeetduringthefirstweek,secondweek,orweekends prior to the beginning of thesemester. E-Term (Early Term) is theweekbeforethefallsemesterbegins.MAINTAININGMATRICULATION

All degree candidates are required toregister each semester from the initialregistration period until all degreerequirements are completed andgraduationhasoccurred.Intheeventthatastudent cannot register for at least onecourseduringasemester,thestudentmustregister for maintaining matriculationduring the regular registration period. Thefeeformaintainingmatriculationis$25.00.

A degree candidate who does not register

forcoursesorformaintainingmatriculationintwoconsecutivesemestersandwishestoresume the degree program must file anapplication for re-entry with the Office oftheRegistrar.

Adegreecandidatewhoregisters formorethan two consecutive semesters in themaintaining matriculation status will bereviewed by the Committee on Admissiontodeterminethe likelihoodof theirdegreecompletionwithinthetimelimitspermittedforthatdegreeprogram.

NAME CHANGE, CORRECTIONS, RECORDUPDATES

Currently enrolled students who wish tochangetheirnamesmustpresentinwritingto the Registrar the reason(s) for thechange and two legal documents (e.g., amarriage license or a court document) tosubstantiate the change. Graduates whowishanamechangeontheirdiplomamust

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submit a written request to the Registrar.The lettermust contain a sufficient reasonfor the change and be supported by legaldocuments. An appropriate fee is requiredbefore a new diploma may be issued. Allstudents are expected to update theirdemographic information at the beginningof each term and/or at the point of thechange.

ORIENTATION

All incoming students are expected toparticipate in the orientation programoffered at the beginning of each academicsemester. The program includesopportunities for worship, discussionregardingtheeducationalandmulticulturalemphases at ITC, library services, socialgatherings, and times to becomeacquainted with classmates, returningstudents, and faculty advisors. Registrationforclassesalsooccursduringthisperiod.

PRE-SEMINARYSTUDIES

Applicants, even those from accreditedcolleges, found seriously deficient in pre-seminary studiesmaybe required tomakeup suchdeficiencies inwaysdesignatedbytheDirectorofAdmissionandRecruitment,Committee on Admission and/or faculty.Courses taken to remove such deficiencieswill carry no credit toward the creditsrequired for a degree. Normally, thesecourses should be completedwith a gradeof “C” or better and within the first year.Students who fail to complete theserequirementswithinthefirstacademicyearmay have a hold placed on theirregistration. These studies cannot becompleted through cross-registration tootherinstitutions.

IMPLEMENTATION

Other academic rules and regulations andpolicies are cited in the Academic CatalogandintheGraduateStudentHandbook(forTh.D.andD.Min.students).TheITCfaculty,through appropriate deans, facultycommittees, directors, and departmentchairs, reserves the right to interpret andimplementall academicandadministrativerules, regulations, and policies as in itsacademicandvocationaljudgmentitdeemsbestfortheeducationandcareofindividualstudents and their student peers, and forthe integrity of The InterdenominationalTheologicalCenter’smission.TEACHOUTPLANIf the appropriate designee(s) of the ITCdetermines that it is no longer feasible tocontinue offering an academic degreeprogram or that the school mustdiscontinue its total operations, a “teachout” policy and plan will be initiated inaccordance with requirements outlined bybothofouraccreditingbodies,namely,theSouthern Association of Colleges andSchoolsCommissiononColleges(SACSCOC),which has direct standards related toprogram or school termination, and TheAssociation of Theological Schools (ATS),which only lists standards and notationsrelatedtoinstitutionalviability.

SACSCOC

Per SACSCOC, this constitutes a“substantive change” which must first bereportedandapproved.SACSCOCdefinesasubstantivechangeas:

“asignificantmodificationorexpansionofthenatureandscopeofanaccredited

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institution.”AccreditedinstitutionsarerequiredtonotifytheCommissionofsubstantivechanges,andwhenindicated,toseekapprovalpriortotheinitiationofchanges.Examplesofsubstantivechangeinclude(butarenotlimitedto)thefollowing:

. Theadditionofcoursesorprogramsthatrepresentasignificantdeparture,eitherincontentormethodofdelivery,fromthosethatwereofferedwhenITC’saccreditationwaslastreaffirmed;

. TheadditionofcoursesorprogramsofstudyatadegreeorcredentialleveldifferentfromthatwhichisincludedinITC’scurrentaccreditationorreaffirmation;

. Asubstantialchangeinthenumberofcontactorcredithoursawardedforsuccessfulcompletionofaprogram;

. Theestablishmentofageographiclocationapartfromthemaincampusatwhichtheinstitutionoffersatleast50percentofaneducationalprogram;

. Theestablishmentofabranchcampus;

• Closingaprogram,off-campussite,branchcampusorinstitution;(Italicsadded)

• Enteringintoacollaborativeacademicarrangementthatincludestheinitiationofadualdegreeprogramorajointacademicprogramwithanotherinstitution.

ClosingPrograms

• Ifaschooldecidestocloseaprogram,itmustchooseoneofthefollowingoptions:

(1)Theschoolteachesoutcurrentlyenrolledstudents,nolongeradmitsstudentstotheprogram,andterminatestheprogramafterstudentshavegraduated.(Teach-outplan);or

(2)Theschoolentersintoacontractforanotherinstitutionororganizationtoteachouttheprogram.(Teach-outagreement).

• Teach-outplansandteach-outagreementsmustbesubmittedforreviewtotheCurriculumandEducationalPoliciesCommittee,Provost,FacultyCouncil,President,SACSCOCLiaison,ITCBoardofTrustees,andthenapprovedbytheCommissiononCollegesinadvanceofimplementation.EverySACSCOCmemberinstitutionhasanAccreditationLiaisonwhosechargeistoensurecompliancewithaccreditationrequirements.ThecurrentSACSCOCLiaisonforInterdenominationalTheologicalCenteris:

DirectorofInstitutionalEffectiveness/QualityEnhancementPlan(404)527-7777

ITCTeachOutPolicy

TerminatingaDegreeProgram

According to the Southern Association ofColleges and Schools Commission on

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Colleges, when closing a program, “theinstitutionmustmakeagoodfaithefforttoassist affected students, faculty,administrative and support staff so thatthey experience a minimal amount ofdisruption in the pursuit of their course ofstudyorprofessionalcareers.” Specifically,the institution shouldmakeeveryeffort toteachoutcurrentlyenrolledstudentsandtodiscontinue admission of students to theprogram once the decision is made toterminate the program. The ITC iscommittedtoassistingstudentsaffectedbytermination of degree programs and willimplement procedures that minimize theimpact on students while maintaining theintegrity of the respective degree.Prospective students with activeapplicationsawaitingadmissiondecisionstoeither a terminated programand/or newlyadmittedstudents:

• Immediatelysuspendadmissionofallnewstudents.

• Notifystudentswhohavealreadybeenofferedadmissionthattheymustcompletetheprogramwithintheteachouttimeperiodspecifiedfortheparticularprogram.Theteachouttimeperiodwillendwiththeconclusionofthespringsemester.

• Notifynewlyadmittedstudents(iftheprogramorinstitutionclosespriortothesemestercommencing)thatadmissionsandenrollmenthavebeenterminated.

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4.Admission

Introduction

TheInterdenominationalTheologicalCenteris open to qualified applicants who satisfyall admissions requirements. Prospectivestudentscanapplytofivedegreeprograms:MasterofDivinity(MDiv),MasterofArtsinChristian Education (MACE), MDiv /MACEdual degree program, Doctor of Ministry(DMin), and Doctor of Theology (ThD).Applications for admission to thesedegreeprograms are available on our website atwww.itc.edu.

For assistance contact the Office ofAdmissions directly at 404-527-7792.Correspondences by mail can be sent to:Office of Admissions, InterdenominationalTheologicalCenter,700MartinLutherKing,Jr.,Drive,Atlanta,GA30314.

TheInterdenominationalTheologicalCenterprohibits discrimination against anyindividual on the basis of race, color,religion,sex,age,nationalorigin,disability,sexual orientation,marital status, parentalstatus, or veteran status with reference tothe institution’s admission policies,academic standards and policies, in thegranting of scholarships, loans and otherfinancialaid.

ADMISSIONSCRITERIA

MastersDegreePrograms

The prerequisite for admission to the

master degree programs is a bachelor’sdegree,or itsequivalent, fromacollegeoruniversity accredited by one of thenationally recognized regional accreditingagencies or the international equivalent.Thedegreeshouldrepresentabroadliberalarts background with courses such asEnglish, world history, philosophy,languages and literature, the naturalsciences,thesocialsciences,andreligion.To be considered for admission, eachapplicant must submit the followingdocuments in addition to the applicationform to the Office of Admission andRecruitment on or before July 1 for falladmission and November 1 for springadmission.

• Official transcripts of all college,university, or seminary records,showingallcoursespursued,gradesreceived.Abachelor’sdegreewithaminimum grade point average of2.25ona4.00oritsequivalent

• Three recommendation letters(Professional, Educational, andMinisterial)

• An autobiographical essay (shouldnot exceed 4 pages), following theguidelinesintheapplication

• $50.00 nonrefundable applicationfee

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APPLICANTS TO THEMASTER OF ARTS INCHRISTIANEDUCATION(M.A.C.E.)

All persons seeking toenroll in theMasterof Arts in Christian Education degreeprogram must meet the same admissionrequirements as students applying to theMasterofDivinityProgram.

Applicants to the degree must submit aStatement of Total Program Completion,outlining

• a program proposal thatmakesuseofthecandidate'sprevious training andexperience,

• lays out a tentative projectfortheMAthesisand

• states how the candidateplanstousethecoursesandresourcesavailableattheITCforthesuccessfulcompletionoftheprogramanditsthesis.

SPECIALSTUDENTS

MatriculationwithDegreeEquivalency

Applicants applying under degreeequivalency have not earned abaccalaureate degree and must first berecommended by the respectivepresident/dean of their denomination.Applicantsmusthaveatleastsixtysemesterhoursorninety-quarterhoursofcreditfroman institution accredited by an agencyrecognized by the Commission onRecognitionofPostsecondaryAccreditation,and must have made exceptionalcontributions to church and community.These contributions should includeat leastseven years of broadly based leadershipexperience in a local church and

participation in community activities as avolunteer or professional worker.Applicants should be able to demonstratethe knowledge, academic skill, and abilitygenerallyassociatedwithpersonswhoholdthe baccalaureate degree. College coursework must represent a broad liberal artsbackground with credits in the followingareas: English, world history, philosophy,languages and literature, the naturalsciences, the social sciences, music andother fine arts, and religion. Admission isreserved for applicants of mature yearswithlifeexperiencethathaspreparedthemfor theological study at the graduate level.Nomorethan10percentofthestudentsina given degree program will be admittedunder this category. Persons interestedshouldcontacttheOfficeofAdmissionandRecruitment for necessary documents andapplicationsentbytheOfficeofAdmissionand Recruitment after a recommendationfrom the respective president/dean hasbeenreceived.

EnrichmentStudents(CheckCEP)

Personsnotinterestedinpursuingadegree,butwhomeetadmissionrequirementsandwho wish to enroll in a course for credit,may be admitted to some classes withspecial permission for up to one academicyearor30creditshoursanduponpaymentoftuitionandfees.

NoncreditStudy/Auditors

Personswhodonotqualifyacademicallyforadmission to a degree programorwho donotwishtoenrollinacourseforcreditmaybe admitted as auditors to some classeswith specialpermissionanduponpaymentof designated fees. Theymay be admittedtoanyoneofthefollowingcategories:

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• Theological inquirers withqualificationsnormallyrequired;

• Theological inquirers withoutqualificationsnormallyrequired;and

• Persons who need exposure totheological education in order toserve in certain denominationalcapacitiesthatarerecommendedbytheirrespectivedenominations.

READMITTEDSTUDENTS

Any student who is not continuouslyenrolled or who is absent from a regularsemester, excluding summer session,mustapply for readmission. If you have beenabsence from the institution for a year orless, please contact the Office of TheRegistrar. Former student’s absence formore than a year must apply forreadmission through the Office ofAdmissions.Youmaysecureanapplicationfrom the Office of Admissions or at theinstitutions website (www.itc.edu) at nocost. Requests for readmission must besubmitted with supporting materials notlaterthan(30)dayspriortothefirstdayofclassesofthetermforwhichreadmissionissought. Students seeking readmission totheInstitutionmustsatisfyallpriorfinancialobligations. Students who have attendedother colleges during their absence fromtheInterdenominationalTheologicalCenterare required to submit official academictranscriptsfromeachinstitutionattended.TRANSFERSTUDENTS

A student transferring from anotheraccreditedgraduatetheologicalschoolmustcomplete at least the last sixty semestercredits in residence at theInterdenominational Theological Center toearntheMasterofDivinitydegree,thelastfortysemestercreditsfortheMasterofArts

in Christian Education degree, and the lasteightysemestercreditsforthedualMasterof Divinity/Master of Arts in ChristianEducationdegrees.

Transfercreditforcoursestakenwithinthepast seven years at a regional or nationalaccreditedgraduatetheologicalschoolmaybeacceptedprovided theyarecomparableto courses in the ITC curriculum. Gradesearned in such courses must be a “C” orhigher. An appropriate faculty member ineach case will determine comparability ofcore courses. Regardless of the number ofhours accepted for transfer, at least onecore course in each curriculum area mustbe completed at ITC. Applicants shouldforward copies of course syllabi withapplicationmaterials.

Transfer students from another seminarymust submit a statement from the lastinstitution attended verifying that thestudentisingooddisciplinarystanding.TheStudent Affairs Officer at the previousinstitutionmustsignthestatement.

INTERNATIONALSTUDENTS

International student is defined as a“studentofinternationaloriginwhoisnotacitizenorpermanentresidentoftheUnitedStates.” In addition to meeting all otherapplicable requirements for admission, aninternational applicant whose nativelanguage is not English is required to takethe Test of English as a Foreign Language(TOEFL), administered by the EducationalTesting Service of Princeton, New Jersey.The passing test requirements are 500 orbetterforpapertestand79ontheinternetbasedtest.

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All international students must have theirtranscript evaluated by an accreditedcredential evaluation service. Completeand submit the application form and allrequestedmaterials.Sendthisalongwitha$50 (U.S. dollars) application fee to theOffice of Admission and Recruitment byJune1forfallandDecember1forspring.Itisstronglyrecommendedthatinternationalstudents begin the admission process atleast six months to one year prior to theapplicationdeadline.

BeforetheissuingoftheFormI-20processcan be completed, evidence of ability tofinancethefullperiodofstudyat ITCmustbe submitted. The student must includewith the application a statement forfinancing both tuition and living expensesfor the length of the degree program. Iffamilies are to accompany the student,adequate financial, health care, schooling,and transportation provisions must beincludedfortheirsupport.

InternationalstudentswishingtoattendITCarerequiredtosubmitadepositofthefirstyear’s tuition and fees in a cashier’s checkmade payable to ITC. If the F-1 vis isdenied,thedepositisonehundredpercentisrefundable.

HealthRecordAllstudentswhoareenrollingmustsubmita physical examination, and immunizationrecords.Health records are due to the Director ofStudent Services by July 1 for the fallsemester and December 1 for the springsemester.TUITIONDEPOSITAnonrefundable feeof$150 is requiredof

all admitted students enrolling in a degreeprogram. This deposit is required no laterthan July 1 for fall and December 1 forspringsemester.Thedepositwillbepostedas a credit to the student’s account;however, a student who pays the depositbut fails to enroll will forfeit the deposit.Deposits can be made by certified check,money order, or by calling the businessofficeat404-527-7723.

APPLICANTSTOTHEDOCTOROFMINISTRY(DMin)PROGRAM

The purpose of the Doctor of Ministrydegree, an advanced program orientedtowardministerialleadership,istoenhancethe practice of ministry for persons whohold the M.Div. or its educationalequivalent and who have engaged insubstantial ministerial leadership. TheDoctorofMinistryProgramisintheprocessof revising its educational design anddelivery system in an effort to improvinglearning outcomes. Requirements of theprogram are effective for each student atthepointoffirstadmission.Thecommitteeof Doctoral Programs reserves the right tochange any requirements, but will workwith students individually toaccommodateanyhardshipscreatedbyprogramchanges.ThegoaloftheDoctorofMinistryProgramat ITC is to attract, support, educate, andnurture women and men in leadership inChrist’s Church and theworldwho requireprofessional education beyond the level oftheM.Div.andwhoarecapableoffulfillingthemissionoftheinstitution.TheDoctorofMinistry study program is directed to themastery of knowledge informing theunderstanding of the nature and purposesof ministry, the competencies gainedthrough advanced study, and the

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integrationofthesedimensionsofministry.The program is called aDoctor ofMinistrycoursebecauseitintendsthatitsgraduateswillbe,literally,“teachersofministry.”Theprogram has five core learning outcomes,each related to the same realities, and thefive are to be thoroughly integral to theministryofservice.UponcompletionoftheprogramthecandidatewillhaveconductedoriginalresearchintheareaofconcentraterelatedtotheChurchandMinistry,MilitaryChaplaincy,orSpecialtyinPastoralCare.

ITC offers an opportunity for creative,focused, and transformative advancedtheologicalstudiesintheDoctorofMinistrydegree. Unlike the PhD or the ThDprograms, the DMin is not a degree in aspecialized academic discipline, but ratheris a professional degree in ministry thatbringstogethertheoryandpraxisrootedinthe academy and the community of faith.TheDMindegree is designed as aministryof scholarship and practice, especially forsenior pastors, ministers serving inadministrative and specialized ministries,chaplainsofthearmedforcesandhospitals,pastoral counselors, community advocates,and theological speakers and writers,resulting in the obtainment of the highestprofessional degree offered in theologicaleducation.

Applicants who desire to strengthen theirproficiency in ministry may apply foradmission to the Doctor of Ministryprogram. Formal application documents,submitted in duplicate, must includeautobiographical data, academic records,andapersonalstatementofnotmorethanten typed double-spaced pages describingthe applicant’s interest and goals for theDMinprogramofstudy.TheCommitteeonDoctoral Programs, which will make its

recommendation for admission to thefaculty,will assess thesedata.Applicationsare due in the DMin office on April 1,though they may be received throughoutthe year. For more information, or torequest application materials, pleasecontact the director, Dr. Marsha SnulliganHaney, [email protected] or theadministrativeassistant,Ms.MelodyBerry,[email protected],calling404-527-7795.

GENERALREGULATIONS

Enrollment at ITC is a privilege and issubject at all times to suspension orterminationbyactionoftheVice-Presidentfor academic services or the faculty. Suchaction may be based upon failure by thestudent to meet and maintain academicstandardsprescribedbythefacultyoruponconduct on the part of the student whichtheVice-President foracademicservicesorthe faculty determines is inconsistentwithor detracts from the spiritual, moral, andsocial character which the faculty desiresfortheITCcommunity.

Any student applying for admission to ITCshall be deemed to have read andunderstood the termsof thisnoticeand, ifaccepted,besubjecttothem.

CODEOFCONDUCT

ITC is actively engaged in the pursuit ofacademic excellence. We realize thedisciplinethatsuchapursuitdemands.We,therefore, are paying attention to thoseactivities,whichcouldnegativelyimpactourdesired goal. If anyone’s conduct is evercontrary to the commitment of Christianministry, so that a breach in discipline,morallapse,questionableintegrityoractionthat is not in the best interest of ITC is

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observed, the conduct of the personinvolved will be investigated andappropriate action taken. Inappropriatebehavior by a student is outlined in theStudentHandbook.

COLLEGENON-DISCRIMINATORYPOLICY

ITCadmits studentsofany race,color,andnational, or ethnic origin. Pursuant to TitleIX,part86,TitleVI,andTitleVII,nopersonsshall, on the basis of race, sex, color,religion, national origin, or handicap bedenied the benefits of, or be otherwisesubjected to discrimination from anyeducational program or activityadministered by ITC or in any term,condition,privilege,oremployment.

AFFIRMATIVEACTIONPOLICIES

ItisthepolicyofITCtoprovideequal

opportunitytoallemployees,students,andapplicants for employment or admissionwithout regard to race, color, nationalorigin, age, or handicap. Affirmative actionwill be taken to ensure fulfillment of thispolicy relative to all personnel actionsincluding, but not limited to recruiting,enrollment, instructional practices, hiring,placement, upgrading, transfer,promotions, and maintenance ofemploymentconditions.

ACADEMICANDPERSONALRECORDS

All records at ITC are maintained incompliance with the Federal Regulationswith the registrar maintaining permanentrecordsonallstudents.Studentfoldersaremaintained in single files alphabetically byname. Permanent records older than tenyearsarecontained in fireproof files in thevault. It is the responsibilityof the student

to transmit to the Office of the Registrarany changes of information needed toupdatethefile.

FAMILY EDUCATIONAL RIGHTS ANDPRIVACYACTOF1974(FERPA)

The Family Educational Rights and PrivacyAct,withwhichITCintendstocomplyfully,was designed to protect the privacy ofeducational records, to establish the rightof students to inspect and review theireducational records, and to provideguidelines for the correction of inaccurateor misleading data through informal andformal hearings. Further explanation ofFERPA as it relates to records is in the ITCStudentHandbook.

Currently enrolled students may withholddisclosure of any category of informationunder the Family Educational Rights andPrivacyActof1974,asamended.Astudentwho desires that any or all of the aboveinformationnot be releasedmust submit awrittenrequesttotheOfficeoftheRegistrarwithin tenworking days after the first dayof class. All requests for nondisclosure willbe honored by ITC until and/or unless theregistrar receives direct authorization fromthestudenttodootherwise.

ITC HARASSMENT FREE WORKPLACEPOLICY

It is the policy and responsibility of ITC, asan institution preparing women and menfor leadership roles in the church, toestablish an environment of trust inwhichthedignityandworthofallmembersoftheinstitutional community are respected.Therefore,ITCwillnotcondoneordisregardincidents of harassment on the basis ofrace, gender, religion, national origin, age,disability or other classification protected

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bylaw.

Harassment is the misuse of power and aviolation of acceptable boundaries. Itcreates confusion and an uncomfortable,hostile, and intimidating environment inwhich to work and study. It destroys theopportunity for students, faculty, and staffto develop and affirm strong, positive self-concepts,andasenseofself-confidence. Itundermines the mutual respect necessarytoconducttheeducationalprocessandthefunctioningofITC.

Harassment also includes conduct on thepart of any employee, faculty member, orstudent,whichunreasonablyinterfereswithanother’s work or academic performanceby creating an intimidating, hostile, oroffensive working and academicenvironment. Harassment consists of avariety of behavior by employees, facultymembers, and students directed to otheremployees,facultymembers,andstudents,includingbutnotlimitedto,subtlepressurefor sexual activity, inappropriate touching,inappropriatelanguage,demandsforsexualfavors,andphysicalassault.

ITC is committed to providing anenvironment where all employees andstudentsfeelsafe,secureandrespected.Asanorganizationinthebusinessofprovidingtheologicaleducationforthefutureleadersofourspiritualcommunity,noconductwillbe tolerated by any employee or studentwho harasses, disrupts or interferesinappropriately with another employee’swork performance or creates anintimidating or hostile environment forstudents. Sexual harassment andharassment on the basis of an individual’srace,color,religion,gender,nationalorigin,ageordisabilitywillnotbetoleratedatITC.

This includes harassment by supervisors,employees,vendors,studentsandvisitors.

Harassment

Harassment shall mean discriminatoryharassment and/or sexual harassment.Harassment does not include verbal orwritten expressions that are relevant andappropriately related to course subjectmatter or curriculum, and this policy shallnot abridge academic freedom or thisinstitutions’ educationalmission. However,an assertion of academic freedomwill notprotectbehaviorthatviolatesthispolicyoranyapplicablelaws.

Harassmentmay (a) occur as a result of apower relationship, as in supervisor/supervised or faculty/student or (b) arisesfromthecreationofahostileenvironmentbyanotherperson,includingone’speersorsubordinates.

Harassment of employees/students, inconnection with their work or school bynon- employees or non-students, is also aviolation of this policy. Anyemployee/student who experiences orobservesanyharassmentofanemployeeorstudent, includingbyanon-employee/non-student, should report such harassment tothe Office of Human Resources. Visitors,guests, patrons, independent contractors(bytheirpersonneloronpremisesthattheycontrol)who fail to address harassment ofwhich theyknowor shouldhaveknownofemployee/students may be subject towhateversanctionstherelationshipof thatpersontothisinstitutionmayallow.

Prohibited harassment includes, but is notlimitedtothefollowingbehaviors:

. Verbal conduct such as epithets,

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derogatoryjokesorcomments,slursor unwanted sexual advances,invitationsorcomments;

. Visualconductsuchasderogatoryand/orinappropriate sexually- orientedposters, photography, videos,websites, cartoons, drawings orgestures;

. Physical conduct such as assault,unwantedtouching,blockingnormalmovement or interferingwithworkbecause of one’s sex, race or anyotherprotectedbasismentioned;

. Threatsanddemandstosubmittosexualrequestsasaconditionofcontinuedemploymentortoavoidsomeotherloss, or the receipt of employmentbenefitsinreturnforsexualfavors;

. Retaliation for having reported orthreatenedtoreportharassment;

. Usingsexasawaytoinfluencegradesinclass;

. Conduct on the part of any employee,faculty member, or student, whichunreasonably interferes withanother’s work or academicperformance by creating anintimidating, hostile or offensiveworkingandacademicenvironment.

IMMINENTDANGER

Any person who seems to be a threat tohimself/herself through the use ofinappropriate statements and actions--including threatening language, suicidalthreats, threats to harm others, or anyaction thatmay result in imminent dangerto himself/herself or others, should be

reported immediately to the office of theChaplainat404.527.5735.

DiscriminatoryHarassment

Discriminatory Harassment is defined asverbalorphysicalconductwhichisdirectedtowardsan individual solelybecauseofhisor her gender, race, nationality, religion,creed, age, disability, citizenship and/orpresumedoractualsexualorientation,that(a) stigmatizes the individual and is knownby the speaker to invoke violence orimminent harm, or (b) is of a continualnature such that it createsan intimidating,hostile or offensive working, academic orcampus environment or unreasonableinterference with an individual’s work oracademicperformance.

Same-SexHarassment

The Supreme Court ruled that sexualharassmentagainstamemberof thesamesex is just as illegal as sexual harassmentagainst a member of the opposite sex(Oncale v. Sundowner Offshore Services,Inc., 118 S. Ct. 998 1998). Contrary to thedecisions of other courts, the SupremeCourt ruled that the harasser need not behomosexualandneednotbemotivatedbysexual desire to be in violation of the law.To be considered harassment, behaviormustbe sohostileor abusive that it altersthe conditions of a person’s employment.This is judged from the perspective of a“reasonable person” considering all thecircumstances.

SexualHarassment

Sexual harassment is a form of sexdiscrimination thatviolatesTITLEVIIof theCivil Rights Act of 1964. The law definessexual harassment as any unwelcome

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sexual advances or requests for sexualfavors or any conduct of a sexual naturewhen:

• Submitting to such conduct is madeeither explicitly or implicitly a termorconditionofemployment;

• Submittingtosuchconductisusedasthebasis for employment decisionsaffecting the individual as anemployeeor;

• Suchconducthasthepurposeoreffectofsubstantially interfering with anindividual’s work performance orcreates an intimidating, hostile, or

offensive working environment.The key to whether certainbehavior is sexual harassment iswhethertheconductisunwelcomedandwhethertheconductissexualinnature.Sexualharassmentcanbe:

• Physical, including unwelcometouchingorgesturing

• Verbal, including unwelcomerequests foradateor sexual favorsor lewd remarks or sounds. Visual,including unwelcome exposure tosexual photos, cartoons, ordrawings.

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5.StudentExpenses

All expenses listed in this catalog aresubject to change. Questions concerningthe following informationmay be directedto the Business Office. Information aboutthe financial aid program is found inchapter7.ACADEMICCOSTSMaster of Divinity, Master of Arts inChristian Education, and Master ofDivinity/Master of Arts in ChristianEducation Dual Degree students pay $740percredithour.If30credithoursaretakenin thenine-monthacademicyear, thetotalis $12,370. Tuition for the summer sessionis$525percredithour.

FEESTuitionDepositAll new students planning to enroll at theInterdenominationalTheologicalCenterarerequiredtopaya$150tuitiondepositpriorto enrolling. The non-refundable fee isappliedtothestudent’stuitionchargeuponenrolling.StudentComprehensiveFeeAll full-time studentswill be charged $938peryear.Thisamountdoesnotincludethesummer session. Students attendingsummer school will be charged anadditional$180forfees.LateRegistrationFee

This $30 fee applies to registrationsreceived after the date shown on studentregistrationforms.HealthInsuranceAll students are required to carry healthinsurance. All international students arerequired to carry health insurance forthemselves and their familymemberswhohave accompanied them to the U.S. Ahealth insurance plan is available throughthe Student Life Office. The cost of thispolicy for 2014-2015 is $1,037.50 persemesterforsinglestudents.GraduationFeeThe graduation fee is a one-time,nonrefundable fee of $150.00. It defraysthe costs of processing graduates forgraduation, printing and mailing diplomas,printingdiplomacovers, the capandgownworn at commencement, commencementceremony and other expenses associatedwithgraduation.

Students must pay the one-time, non-refundable graduation fee regardless oftheirparticipationorlackofparticipationinthecommencementceremony.

TranscriptFeeThere is a $5.00 charge on all transcripts.Transcripts on demand or walk-ins will becharged ten dollars. Transcript requestforms are available through the Office oftheRegistrar.Officialtranscriptswillnotbe

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issueduntilthestudenthasmetallfinancialobligationstoITC.Officialtranscriptswillbemaileddirectly to theacademic institution,prospectiveemployeroragencydesignated.Transcripts mailed directly to students arelabeled “Unofficial copy for student’s useonly.” ITC reserves the right to withholdtranscripts of current or former studentswhoarenotingoodfinancialstandingwiththeinstitution.BOOKSTheInterdenominationalTheologicalCenterdoes not operate a bookstore for enrolledstudents.However,eligiblestudentswhoseaccountsareingoodstanding,mayrequestabookvouchertopurchasebooksthroughthe MBS online Bookstore. The cost ofbooks varies by the number and types ofcourses taken. Students should budget aminimumof$100percourseforbooks.HousingAll students are eligible to apply for on-campus housing. Housing rates varyaccording to size and location. Apartmentcharges should be paid promptly prior tothe start of the term, or specialarrangements should be made with theBusiness Office. Students whose housingrental payments are in arrears and whohave not made satisfactory paymentarrangementswith the BusinessOfficewillbe notified that they must pay in full ormoveoutwithinamonth.A refundable security deposit of onemonth’s rent along with the first month’srent is due before moving in. A $10 keydepositiscollecteduponmove-in.The following monthly rental rates forapartments includeallbasicutilitiesexcepttelephone:

Size

SemesterCost AcademicYearEfficiency $4,158 $2,079 One-bedroom $4,788 $2,394 Housing is also available through thevarious denominations. Students shouldcontact their respective denomination foradditional housing accommodations. Theaboveratesdonotincludesummerrates.FINANCIALRESPONSIBILITYStudents are expected to maintain goodfinancial standing with the institution, asdetermined by the ITC Business Office.Studentsmustsettleallfinancialobligationsto The Interdenominational TheologicalCenter before they may receive theirdiplomas, have transcripts provided, or bedesignatedashavinggraduated.Students who fail to settle their financialobligations before graduation will benotifiedbyemailapproximately twoweeksbeforegraduationthattheymayparticipatein all facets of graduation, in person or (ifapproved by the academic dean) inabsentia,butwillreceivethediplomajacketwithout diploma in the graduationceremony itself if they attend. Untilfinancial obligations are met, third partieswho inquire as to a student’s graduationwill be informed that the student hascompletedallacademicrequirementsbutisnot yet confirmed as having graduated inview of not having met administrativerequirements.Untilfinancialobligationsaremet, students will not receive theirdiplomasorbeaccordedtranscriptservices.When accounts have been settled, astudent’s official graduation date will

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becomethedateoriginallyindicatedonthediploma.FurtherquestionsmaybedirectedtotheBusinessOffice.PAYMENTPOLICIESTuition and fee payments are due in theBusinessOffice the firstdayof classes. If astudent is not able to make payment bythat date, s/he is responsible for makingsatisfactory payment arrangements withthe Business Office within 10 days of thestart of a term. The student is responsibleformakingpromptpaymentofanyamountdue.Charges for housing and other school feesare also billed to the student account. Ifpayment isnotcompletewithin60daysofany amounts billed, the student will beplaced on Financial Hold. A student onFinancial Hold will not be permitted toregister forclasses, receivegrades, requesttranscripts, or graduate unless all chargeshavebeenpaid.AstudentonFinancialHoldforgreater than90daysmaybedismissedfrom the program and Seminaryemployment,ifapplicable.ReturnCheckPolicyThere is a $36 charge for each returnedcheck.For a complete listing of fees, visit theInterdenominational Theological Center’swebsite at www.itc.edu. Tuition and feesare subject to change at the discretion oftheBoardofTrustees Withdrawals and Return of Title IVFundsPolicy

A calculation is made for all financial aidrecipients to determinewhether a student

who completely withdraws during a termhas "earned" the monies disbursed. Astudent "earns" his/her aid based on theperiodoftimetheyremainenrolled.Duringthefirst60%oftheterm,astudent"earns"financial aid in direct proportion to thelengthoftimehe/sheremainsenrolled.Theearnedandunearnedaid isdeterminedbya daily prorated ratio. Basically, if youcanceledenrollmentatthe20%pointoftheterm, you earned 20% of the financial aidyou were originally scheduled to receive.The80%oftheamountofunearnedFederalfinancial aid or a portion of the 80% ofunearned aid will be returned (canceledfrom your account). Once you havecompletedmorethan60%oftheterm,youhave earned all the federal assistance thatyou were scheduled to receive. Studentsthatwithdrawafter receivinga refundbut,priortothe60%pointintheterm,mayowea repayment to the institution or theDepartmentofEducation.

The percentage of the period that thestudent remained enrolled is derived bydividing the number of days the studentattended by the number of days in theterm.Thewithdrawaldateis:

• The date the student notified theinstitution of intent to withdraw(initiationofwithdrawalprocess)or

• The midpoint of the term for astudent who leaves withoutnotifying the institution of theirintenttowithdraw.

The responsibility to repayunearnedaid issharedbytheinstitutionandthestudentinproportion to the aid each is assumed topossess.ITCwillusetheReturnofFinancialAid-RefundPolicyworksheettodeterminethe amount the student and/or the

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institutionmustrefund(canceledfromyourstudent account) to the appropriateprograms. The Business Office willcooperatively verify the accuracy of eachrefundcalculation.

Institution'sReturnofFunds

Oncethe institution'sportionof thereturnof funds has been calculated the Office ofFinancial Aid will reduce the student'soriginal financial aid award and return thefunds within 45 (forty-five) days to theappropriateprogram(s)intheorderspecificin thispolicy. If thiscreatesa"balance"onthestudent'saccountintheBusinessoffice,the student will be notified of theirobligation. The student will be responsiblefor paying the debt to the Business Officeimmediately. The student will not beallowed to register or receive an officialtranscript until the debt has been paid infull.

Student'sReturnofFunds

Oncethestudent'sportionofthereturnoffunds has been calculated, the BusinessOfficewillnotifythestudentoftheamounthe/she must repay. The student must payITCthefullamountofhis/herdebtandITCwill return the funds to the appropriateprograms within 45 days. To continueeligibility past 45 days, the student mustpaytheoverpaymentinfulltoITCBusinessoffice.

Unearned Title IV aid shall be returned tothe following programs in the followingorder by both the student and theInstitution

1. UnsubsidizedStaffordLoan

2. GraduatePLUS

Post-WithdrawalFunds

If the amount disbursed to the student isless than the amount the student earned,the amount may be considered a post-withdrawal disbursement. Post-withdrawaleligibilitycanbeusedtocreditoutstandingchargesona student's account. ITChas30(thirty)daysfromthedateoftheinstitutiondetermined that the student withdrew, tooffer any amount of the post-withdrawaldisbursement to the student. The studentmay accept or decline some or all of thepost-withdrawal disbursement that is notcredited to the student's account. Thestudentmust respondwithin14days fromthe date that the institution sends thenotificationtobeeligibletoreceivethepostwithdrawal disbursement. If the studentdoesnotrespondtotheinstitution'snotice,no portion of the post-withdrawaldisbursement that is not credited to thestudent'saccountmaybedisbursed.

The calculation for the amount of federalfinancial aid to return (cancel from yourstudent account) is based on the lesseramountof:

• Institutional charges: (Tuition,Mandatoryfees,Specialcoursefees,Housing and Meal charges (if youliveoncampus),or

• Federal Aid awarded: (UnsubsidizedStaffordLoan,orGradPLUSLoan))

The lesser amount of the institutionalcharges or federal aid awarded is thenmultiplied by a daily prorated ratio based

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on your certified date of withdrawal. Theresultistheamountofaidtobereturned.

UnofficialWithdrawalPolicy:

Financial aid funds are awarded under theassumption you will attend school for theentire term. If you unofficially withdraw(leave and do not properly provide officialnotification of withdrawal), you may nolongerbeeligibleforthefullamountofaidfunds you were originally scheduled toreceive.

OfficialNotificationNotProvided

1. One category of unofficialwithdrawal happens if you did notcompletethewithdrawalprocessorotherwise notify the school of theintent to withdraw due to illness,accident, grievous personal loss orother circumstances beyond yourcontrol. If the failure to properlywithdraw is beyond your control,thewithdrawaldate isthedateyounolongerwereabletoattendclass.

2. A second category of unofficialwithdrawals encompasses all otherwithdrawals where officialnotification is not provided to theschool. For these withdrawals thewithdrawal date is the midpoint ofthe term, unless otherwisedocumented.

Time Frame of Withdrawal Date for anUnofficialWithdrawal

For Unofficial withdrawals, a school mustprocess aid adjustments for unofficial

withdrawals within 45 calendar days fromthe earlier of; (1) the end of the paymentperiodorperiodofenrollment, (2)theendoftheacademicyear,or(3)theendofthestudent'seducationalprogram.

At the end of each term, our officeidentifiesstudentswhodidnotsuccessfullycompleteanycourses.Forstudentswhodonot earn a passing grade in any course, anoticewillbesent to instructorsasking forverificationofthelastdateofattendanceatan academically related activity. Examplesofacademicallyrelatedactivitiesare:

§ Examinationsorquizzes§ Tutorials§ Computer-assistedinstruction§ Academicadvisingorcounseling§ Academicconferences§ Completing an academic assignment,

paper,orproject§ Attendingastudygrouprequiredbythe

institutionwhereattendanceistaken

In theabsenceofevidenceofa lastdayofattendance at an academically relatedactivity, the student who failed to earn apassing grade in any class is considered tobe an unofficial withdrawal. Also, ifattendancedocumentation is not received,a return of financial aid funds calculationwill occur using themidpoint (50%) as thepointfortheunofficialdateofwithdrawal.

FederalRefundPolicy

Any federal financial aid recipient whowithdraws from all classes is subject to aFederal Return of Title IV Aid Calculation.This calculation determines the amount offederalaidthatthestudentandtheschoolareeligibletoretainalongwiththeamount

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that must be returned to the student'slender and/or the federal government.Federal Aid is defined under the FinancialAidSectionofthecatalog.

An official withdrawal occurs when astudent has formally requested to bewithdrawn from the ITC.The studentmustsubmit a completewithdrawal form to theOfficeoftheRegistrar.

An unofficial withdrawal occurs when astudenthasstoppedattendingcoursesforaperiodof14 consecutivedaysormorebuthasnotcommunicatedadesiretoofficiallywithdraw.

A calculation is made for all financial aidrecipients to determinewhether a studentwho completely withdraws during a termhas "earned" the monies disbursed. Astudent "earns" his/her aid based on theperiodoftimetheyremainenrolled.Duringthefirst60%ofthetermastudent"earns"studentaidfundsindirectproportiontothelength of time he/she remains enrolled.Beyondthe60%pointallaidforthetermisconsideredearned.

A weekly roster will be generated by theOffice of the Registrar that identifiesstudents who have completely withdrawnfrom the institution. The Registrar's officewill verify the date of withdrawal. Thepercentage of the period that the studentremainedenrolledisderivedbydividingthenumber of days the student attended by

the number of days in the term. Thewithdrawaldateis:

• The date the student notified theinstitution of intent to withdraw(initiationofwithdrawalprocess)or

• The midpoint of the term for astudent who leaves withoutnotifying the institution of theirintenttowithdraw.

The responsibility to repayunearnedaid issharedbytheinstitutionandthestudentinproportion to the aid each is assumed topossess.ITCwillusetheReturnofFinancialAid-RefundPolicyworksheettodeterminethe amount the student and/or theinstitutionmustrefundtoDirectLoans.TheOffice of Financial Aid and CFO will workcooperativelytoverifytheaccuracyofeachrefundcalculation.

Institution'sReturnofFunds

Oncethe institution'sportionof thereturnof fundshasbeen calculated, the FinancialAidOfficewillreducethestudent'soriginalfinancial aid award and return the fundswithin 45 (forty-five) days. If this creates a"charge" on the student's account, theBusinessOfficewillnotifythestudentoftheobligation. The student will be responsiblefor paying the debt to the Business Officeimmediately. The student will not beallowed to register, receive an officialtranscript, and/or receive future financialaiduntilthedebthasbeenpaidinfull.

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6.FinancialAid

FINANCIALAID

Concernedaboutpayingforyoureducationat The Interdenominational TheologicalCenter?Thinkofitasaninvestmentinyourfuture. An ITC education will pay for itselfmany times over in higher earnings andexpanded opportunities throughout yourlife.Withour generous financial assistancepackages,someITCstudentsfindthattheiractualcostislowerthantheyhadoriginallyexpected. We invite you to explore thefinancial information provided on the ITCwebsite. We look forward to helping youinvestinyourfuture!

APPLYFORFINANCIALAID

ITC students use the Free Application forFederal Student Aid (FAFSA) to apply forfinancialaid.TheFAFSAshouldbereceivedat the federal processor by February 15thfor priority consideration for our aidprograms for the school year. Go tohttp://www.pin.ed.gov to apply for aPersonal Identification Number (PIN) fromthe U.S. Department of Education if youdon't already have one. After you receiveyourPIN,gotohttp://fafsa.govandfollowdirections to file the FAFSA (and signaturepageifdirectedtodoso).FileyourFAFSAassoon after January 1st as possible, notingthe Interdenominational TheologicalCenter,Code#001568ontheform.

SCHOLARSHIPS

Lookingforwaystofundyoureducation?Ifyou can demonstrate academic excellenceand leadership, you may qualify forscholarship funding at ITC. You also maywant to explore scholarships from outsidesources by browsing websites likeFastWeb,StudentScholarships.org, CollegeBoard,HispanicCollegeFund,TheNationalData Base Scholarships, UNCF, and USCollegeScholarshipsandGrants.Check theFinancialAidSectionof the ITCwebsite formore information. If you have questions,contacttheOfficeofFinancialAid.

ITCFUNDEDSCHOLARSHIPS

ITC fundsseveral scholarships for incomingstudentswithawardsrangingfrom$500to$5,000 per year. Scholarship recipients areselected on the basis of academiccredentials as measured by previouscollegiate academic work. In order to beeligible for a ITC-funded scholarship, youmustmeetthefollowingcriteria:

• Graduated from an accreditedcollege.

• Applied foradmissionat ITC for thefallsemester.

• Be a U.S. citizen, permanentresident, or hold a TemporaryResident Card (form I-766) asprovided by the Immigration andReformControlActof1986.

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• Admissions file must be completedbyDecember1tobeconsideredforpriority funding. Please note thatthis is the priority deadline andscholarships will continue to beawarded as long as funds areavailable.

o Your completed admissionsapplication allows you to beautomatically considered forsome scholarships. Otherscholarships require aseparateapplication.

Individual seminaries offer scholarshipassistance to students. Check with yourconstituent seminary for informationconcerningseminaryawards.

OUTSIDESCHOLARSHIPS

A search for outside scholarship money istime-consumingbutmaybewellworththeeffort. Students may be eligible for aspecific scholarship or grant from anoutside agency. Some sources to exploreare employers, unions, professionalorganizations, special interest groups, andthe Internet. Students must notify theOffice of Financial Aid if receiving fundsfrom any outside sources. If a studentreceives a scholarship from an outsideorganization,theOfficeofFinancialAidfirstapplies the amount against the student'sunmetneed, then toward self-help awards(by reducing private loans or work-study)andfinallybyreducingfederalaid(affectingfederalloansfirst)sothattotalfinancialaid(includingtheoutsidescholarship)doesnotexceedthecostofattendance.

STUDENTLOANS

TheInterdenominationalTheologicalCenterparticipates in the major federal studentloanprogramstogiveourstudentsthefullrange of options available for paying forcollege.Weknowstudentswouldprefertoreceive grants and scholarships, but therealityismanyofourstudentsmustrelyonloans as well to help pay for theireducation.Thefederalloanprogramsbelowoffer a secure, government-regulated,reasonably affordable way to invest inyourself and your goal of a highereducation. Student Loans are financialobligationsthatmustberepaid.Paycarefulattention to the terms and conditions ofanyloanyouaccepttohelppayforschool.Donotborrowmorethanyouneedorcanrepaycomfortablyafterleavingschool.

SATISFACTORY ACADEMIC PROGRESS FORFEDERALFINANCIALAID

Tobeeligible to receive a Federal StaffordLoan, a student must make SatisfactoryAcademic Progress (SAP). SAP is acombinationofqualitativeandquantitativecomponentsandismeasuredby:

• GradePointAverage(GPA);• Numberofcreditsearneddividedby

the number of credit hoursattempted;

• Maximum time frame to completethe degree (1.5 X the requiredprogramhours).

TheInterdenominationalTheologicalCenterwill perform a yearly SAP review for astudent who receives or applies for aFederal Stafford Loan. SAP reviews areusuallyperformedaftertheMayterm.As required by federal regulations, TheInterdenominational Theological Center

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administers an institutional SAPpolicy thatis consistently applied to all FederalFinancialAidapplicantsandrecipients.TheInterdenominational Theological Center’sFederal SAP policy is designed to improvethestudent’sacademicperformanceand isclosely tied to the academic standingpoliciesofthevariousdegreeprograms.Ifastudent fails to meet established SAPrequirements,asuspensionletterissenttothe student. A suspension letter is sent ifthestudent:

• haslessthana2.25cumulativeGPA;• has earned less than 67% of the

overallhoursattempted;• has attempted more than 150% of

thehoursrequiredtocompletetheirprogram.

A student whose eligibility for federalfinancial aid has been suspended maysubmitanappealifmitigatingcircumstanceprevented the student fromachievingSAP.Circumstances that may be consideredincludedeathinthefamily,accident,illness,orotheracademicperformancefactorsthatwere outside of the student’s control. If astudent feels that he or she violated TheInterdenominational Theological Center’sSAPstandardsdue tooneof these factors,the student may submit an appeal to theSAP Committee for review. SAP appealsshouldbedirectedto:SatisfactoryAcademicProgressCommittee

OfficeofFinancialAid700MartinLutherKingJr.DriveAtlanta,Georgia30314

The SAP appeal must be submitted inwriting to the financial aidofficewithin30days after receiving the letter of

suspension. The appeal must include thefollowing:

• identifying information includingthe student’s full name, socialsecurity number, current address,phone number and e-mail address(ifapplicable):---awrittenletterofappealfromthestudentexplainingthecircumstancethatledtotheir---SAP violation, and state whythose mitigating circumstances areno longer affecting their academicperformance.

Thispersonalstatementmustinclude:---a detailed explanation ofextenuating circumstances for eachterm the violation of SAP policyoccurred;and---a resolution or plan of actionexplaining how the student willensurefutureacademicsuccess.

Documentation of illness or medicalcondition is required when failing SAP isattributed to a medical condition. Astatement from the student’s academicadvisor is required for all 150% rateviolators. For all students who haveattempted more than 150% of the creditsnecessary to complete their degree, theadvisor must outline all remaining coursesrequired for the student’s degree programandtheexpectedsemesterofcompletion.The SAP Appeal Committee will reviewappeals within two weeks of receipt. Thestudent will be notified in writing of theresultsoftheirappeal.Appealdecisionsarebasedonthe informationpresentedto thecommittee and the SAP criteria. Appealdecisionswill fall into oneof the followingcategories:

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pending—additionalinformationisneededapproved—student is eligible to receivefederalaiddenied—student is not eligible to receivefederalaidprobation—the student will be sent a SAPcontract that details the academicperformance required in future terms forcontinuedreceiptoffederalfinancialaid.

Questions pertaining to the SAP policyshould be addressed to the Office ofFinancial Aid. A copy of TheInterdenominational Theological Center’sSatisfactory Academic Progress Policy canbefoundintheFinancialAidsectionofTheInterdenominational Theological Center’swebsiteatwww.itc.edu.

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700 Martin Luther King Jr. Drive, SW

Atlanta, GA 30314-4143

404-527-7700

www.itc.edu

ITC Academic Catalog 2017-2020 · 2017-11-29 · ACADEMIC CATALOG 2017-2020 ... MLK Jr. Observance...

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Transcript of ITC Academic Catalog 2017-2020 · 2017-11-29 · ACADEMIC CATALOG 2017-2020 ... MLK Jr. Observance...