This course examines contemporary theologies and principles of evangelization and catechesis; theories of human and faith development; and various models and methods of evangelization and catechesis. Particular attention will be given to advancing catechetical leadership skills in assessment and strategic planning for program improvement.

Utilizing practical theology methodology, this course introduces students to theological foundations for ministry, including historical and contemporary theologies of ordained and lay ministry. Students will explore the vocational call to ministry as well as the spiritual, human, and pastoral foundations for ministry. Finally, students will identify the theological principles that are foundational to their ministerial leadership.

The course addresses theological approaches to the “care of souls,” including theologies of suffering, grief, and death. Students develop skills in interpersonal dynamics of listening, empathy, systems assessment, professional judgment, and liturgical response in relationship to pastoral care of persons and communities.

Pastoral care is the ministry of compassion for the well-being of persons and communities. Traditionally the ministry has included four dimensions of care: healing, guiding, sustaining, and reconciling. This class focuses on healing and sustaining in the midst of loss, grief, illness, dying, and elder care and is grounded in a theology of Christ the healer and good shepherd.

Pastoral care is the ministry of compassion for the well-being of persons and communities. Traditionally the ministry has included four dimensions of care: healing, guiding, sustaining, and reconciling. This class focuses on guiding and reconciling. Guiding pertains to caring for people as they search out their calling and seek spiritual growth and maturity. Reconciling ministry is learning to help people and communities practice seeking and granting forgiveness. Both of these practices take place across a wide range of life experiences. This class will focus on life transitions, discerning callings, trauma and abuse, divorce, addictions, mental health, prison ministry, and community and social conflict. The course is grounded in a theology of Christ the reconciler and savior and future hope.

While some communities seem to form spontaneously, most require careful attention and consistent work in order to put down roots and thrive. This is the challenge of pastoral leadership. Outcomes for the course include identifying the principles that frame community as a theological, pastoral, and socio-cultural reality; learn and practice a model of gift discernment related to leaders and community members; create a framework for applying the functions of pastoral ministry to building and sustaining community life; articulate one’s personal vision of leadership for the sake of community; and exploration of the impact of culture, ethnicity, place, and mission on forming communities.

MDIV Students are required to participate in a basic unit of an accredited Clinical Pastoral Education program. MAM students may choose CPE as part of their field education practicum. Clinical pastoral education is conducted at an accredited CPE center.

Students study the biblical foundations, historical development, systematic theology, and canonical structures of ordained and lay ministry in the Church. Cross-listed with DOCT 413.

This course will address the theological, spiritual, and practical dimensions of Christian vocation. Students will examine the history and development of Catholic and Protestant theologies of vocation, with attention to creation, providence, and the gifts of the Holy Spirit. The course emphasizes vocation both as general, the calling Christians share together, and as particular, the unique ways God calls each person. We will study callings as they pertain to the whole of life, across the lifespan (children, teens, young adults, adulthood and the elderly), and in regards to work and professions. We will examine practices of discernment as well as interfaith perspectives on vocation. Cross listed with SPIR 414.

This course explores both the understanding of sexuality and celibacy in the Christian tradition in literature and art and the spiritual dimensions of sexuality and celibacy through prayer and personal development.

Why is spiritual practice on the rise? What do contemplation and social justice have to do with each other? Can people from different religions borrow practices from others? Students in this course will examine spiritual practices and ways of thinking about them that have become prominent in recent decades. These movements include the retrieval and redefinition of ancient practices (e.g., lectio divina, centering prayer, and the Jesus Prayer); the intersection of spiritual practice and social issues (e.g., the influence of other religions; the environment; and social justice); and contemporary theological emphases (e.g., work, the body, art, science, and gender). Students will explore recent scholarship on the rise of spiritual practice, the theological foundations as well as the actions and disciplines that comprise these approaches. Cross listed with SPIR 416.

Development of speaking, reading, and preaching skills at the eucharist and in other liturgical contexts such as marriage and family counseling or counseling the chemically dependent.

The study of spiritual direction allows students to develop skills in guiding others to identify and articulate their relationship with God through the life of faith, religious experience, discernment, and prayer. Students learn various models of spiritual direction and the purpose and dynamics of peer and individual supervision. Prerequisites: SPIR 437 The Practice of Discernment in Prayer.

Students study the theology, history and general principles of Church law. Students will build capacity to effectively analyze and solve canonical cases.

This course focuses on specialized training in modern tribunal and administrative determinations of civilly dissolved marriages. Students examine modern annulment practices in local dioceses.

Training in all aspects of liturgical presiding for those who will lead worship, including study of directives and rubrics in the relevant official documents. Use of gesture and voice, including singing, to relate well to the assembly and to other liturgical ministers. For future priests, emphasis on celebrating Mass. For future deacons, emphasis on their role at Mass, as well as presiding at Sunday Celebrations in the Absence of a Priest and other rites such as baptism. For lay students, emphasis on Sunday Celebrations in Absence of a Priest, and other rites such as funeral vigils. Prerequisite: Introduction to Pastoral Liturgy.

Capstone course for the Certificate in Spiritual Direction. Emphasis will be on integrating a theological understanding of spiritual direction with the experiences of practicum. This course will go more deeply into topics already introduced in the pre-practicum course, in addition to covering more advanced issues in spiritual direction. An exploration of Benedictine stability will support the on-going development of contemplative presence. Prerequisites: 1) Completion of the "Practicum for Spiritual Direction" 2) recommendation of the director of the Certificate Program in Spiritual Direction.

Study of the history of the church’s use of art liturgically and for the sake of evangelization, including the church’s embrace of the arts as it emerged from a Jewish aniconic tradition; how the relationship between the church and art evolved over the centuries; the different forms of sacred art; the possible differences between sacred art, liturgical art and devotional art; and implications for the establishment and maintenance of art collections. Cross listed with LTGY 441.

Historical overview of sacred architecture with attention to the theology and practice of the worshiping community. Communalities between sacred architecture from varied faith traditions, with emphasis on the unique aspects of Christian architecture. Acoustics and lighting in relationship to their impact on the symbolic and practical functioning of a building. Varieties of American Christian religious architecture as reflections of traditions, exploring commonalities and differences. Cross listed with LTGY 443.

This course allows students to explore the theology and practice of administration in relationship to: leadership theory, parish governance, human resources, financial systems, facility management, office services, technology management, and conflict management.

This course will explore the theological foundations of youth ministry, campus ministry, and parish young adult ministry within the broader conceptual framework of evangelization, catechesis, and initiation espoused by Pope Francis, the General Directory for Catechesis, the RCIA, Renewing the Vision, and Empowered by the Spirit: Campus Ministry Faces the Future. This course will foster the development of effective ministerial leadership practices addressing the current contextual context of “the rise of the nones.”

This course will provide an overview of pastoral and spiritual issues that ministers encounter with individuals and families in various life stages. Issues included in the course also include the lifecycle of a family and the cycle of healing for people.

Students will learn about major social issues affecting rural America, the social justice dimensions of these issues, and their implications for ministry in the Church. Cross-listed with MORL 456.

This course addresses catechetical methods for initiation into the sacramental life of the church and discipleship, including the sacraments of baptism, confirmation, Eucharist, reconciliation, and marriage. Issues of liturgical catechesis, readiness of candidates, preparation of the community and families will be incorporated.

This course examines social outreach programs, which include direct service ministries such as homeless shelters, prison ministry, food pantries, as well as initiatives that address systemic social, political and economic change. Students explore how the Catholic social teaching traditions inform a broad range of ministries at the parish, diocesan, and national levels.

Students work with an organization, project, or parish in the area of their ministerial interest. The supervised experience requires the students to integrate theological knowledge with pastoral practice in developing vocational identity as a public minister, exploring issues of leadership, power and authority; and gaining facility in articulating the Christian faith and in fostering the development of faith with others. Students will reflect on the practice of ministry in theological reflection groups.

Students work with an organization, project, or parish in the area of their ministerial interest. The supervised experience requires the students to integrate theological knowledge with pastoral practice in developing vocational identity as a public minister, exploring issues of leadership, power and authority; and gaining facility in articulating the Christian faith and in fostering the development of faith with others. Students will reflect on the practice of ministry in theological reflection groups.

Students work with an organization, project, or parish in the area of their ministerial interest. The supervised experience requires the students to integrate theological knowledge with pastoral practice in developing vocational identity as a public minister, exploring issues of leadership, power and authority; and gaining facility in articulating the Christian faith and in fostering the development of faith with others. Students will reflect on the practice of ministry in theological reflection groups.

This course marks the culmination of the student’s preparation for ministry. Students will demonstrate the ability to analyze and construct a response to pastoral situations utilizing biblical, theological, historical, and social scientific resources.

Various Topics offered. See schedule each semester for offerings.

Students preparing for ministerial leadership through the MAM degree are required to document and self-assess their readiness for ministry by developing a Ministry Learning Portfolio and presenting it first to a peer group, and second to faculty review group. The Ministry Learning Portfolios are developed over the duration of one’s degree preparation. MAM degree students are required to present their Ministry Learning Portfolio in their last semester. Offered for S/U grading only.

Students preparing for ministerial leadership through the MDIV degree are required to document and self-assess their readiness for ministry by developing a Ministry Learning Portfolio and presenting it first to a peer group, and second to faculty review group. The Ministry Learning Portfolios are developed over the duration of one’s degree preparation. MDIV LEM students present mid-degree (39-42 credits), MDIV seminarians (54-60 credits). Offered for S/U grading only.