2020-2021 2100 S

sioux falls seminary

Catalog 2020-2021 2100 S. Summit Avenue, Sioux Falls, SD 57105 I 800.440.6227 I [email protected] I sfseminary.edu

An accredited member of the Association of Theological Schools in the United States and Canada and the Higher Learning Commission of the North Central Association of Colleges and Schools Table of Contents

General Information Graduate Certificate President’s Message...... 1 Graduate Certificate...... 25 Accreditation...... 2 Mission...... 2 Bachelor’s Programs Kairos Philosophy of Education...... 2 Bachelor of Arts in Christian Thought and Practice..23 History...... 3 Statement of Beliefs...... 3 Certificate of Completion Campus...... 3 Listening People to Life - Spiritual Direction...... 25 Sioux Falls and In Context...... 3 Theological Collection...... 4 Tentative Course/Learning Experience Rotation Spiritual Growth...... 4 Tentative Rotation Schedule...... 28

Program Options Course Descriptions Customization...... 5 Undergraduate...... 29 Affordable, Accessible, Relevant, & Faithful...... 5 Graduate...... 31 The Kairos Project...... 5 Doctoral...... 35 Adapted Assignments & Learning Opportunities....5 Program Completion...... 27 Mentored Experiences Mentor Team Supervision...... 5 Learning Experience Descriptions In Context...... 6 Learning Experiences...... 36 Clinical Pastoral Education...... 6 Faculty and Administration Admissions Faculty and Administration...... 39 General Information...... 7 Kairos Affiliate Professors...... 41 Campus Visits and Inquiries...... 7 Emeritus Faculty...... 43 Admission Standards...... 7 Adjunct Faculty...... 44 Student Non-Discriminatory Policy...... 8 Undergraduate Equivalency and Exemption...... 8 Application for Admission...... 8 International Students...... 9 Canadian Students...... 9 Provisional Admission...... 9 Transfer of Credit - BA Level...... 9 Prior Learning Credit - BA Level...... 9 Demonstrated Proficiency...... 10 Pre-Seminary Education...... 10 Change of Enrollment Date...... 10 Application for Readmission...... 10 Funding Your Education...... 10 Financial Aid...... 10 Federal...... 10 Other...... 10 Accommodations...... 10 Accommodations for Disabilities...... 10 Health Insurance...... 12 Placement of Graduates...... 12

Doctor of Ministry Program Doctor of Ministry...... 13

Master’s Programs Master of Divinity...... 15 Master of Arts in Christian Leadership...... 17 Master of Arts in Counseling...... 19 Curriculum, admission and degree requirements, tuition and Master of Arts ...... 21 fees, or other policies may be subject to change. general information

Greg Henson President

president’s message Participating in God’s Great Work

Welcome to Sioux Falls Seminary. More importantly, welcome to the next step in your journey of discipleship and mission. People enroll in seminary for many different reasons, but one reason that seems to resonate with many students is that they were called by God. The call of God is powerful and intimidating at the same time. The God of the Universe has placed a call upon your life. You may be unsure of the exact way in which that call will unfold or you might be confident in the next step. In each case, you are first called to follow God.

Each of us is invited to experience life in the Kingdom of God and to use our gifts to serve the Mission of God. We have the privilege of participating in the great work God is doing in this world. It is in that work that we truly experience life. Your time at Sioux Falls Seminary is first and foremost a journey of discipleship. You will be challenged to engage in your walk with Christ in new and exciting ways. You will be asked to consider how God might be calling you to share the redemptive message of the Gospel.

At times, you will question whether or not seminary is the best option for you. At other times, you will simply revel in the grace and power of God. Please know that Christ is with you at each of those moments.

Sioux Falls Seminary is committed to developing servants for their participation in the kingdom mission. Welcome to that journey!

1 general information Other strive to meet people where they Evangelical Council for Financial are by listening to their stories and general information Accountability then helping them live into their Accreditation 440 West Jubal Early Drive kingdom callings. The seminary is accredited by: Suite 100 Winchester, VA 22601 Developing people for their unique The Commission on Accrediting www.ecfa.org callings is a process that blends of the Association of Theological together life and ministry, character Schools National Council for State Authori- development, and acquisition of 10 Summit Park Drive zation Reciprocity Agreement knowledge and ability. We believe Pittsburgh, PA 15275-1103 Sioux Falls Seminary has been that knowledge and ability are only 412-788-6505 approved by South Dakota to helpful if a student integrates them www.ats.edu participate in the National into his or her rhythm of life and Council for State Authorization ministry while walking through an The Higher Learning Commission Reciprocity Agreements. NC- intentional development process 230 South LaSalle Street SARA is a voluntary, regional with multiple mentors as facilitators. Suite 7-500 approach to state oversight of Chicago, IL 60604-1413 postsecondary distance Therefore, students are encouraged 1-800-621-7440 to integrate personal interests and www.hlcommission.org education. www.nc-sara.org past experiences into coursework, independent studies, and practical The following degree programs are approved by the Commission on learning experiences. As students Accrediting: preach, teach, counsel, lead, or • Master of Divinity Mission serve while earning their degrees, • Master of Arts in Christian Leadership We develop servants for their par- classroom instruction is simultane- • Master of Arts in Counseling ticipation in the kingdom mission. ously enhanced. • Master of Arts • Doctor of Ministry We strive to make theological Kingdom Calling education . . . Approved for a comprehensive distance We serve in the kingdom by provid- education program. ing systems of theological education accessible to all students by and integrative counseling that are offering flexibility in: The following degree programs are affordable, accessible, relevant, and approved by the Higher Learning .class scheduling and format faithful for the purpose of empower- location Commission: ing people where they are, thereby . • Associate of Arts and Bachelor of Arts level of programs and offerings offering a journey toward God’s . in Christian Thought and Practice .learning style • Graduate Certificate in Theological hope. Studies relevant to all students by: • Master of Divinity We believe theological educa- maintaining high academic quality • Master of Arts in Christian Leadership tion is too important to be accom- . • Master of Arts in Counseling while being applicable to a person’s • Master of Arts plished solely through the work of current context • Doctor of Ministry a seminary. Therefore, we partner with churches, nonprofits, ministry .helping students grow where God Approved for distance courses and training organizations, and other has planted them—meeting them programs. kingdom-minded ministries to create where they are in life and ministry an integrated system of theological Sioux Falls Seminary is a mem- education in which all components offering educational experiences ber of the Association for Clinical . enhance the others. that are applicable to a person’s Pastoral Education and is qualified and approved to prepare students unique calling for service in the chaplaincy of the We seek to help students grow United States Armed Forces. The where God has planted them by .instilling lifelong learning seminary is also a member of the fully integrating each individual’s Associated Schools of the Jerusa- life, ministry, and calling into their .providing active ministry lem University College. journey with us. Therefore, we experiences 2 general information

Kairos Philosophy History Statement of 1858 marks the beginning of the of Education seminary’s journey when Rochester Beliefs Sioux Falls Seminary is on the Sioux Falls Seminary affirms the Theological Seminary in New York move. It is now recognized as one Statement of Beliefs of the North established a German Department of the most innovative seminaries in American Baptist Conference which the nation, helping change and appointed a new faculty mem- was adopted by the 1982 NAB Con- theological education and how it ber as its head. From the depart- ference in Niagara Falls, New York. is done both in North America and ment’s founding, a small number The statement can be found online throughout the world. of German-speaking churches at: http://www.nabconference.org/ affirmed the endeavor and helped about-us/our-beliefs. In 2014, the seminary launched make the school a success. In the an experiment called the Kairos decades that followed, the Project. The goal was to shift the department grew in faculty and Campus focus of theological education. students and began to assume an Sioux Falls & In Context The Kairos Project was designed identity of its own—becoming the The seminary serves its students, to encourage integrated learning German Baptist Seminary. who are located throughout the and shape theological education United States and around the world, around moments in time instead of In the 1930s and 40s, the churches from its campus in Sioux Falls, SD. an academic calendar. Students of the North American Baptist (NAB) walk alongside a mentor team and Conference, formerly known as the The campus in Sioux Falls acts as in community with fellow students, German Baptists, were spreading the center from which the Kairos immersing them in a community of westward through the prairies and Project network grows and ex- learning and, most importantly, a to the west coast. In 1949, the pands. In July 2009, Sioux Falls community of faith. seminary, having changed its name Seminary campus occupied a to North American Baptist Seminary, new, state-of-the-art campus. The One result of this experiment is the relocated to Sioux Falls, SD, to be 45,000 square-foot facility was built Kairos Project. The other result is more centrally located to its constit- to help advance the use of educa- that this philosophy of education uency. The purpose of training pas- tional technology, to better steward is now infused into every student’s the environment, and to nurture the educational journey in some way, tors and church leaders remained regardless of program track. central to the school’s mission. spirit of community. The building is The mantra that goes with this LEED Certified and equipped with philosophy—affordable, accessible, Once again, to become more effec- technology that supports online relevant, and faithful—is much more tive in its day, Sioux Falls Seminary interactions with students and learn- than a set of words. It emphasizes relocated to new facilities in July ing in context. theological education as, first and 2009. In recent years, the scope of foremost, a journey of disciple- the seminary has expanded. In ad- Through the Kairos philosophy of ship and is integral to everything at dition to serving its key constituency education, a student’s ministry con- Sioux Falls Seminary. of the NAB, Sioux Falls Seminary text also plays an important role in is chosen by students from many their journey of discipleship. Educa- different denominations. Students tional opportunities offered through from throughout the United States Taylor Seminary and Evangelical and around the world choose Sioux Seminary are also accessible to Falls Seminary for their journey of students. Students are spread theological education. out across the United States and around the world, coming from as close as Sioux Falls and as far as

3 general information

Australia and the Middle East. This The library’s program of informa- istry, and faculty mentors provide is due, in large part, to the Kairos tion literacy features librarians students with a holistic view of philosophy of education. collaborating with faculty to ensure their journey of discipleship, allow- that seminary students know how ing them to explore and develop In nearly all cases, students are al- to locate, evaluate, synthesize and a deeper relationship with God ready serving in a ministry context. utilize information, regardless of as they progress toward program Through the Kairos Project, they format. Librarians are available to outcomes. Peer connections that walk alongside a mentor team and assist students individually in the organically grow out of the on-cam- in community with fellow students. use of all library resources. pus intensive gatherings often help The journey of theological education sustain students and keep them is integrated into the various as- The seminary is a partner in the connected as they work through life, pects of each student’s life (home, Digital Theological Library (DTL), ministry, and learning together. work, church, etc.), and learning is which is a digital library of religious facilitated through contextually-in- and theological studies that includes tegrated educational moments and digitally available resources such as adaptable assignments—making the ministry context an integral part ebooks, articles, journals, subject of the journey and the way learning guides, and databases. Databases and development take place. include JSTOR Religion Collections 1-3 (ebooks), the Religion & Theol- ogy Collection (journals), Project Library Resources MUSE Philosophy and Religion, The seminary has a theological and ProQuest One. collection housed within Augus- tana University’s Mikkelsen Library, Use of the Internet Archive Open which is located directly across the Library, a digital public library, is street. Mikkelsen Library provides also encouraged. Partners of the library services and support to the seminary have recently added their seminary’s faculty and students. collections to the Open Library. The library is a member of the South Dakota Library Network (SDLN), a statewide library Spiritual Growth cooperative providing access to We are not only committed to the books, government documents, academic success of students but media, and journal articles. A variety also to their spiritual well being. of electronic resources including On-campus intensive gatherings ATLA Religion with ATLAS Serials, provide the opportunity to gather ATLA Historical Monographs I & II, for learning, discipleship, and peer PsycInfo, PsycArticles, New Tes- connections. Close student-faculty tament Abstracts, Old Testament and student-student relationships Abstracts, Catholic Periodical and that form through mentor teams Literature Index, JSTOR, Logos and gatherings provide support for Seminary Collection, Project MUSE, personal, academic, and spiritual Oxford Reference, ebrary, Films on matters. Demand, and CREDO Reference are made available electronically. Personal development is weaved throughout the mentoring process and the curriculum. Personal, min- 4 track for all programs at the semi- maturity in the areas of content, program options program options nary. It offers affordable, accessi- character, and craft. In harmony ble, and relevant theological educa- with vocational rhythms and under tion to students by developing them the instruction of mentor teams, in the places where God has placed assignments can be adapted or tai- Customization them. As a result, the journey of lored to better fit a student’s context Affordable, Accessible, theological education is integrated and/or needs. In addition, students Relevant, and Faithful into the various aspects of students’ can participate in learning oppor- Theological Education lives (home, work, church, etc.) tunities from a number of different Developing people for their unique and learning is facilitated through partner organizations to augment callings is a process that blends contextually-integrated educational their work as they progress toward together life and ministry, character moments and adaptable assign- program outcomes. development, and acquisition of ments. knowledge and ability. We believe that knowledge and ability are only It is designed specifically for indi- helpful if a student integrates them viduals who are actively engaged in Mentored into his or her rhythm of life and ministry and/or desire to integrate Experiences ministry while walking through an their faith and work. Students move intentional development process Mentor Team Supervision toward outcome-based Christian Students walk alongside a mentor with multiple mentors as facilitators. maturity under the supervision of team that consists of a faculty men- a mentor team, by the direction of tor, a personal mentor, and a voca- Therefore, students at Sioux Falls faculty, and through participation in tional mentor. Mentors encourage Seminary are encouraged to inte- a cohort-based community of learn- mentees and help them process life. grate personal interests and past ing. Their principal role is to evaluate experiences into their journey of progress toward program outcomes. theological education. As students With the exception of intensives In other words, mentors do things preach, teach, counsel, lead, or on the main campus three times like help students order their lives to serve while earning their degrees, each year, coursework is typically find contextually-integrated edu- classroom instruction is simultane- completed in context. As a result, cational moments, design adapted ously enhanced. As a result, the success is heavily dependent upon assignments, and, most importantly, student’s context is an integral a student’s ability to be an review completed assignments. part of their journey and the way in intrinsically-motivated learner. Through the master assessment which learning and development process, the mentor ensures that takes place. However, all of the seminary’s each outcome has been achieved. learning modules are available for This all works together to provide a Students at Sioux Falls Seminary students to supplement or enhance well-rounded view of students—in- participate in the Kairos Project, giv- in-context work. Some commonly stead of a one-dimensional faculty- ing them the flexibility to customize taken in a traditional format include to-student view. their educational path. Whether im- those in the areas of Old Testament, mersed in their context near Sioux New Testament, church history, Falls or around the globe OR taking Direction of Faculty Sioux Falls Seminary professors a more classic route through on christian heritage, ethics, and more. supervise and direct students at a campus or online course modules, number of key places: designing students at Sioux Falls Seminary Adapted Assignments the standard curricula, teaching at define the path through which they & Learning Opportunities intensive gatherings, orchestrat- pursue their program. Students can tailor course work to ing student group functions, and their individual needs. The Kairos conducting institutional student The Kairos Project curriculum has a standard path that learning and program assess- The Kairos Project is a journey of provides a set of suggested assignment. Furthermore, each faculty discipleship through which students ments for each program outcome. mentor coordinates mentor team walk alongside a mentor team and These suggested assignments meetings,submits master assess- in community with fellow students. provide prescribed opportunities for ment results, and reports to the This educational track is the primary students to demonstrate Christian seminary. 5 year as whole units, half units, or Participation in a Cohort-Based extended units. One unit equals six Community of Learning semester hours of credit. Stipend Community develops quite naturally internships of one year are available as students and mentors experi- throughout the United States and ence educational life together. Canada for students and gradu- Contributing to this are: deep ates who have completed at least mentor relationships, opportunities one unit of training. To learn more program options for worship and fellowship, and about opportunities in your area, informal, but meaningful visit www.acpe.edu and click relationships that form over shared “students.” interests and contexts. Students enter, and remain united, as cohorts. Partnerships Sioux Falls Seminary believes They attend the same intensives theological education works best when possible, sometimes meet in when it integrates with and utilizes recurring student groups, and may learning and formational experienc- pursue assignments together. es from kingdom-minded partners. A number of different opportunities are available to students at the non- In Context degree, certificate, master’s, and Students are required to have an doctoral levels. articulated ministry context. This could be in a church, parachurch, Programs and educational experi- nonprofit, or business setting. In all ences offered by partners become cases, the student must be able to learning resources that enhance articulate how his or her vocational learning within a degree program. context fits with his or her desired Students can also adapt course- program work. Each student must work to integrate learning experi- have a ministry mentor who will ences from partners. An approved be responsible for evaluating and adapted assignment document assessing the student throughout shows exactly where the assign- the program. The vocational mentor ments or work from a partner’s must be in a position to assess and program tie into the seminary’s evaluate the student on a consis- curriculum, helping students and tent basis. In many cases, this is mentor teams easily identify places a supervisor, but it is not required. for integration. Key requirements are knowledge of the student’s context, the ability to evaluate and assess the competen- cy of the student, and a willingness to be in a mentoring relationship.

Clinical Pastoral Education The Association for Clinical Pastoral Education and the Canadian As- sociation for Pastoral Practice and Education accredit over 400 training centers throughout North America. Clinical Pastoral Education fosters personal and professional development under the supervision of a nationally certified clinical supervisor. One unit of CPE consists of 300 hours of clinical practice plus 100 hours of structured group and individual education. The training may be completed throughout the 6 admissions

tion from a recognized accredit- admissions Admission ing agency may be considered Standards for admission under the under Admission to any degree program graduate degree exemption. General at Sioux Falls Seminary is based upon the following considerations: • Doctoral level: Completion of a Information Master of Divinity degree (or its Sioux Falls Seminary seeks to enroll equivalent) with a B average or • Completion of all application persons with spiritual maturity, emo- higher from a school accredited materials. tional stability, intellectual strength, by the Association of Theologi- and ethical integrity. The seminary cal Schools (or an equivalent • An authentic faith in Jesus welcomes men and women of all accrediting body outside of the Christ as the foundation for ages from all ethnic, cultural, and US or Canada) and active en- responsible life and service. denominational backgrounds. gagement in a ministry setting OR completion of an accredited • Christian character as evi- master’s degree in an area The seminary is in agreement with denced by a moral life that ex- related to the student’s minis- and follows closely the recommenda- hibits the fruits of the Spirit, con- try setting or vocational calling tions of the Association of Theologi- firmed by the applicant’s church and fulfillment of the six criteria cal Schools regarding its admissions and its pastoral leadership and developed by the Association reflected in such characteristics policies. of Theological Schools and ac- as honesty, respect for others, tive engagement in a ministry obedience to the law, and a Any questions regarding admissions setting. policies and procedures may be commitment practicing the way of Jesus. directed to the Office of Enrollment • Students approved for admis- Management. sion into Taylor Seminary in • A call to Christian service and Edmonton, AB, or Evangelical Call: 1-800.440.6227 exercise of gifts for ministry as Seminary in Myerstown, PA, explained in a statement from Write: Office of Enrollment may be considered for automat- the applicant and confirmed by Management ic acceptance into Sioux Falls Sioux Falls Seminary his/her church. 2100 South Summit Avenue Seminary programs. Com- pleted Taylor and Evangelical Sioux Falls, SD 57105 • Bachelor’s level: A high school student files will be reviewed by degree or its equivalent, with a Fax: 605.335.9090 the Office of Enrollment Man- grade point average of at least agement before a decision on E-mail: [email protected] 2.5 on a 4.0 scale. automatic acceptance is made. • Master’s level: A baccalaureate degree or its equivalent from While desiring to maintain flexibility Campus Visits an accredited institution, with a and reflect good will to all persons grade point average of at least who apply for admission to its and Inquiries 2.5 on a 4.0 scale (3.0 for M.A. programs, Sioux Falls Seminary Prospective students are welcome in Counseling applicants). M.A. will exercise its right to expressive to visit or call to learn more about in Counseling applicants who association by admitting only indi- the seminary when they are in the have not achieved a 3.0 grade viduals whose religious viewpoints process of discerning seminary point average may take the and behavioral commitments are education. Graduate Record Examination consistent with the values it seeks to be considered for admis- to instill. Likewise, the seminary re- sion. An applicant possessing a baccalaureate degree from an serves the right to draw conclusions institution not holding accredita- regarding the evangelical Christian profession of all applicants. The 7 seminary Admissions Committee as someone with a degree. Equiva- has no legal obligation to give spe- lency allows the seminary to extend Students are not guaranteed admis- cific reasons to an applicant denied the benefits of seminary education sion merely upon submission of acceptance into any of its degree to those who can benefit from it, but materials but only after evaluation programs. who have not had the opportunity and approval by the Office of Enroll-

admissions and advantage of obtaining a formal ment Management. The seminary Applicants with deficiencies in oral baccalaureate degree. reserves the right to call for addi- or written expression, or in any other tional requirements before making a area of pre-seminary studies, may There is no set standard or pro- decision. be required to complete supplemen- file that exists for equivalency. All tary studies. submissions are examined on a Exemption case-by-case basis. In addition to Undergraduate degree exemption is the standard application materials, ideal for those who do not meet the an applicant may show evidence of requirements for equivalency but Student Non- equivalency by submitting at least still show the potential for ministry Discriminatory three of the following: and aptitude for graduate level work. A limited number of students Policy • Official results from the Gradu- may be considered for certain pro- It is the policy of Sioux Falls ate Record Examination (GRE) Seminary, as required by law, not to grams. Applicants follow the same with a score at the 50th application process as those apply- discriminate on the basis of gender, percentile or higher. disability, race, color, or national ing for equivalency. and ethnic origin in its admissions • A transcript showing completion policies, educational programs, ac- of at least 60 semester hours tivities, administration of its educa- of undergraduate work from an Application for tional policies, scholarship and loan accredited school with a GPA programs, employment, recognition of 2.5 or higher or a transcript Admission An application will be considered of rights, or granting of privileges showing completion of at least 30 semester hours of under- complete when the following items generally accorded or made avail- graduate work from an accred- have been received: able to students at the seminary. ited school with a GPA of 3.75 or higher. • The completed application for The following person has been admission. designated to handle inquiries • Documentation of an interview regarding the non-discrimination with a faculty member with the • The autobiographical statement. policies: Brandi Pohlmeier, Kairos faculty member’s full approval. Advisor and Registrar, 2100 S. • Two completed reference forms. Summit Avenue or 605-336-6588 • Documentation showing One from a pastor and one or [email protected]. For completion of one or more college instructor, employer, or additional information, visit www. Sioux Falls Seminary courses personal reference. with a grade of B or higher. sfseminary.edu/section504. References from immediate family members are not • A research paper of at least accepted. Applicants 20 pages, to be evaluated by having difficulty identifying Undergraduate faculty as acceptable for gradu- or locating one of these ate work or three short papers individuals may contact the Equivalency and (3 pages in length), exposi- Admissions Office for tory, narrative, analytical, to be alternative suggestions. Exemption evaluated by faculty as accept- Equivalency able for graduate work. • An official transcript from each Students who have not completed college and graduate school baccalaureate degrees, but who are • A portfolio or resume which attended. able to demonstrate through other gives evidence of the per- means that they posses the quali- son’s life experience, including Applicants who have not yet ties and skills necessary to complete work experience and training, graduated should request a graduate level work and a readiness involvement in the life of the current transcript at the time church, and personal experi- for ministry, may be admitted to the of application as well as a ences and development. seminary on the basis of equivalency. final transcript after graduation. Applicants are encouraged to Equivalency does not grant a bach- submit additional evidence if it can • A nonrefundable application fee elor’s degree, but merely shows help demonstrate or support experi- payable in U.S. funds. that the person possesses similar ences which may be considered for • Signature page understanding, skills, and knowledge equivalency. • ACH or payment plan form 8 Because of the program require- than 85 will be required to com- sional admission after submitting ments, interviews will be required plete coursework in writing stan- three of the following items: Gradu- for the Master of Arts in Counseling dard English before entering ate Record Examination results, a program. The Admissions Commit- Sioux Falls Seminary. Applica- transcript with work completed, an tee may also require interviews for tion forms for this examination interview with a faculty member, a are available from Educational completed two-or three-hour Sioux admissions admission into other programs. Testing Service, Box 955, Princeton, NJ 08541, USA. Falls Seminary course, a 20-page Complete applications should be research paper, or a portfolio of evi- submitted at least two weeks prior • Equivalency of degrees earned dence of the applicant’s life experi- to the beginning of the month or at institutions outside the United ence. The provisional admission semester for which entry is sought. States. All coursework must be may extend up to a year or until at In case of late application, students evaluated to show equivalency least two outcomes have been com- may be admitted conditionally. If to United States educational pleted and then may be removed at admission to a degree program fol- standards. Students would be any time after the student has dem- lows, full credit for work done during required to make arrangements onstrated ability to do acceptable for their previous course work to the period of conditional admission graduate work in individual and/or be evaluated by the Internation- classroom settings. will be granted. Applications must al Education Research Foun- be completed in full and acceptance dation, Inc. (IERF), and have re- complete before registering for the sults forwarded to the seminary. Other students admitted provision- next semester. IERF can be contacted at: ally will be given the opportunity to ...... P.O. Box 3665 demonstrate their ability to function All correspondence concerning ...... Culver City, CA 90231-3665 at the appropriate graduate level for admissions should be addressed to ...... www.ierf.org a designated period of time, after the Office of Enrollment Manage- which the provisional status will be ment. Upon request, an admissions Exceptions may be given removed. packet with an application form and to students from Canada and from schools for which the recommendation forms will be sent. seminary has prior knowledge of their educational Transfer Credit - standards. BA Level International • Satisfactory evidence that the On a case-by-case basis at the Students necessary funds for travel, Undergraduate level, Sioux Falls Sioux Falls Seminary encourages tuition, and living expenses are Seminary will accept up to 90 hours students to study in their context, available. of transfer credit for the Bachelor of believing it enhances the education- Arts in Christian Thought and Prac- al journey. This includes internation- tice. See the Student Handbook for al students. Sioux Falls Seminary details. is authorized under federal law to Canadian enroll non-immigrant alien students. Students Because of the frequency with Students may enter the United which non-immigrants who are Prior Learning States under “F” visa status. The Canadian nationals enter and re- Credit - BA Level student should give careful con- enter the U.S., requirements for On a case-by-case basis, up to 60 sideration to the obligations and Canadian students wishing to enter credits of prior learning credit can be awarded for the Bachelor of Arts privileges of the “F” visa. Accompa- may be different from those of other in Christian Thought and Practice. international students. Contact the nying spouses of “F” status holders Details regarding the process for enrollment office for more specific (in “F-2” status) may not engage in prior learning credit can be found in employment. information. the Student Handbook.

In addition to the application process, students must give evidence Demonstrated of the following: Provisional Admission Proficiency - • Applicants whose native An applicant for admission who Graduate Level language is not English and does not have a baccalaureate who do not hold a degree from degree, but who meets all other Graduate students are encouraged to demonstrate proficiency a U.S. college are required admissions requirements, or an ap- in outcome-level courses through to submit their score for the plicant possessing a baccalaureate TOEFL exam. adapted assignments and/or micro- degree from an unaccredited institu- transfer at the target level. This Applicants whose score is lower tion, may be considered for provi- process does not guarantee com- 9 admissions phy, psychology, sociology, anthro- European and American), philoso Western culturesaswell and composition,history(non- recommended: Englishliterature in manyofthefollowingsubjectsis seminary andtheministry. Study ground conducivetosuccessin study wouldprovideabroadback social sciences. This courseof particularly inthehumanitiesand traditional liberalartscourses, to takeadvantageofaprogram preparing fortheministrymaywant pleted undergraduatestudyandis A studentwhohasnotyetcom- different interestsandbackgrounds. that Godusespeoplewithmany Sioux FallsSeminaryrecognizes ate degreerequiredforadmission. submit newapplication materials. A sary, thestudent willberequiredto of morethantwoyearsisneces ted. Ifanenrollmentdeferment for whichthestudentwasadmit the enrollment foruptotwoyears from An acceptedstudentmaydefer Enrollment Date Change of humanities, andsocialscience. in theareasofpsychology, program maywanttoconcentrate Master of Arts inCounseling Students preparingtoenterthe training. or Hebrewintheirundergraduate aged toincludeintroductoryGreek Master of Arts programareencour Master ofDivinityprogramorthe Students preparingtoenterthe modern languages,andreligion. pology, There Education Pre-Seminary the StudentHandbook master assessmentprocess.See conversations andlaterthroughthe worked outthroughmentorteam it countforcredit. This processis petency intheoutcomenordoes

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- Information forveteransisavailable proved forthetrainingofveterans. Sioux FallsSeminaryisfullyap Veterans Benefits SFS campuseachyear. study positionsavailableonthe There arealimitednumberofwork College Work-Study site formoreinformation. Please refertotheseminaryweb Federal Stafford LoanProgram. The seminaryparticipatesinthe Loans Federal Financial Aid certificates. time whilepursuingtheirdegreesor at theseminaryworkparttofull and work.Moststudentsenrolled are designedtointegrateintolife All SiouxFallsSeminaryprograms Employment through savingsandemployment. a majorshareoftheirexpenses Students areexpectedtoprovide Self-Support disability, fromparticipatingin semi disabilities, solely byreasonofthe otherwise 1990 Americans withDisabilities Act of Rehabilitation Act of1973andthe compliance logical, andlearningdisabilities.In students withphysical,psycho reasonable accommodationsfor ted toprovidingequalaccessand Sioux FallsSeminaryiscommit Disabilities Accommodations for Accommodations calling [email protected] or the tional andFederalloans,contact For moreinformationoninstitu other organizations. congregations, denominations,or acquired throughstudents’ church Additional Other Management. through

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ability. functional limitationsofthe dis accommodations address the modations. Explainhowthese Specific abilities shouldbedescribed. nication, etc.),andbehavioral tention, distractibility, commu- etc.), perceptual,cognitive(at (mobility, dexterity, endurance, on physical limitations functional condition. The currentrelevant Current functionalimpactofthe ducted. last fullevaluationwascon evaluation, indicatewhenthe recent evaluationwasnotafull method utilized. of thediagnosticassessment a comprehensivedescription most recentevaluationand (DSM) codes,thedateof of DiagnosticStatisticalManual Classification propriate, includeInternational ying thedisability. Whenap- A diagnosticstatementidentif-

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and assistance.Documentation agement foradditionalinformation ties. Ifastudenthasmultiplecondi learning andpsychologicaldisabili tions, informally. in ordertoresolveanycomplaint fice to seektheassistanceofOf- Students arealwaysencouraged a disability. service hasbeendeniedbecauseof program, activity, resourceorother lieves equalaccesstoanacademic or aformalgrievanceifhe/shebe the qualified accommodations tostudentswith nary aimstoprovidereasonable vice oractivity. SiouxFallsSemi- tion inanyseminaryprogram,ser otherwise subjectedtodiscrimina excluded fromparticipationin,or a ensure It isSiouxFallsSeminary’s policyto Procedures Disability GrievancePolicyand [email protected] Fax Phone Sioux 2100 Kairos Advisor andRegistrar Brandi Pohlmeier tion shouldcontact: a disabilityrequiringaccommoda A studentwhobelieveshe/shehas student’s academicrecord. confidential Enrollment Managementiskept that with Students areencouragedtoconsult tials. signature andlisthisorhercreden should containtheprofessional’s interact. Finally, documentation regarding howtheconditionsmay is needed,aswellinformation ing thepresenceofeachdisability ment, service) thedisputeinvolves whomever (faculty member, depart- informally between thestudentand effort toresolvethe disagreement ment Managementwillmake every

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e-mail address,andstudent’s identi- name, address,home/cellnumber, ing informationinwriting:student’s grievance mustincludethefollow formal grievanceprocess. A formal may choosetoproceedwiththe other accommodations,thestudent student’s eligibilityforacademicor ment Managementregardinga • to thefollowing: Please provideadetailedresponse fication sion the grievancearisesoutofadeci address thestudent’s concernsor informal processnotsatisfactorily the find The studentthen hastherightto the involved inthegrievance. This is with thestudentandother persons from completionofthemeeting(s) complainant within15working days written responsetothestudent/ Dean ordesigneeshallissuea the fied of discriminationbasedonaquali ough investigationofthecomplaint the purposeofcompletingathor Disability GrievanceCommitteefor Dean ordesigneewillconvenea The • • • is ourhopetoresolveconcernsand and willdosoinatimelymanner. It After theinvestigationiscomplete, provide information. grievance maybeinattendanceto and otherpersonsinvolvedinthe viduals includingthecomplainant

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appeal the investigation to Greg Henson, President of Sioux Falls Seminary (ghenson@sfseminary. Placement of edu). The same guidelines re- Graduates garding submission of information Although many students are al-

admissions applicable to the incident apply. ready actively serving in ministry The President shall then review and vocational contexts during their the student’s complaint as well as studies at Sioux Falls Seminary, the findings of the Disability Griev- the seminary does work to connect ance Committee and respond to the students and ministry job openings student in writing within 15 working through a job board on its website. days. This is the final institutional level of appeal. SFS makes every effort to serve all denominations as effectively as While it is hoped the complainant possible. Denominational represen- can resolve a grievance within the tatives make themselves available campus process, he/she has the to students, and the seminary is right to file any grievance directly able to put students in touch with to the U.S. Office of Civil Rights at the placement personnel of many any time. The Statute of Limitations denominations. In addition, the for filing a complaint with OCR is Placement Committee of the North 180 day from the time the incident American Baptist Conference occurred. makes recommendations to churches that have openings. OCR’s contact information is found below: Graduates of the counseling pro- Office for Civil Rights – Region VII gram may secure counsel on One Petticoat Lane placement from the counseling 1010 Walnut St, Ste 320 faculty and personnel at Sioux Falls Kansas City, MO 64106 Psychological Services. Phone: (816) 268-0550 Email: [email protected]

Further information regarding disability and the law is available online at www.sfseminary.edu/section504.

Health Insurance All students are encouraged to carry health insurance. All international students and their families are required to have U.S. health insurance that meets standards set by U.S. immigration services.

Auditing Some of the seminary’s learning experiences are available for audit on a case-by-case basis. Interested individuals should contact the Office of Enrollment Manage- ment for details.

12 DOCTOR OF MINISTRY 7.0

DOCTOR OF MINISTRY .Continuing Well - Close your Kairos journey by reflect- The Doctor of Ministry is a practical, professional degree ing on your experiences and preparing to continue well program that enables individuals to reflect critically upon on a path of lifelong learning. their vocations, engage in rigorous theological reflection and advanced learning experiences, and These outcomes are integrated learning goals rep- grow in ministry competence. The program is centered resenting critical features of Christian fullness. Ev- around a praxis model of theological reflection that erything in this program will help move you toward stresses the continual interaction and integration of the achieving these major markers of maturity. Seminars biblical, theological, and cultural disciplines of inquiry and assignments do not exist for their own sake but as along with the practical application of those disciplines in ways to quantify demonstrable movement toward the ministry. It is designed for the continuing development of outcomes. persons who have exhibited exceptional leadership and academic ability. PROGRAM OVERVIEW The Doctor of Ministry is designed for students seeking to engage in a program that is based primarily in context. PROGRAM OUTCOMES Students develop and deepen their maturity in Christ under the supervision of a mentor team, by the direction .Starting Well - Demonstrate a functional understanding of the Kairos system and that you have explored of faculty, and through participation in a cohort-based available resources for taking responsibility of your community of learning. The program is comprised of an educational journey. entry course, three integration intensives, two directed learning experiences, a final project, and a completion .Effective Project Design - Demonstrate the ability to course. develop a project proposal that will present new knowledge about the practice of ministry in your particular The main emphasis of the program is the design and context; completion of a doctoral-level final project that addresses both the nature and the practice of ministry. All seminars .Integration in Ministry Context - Demonstrate a high- and assignments focus on this final project. Students level of competence in the integration of content, char- with a very specific focus of study in mind (spiritual acter, and craft specific to your ministry context; transformation; pastoral psychoanalysis; missional theol- .Biblical and Theological Understanding - Articulate a ogy, etc.) may develop hyper-focused directed learning biblical/theological analysis and understanding of your experiences by working with a partner. particular ministry context and practice; .Sociological and Cultural Understanding - Articulate the sociological and cultural realities that impact your ADMISSION REQUIREMENTS particular ministry context and practice; .Completion of a Master of Divinity (or its equivalent) with a B average or higher from a school accredited by .Final Project - Present new knowledge about the the Association of Theological Schools (or an equivalent practice of ministry in your particular context through accrediting body outside of the United States or Canada) completion of doctoral-level research and a project. OR Completion of an accredited master’s degree in an

13 area related to the student’s ministry setting or voca- alongside you throughout your studies. Your team will be tional calling and fulfillment of the six criteria developed comprised of a faculty mentor, a vocational mentor, and by the Association of Theological Schools. a personal mentor. Your mentors should encourage you, Active engagement in a ministry setting help you process life, and evaluate your progress toward . the program outcomes. During the preliminary Starting .Completion of all application materials Well course, you will nominate a vocational and personal mentor. Community will develop quite naturally as you Students not meeting all requirements may be eligible and your mentors experience educational life together. for a provisional acceptance if additional criteria are met. Contributing to this are: deep mentor relationships, op- Contact Enrollment Management for more details. portunities for worship and fellowship, and informal, but meaningful relationships that form over shared interests and contexts. Most students enter, and remain united, MENTOR TEAM as cohorts. They attend the same seminars, meet in As a student in the Doctor of Ministry program, you will recurring student groups, and experience educational life be under the supervision of a mentor team that journeys together.

COURSE OF STUDY

Program Entry minute presentation (in consultation with your mentor You’ll begin the program in the preliminary Starting Well team) that will be presented to and evaluated by peers. course and the required Foundations Seminar. Directed Learning Experiences significantly contribute to • Starting Well (3) Year 1 the final project and allow for concentration in a particular area of ministry in relationship to the final project. • Effective Project Design (6) Year 1 Planning for these experiences takes place within the Foundations Seminar/Project Proposal Foundations Seminar and as part of the project proposal. Your mentor team will help you finalize your project proposal. Effective Project Design is complete once the • Bible/Theology Seminar (6) Year 1 Foundations Seminar has been taken and the project proposal is approved. • Integration in Ministry Context (6) Year 2 Directed Learning Experience I Integration and Directed Learning Directed Learning Experience II After you successfully complete the Foundations Seminar and your project proposal is approved, you will • Sociology/Culture Seminar (6) Year 3 move onto the Integration Seminars and Directed Learning Experiences. Program Completion Integration seminars are required. They may be taken in The program comes to a close with the successful com- any order after completion of the Foundations Seminar. pletion of a final project and the Continuing Well course. However, the Bible/Theology Integration Seminar is typically taken first. Prior to each seminar, you will do • Final Project Completion (6) Year 3 extensive background reading and then prepare a 30-40 • Continuing Well (3) Year 3

36 CREDIT HOURS

14 master’s programs studies. mission. Italsopreparescapableindividualsfordoctoral ministries aswellforparticipationinthekingdom planting, missions,youthministry, andotherchurch staff toral ministries:chaplaincy, militarychaplaincy, church leader. Graduatesareequippedforavariety ofpas knowledge andskillsnecessarytobecomeaspiritual You willdeveloppersonalresourcesaswellthe theology, andministryareatthecoreofprogram. leadership andordinationinmostdenominations.Bible, four-year courseofstudywillprepareyouforpastoral primary functionoftheMasterDivinityprogram. The kingdom missionandinvariousformsofministryisthe Developing Christianleadersforparticipationinthe corporate worshipofthe Triune God; frameworks, informingyour life andministry, including theological understandingand awarenessoftheological gospel; dynamic, andculturallyappropriatecommunicationofthe cultural frameworks,empoweringyouforeffective, faithful, Demonstrate effective culturalexegesisandawarenessof ological frameworks; through in-depthbiblicalstudyandawarenessofmethod Father; Christian communityanddevotedtothegloryofGod exhibits thefruitsandgiftsHolySpiritasformedintheir sources fortakingresponsibilityofyoureducationaljourney. the Kairossystemandthatyouhaveexploredavailablere ...... PROGRAM OUTCOMES MASTER OF DIVINITY Christian Tradition- Demonstrateappreciative andcritical and Worship-Theology Demonstrateacoherent Christian Cultural ExegesisandGospelProclamation- BiblicalExegesis- Demonstrate skillfulexegesis Skillful Christian Spirituality- Articulate howyourlifeinChrist Starting Well -Demonstrateafunctionalunderstandingof DIVINITY OF MASTER 7.0

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15 your philosophyofleadership; tian ethicsanddemonstratehowitinformsdailyliving life stewardship. mentored life,intentionalChristiancommunity, andwhole- competence intheintegrationofcontent,character, and collaborativeleadershipinformedbyintegrative implemented instrategiesforministry; awareness ofyourownandotherChristiantraditionsas . calling. coursework canbecustomized inlightofyourneedsand journey willbeorientedtoward outcomes,andyour cohort-based communityof learning. Your educational by thedirectionoffaculty, andthroughparticipationina Learn andgrowunderthe supervision ofamentorteam, educational momentsand adaptable assignments. opportunities facilitatedthroughcontextuallyintegrated The . . path oflifelonglearning. on yourexperiencesandpreparingtocontinuewella . . and . systems, andemotional-relationalintelligence; reflection, . of 1inanycategory master assessmentscoresof8orhigherwithnoscore KAIROS PHILOSOPHY REQUIREMENTS FOR GRADUATION Christian Ethics- Articulate yourunderstandingofChris Recommendation ofmentorteam Demonstrated masteryinallprogramoutcomeswith Continuing - Articulate andengageyourvocationina Life Mentored Integration inCommunityI,II&III-Demonstratea Care andCollaboration-Demonstratecompetentcare

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to nearly every learning experience and resource in the AREA OF FOCUS Kairos network. If you are interested in focusing on a particular area When you begin your program, you’ll work with your of study to meet your specific vocational development mentor team to define mastery in your context and needs, you can work with your mentor team or a Kai- consider the ways you might learn best. You may ros partner to customize or concentrate in a particular choose to follow a developed “standard path,” to adapt a academic area. Ministry partners offer concentration standard path, or work with your faculty mentor to in areas such as spiritual direction or transformation, customize a new path. While traditional and self-paced discipleship, missional church leadership, worship learning experiences are available, coursework is most leadership, and more. Those pursuing or are required often done in context and under the supervision of your to pursue Clinical Pastoral Education (CPE) or Biblical faculty mentor, vocational mentor, and personal Languages for ordination or other vocational goals, will mentor. Kairos gatherings, available to attend in person work with their mentor team to determine the available or online and offered several times each year, will con- options. Partnership program, CPE, and outside Biblical nect with the wider Kairos community and expose you to languages study are not included in tuition. the breadth and depth of the family of God.

PROGRAM BREAKDOWN Christian Tradition 6 Areas of Focus: early church history, the reformation, modern church history, denominational heritage, Christianity Course Credit Hours Starting Well 3 Areas of Focus: journey preparation, Christian Ethics 6 mentor team development Areas of Focus: ethical reasoning, Christian ethical reflection, Christian leadership Christian Spirituality 6 Areas of Focus: spiritual formation, life in Christ, fruits of the spirit Collaboration and Care 6 Areas of Focus: collaborative leadership, care, counseling, human Skillful Biblical Exegesis 6 and organizational systems Areas of Focus: Old and New Testaments, Bible interpretation, Biblical exegesis Integration in Community I, II & III 6 ea. Areas of Focus: high-level integration, Cultural Exegesis and diversity of perspectives, empathetic Gospel Proclamation 6 listening Areas of Focus: mission of the church, ethnohermeneutics, gospel communication, gospel communication in practice Mentored Life 6 Areas of Focus: Christian discipleship, walking with fellow Christians, Theology and Worship 6 vocational resilience Areas of Focus: God, Christ, humanity, creation, spirit, church, Christian worship Continuing Well 3 Areas of Focus: program completion, graduation, lifelong learning preparation

72 CREDIT HOURS

16 CHRISTIAN LEADERSHIP 7.0

MASTER OF ARTS IN understanding of human and organizational systems, and emotional-relational intelligence; CHRISTIAN LEADERSHIP The Master of Arts in Christian Leadership program is .Integration in Community I & II - Demonstrate mastery designed for individuals seeking to serve the Mission of and integration of content, character, and craft specific to God through active involvement in local church, para- your vocational context; church, nonprofit, or workplace vocation. The two-year Mentored Life - Articulate and engage your vocation course of study will develop you for your vocation and . in a mentored life, intentional Christian community, and provide you with the biblical, theological, and practical whole-life stewardship. foundations needed to enhance your ministry. Whether working with your mentor team or with a seminary partner, you can focus on a particular area of study to REQUIREMENTS FOR GRADUATION meet your specific vocational development needs. .Demonstrated mastery in all program outcomes with master assessment scores of 8 or higher with no score of 1 in any category PROGRAM OUTCOMES .Recommendation of mentor team .Starting Well - Demonstrate a functional understanding of the Kairos system and that you have explored available resources for taking responsibility of your educational journey. KAIROS PHILOSOPHY The Kairos philosophy provides you with flexible learning .Christian Spirituality - Articulate how your life in Christ opportunities facilitated through contextually integrated exhibits the gifts and fruits of the Holy Spirit as formed educational moments and adaptable assignments. in your Christian community and devoted to the glory of Learn and grow under the supervision of a mentor team, God the Father; by the direction of faculty, and through participation in a cohort-based community of learning. Your educational .Bible and Theology - Demonstrate biblical literacy and journey will be oriented toward outcomes, and your a coherent Christian theological understanding that coursework can be customized in light of your needs informs your ministry; and calling. A flat monthly tuition fee provides access to nearly every learning experience and resource in the .Culture and History - Demonstrate appreciative and Kairos network. critical awareness of cultural worldviews and Christian heritage, empowering you for competent ministry; When you begin your program, you will work with your mentor team to define mastery in your context and .Collaborative Leadership - Demonstrate collaborative consider the ways you might learn best. You may leadership informed by integrative reflection, an choose to follow a developed “standard path,” to adapt a standard path, or work with your faculty mentor to

17 customize a path. While traditional and self-paced AREA OF FOCUS learning experiences are available, coursework is most In order to focus on a particular area of study to meet often done in context and under the supervision of your specific vocational development needs, you can faculty mentor, vocational mentor, and personal work with your mentor team or a Kairos partner to mentor. Kairos gatherings, which are available to attend customize or concentrate in a particular academic area. in person or online and are offered several times each Ministry partners offer concentration in areas such as year, will connect you with the wider Kairos community spiritual direction or transformation, discipleship, mis- and expose you to the breadth and depth of the family sional church leadership, worship leadership, and more. of God. Partnership program costs are not included in tuition.

PROGRAM BREAKDOWN

Course Credit Hours Collaborative Leadership 6 Starting Well 3 Areas of Focus: leadership, planning, Areas of Focus: journey preparation, change, collaboration, administration mentor team development

Integration in Community I & II 6 ea. Christian Spirituality 6 Areas of Focus: high-level integration, Areas of Focus: spiritual formation, diversity of perspectives, life in Christ, fruits of the spirit empathetic listening

Bible and Theology 6 Mentored Life 6 Areas of Focus: Old and New Testaments, Areas of Focus: Christian discipleship, God, Christ, humanity, creation, walking with fellow Christians, Spirit, church vocational resilience

Culture and History 6 Continuing Well 3 Areas of Focus: mission of the church, Areas of Focus: program completion, culture, early church history, the reformation graduation, lifelong learning preparation

41 CREDIT HOURS

18 COUNSELING 7.0

MASTER OF ARTS IN COUNSELING REQUIREMENTS FOR GRADUATION The two-year Master of Arts in Counseling is an integra- . Completion of practicum and internship hours to meet tive academic and clinical program that provides theo- accreditation and state standards logically-informed psychological training to prepare you .Maintenance of a 3.0 grade point average to work in the fields of marriage and family therapy and mental health counseling. Student learning is guided .Recommendation of mentor team/counseling faculty by mentorship of faculty and enhanced by personal therapy and spiritual direction. You will gain knowledge SUPERVISED CLINICAL EXPERIENCE of concepts and practically apply theory and techniques Sioux Falls Seminary offers a unique setting for clinical in clinical work with supervision and mentorship. development. On-site clinical training and supervision is provided by faculty who are licensed, mental health Upon graduation, you will be prepared to pursue licen- processionals with full-time practices at Sioux Falls sure^ to work as a qualified therapist and counselor in a Psychological Services, which is owned and operated variety of settings, including private practice, community by the seminary and houses the Community Counseling mental health agencies, and hospitals as mental health Clinic (CCC). The clinic provides supervised, student- practitioners, as well as schools, chemical dependency therapy to uninsured and/or under-insured individuals, agencies, and ministry settings. See Licensure and couples, and families. Credentialing for details.

In addition to meeting outcome standards set forth by LICENSURE AND CREDENTIALING the Council for Higher Education Accreditation and MFT Professional mental health practitioners are held to high standards of care and professionalism. As such, Mas- and counseling standards, all targets and coursework ter of Arts in Counseling students pursuing clinical work meet Sioux Falls Seminary standards to develop stu- after graduation must complete additional requirements. dents in the following core areas: Requirements for licensure are set forth by statutory laws and regulations and vary from state to state. Sub- .Integration of psychology and Christian theology; all sequent requirements include, but are not limited to, truth is God’s truth; application to a state licensing regulatory board, post- graduate direct clinical hours, plan and approval of a su- Ethical and legal issues; ethical codes and laws protect all; . pervisor, and successful passage of a national licensure .Multicultural and social justice issues; all are created examination. Students will create a plan for academic, uniquely and are worthy of regard; clinical, and post-graduate licensure with the guidance of faculty. .Systemic issues and perspectives; all are created for and in relationship with one another; PROGRAM BREAKDOWN .Substance abuse and chemical dependency; healthy The Master of Arts in Counseling program encompasses coping is essential to healthy living; academic, clinical, and personal achievement and de- .Spiritual formation for personal and professional spiri- velopment. Full-time commitment entails approximately tual development; caring professionals must develop two years for completion of approximately 3,000 hours of personal, self-care to best care for every one they treat. academic and clinical work. 19 COURSE OF STUDY

Course Credit Hours Biopsychosocial Models in MFT and Counseling Psychopharmacology for MH Counseling 3 Orientation to the Profession Orientation to the Profession 1 Addictions Counseling: Theories and Techniques 3 Foundations of MFT and Counseling Introduction to Family Systems 3 Advanced Therapy in MFT and Counseling Group Counseling 3 Research and Professional Writing for MFT & MH Counseling 3 Cognitive Behavioral Therapy 3

Theories of MFT & MH Counseling 3 Marriage & Couples Counseling (for LMFT~) OR 3 Professional, Legal, Ethical Issues Career Counseling (for LPC*) for MFT, MH & Addictions Counseling 3 Child & Adolescent Therapy 3 Crisis & Trauma for MFT & MH Counseling 3 Assessment/DX II: Co-Occuring Assessment/DX I for MFT & MH Counseling 3 Disorders and Personality Pathology 3

Clinical Practice in MFT and Counseling Contextualization of MFT and Counseling Pre-Practicum for MFT & MH Counseling 3 Multicultural Foundations for MFT & MH Counseling 3 Practicum I: Case Management in Clinical Practice 3 Human Sexuality for MFT & MH Counseling 3 Practicum II: Treatment Planning in Human Development for MFT & Clinical Practice 3 MH Counseling 3 Internship: Professional Practice and Clinical Supervision 3

~The course on Marriage and Couples Counseling is recommended for students planning to pursue licensure as a Licensed Marriage and Family Therapist. *The Career Counseling course is recommended for students planning to pursue licensure as a Licensed Professional Counselor.

^The Master of Arts in Counseling program at Sioux Falls Seminary prepares students to pursue licensure as either a Licensed Professional Counselor or a Licensed Marriage and Family Therapist in South Dakota, Iowa, Nebraska, and North Dakota. You may also be eligible in other states that allow for “equivalent coursework.”

Work to enhance this program over the next few years is just beginning. Additional details will be made available in the future. In the interim, we are partnering with Evangelical Seminary for program course offerings. Please direct any questions to the [email protected].

61 CREDIT HOURS

20 MASTER OF ARTS 7.0

MASTER OF ARTS .Mentored Life - Articulate and engage your vocation in a mentored life, intentional Christian community, and By focusing on the classic theological disciplines, the whole-life stewardship. Master of Arts provides the opportunity to gain the knowledge and understanding necessary for faithful Continuing Well - Close your Kairos journey by reflect- participation in God’s mission. In addition, it provides ing. on your experiences and preparing to continue well an expanded track for individuals who seek to teach or on a path of lifelong learning. pursue advanced graduate study.

This two-year course of study, which has no residency requirement, focuses on Bible, theology, and church REQUIREMENTS FOR GRADUATION history. It will provide you with flexibility to specialize in .Demonstrated mastery in all program outcomes with an area of interest. In addition to the expanded PhD master assessment scores of 8 or higher with no score preparation track, which consists of additional credit of 1 in any category hours, you can specialize in intercultural studies if you are interested in serving as a missionary or are starting Recommendation of mentor team the process of becoming a missionary. .

KAIROS PHILOSOPHY PROGRAM OUTCOMES The Kairos philosophy provides you with flexible learning .Starting Well - Demonstrate a functional understanding opportunities facilitated through contextually integrated of the Kairos system and that you have explored educational moments and adaptable assignments. available resources for taking responsibility of your Learn and grow under the supervision of a mentor team, educational journey. by the direction of faculty, and through participation in a cohort-based community of learning. Your educational .Christian Spirituality - Articulate how your life in Christ journey will be oriented toward outcomes, and your exhibits the gifts and fruits of the Holy Spirit as formed coursework can be customized in light of your needs in your Christian community and devoted to the glory of and calling. A flat monthly tuition fee provides access God the Father; to nearly every learning experience and resource in the Kairos network. .Biblical Literacy - Demonstrate skillful, in-depth biblical study and awareness of interpretive frameworks; When you begin your program, you will work with your mentor team to define mastery in your context and .Contextual Project - Demonstrate effective cultural consider the ways you might learn best. You may exegesis through empathetic reflection on worldviews in choose to follow a developed “standard path,” to adapt a a particular academic area of study; standard path, or work with your faculty mentor to customize a path. While traditional and self-paced Christian Theology - Articulate a coherent theological . learning experiences are available, coursework is most understanding that informs your vocation; often done in context and under the supervision of your .Church History - Demonstrate appreciative and critical faculty mentor, vocational mentor, and personal awareness of your own and other Christian traditions; mentor. Kairos gatherings, which are available to attend in person or online and are offered several times each

21 year, will connect you with the wider Kairos community seeking to prepare for successful ministry in specific and expose you to the breadth and depth of the family multi-cultural, multi-generational, and cross-cultural con- of God. texts. This track has been developed for both pre- and on-field missionaries as well as for pastors working in urban and/or multi-cultural situations. AREA OF FOCUS The Contextual Project outcome provides the opportunity to focus your studies. You will work with your mentor RESEARCH & SUMMATIVE PROJECT team or a Kairos partner to customize or concentrate in Students not pursuing an advanced degree: Shaped to a particular academic area of study. Ministry partners meet individual learning goals. Requires: research on a offer concentration in areas such as spiritual direction specific topic, a project related to that research, and an or transformation, discipleship, missional church leader- artifact that explains the research, the project, and the ship, worship leadership, and more. Partnership pro- results. gram costs are not included in tuition. Students specializing in intercultural studies: Focused Pre-PhD Preparation - Those interested in seeking on cross-cultural research. Requires: hands-on project an advanced degree after earning the Master of Arts, which results in an artifact that explains the research, the should consult with their mentor team about opportuni- project, and the results. ties for additional, deeper work in languages and/or other elective subjects. Pre-PhD preparation work is Students seeking an advanced degree: Thesis, typically above and beyond program requirements. 50-75 pages, on topic of choice (under the guidance of the faculty mentor). Note: Students should show an informed famil- Specializing in Intercultural Studies - Ideal for those iarity with the major issues, as well as the relevant scholars and literature involved. Research levels are not as extensive as a doctoral dissertation.

PROGRAM BREAKDOWN

Course Credit Hours Christian Theology 6 Starting Well 3 Areas of Focus: God, Christ, humanity, Areas of Focus: journey preparation, creation, Spirit, church, global theology mentor team development

Church History 6 Christian Spirituality 6 Areas of Focus: early church history, Areas of Focus: spiritual formation, the reformation, modern church history, life in Christ; fruits of the spirit historical theology

Biblical Literacy 6 Mentored Life 6 Areas of Focus: Old and New Testaments, Areas of Focus: Christian discipleship, Bible interpretation walking with fellow Christians, vocational resilience

Contextual Project 6 Areas of Focus: ethnohermeneutics, Continuing Well 3 project research, project/thesis, doing Areas of Focus: program completion, theology in context, cross-cultural immersion graduation, lifelong learning preparation

42 CREDIT HOURS

22 CHRISTIAN THOUGHT AND PRACTICE

BACHELOR OF ARTS IN PROGRAM OVERVIEW CHRISTIAN THOUGHT & PRACTICE Your journey through the Bachelor of Arts in Christian Thought and Practice will consist of: The Bachelor of Arts in Christian Thought and Practice focuses on your formational journey of faithful citizenship • Core Modules/Huddles Required weekly thematic huddles will inspire and in God’s kingdom. An emphasis is placed on helping ignite you as you work with your mentor team to you develop vocational excellence in your current or grow deeper in your relationship with Christ. Each desired vocational context. The program is extremely huddle, guided by a Kairos faculty member, lasts 8 weeks and takes place via Zoom. Themes rotate, so flexible and can be completed from a distance. you can begin at any time! Themes include formation, biblical study, theological reflection, and vocational excellence. PROGRAM DISTINCTIVES ..Developing patterns of thinking (biblical/theological/ • Asynchronous Online Courses . historical/contextual/etc.); In these online courses, you will complete faculty- directed coursework while interacting with your men- ..Embodying ways of being in the world (formation, tor team to apply learning in your context. Through . discipleship, kingdom citizenship, etc.); these courses, you will: ..Demonstrating basic skills for analyzing (critical thinking, information literacy, etc.); --Be prepared to flourish in your program and . vocation; ..Communicating with the world around them (writing, . speaking, tik toking, etc.); --Study the human experience (biblical studies, anthropology, Christian heritage and world history, ..Developing vocational excellence and theological . philosophy, and sociology, etc.); reflection on that vocation. --Begin to articulate the interaction between faith and vocation. KAIROS PHILOSOPHY The Kairos philosophy provides you with flexible learning • Gatherings opportunities facilitated through contextually integrated These week-long intensive courses connect you with educational moments and adaptable assignments. the wider Kairos community and expose you to the Learn and grow under the supervision of a mentor team, breadth and depth of the family of God. You will be by the direction of faculty, and through participation in required to participate in two each year. a cohort-based community of learning. Coursework can be customized in light of your needs and calling. A • Contextual Projects flat monthly tuition fee provides access to nearly every In these faculty-directed courses, you will participate learning experience and resource in the Kairos network. in asynchronous project-based learning by completing course and field work. Your work will be assessed by your mentor team.

23 BACHELOR OF ARTS Christian Thought and Practice Major Courses IN CHRISTIAN THOUGHT BI 400 Practicing Ethnohermeneutics* (3) AND PRACTICE CT 405 Theology I: Christian Ethics (3) CT 410 Contextual Theology I: Frameworks (3) CT 415 Contextual Theology II: Processes (3) General Education Courses CT 420 Cases in Theological Hospitality I (3) GE 100 Learning about Kairos and Learning (3) CT 425 Cases in Theological Hospitality II (3) GE 105 Learning about Life (3) CT 430 Christian Thought and Personal Practice I (3) GE 110 English Composition (3) CT 435 Christian Thought and Personal Practice II (3) GE 115 Exploring Finance & Stewardship (3) CT 440 Christian Thought and Corporate Practice I (3) GE 200 Exploring World Literature (3) CT 445 Christian Thought and Corporate Practice II* (3) GE 205 Exploring Philosophy (3) CT 450 Theology II: Philosophy as Theology (3) GE 210 Exploring Psychology (3) CT 455 Christian Theology I* (3) GE 215 Exploring Sociology (3) CT 460 Christian Theology II* (3) GE 300 Exploring Christianity & World History (3) CT 465 Historical Theology I* (3) GE 305 Exploring Christianity & the Western World (3) CT 470 Historical Theology II* (3) LE 400 Christian Leadership* (3) Christian Thought Core Courses

GE 120 Bible I: The Bible as Literature (3) *Master’s level integration BI 100 Understanding the Old Testament (3) All general education and Christian thought core courses correspond BI 105 Understanding the New Testament (3) with the Associate of Arts in Christian Thought and Practice program. BI 200 Bible II: Introduction to Bible Interpretation (3) BI 300 Bible Interpretation in Context* (3) CT 100 Christian Vocation I: Theological Foundations (3) *MASTER’S LEVEL INTEGRATION CT 200 Christian Vocation II: Self Assessment (3) Interested in pursuing a Master of Divinity degree in the future? Did you know that the Bachelor of Arts in CT 300 Christian Vocation III: Communication (3) Christian Thought and Practice integrates with our CT 400 Christian Vocation IV: Developing Expertise (3) Master of Divinity program? The first 30 hours of the Master of Divinity program (noted above) also count for CT 205 Ecclesiology I: The Church’s Mission (3) the associated Bachelor of Arts courses. CT 210 Ecclesiology II: The Church’s Worship* (3) CT 215 Ecclesiology III: Denominational History* (3) REQUIREMENTS FOR GRADUATION SP 100 Formation I: Christian Formation (3) Satisfactory completion of the program course of study SP 200 Formation II: Christian Discipleship (3) and requirements plus recommendation of mentor team.

120 CREDIT HOURS

24 GRADUATE CERTIFICATE

GRADUATE CERTIFICATE The Graduate Certificate in Theological Studies is a 24 Credits earned while in the graduate certificate program credit hour program. It offers opportunities for both can transfer into the master’s program(s) to which the personal and professional growth. The program allows selected outcome-level courses correspond. for maximum flexibility and can be taken from a distance.

You can structure the Graduate Certificate in Theological Studies in a number of ways, including an intense year Course Credit Hours of theological study; continuing education in an area(s) Starting Well 3 of choice; or training as a lay leader, pastor, counselor, Areas of Focus: journey preparation, parish nurse, etc. mentor team development

REQUIREMENTS Outcome-Level Course of Choice 6 Applicants are required to have a bachelor’s degree and complete an application for admission. Outcome-Level Course of Choice 6

COURSE OF STUDY Outcome-Level Course of Choice 6 The Graduate Certificate in Theological Studies was developed by using existing courses offered by Sioux Continuing Well 3 Falls Seminary. Students take Starting Well, any three Areas of Focus: program completion, outcome-level courses that best fit their needs. graduation, lifelong learning preparation

24 CREDIT HOURS

25 Listening People to Life SPIRITUAL DIRECTION

non-degree certificate of completion

LISTENING PEOPLE TO LIFE: .Has written a spiritual narrative that demonstrates God’s love; vulnerability, compassion, and redemptive living in TRAINING IN SPIRITUAL DIRECTION Christ; and reflects living in the power of the Holy Spirit Listening People to Life: Training in Spiritual direction is unique training for individuals who “listen people to .Has completed the Clifton Strenghts Assessment and life” on their spiritual journeys through discernment and Enneagram and understands their influence in spiritual prayer. Class sessions are held on Monday evenings formation and direction between September and May for two consecutive years. .Has led a ten-minute spiritual formation experience for the Upon satisfactory completion of Listening People to Life, class students will receive a certificate of completion. This certificate can be integrated into the Kairos Project Mas- .Has created a Spiritual Disciplines binder for their use as ter of Arts in Christian Leadership program. Additional a spiritual director admissions material, costs, and coursework are required Has learned how to establish a covenant with spiritual for participation at the Master’s level. . directees .Has met in spiritual direction with three individual spiritual directees for a minimum of six spiritual direction sessions, PREREQUISITES FOR PARTICIPATION totaling 18 sessions (to be completed by April of the .Schedule a conversation with Susan Reese regarding commencing year) the program. Please e-mail [email protected] and provide some times that you are available to discuss your .Has completed a minimum of 18 hours of in-class interest in spiritual direction. supervised peer/group supervision .Apply (before August 1), upon recommendation from Dr. .Has learned to keep appropriate verbatims for each Reese. To apply, visit www.sfseminary.edu/apply. spiritual directee .Receive a letter indicating acceptance into the program. .Has prepared a spiritual director profile/brochure .Complete Pathwright and Zoom orientation. .Has participated in the Sabbath and Celebration retreat in April of the commencing year .Has prepared a spiritual director professional DEMONSTRATED COMPETENCIES development plan FOR CERTIFICATE OF COMPLETION .Has read at least the assigned readings and thoughtfully participated in class discussions and experiences PROGRAM COSTS .Has been in spiritual direction throughout the program Costs involved include: [minimum of 18 sessions] and written four reflection papers Non-refundable application fee based on the director/directee sessions . .$150 per month for 24 months ($3,600 total) .Has learned to ask meaningful questions .Cost of books, materials, and two retreats .Has participated in the listening people to life spiritual life .Spiritual direction sessions retreat

26 COURSE OF STUDY

Year One Year Two

September History of Spiritual Direction September Faith Development Stages The Human Experience of God Suffering and Direction

October Christian Spirituality October Psychology and Spiritual Direction Spiritual Formation Resistance and Transference

November Spiritual Narrative November Spiritual Direction and Ethics Noticing Theological Themes

December Discernment December Developing a Spiritual Direction Practice Evaluating Experiences of God Group Direction

January Spirituality and Personality January Scriptural Skills in Sacred Listening Verbatim Tool/Supervision Referral and Self-Care

February Contemplative Listening February Creating Meaningful Questions Peer Group Supervision

March Prayer March Peer Group Supervision Scripture Spiritual Formation in the Church

April Spiritual Classics April Peer Group Supervision

May Gender and Spirituality May Preparing and Leading Retreats Spirituality and Sexuality Retreat

RESOURCE TEAM MEMBERS

Dr. Susan Rev. Dr. Paul Rev. Christina Rev. Dennis Ms. Jodi Reese Rohde O’Hara Thum Hanson, M.A. Professor of Campus Pastor Rector Dean of Chapel Spiritual Director Spiritual & Course Director Formation Augustana Church of the University of University Good Shepherd Sioux Falls Stillpoint & Select Sioux Falls Learning Seminary

27 tentative course and learning experience rotation Offeringsand rotationschedulesubject tochange. * Denoteslearning experiencesthatalso correspond withtheKairos Project. SP 555 SP 552 January SP 554 SP 551 Fall Tentative Training inSpiritualDirectionRotation TH CM PM 511 NT CH CH 532 NT IC Odd Years (2021,2023,etc.) Spring Semester TH CH TH OT 511 NT BI OT SP Odd Years (2021,2023,etc.) Fall Semester Consult withyourmentorteam priortoregisteringforoutcome-levelcourses. Outcome-Level Courses and Sociological/CulturalUnderstandingaretentativelyoffered inJanuary, April, July, andOctober. The Doctor ofMinistry

502 501

512 501 513 501 521 521 501 501 502 531

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Undergraduate history of the world. Particular emphasis will be given to the church’s role in non-Western contexts focusing on Africa and the Global South. 3 hours. General Education Courses GE 100 Learning About Kairos and Learning GE 305 Exploring Christianity and the Western This course provides students with an introduction to World situated, continuous learning. Focus is on the principles This course evaluates the role of Christianity in the and practices of such learning, as well as on the devel- formation of culture, symbols, and identities throughout opment of appropriate dispositions and disciplines for the history of the Western world. Particular emphasis will such learning. 3 hours. be given to the Protestant reformation and the role the course descriptions church has played in U.S. history up to modern times. GE 105 Learning About Life 3 hours. This course explores basic concepts and skills of information literacy. Focus placed on the introduction of standard research processes, appropriate choice, use, and Christian Thought Core Courses citation of information, and critical thinking skills. The will also address basic skills related to composition, thesis GE 120 Bible I: The Bible as Literature This course considers the various books of the Protes- writing, and the use of library resources. 3 hours. tant canon and their genres. The Bible is studied as a window into a conceptual world different from our own. GE 110 English Composition Focus will be placed on understanding the manner in This course introduces areas related to basic prose com- which the various literary techniques employed in the position, as well as giving students practice in writing for Scriptures convey the theological perspective of the writ- academic and other environments. The course focuses ers and the communities of which they are a part. The on the writing process, writing style, and the assessment course will also address the process by which the vari- of clarity in composition. 3 hours. ous biblical books were combined to form the Protestant canon. 3 hours. GE 115 Exploring Finance and Stewardship This course introduces the theory and methods associated with fiscal management with a particular emphasis BI 100 Understanding the Old Testament This course examines the content of the Old Testament, on non-profit organizations. Focus placed on managerial its broad theological themes, and literary genres of the techniques utilized to construct and analyze fiscal infor- Old Testament. Key works from the field of Old Testa- mation and models for decision-making. 3 hours. ment theology will also be addressed. Emphasis is placed on the theological content of the Old Testament. GE 200 Exploring World Literature 3 hours. This course introduces students to a variety of world literature as well as the methods of studying literature and culture across various cultures. Students will also en- BI 105 Understanding the New Testament This course examines the content of the New Testa- gage in critical research and reasoning as they develop ment, its broad theological themes, and literary genres research skills. 3 hours. of the New Testament. Key works from the field of New Testament theology will also be addressed. Emphasis is GE 205 Exploring Philosophy placed on the theological content of the New Testament. This course addresses major philosophical topics as an 3 hours. introduction to philosophical thought and practice. Stu- dents will read a variety of works from key philosophers, as well as interact with the basic presuppositions and BI 200 Bible II: Introduction to Bible Interpretation This course provides students with an introduction to the general approaches in the field of philosophy. 3 hours methods and techniques employed in the study of the Old and New Testaments. Emphasis is placed on basic GE 210 Exploring Psychology hermeneutical principles ranging from matters related to This course surveys the field of psychology. Emphasis interpreter bias to the use of Scripture in contemporary is placed on the evaluation of various psychological life. 3 hours. theories. Integration with Christian Thought will also be addressed as appropriate. 3 hours. BI 300 Bible Interpretation in Context This course introduces the student cultural interpretation GE 215 Exploring Sociology through the emerging field of ethnohermeneutics, which This course surveys the field of sociology. Topics ad- seeks to situate biblical interpretation within multi-gener- dressed include social institutions, process of social ational, multi-cultural, and cross-cultural contexts. Focus change, and identity formation. Special emphasis will be will be on the development of a culturally appropriate placed on the social role of religious institutions. 3 hours. dynamic in the application of hermeneutics. 3 hours. GE 300 Exploring Christianity and World History This course evaluates the role of Christianity in the for- CT 100 Christian Vocation I: Theological mation of culture, symbols, and identities throughout the Foundations This course addresses the theological foundation of 29 Christian career and vocation. Concepts including call- SP 200 Formation II: Christian Discipleship ing, God’s will, Christian testimony, and Christian mis- This course provides students with a theological frame- sion will be evaluated. Students will develop a theologi- work for the discipleship ministries of the church. Stu- cal framework for understanding their own personal dents will evaluate various forms of discipleship, as Christian vocation and identity. 3 hours. well as the manner in which discipleship intersects with education. 3 hours. CT 200 Christian Vocation II: Self Assessment This course introduces students to the various tools and practices of self-assessment. Emphasis will be placed on the student’s understanding of their own personal Christian Thought and Practice Major course descriptions skills, dispositions, and capacities. Students will develop Courses an understanding of biblical, theological identity. 3 hours. BI 400 Practicing Ethnohermeneutics CT 300 Christian Vocation III: Communication This course expands the student’s skill in ethnoherme- This course evaluates topics associated with personal neutics through project-based learning. Students will branding and social networks. Emphasis is placed on engage in biblical interpretation within multi-generational, the examination and navigation of the social dynamics multi-cultural, and cross-cultural contexts. Focus will be involved in the pursuit of vocation. Students will create on providing opportunities for students to demonstrate a plan for communicating their unique strengths and the a culturally appropriate application of hermeneutics. 3 development of a network to assist them in pursuing hours. their career ambitions. 3 hours. CT 405 Theology I: Christian Ethics CT 400 Christian Vocation IV: Developing Expertise This course addresses the essential nature of the philo- This course addresses topics related to a student’s digi- sophical enterprise and its relationship to and influence tal footprint. Focus is on the evaluation of the student’s upon science and religion in general and Christianity in Christian testimony and the presentation of their own particular. The central questions as to the nature and personal identity in a digital age. Student’s will create a scope of philosophy will be approached historically, digital presence that represents their theological convic- tracing the emergence and development of philosophic tions, as well as their own unique strengths and ambi- thought in ancient Greece. 3 hours. tions. 3 hours. CT 410 Contextual Theology I: Frameworks CT 205 Ecclesiology I: The Church’s Mission This course explores the theoretical frameworks for con- This course analyzes the question of the church’s mis- textualized theological thought in the context of everyday sion to the world. It evaluates ministries related to evan- life. Contrasts between diachronic and synchronic analy- gelism, as well as the church’s role in social action. The sis, as well as abstracted and concrete situations will be church emphasizes the communication of the gospel addressed. Focus will be on the appropriate integration through a holistic Christian testimony. 3 hours. of Scripture and theology to everyday life. 3 hours.

CT 210 Ecclesiology II: The Church’s Worship CT 415 Contextual Theology II: Processes This course seeks to convey an understanding of the This course evaluates the process for doing theology in nature and purpose of worship from theological, histori- context. The benefits and pitfalls of contextual theology cal, biblical, and contemporary perspectives. Focus will will be explored. Emphasis will be placed on under- be placed on the development of skills associated with standing the strengths and limits of contextual theology. planning and leading God’s people in worship. 3 hours.

CT 215 Ecclesiology III: Denominational History CT 420 Cases in Theological Hospitality I This course highlights the student’s participation in a par- This course evaluates specific works of theology as ticular religious heritage. Students will evaluate the his- contextual theology. In particular the contextual nature tory, theology, and general culture of a particular denomi- of various works of Western theology often referred to nation in order to more fully understand their ecclesial as Systematic Theology, are analyzed to understand the identity. Denominational structures, key concerns, and social, political, personal, or other influences that inform contemporary state of a particular denomination will also them. 3 hours. be explored. 3 hours. CT 425 Cases in Theological Hospitality II SP 100 Formation I: Christian Formation This course evaluates specific works of theology as con- This class explores historic Christian practices related textual theology. In particular, the work of theologians in to spiritual growth, as well as evaluating insights from the tradition of liberationist and feminist theologies will be across Christian history related to fostering a desire to analyzed to understand the social, political, personal or conform to the image of Christ. Practices associated other influences that inform them. 3 hours. with spiritual growth will also be evaluated and students will participate in personal reflection and assessment to CT 430 Christian Thought and Personal Practice I help them in deepening their faith. 3 hours. This course addresses the application of theology in one’s individual life. Special emphasis is placed on the

30 process used to navigate specific situations informed by period ranging from the Protestant Reformation to the Christian thought. Issues of situational analysis, creative present. 3 hours. thinking, and framing are also addressed. 3 hours. LE 400 Christian Leadership CT 435 Christian Thought and Personal Practice II This course analyzes key principles of leadership and This course explores specific issues in the life of a stu- administration from the perspective of Christian thought dent through the disciplines of Christian thought. Focus and theology. Focus is placed on leadership as an activ- placed on the application of methods and techniques to ity performed within a specific structure and community. analyze situations, reflection on one’s actions or poten- Issues of integrity, strategic planning, organizational tial actions from a theological perspective, and naviga- change, and the mobilization of individuals and groups course descriptions tion of ambiguity and unintended consequences of one’s will also be addressed. 3 hours. choices. 3 hours.

CT 440 Christian Thought and Corporate Practice I This course addresses the application of theology in cor- Graduate porate and communal life. Special emphasis placed on the process used to influence corporate practice in specific situations as informed by Christian thought. Issues Master’s Level Courses of situational analysis, creative thinking, and framing are CO 501 Theories of Marriage and Family Therapy and also addressed. 3 hours. Mental Health Counseling A course providing an overview of the field of counseling CT 445 Christian Thought and Corporate Practice II and marriage and family therapy theories and modali- This course explores specific issues in the Christian ties. Major theories will be assessed and evaluated for community through the disciplines of Christian thought. their theoretical frame and for their utility in the counsel- Focus placed on the application of methods and tech- ing profession. Both counseling theories and systemic niques to analyze situations, reflection on corporate theories will be considered. 3 hours. decision making, policy, and resource allocation from a theological perspective, and navigation of ambiguity and CO 502 Orientation to the Profession unintended consequences of corporate choices. 3 hours. This course introduces students to the history and philosophy of the professions of marriage & family therapy CT 450 Theology II: Philosophy as Theology and counseling. Students will gain knowledge of the This course examines Christian ideals and biblical variety of roles and organizations professionals may discernment in relation to contemporary ethical issues. serve, familiarize oneself with the academic, clinical, and Specific ethical questions and the character required to licensure steps necessary to work in this field, and dem- address them in a Christian manner will be explored as onstrate one’s knowledge by implementing an individual will the skill set needed to advise others with regard to plan for one’s path to entry in this profession. 1 hour. ethical action. 3 hours.

CT 455 Christian Theology I CO 503 Multicultural Foundations for Marriage and The course evaluates three of the major doctrinal convic- Family Therapy and Mental Health Counseling tions of Christian faith. The doctrine of God, Christ, and This course explores diversity and its impact on personal humanity will be explored from a biblical and theologi- development and relational health in family, work, and cal perspective. The development of those doctrines community contexts (ethnicity, gender, class, cultural through history will also be addressed. 3 hours. diversity, sexual orientation, and so forth). This course has two parts. The first part of this class is conceptual in CT 460 Christian Theology II nature and the second part of the class is experiential in This course explores the biblical account of origins, as nature and takes place on the Rosebud Reservation in well as God’s ongoing activity in the world in the Church south central South Dakota for one week in July. Stu- and through His Spirit. These doctrines will be ad- dents will be exposed to Native American culture for one dressed from historical, biblical, and theological perspec- week, and will develop ways of thinking about cross- tives. 3 hours. cultural contexts. What is learned during this part of the class will have implications for all cross-cultural interac- CT 465 Historical Theology I tions in the life of the counselor. This course explores key events and socio-religious 3 hours. developments in the history of Christianity and the result- ing theology. Special focus will be given to the histori- CO 511 Prepracticum for Marriage and Family cal period ranging from the origins of the church to the Therapy and Mental Health Counseling Protestant Reformation. 3 hours. This course introduces students to foundational counseling skills and understandings. The course focuses on CT 470 Historical Theology II skills building through both role play and live observation This course explores key events and socio-religious of therapy sessions. Full time counseling students take developments in the history of Christianity and the result- this course their first semester of their first year in the ing theology. Special focus will be given to the historical program in order to be prepared to work in the on-site

31 counselor training clinic beginning their second semes- CO 548 Cognitive Behavioral Therapy ter. 3 hours. This course will introduce the student to historical and current understandings and trends in counseling utiliz- CO 521 Assessment and Diagnosis I for Marriage ing CBT and DBT approaches. Such topics as when and Family Therapy and Mental Health Counseling and how to utilize CBT techniques, integrating CBT with Students will develop skills related to the assessment, other modalities, evidence-based research with the use diagnosis, and treatment of mental disorders neces- of CBT, and CBT utility in couples and family counsel- sary for work as therapists. In this course, students ing will be examined. Students will develop a broad set will become familiar with the clinical presentations and of skills for use in the treatment of many disorders and diagnostic criteria for a range of mental disorders in relationship problems. 3 hours. course descriptions the DSM-5. The role of culture in assessment and the professional CO 551 Introduction to Family Systems and ethical issues associated with diagnosis will also be This foundational course examines the role of the family explored. Students will be encouraged to apply an inte- system as an emotional unit that influences individual grative understanding to the study of mental disorders behavior and development. Areas of study include throughout the course. 3 hours (521). genograms, family process, multigenerational projection, attachment theory, and issues related to gender, culture, CO 528 Assessment and Diagnosis II for Marriage and spirituality. Intergenerational therapeutic approaches and Family Therapy and Mental Health Counseling: of Bowen and McGoldrick are explored. Students will Co-Occurring Disorders and Personality Pathology participate in a study of their families of origin. 3 hours. This course expands on the foundations established in CO 521 Assessment and Diagnosis of Behavior Disor- CO 556 Human Sexuality for Marriage and Family ders I. Students will learn about various methods and Therapy and Mental Health Counseling sources of assessment information as well as basic prin- This course will cover all aspects of human sexuality ciples of test measurement. Areas in which assessment – both normal and pathological presentations, sexual is commonly used will be explored, and specific assess- development, one’s personal sexual history, and so forth. ment applications and issues will be discussed. Students Self awareness of one’s own sexual history combined will be introduced to inventories and measures that may with solid conceptual understandings will provide the be useful in their work as therapists. Prerequisite: CO student with a strong base for working with the manifold 521. 3 hours. sexual issues that arise in the course of therapy. 3 hours.

CO 536 Marriage and Couples Counseling CO 561 Human Development for Marriage and Fam- This course takes students beyond the content and skill ily Therapy and Mental Health Counseling development of the prerequisite course. Introduction This course will cover individual and family develop- to the Family System. The course focuses on current ment across the lifespan from birth to old age. Spiritual, systemic understandings and perspectives, and applies biological, psychological, social, and cultural aspects of those perspectives to couples counseling in particular. development will be included with discussion about how Prerequisite: CO 551. 3 hours. developmental issues and understandings impact the work of the counselor. 3 hours. CO 541 Child and Adolescent Therapy This course introduces students to issues and con- CO 571 Professional, Legal, and Ethical Issues Mar- cerns that are particular to children and adolescents. riage and Family Therapy, Mental Health Counseling, Treatment approaches (play therapy, problem solving and Addictions Counseling approaches, dynamic perspectives…) to various psy- The student will become very familiar with the ethical chological and relational disorders found in children and code of the American Counseling Association and of the adolescents will be learned and practiced during the American Association of Marriage and Family Therapy. course. Community resources for addressing particu- The student will also consider his or her own profes- larly compromised children and adolescents will be sional development and the importance of involvement discussed. Recognizing problems early and consider- in professional organizations and professional advocacy ing appropriate prevention strategies will be explored as for their chosen profession. The student will also gain well. 3 hours. an understanding of legal issues related to the counseling profession. All of these areas will be explored for CO 546 Addictions Counseling: Theories and their relevance in the context of therapy, and numerous Techniques examples will be utilized to fuel discussion about these The problem of substance abuse and addiction is ubiq- areas. 3 hours. uitous in American society. This course will address how substance abuse and addiction is assessed. It will CO 581 Research and Professional Writing for consider its impact on individuals, families, and com- Marriage and Family Therapy and Mental Health munities. Inpatient and outpatient treatment approaches Counseling will be explored. Support groups will be discussed and This course is designed to provide the student with an assessed for utility in treating addictions. Current under- understanding of data analysis and common qualitative standings of addiction, its causes and its treatment, will and quantitative research methods. The primary empha- be considered. 3 hours. sis will be on developing an ability to recognize quality

32 research, and to consume research findings related to practice. Upon completion of 100 client-contact hours, the counseling profession. Students will have an oppor- one must successfully pass the Professional Qualify- tunity to move in the direction of niche interest research ing Examination (ProQual). It is acceptable to continue during this course. 3 hours. practicum if minimal hours are not attained over two semesters. Prerequisites: CO 501, 511, & 551. 3 hours. CO 611 Psychopharmacology for Mental Health Counseling CO 712 Practicum II: Treatment Planning in Clinical This course will provide the student with an understand- Practice ing of how medications act on the brain and the cen- Clinical Practicum introduces students to clinical practice tral nervous system in the treatment of mental illness. in marriage & family therapy and counseling by provid- course descriptions Topics of discussion throughout this course will include ing experience working with individuals, couples, and when and how to refer for medication consults, what the families in an environment of professional supervision. counselor needs to know and is encouraged to discuss Students gain clinical skills by participating in weekly with clients when it comes to medication use, and foun- case presentation and peer dialogue with licensed pro- dational knowledge and understanding of brain anatomy. fessional supervisors. A variety of supervision formats 3 hours. are used, including direct observation, videotape, case consultations, and group/individual discussion. Prerequi- CO 661 Group Counseling sites: CO 501, 511, & 551. 3 hours. This course provides a solid understanding of group process and group therapy techniques. Therapy groups are CO 751 Internship: Professional Practice and Clini- differentiated from self-help, 12-step, care groups, and cal Supervision other group experiences. The student will be exposed to The student will complete a 600 hour internship in a set- current theory, research, and practice in group therapy. ting that meets our standards for an internship site (and The strategies and techniques of group therapy and the aligns with those of CACREP). During the internship role and characteristics of effective group therapists are the student will complete at least 240 hours of face-to- explored. 3 hours. face lead therapy, receive at least an hour of dyadic supervision with an on-site supervisor each week, and CO 663 Crisis and Trauma for Marriage and Family receive at least two hours of group supervision each Therapy and Mental Health Counseling week at/with seminary counseling supervisors. In many This course will introduce the student to conceptual cases internship sites will offer the student intern ample foundations and practical skills for use when dealing with added professional experiences (staff meetings, related immediate crises in individual, organizational, and com- research, workshops, professional activities) to community crisis situations. Some of the topics that will be plete the 600 required hours. Sometimes students may addressed include PTSD, resilience, community resourc- explore a particular area of interest, and internship sites es for dealing with major traumatic situations (school may be willing to work with the student and the seminary shooting, bombing, natural disasters), and best methods to allow this to happen. In such cases, students may for intervention at various points along the continuum of wish to complete an area of emphasis with the approval trauma. 3 hours. of the Director, the current Supervisor, and the internship site. Completing the first year of courses satisfac- CO 665 Career Counseling torily and completing the ProQual (during Practicum II) Career development is a life-long process that affects satisfactorily is a prerequisite to being able to begin an self, significant others, and career choices. This course internship. 3 hours. will prepare professional counselors to assist clients with career-related issues through a focus on assessment KA 500 Starting Well approaches and various theories and strategies related As with most things in life, one key to success is starting to career counseling. 3 hours. well. This course is designed with that in mind. It will help you get started on your journey through Kairos. Focus is CO 711 Practicum I: Case Management in Clinical placed on helping you demonstrate a functional under- Practice standing of the Kairos system and exploration of avail- Clinical Practicum introduces students to clinical practice able resources for taking responsibility for your educa- in marriage & family therapy and counseling by provid- tional journey. Areas of focus include journey preparation ing experience working with individuals, couples, and and mentor team development. 3 hours. families in an environment of professional supervision. Students gain clinical skills by participating in weekly KA 505 Christian Spirituality* case presentation and peer dialogue with licensed pro- This course is designed to help you articulate how your fessional supervisors. A variety of supervision formats life in Christ exhibits the gifts and fruits of the Holy Spirit are used, including direct observation, videotape, case as formed in your Christian community and devoted to consultations, and group/individual discussion. Student- the glory of God the Father. Understanding that God therapists must complete a minimum of 100 client- created you is an important first step. Through this contact hours; 60 of which must be in the lead therapist course, you will explore what it means to know yourself role. MFT student-therapists must acquire a minimum of in relationship to the triune God and to the community. 150-hours direct client contact with couples and families Christian spirituality is intended to foster greater sensitiv- throughout combined practicum and internship clinical 33 ity to the presence of the triune God in the many dimen- communication of the Gospel in specific vocational sions of our individual, community, and vocational lives. contexts. This is especially true when doing advanced Areas of focus include spiritual formation, life in Christ, academic research in the areas of Bible, theology, an- and fruits of the spirit. 6 hours. thropology, and other academic disciplines. 6 hours.

KA 510 Skillful Biblical Exegesis* KA 540 Theology and Worship* The importance of reading Scripture well cannot be over- This course is designed to help you demonstrate a stated for any Christian. No matter what vocation you coherent Christian theological understanding and aware- are called to, a solid understanding of the Bible and how ness of theological frameworks, informing your life and to interpret it is essential. This course will help you dem- ministry, including corporate worship of the Triune God. course descriptions onstrate skillful exegesis through in-depth biblical study As Christians we participate in a long tradition of thinking and awareness of methodological frameworks. 6 hours. about the Christian faith in its doctrinal expression, and all of reality in light of this faith. Theology is essential in KA 515 Bible and Theology* the life of a Christian. At the heart of all Christian theol- This course is designed to help you demonstrate biblical ogy is worship of the Triune God. 6 hours. literacy and a coherent Christian theological understanding that informs your vocation. Understanding the Bible KA 545 Christian Theology* and how it informs Christian theology is essential for This course is designed to help you articulate a coher- the life of a Christian, and fundamental to understand- ent Christian theological understanding that informs your ing who God is and who you are in relation to God and vocation. As Christians we participate in a long tradition your neighbor. To do this, one needs to be familiar with of thinking and talking about God, Jesus Christ, and the the whole Biblical witness and the Christian theological Holy Spirit -- the discipline of theology. Theology is es- tradition. 6 hours. sential in the life of a Christian. 6 hours.

KA 520 Biblical Literacy* KA 550 Christian Tradition* Biblical literacy is important for any Christian. The Bible The study of history helps us understand where we is essential for the life of a Christian. This course will came from and who we are. Christian help you demonstrate skillful, in-depth biblical study and history, specifically, provides witness to how our ances- awareness of interpretive frameworks. 6 hours. tors in faith addressed topics contemporary to their time and yet which are still relevant today. This course is de- KA 525 Cultural Exegesis and Gospel signed to help you demonstrate appreciative and critical Proclamation* awareness of your own and other Christian traditions as This course is designed to help you demonstrate effec- implemented in strategies for ministry. 6 hours. tive cultural exegesis and awareness of cultural frameworks, empowering you for effective, faithful, dynamic, KA 555 Church History* and culturally appropriate communication of the Gospel. The focus is this course is to help you demonstrate ap- Knowing how to do effective cultural exegesis in your preciative and critical awareness of your own and other vocational context is crucial for empowering you for Christian traditions. The study of history helps us under- dynamic and culturally appropriate communication of stand where we came from and who we are. Christian the Gospel. No matter what vocation you are called to, history, specifically, provides witness to how our ances- a solid understanding of the cultural context and how to tors in faith addressed topics contemporary to their time read it will help you. 6 hours. and yet which are still relevant today. 6 hours.

KA 530 Culture and History* KA 560 Christian Ethics* This course is designed to help you demonstrate appre- This course is designed to help you articulate your un- ciative and critical awareness of cultural worldviews and derstanding of Christian ethics and demonstrate how it Christian heritage, empowering you for competent minis- informs daily living and your philosophy of leadership. It try. A solid understanding of your own cultural context as is a truism to say that we live in a world of moral chaos. well as that of others will be invaluable to you no matter Over the course of history, and certainly including our your vocational context. Additionally, the study of history time, Christians have struggled with what it means to helps us understand where we came from and who we be ethical and to make moral decisions. Given all the are. Christian history, specifically, provides witness to changes we are experiencing in the world today, what how our ancestors in faith addressed topics contempo- does it look like to live as a Christian? 6 hours. rary to their time and yet which are still relevant today. 6 hours. KA 565 Collaboration and Care* This course is designed to help you demonstrate compe- KA 535 Contextual Project* tent care and collaborative leadership This course is designed to help you demonstrate effec- informed by integrative reflection, an understanding tive cultural exegesis through empathetic reflection on of human and organizational systems, and emotional- worldviews in a particular academic area of study. Know- relational intelligence. Care and leadership are essential ing how to conduct academic research and communi- for any vocational context. The foundations of human cation, while demonstrating cultural exegesis through care and collaborative leadership are important in both worldview reflection, is crucial for clear and relevant individual and group settings. 6 hours.

34 KA 570 Collaborative Leadership* KM 701 Effective Project Design The focus of this course is to help you demonstrate col- This course, which includes the Foundations Seminar, is laborative leadership informed by integrative reflection, an designed to help you demonstrate the ability to develop understanding of human and organizational systems, and a project proposal that will present new knowledge emotional-relational intelligence. Collaborative leadership is about the practice of ministry in your particular context. essential for any vocational context and is important in both The heart of the Doctor of Ministry program is the final individual and group settings. Such collaborative leadership project. This is an individual enterprise that is carefully is built upon elements such as emotional-relational intel- planned and designed to achieve a specific aim for your ligence, team building skills, appropriate conflict mediation, vocational context. There are several steps to the final cooperative governance, and the like. 6 hours. project and effective project design is the key. 6 hours. course descriptions KA 575 Mentored Life* KM 702 Integration in Ministry Context Effectiveness in any vocational context is a learned skill. This focus of this course is to help you demonstrate a It is something we learn through community and mentor- high level of competence in the integration of content, ship. These relationships shape us as individuals and in character, and craft specific to your ministry context. our vocational contexts; and they provide us opportunity to Acquiring a body of knowledge pertaining to the final both receive and provide insight, guidance, and support. project is essential for its successful completion. This is This course is designed to help you articulate and engage accomplished through two Directed Learning Experienc- your vocation in a mentored life, intentional Christian comes (DLEs) that typically involve a combination of archival munity, and whole-life stewardship. and field research. 6 hours. 6 hours. KM 703 Biblical and Theological Understanding KA 590 Integration in Community* This course is designed to help you articulate a biblical/ This course is designed to help you demonstrate compe- theological analysis and understanding of your particular tence in the integration of content, character, and craft ministry context and practice. A deeper grasp of how the specific to your vocational context. Integrating the vari- Bible and theology inform and shape your vocation is ous components of content, character and craft into your critical for the final project. 6 hours. vocational context is crucial for effective ministry. As you learn to do so you will deepen it in yourself, encourage it KM 704 Sociological and Cultural Understanding in others, and more faithfully witness to the reality of God’s This course is designed to help you articulate the socio- Kingdom. Repeatable. 6 hours. logical and cultural realities that impact your particular ministry context and practice. A deeper grasp of how KA 600 Continuing Well sociology and culture inform and shape your vocation is This course is designed to help you close your Kairos critical for the final project. 6 hours. journey by reflecting on your experiences and preparing to continue well on a path of lifelong learning. The develop- KM 705 Final Project ment and discovery you experienced during your educa- The focus of this course is to help you present new tional journey will continue. Taking time to reflect on the knowledge about the practice of ministry in your particu- things you have learned and the growth and challenges lar context through completion of doctoral-level research you have experienced will help you continue well on a path and a project. The culmination of the Doctor of Minis- of lifelong learning and discipleship in the future. 6 hours. try program is the completion of the final project. After careful planning, design, and research, the final project is completed in a manner that is appropriate for your *Students are not allowed to register for this course until the vocational context. 6 hours. faculty-led mentor team agrees that the student is ready to attempt the course and the Master Assignment. Once registered, students must complete the course within that semes- KM 800 Continuing Well ter. This course is designed to help you close your Kairos journey by reflecting on your experiences and preparing to continue well on a path of lifelong learning. The development and discovery you experienced during your educational journey will continue. Taking time to reflect Doctoral-Level Courses on the things you have learned and the growth and KM 700 Starting Well challenges you have experienced will help you continue As with most things in life, one key to success is starting well on a path of lifelong learning and discipleship in the well. This course is designed with that in mind. It will help future. 6 hours. you get started on your journey through Kairos. Focus is placed on helping you demonstrate a functional understanding of the Kairos system and exploration of available resources for taking responsibility for your educational journey. Areas of focus include journey preparation and mentor team development. 3 hours.

35 learning experience descriptions various charter documentsoftheLutheran reformation A studyofthe confessionsoftheLutheran Church. The and developmentin America. and expansionincontinental Europe,anditsbeginnings Reformation theran denomination,itsorigin withLuther’s A studyofthehistoryand religiousheritageoftheLu

analysis. Interpretivemethodsareexaminedinlightof tive Biblestudy, attendingtobasicresourcesandgenre This learningexperienceintroducesstudentstoinduc BI 503BibleInterpretationandtheInterpreter to interpretvariouspassagesfromtheBible. ed, arecovered.Studentsgivenampleopportunity well asthecontextinwhichthattextwillbecommunicat proach. Strategiesforbothexegetingthebiblicaltext,as basics ofBibleinterpretationusingaliteracygenreap This learningexperienceintroducesthestudentto BI 502IntroductiontoBibleInterpretation CH 532LutheranConfessions CH 531LutheranReformation past twomillenia. in itsvariousgeographicalandculturalcontextsover the have transmission ofthefaithandcriticalelementsthat primary focusisontheprocessesofcross-cultural ploration ofChristianity’s twothousand-yearhistory. Its This learningexperienceprovidesamissiologicalex CH 503GlobalMissionHistory tianity. placed ondenominationalidentitiesand American Chris and socioreligiousdevelopments.Specialemphasisis present, attentivetomajorevents,theologicalpatterns Christian HistoryfromtheProtestantReformationto This learningexperiencesurveysthemainaspectsof CH 502ChristianHeritageII placed onthevalueofcatholicity. and socioreligiousdevelopments.Specialemphasisis ormation, attentivetomajorevents,theologicalpatterns, Christian HistoryfromitsoriginsuptotheProtestantRef This learningexperienceintroducesthemainaspectsof CH 501ChristianHeritageI receptor society. will bebestunderstoodfromwithintheworldviewof to helpthestudentinterpretWord ofGodinwaysthat appropriate dynamichermeneuticalmethods. The aimis and cross-culturalcontexts,thatseekstouseculturally interpretation doneinmulti-generational,multi-cultural newly emergingdisciplineofethnohermeneutics:Bible This learningexperienceintroducesthestudentto BI/IC 555Ethnohermeneutics various learning experiences identity andpresuppositions. duced, requiringstudentstoexaminetheirowncultural

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- - - 36 relevant totheirministrycontext.Buildingupontheself students inthevariousaspectsofpresentinggospel gospel communication,thislearningexperienceengages Designed toassiststudentsindevelopingandpracticing CM 502GospelCommunicationinPractice development ofgospelpresentation. role cultural,personal,andspiritualformationplayinthe how to considernotsimplywhatgospelpresentationisbut engage student’s in theological,biblical,andcontextualanalysisofthe ing andpreparinggospelcommunicationbyengaging This learningexperiencedesignedtoassistindevelop in Context CM 501PreparingforGospelCommunication public worship. and practicumsessionsdesignedtoprepareleadersfor pate inaprogramoflectures,readings,discussions, cal, theological,andhistoriccontexts.Studentspartici The studyofworshipintheLutherantraditionitsbibli CH 533LutheranWorship church today. their are examinedintheirhistoricalcontextwithaviewto introduces students tosomeofthecomplexities involved This coursereviews thetheoryofcontextualization and IC 503DoingTheologyin Context and holisticway. municating thegospelinan incarnational,multifaceted, awareness, attitudes,and competencies relatedtocom as globalmissions. The coursefocusesondeveloping evangelism andsocialministriesinlocalsettingsaswell what thechurchissentintoworldtodo.Itlooks at This foundationalcourseaddressesthequestionof IC 501MissionoftheChurch both personalandsocial.3hours. as anadvisorintherealmofethicaldecisionmaking, competence the courseseekstoincreaseminister’s range ofcontemporaryethicalissuesasthebackdrop, rooted principlesofjudgmentandaction.Usingawide An investigationoftheChristianmoralidealandbiblically ET 501ChristianEthics various formsandpracticesofeducationalministry. Students willalsohavetheopportunitytoconsider discipleship andtheeducationalministriesofchurch. This coursewillhelpstudentstheologicallyconsider EM 501ChristianDiscipleship CM and practiceformalgospelpresentations.Pre velop gospelpresentationfeedbackandevaluationtools, different mediumsandstylesforgospelpresentation,de students willdobiblicalandtheologicalexegesis,study and ent fromtheirownexperience.Studentswillbeinvitedto

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learning experience descriptions tools. Prerequisite: OT 511. while acquiring familiaritywithlexicaland grammatical on acquiringa basicreadingabilityofHebrew narrative An acceleratedcontinuation ofOT 511 withemphasis OT 512ElementaryHebrew II morphology, phonology, syntax,andvocabulary. the fundamentalsofHebrew grammarwithemphasison An inductivestudyoftheHebrew textconcentratingon OT 511 ElementaryHebrewI of Godtoday. as theWord ofGodthatcontinues tospeakthepeople will beadeepenedunderstandingoftheOld Testament and theirrelationshipwithGod. The focusofthiscourse literature biblical textinitscanonicalformasacollectionofancient examine theliteracy, historical,andsocialcontext of the (Old Testament) fromacontextualperspective. Itwill This coursewillprovideanoverviewoftheHebrewBible OT 501OldTestament Literature gospel andanepistle.Prerequisite:NT 512. Greek skillsaresharpenedbyreadingandexegesisina A surveyofvariousapproachesandtoolsforexegesis. NT 513NewTestament GreekExegesis A NT 512ElementsofNewTestament GreekII of John1. vocabulary, morphology,andsyntax,includingthereading An intensiveintroductiontoNewTestamentGreek NT 511 ElementsofNewTestament GreekI writings. critical issues,andcontentsoftheNew Testament religio-historical backgroundtotheNew Testament, contributions ofscholarship,methodsstudy, the An introductiontoNew Testament studies,surveying to cross-cultural contexts.Opportunityisgivenforstudents in doingtheologymulti-cultural,multi-generationaland texts inGreek.Prerequisite:NT 511. connection withthecontinuedreadingofNew Testament tematic reviewofvocabulary, morphology, andsyntax,in guage requirementinGreek. The coursewilloffer asys- NT 501NewTestament Literature Dakota toparticipatingininterculturalChristianministry. A one-weektriptotheRosebudReservationinSouth IC 571RosebudImmersionExperience society. best understoodfromwithintheworldviewofreceptor student interprettheWord ofGodinwaysthatwillbe dynamic hermeneuticalmethods. The aimistohelpthe cultural contexts,thatseekstouseculturallyappropriate done inmulti-generational,multi-culturalandcross- ing disciplineofethnohermeneutics:Bibleinterpretation This courseintroducesthestudenttonewlyemerg IC/BI 555Ethnohermeneutics gies forapeoplegrouporsub-groupoftheirinterest.

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- - - 37 gain understandingofthehumanexperienceGodand formation. spiritual directionand The studentwill This unitwilloverviewthehistoryofChristianspirituality, SP 551UnitOne: An OverviewofChristianFormation tional direction. understand moreofwhotheyareandpotentialvoca participate inpersonalassessmentswhichwillhelpthem individual, vocationalandcorporatelives.Studentswill to thepresenceofGodinmanydimensionsour disciplined lifeofprivateprayerandbroadersensitivity history. Itisintendedtohelpfosteradeeperdesirefor the spirituallifeoffered bydevotionalliteratureinchurch disciplines andseektounderstandtherichinsightson The classwillexploresomeoftheclassicalChristian SP 501SpiritualFormation develop skillsinpreparingandleadingworship. historical, andcontemporaryperspectivesinorderto purpose andnatureofworshipfrombiblical,theological, A courseseekingtoimpartanunderstandingofthe PM 511 ChristianWorship historical, andliteraryanalyses.Prerequisite:OT 512. the studenttomovefromtextsermonusingtextual, sages oftheHebrewtext.Emphasisisonequipping The applicationofexegeticalmethodstoselectedpas OT 513BiblicalHebrewExegesis ethical concerns asrelatedtospiritualdirection. will focusonprofessionalpractices, organizationsand of Students willbepreparedto establishaministrypractice Direction SP 555UnitFive: TheProfessionofSpiritual the lifeofprayer. life. Studentswillpayattentiontowaysoflisteningand istry ofSpiritualDirectionisbasedonlisteningpeople to practices ofthedisciplinespiritualdirection. The Min- study, This unitisdesignedtoexplore,throughinteractive SP 554UnitFour:TheMinistryofSpiritualDirection listening, andotherclassicalspiritualdisciplines. will experienceprayer, Scripturereading,contemplative we aretoliveforChristinourspiritualjourney. Students who weareinGod’s graceandprayerfullydiscernhow us ofGod’s immenseloveforus,encourageustobe Spiritual Disciplinesarelifegivingpracticeswhichremind SP 553UnitThree:DisciplinesoftheSpiritual Life cause resistanceinthespirituallife. spirituality andpersonalityinformeachotheryet ministry ofspiritualdirection.Studentswillstudyhow Spirituality andpersonalityareimportantaspectsofthe SP 552UnitTwo: SpiritualityandPersonality the student’s autobiography. and aretreat.Emphasiswillbeplacedonthewritingof the

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learning experience descriptions eschatology. anthropology,Christology, HolySpirit,ecclesiology, or of Christiandoctrine:prolegomena,God,creation, Intensive seminarsfocusingonaparticulararea of the globalSouthandEast,thiscourseexaminesaspects With thecenterofChristianityshiftingfromWest to TH 503GlobalTheology work oftheHolySpirit,andGod’s futureforhumanity. nature andpurposeofthechurch,person Special attentionisgiventoGod’s activityincreation,the A studyofthecontinuedactivityGodinworld. TH 502Creation,theSpirit,andChurch coherent, anddefensible. ing topersonalconclusionswhicharebiblicallybased, each oftheaboveareasandassistsstudentincom course introducestheparticipanttomajorissuesin biblical authority, God,humanity, andJesusChrist. The A studyofthemajordoctrinesChristianfaith: TH 501God,Christ,andHumanity sions. and breakoutsessionsvigorouscasestudydiscus focuses onadifferent competencyandincludesplenary and ministrymoments.EachIntegratedStudiesintensive Connections aremadebetweenthevariousdisciplines serves asacapstonetosupervisedministryexperiences. Integrated learningthroughanon-campusintensivethat IS 501-506Supervised/IntegratedStudiesI-VI for God. pate inaswellleadgroupsfocusedoncreatingspace well asthoseinspiritualdirection.Studentswillpartici interior lifeandthemovementofSpiritinone’s lifeas The intentofthisunitistolearnpayattentionthe Supervision SP 556UnitSix:SpiritualDirectionGroup TH 521TheologySeminar appropriate fortheirministrycontext. nity tostudyaparticularaspectofglobaltheologythatis with implicationsfortheology. Studentswillhaveopportu questions, newunderstandings,andexpressions Christian faithareuniversal,newcontextsbring ity worldchurchtoday, notingthatwhilethetruthsof

theological

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major - - - - - 38 Faculty Heather Henson Kairos Affiliate Professor; Adjunct Professor of Pastoral and Administration Ministries and Communication

D.Min., Northern Baptist Theological Seminary; M.Div., Northern Baptist Theological Seminary; Bachelor of Gregory Henson Music, Taylor University President; Kairos Lead Partner

M.B.A., Benedictine University, Lisle, IL; B.S., William Jewell College, Liberty, MO Steven Paulson Visiting Professor of Lutheran Theology Larry Caldwell Th.D., Lutheran School of Theology; M.Th., Lutheran School of Theology; M.Div., Luther Seminary; B.A., St.

faculty and administration Chief Academic Officer and Dean; Professor of Intercul- Olaf College tural Studies and Bible Interpretation; Kairos Executive Partner

B.A., Bethel College; M.Div., Bethel Theological Semi- Brandi Pohlmeier nary; Th.M.; Ph.D., Fuller Theological Seminary Kairos Advisor; Registrar

Paul Rainbow Nathan Helling Professor of Bible Chief Financial Officer and VP of Operations; Kairos Ex- ecutive Partner D.Phil., Oxford University; M.Div., Trinity Evangelical Divinity School; Th.M., Harvard Divinity School; B.A., M.Div., Sioux Falls Seminary; B.A., Augustana University University of Minnesota

Shanda Stricherz Susan Reese Chief Creative Officer and VP of Project and Strategic Professor of Spiritual Formation Design; Kairos Executive Partner Ed.D., University of South Dakota; MACO, Sioux Falls Seminary; B.A., University of Sioux Falls B.A., University of South Dakota

Chad Smith Douglas Anderson Enrollment Advisor Director of Clinical Services; Professor of Counseling B.A., Moody Bible Institute; Psy.D., Rosemead School of Psychology, Biola Univer- M.Div., Sioux Falls, Seminary sity; M.A.C.O., Sioux Falls Seminary; M.Div., Denver Seminary; B.A., Northwestern College Sarah Stenson Co-Director, Luther House of Study; Kairos Affiliate LaNeil Bartell Professor Office Manager J.D., University of Minnesota Law School; M.Div., Sioux Falls Seminary; B.A., Luther College Christopher Croghan Director, Luther House of Study; Assistant Professor Philip Thompson Ph.D. and M.Div., Luther Seminary; B.A., Augustana Professor of Systematic Theology and Christian Heritage University; Ph.D., Emory University; M.Div., Union Theological Seminary in Virginia; B.A., Mars Hill College Gretchen Hartmann Assistant Professor of Marriage and Family Therapy Steve Trefz D.Min. and M.A., Sioux Falls Seminary; B.S., National Director, Wesley House of Study; Kairos Affiliate Professor American University D.Min. and M.Div., Garrett-Evangelical Theological Seminary; B.S., South Dakota State University Jennifer Helkenn Assistant Professor of Counseling

Ph.D. and M.A., University of South Dakota; B.A., Briar Cliff College 39 faculty and administration M.T.S., Taylor Seminary;B.E.,Universityof Alberta Kairos Advisor atTaylor Seminary Heather Breitkreuz B.A., LebanonValley College of Religion;M.A.R.,Evangelical Theological Seminary; Religion; M.Phil.,HebrewUnionCollege-JewishInstitute Ph.D., HebrewUnionCollege-JewishInstituteof Studies atEvangelicalSeminary Kairos Affiliate Professor; AssistantProfessor ofBiblical Sarah DorseyBollinger Moody BibleInstitute M.A., GordonConwell Theological Seminary;B.A., Religion; M.A.,GordonConwell Theological Seminary; gion; M.Phil.,HebrewUnionCollege-JewishInstituteof Ph.D., HebrewUnionCollege-JewishInstituteofReli Studies atEvangelicalSeminary Kairos Affiliate Professor; Asst.ProfessorofBiblical Phillip Bollinger B.A., MessiahCollege Shippensburg University;M.C.M.,Huntingdon cal Seminary;M.A.R.,EvangelicalM.A., Ph.D., Temple University;D.Min.,George FoxEvangeli ership andHistoricalStudiesatEvangelicalSeminary Kairos ExecutivePartner;PresidentandProfessorofLead- Anthony Blair M.Ed., LibertyUniversity;B.A.,MessiahCollege and Program Assistant atEvangelicalSeminary Kairos PlatformCoordinator; Academic ServicesManager Mariana Bausher University B.S., LancasterBibleCollege; A.A., IndianaWesleyan Seminary Administrative Assistant andReceptionistatEvangelical Priscilla Baumgardner Seminary; B.A.,MessiahCollege Ph.D., Amridge University; M.A.R.,Evangelical Ministry Kairos ExecutivePartner;PresidentatBLISchoolof Gary Bailey Partner Team Legacy

- -

40 B.S., MessiahCollege Evangelical Seminary Kairos PlatformCoordinator;DirectorofMarketingat Mike Donghia Donor RelationsSpecialistatEvangelicalSeminary Marsha Conley B.A., NyackCollege Graduate School;M.P.S., Alliance Theological Seminary; Ph.D., SyracuseUniversity;M.A.,WheatonCollege Seminary Professor ofMarriageandFamilyTherapyatEvangelical Joy Corby Dipl., MoodyBibleInstitute Wheaton GraduateSchool;B.A.,College; Ph.D., King’s College,Universityof Aberdeen; M.A., Professor ofNewTestament atEvangelicalSeminary Doug Buckwalter Connecticut M.A., ChestnutHillCollege; B.A.,Universityof Instructor, SpiritualFormationatEvangelicalSeminary Kunz Jo Ann College versity; M.Div.,Taylor Seminary;B.A., Taylor University Ph.D., McMasterUniversity;M.A., Trinity Western Uni Professor ofBiblicalStudiesatTaylor Seminary Kairos Affiliate Professor; AcademicDean and Associate Ralph Korner Dipl., North American BaptistCollege President atTaylor Seminary Kairos PlatformCoordinatorandExecutive Assistant tothe Sandy Heavenor University (Tokyo, Japan) M.A., Taylor Seminary;B.A.,InternationalChristian Assistant atTaylor Seminary Kairos PlatformCoordinator;Office Administrative Ai Hayashizaki Seminary; B.A.R.,North American BaptistCollege Theological Seminary;M.Div., North American Baptist Ph.D., Fuller Theological Seminary;M.Th., Fuller Professor ofInterculturalStudiesatTaylor Seminary Allan Effa

- faculty and administration sity M.A., EvangelicalSeminary; B.S.,West Virginia Univer tions atEvangelicalSeminary Kairos PlatformCoordinator;DirectorofCommunityRela - Sonya Valentino countants B.Com., Universityof Alberta; CharteredProfessional Ac- Seminary Kairos PlatformCoordinator;DirectorofFinanceatTaylor Jacqueline Sthankiya M.A.R., EvangelicalSeminary;B.A.,MessiahCollege gelical Seminary Executive DirectorofInstitutional Advancement at Evan Ann Steel of Pittsburgh;B.S.W., MillersvilleUniversity Ph.D., UnionInstituteandUniversity;M.S.W., University Therapy atEvangelicalSeminary Dean ofStudentsandProfessorMarriageFamily Janet Stauffer Seminary Westminster Theological Ph.D., Westminster Theological Seminar;M.A.R., Associate ProfessorofOldTestament atTaylor Seminary Jerry Shepherd Vancouver; B.A., Trinity Western University Ph.D., King’s College,London;M.C.S.,Regent at Taylor Seminary Kairos Affiliate Professor;ProfessorofHistoricalTheology Randal Rauser Divinity; B.A., Trinity College Christian CollegeandSeminary;M.Div., Trinity Schoolof D.Min., Palmer Theological Seminary;Ph.D., American Seminary Professor ofMarriageandFamilyTherapyatEvangelical Robert Palmer University ofPennsylvania Evangelical Schoolof Theology; B.A.,Millersville Ph.D., CatholicUniversityof America; M.A.R., Formation andChristianTheologyatEvangelicalSeminary Kairos Affiliate Professor; AssociateProfessorofSpiritual Laurie Mellinger

Certified

Management

Accountant,

Alberta

- - 41 Jeremy Andrews Jeremy M.Div., ConcordiaSeminary;B.A.,University Tim Ahlman Professors Kairos Affiliate and M.A.,DenverSeminary;B.A.,DallasBaptistCollege Ph.D., DrewUniversity;M.Phil.,M.A., Theology andEthicsatTaylor Seminary Kairos ExecutivePartner;PresidentandProfessorof David Williams logical Seminary;B.S.,West Virginia University D.Min., SouthernSeminary;M.Div., Evangelical Theo- Evangelical Seminary Instructor ofBiblicalStudiesandPracticalTheologyat Tim Valentino Trinity EvangelicalDivinitySchool;B.A., Trinity College Pursuing aDoctorofMinistry at SiouxFallsSeminary;M.A., Kent Carlson College; B.A.,UniversityofBirmingham Ph.D., UniversityofManchester; M.A., All NationsChristian Peter Bunton M.Div., SiouxFallsSeminary Beth Broadbooks las Theological Seminary;B.A.,MidwesternStateUniversity D.Min., BiolaUniversity: Talbot School of Theology; M.Th.,Dal- Jeremy Bratcher M.Div., SiouxFallsSeminary;B.A.,University ofSouthDakota D.Min., United Theological Seminaryofthe Twin Cities; Shel Boese B.B.S., PrairieBibleCollege RS Brazil;M.Div., Taylor Seminary;B.A.,ProvidenceCollege; Th.D., InstitutoEcuménicodePós-Graduação,SãoLeopoldo, Keith Bienert cal Seminary D.Min., Drew Theological School;M.Div., NorthPark Theologi Bradley Bergfalk B.A., UniversityofFlorida gelical DivinitySchool;M.A., Trinity EvangelicalDivinitySchool; D.Min., Reformed Theological Seminary;M.Div., Trinity Evan- John Baxter B.A., GenevaCollege; A.A., UniversityofPittsburghat Titusville M.A., Pittsburgh Theological Seminary;M.A.,GenevaCollege; - Marcus Carlson Melissa Hiatt D.Min., Fuller Theological Seminary (Pasadena); M.A., Fuller M.A., Sioux Falls Seminary; B.A., University of Sioux Falls Theological Seminary (Colorado Springs); B.A., Eastern CDWF – Certified Daring Way™ Facilitator; Certified Strengths University, 2001 Communicator; CDTLF – Certified Dare to Lead™ Facilitator

Joel David Mel Howell Ph.D. candidate, South African Theological Seminary; M.Th., Ph.D., Biola University; M.A., Talbot Theological Seminary; University of Wales; B.Com., Baring Union Christian College B.A., Biola College

Greg Dirnberger Cletus Hull D.Min, Gordon-Conwell Theological Seminary; M.Div., Bethel Ph.D., Regent University; D.Min., Fuller Theological Seminary; Theological Seminary; B.A., Bethel College, 1978 M.Div., Trinity Episcopal School for Ministry; B.A., Oral Roberts University Krista Wisener Ducker faculty and administration M.A. with Distinction, Durham University, UK; B.A., Durham Steven Ibbotson University, UK D.Phil., Gonzaga University; M.Div., Prairie Graduate School B.A., University of Calgary; Dipl., International Correspondence School Pam Edwards Ph.D., Iowa State University; M.A., University of Northern Iowa; B.A., University of Northern Iowa Vinod John Ph.D., Asbury Theological Seminary; M.A., Meerut University; M.Th., Union Biblical Seminary; B.Div., Faith Theological Ted Faszer Seminary; B.Sc., Meerut University Ed.D., University of South Dakota; M.R.E., North American Baptist Seminary; M.M., University of South Dakota; B.S., Northern State College Terry Johnston D.Min., Bethel Seminary; M.Div., Bethel Seminary; B.A., Bethel University, 1977 Jody Fleming D.Phil., Regent University School of Divinity; M.Div., Evangelical Theological Seminary Brandon Jones Ph.D., Theological Studies, Calvin Theological Seminary; Th.M., Trinity Evangelical Divinity School; M.Div., Baptist Bible Vic Gordon Graduate School of Theology; B.S., Baptist Bible College Ph.D., Fuller Theological Seminary; M.Div., Fuller Theological Seminary; A.B., Stanford University Tom Keppeler Ph.D., Trinity International University; M.A., Wheaton Graduate Chris Gorman School; B.S., University of Wisconsin M.Div., Sioux Falls Seminary; B.R.S., Tabor College Aaron Kilbourn Deb Griest Ph.D., Liberty University School of Divinity; M.Div., Sioux Falls Ph.D., Case Western Reserve University; M.A., Ashland Seminary; B.A., University of Sioux Falls; Certificate, The Theological Seminary; B.S./M.S., The Ohio State University Queen’s College, Oxford University

Geoffrey Hartt Daniel Kulp DIS, Western Seminary (Portland); M.Div., Western Seminary M.Div., Evangelical Seminary; B.A., Eastern University (Portland); B.S., Excelsior College, New York, 2003 Jonathan LeMaster-Smith Roger Helland D.Phil., Garrett-Evangelical Theological Seminary; M.A., Pfei- D.Min., Trinity Western University; M.Th., Dallas Theological ffer University; B.A., Pfeiffer University, 2008 Seminary; B.A., Vancouver Bible College Rob Loane Gregg Hemmen M.Div., Biola University, Talbot School of Theology; B.A., DMin, Gordon-Conwell Theological Seminary; MACO, Sioux Albright College Falls Seminary; MDiv, Sioux Falls Seminary; BA, University of Sioux Falls; A.A., Ellsworth Community College Naomi Ludeman D.Min., Bethel University and Seminary; M.A., Bethel University Ian Hewitson and Seminary; M.E., Bethel College; B.A., Bethel College PhD, University of Aberdeen; MA, Westminster Theological Seminary; BA, Northwestern Liberal Arts College; A.A., Northwestern Liberal Arts College David Luick Doctoral student, South Africa Theological Seminary (dissertation accepted); M.A., Northwestern College, St. Paul, MN; B.S., Iowa State University

42 faculty and administration M.Div., SiouxFalls Seminary Mary Morgan Indies; B.Sc.,Universityofthe West Indies Ph.D., OxfordGraduateSchool; M.Sc.,UniversityoftheWest Sayeed SteveMohammed Philippines; CFLE,NationalCouncilonFamilyRelations University &OxfordGraduateSchool;B.Sc.,of D.Phil. Candidate,OxfordGraduateSchool;M.A.,OASIS Maria CeciliaMohammed and Seminary;B.R.,North American BaptistCollege D.Min., SiouxFallsSeminary;M.Div., Taylor University College Marcell Mitchell tion andRecording M.A.B.T., Sioux FallsSeminary; A.A., The InstituteofProduc- Pursuing aDoctorofMinistryatSiouxFallsSeminary; Jordan MinnichKjesbo Diego StateUniversity M.A. BiblicalStudies, Talbot Theological Seminary;B.S.,San Ann McGhee South SuburbanCollege Baptist Theological Seminary;B.A., LeavellCollege; A.A., Orleans Baptist Theological Seminary;M.Div., NewOrleans Ph.D., New. OrleansBaptist Theological Seminary;M.Th., New Karla McGehee Seminary; at Omaha;M.Div., UniversityofDubuque Theological Ph.D, Jeff McDonald C.F.H.E., UniversityofWales M.A.C.L., SiouxFallsSeminary;H.N.D.,UniversityofUlster; Pursuing aDoctorofMinistryatSiouxFallsSeminary; Steve McCready Wilfrid LaurierUniversity Dominguez Hills; Th.M., Dallas Theological Seminary;B.A., Ph.D., UniversityofPretoria;M.A.,CaliforniaState Norman Mathers Theological Seminary;B.A.,WilliamsBaptistCollege D.Min., NorthernSeminary;M.Div., GeorgeW. Truett Baptist Greg Mamula England College,1998 M.Div., NorthPark Theological Seminary, BSBA,Western New John Madvig Estudios Teológicos; B.Th.,InstitutoBíblicoBuenos Aires Theological Seminary;M.Div., InstitutoSuperiorEvangélicode D.Min., Covenant Theological Seminary;M.Th.,Covenant Guillermo MacKenzie sity, Garrett-Evangelical Theological Seminary;B.S., Africa Univer D.Min., Garrett-Evangelical Theological Seminary;M.Div., Okitakoyi “Michel”Lundula

2005

University

B.A.,

Wheaton of

Stirling,

College,

2014;

M.A.,

2002

University

Nebraska

43 David Reese Seminary; B.A.,BethelUniversity Pursuing D.Min.,SiouxFallsSeminary;M.A., Shan Reed B.S., UniversityofSouthDakota M.Div., SiouxFallsSeminary;M.A.,UniversityofSouthDakota; Joleen Pietzrak Falls Seminary;B.A.,UniversityofNebraska-Lincoln Ph.D., BostonUniversitySchoolof Theology; M.Div., Sioux David Penn MAGL, Fuller Theological Seminary Paul Pankratz Seattle University M.Th., Western Seminary;M.A.,Western Seminary, B.A., Doctoral student,SouthernBaptist Theological Seminary; Andrew Pack University B.S., Africa Dubuque; M.Div., GarrettEvangelical Theological Seminary Ph.D., Newburgh Theological Seminary;D.Min.,Universityof Emmanuel Naweji Seminary; B.A.,GroveCityCollege Ph.D., BostonUniversity;M.A., Gordon-Conwell Theological Rachel Stahle Seminary; B.A.,ColumbiaBible College Ph.D., McMasterDivinityCollege;M.T.S., Trinity Western Don Springer Seminary; B.S.,CornellUniversity Th.D., Covington Theological Seminary;M.Div., LutherRice Paul Spargo McMaster DivinityCollege;B.A.,MaranathaBaptistUniversity Pursuing aDoctorofMinistryatSiouxFallsSeminary;M.A., Kevin Schular Wisconsin-Madison Online Education:InstructionandDesign,Universityof Illinois Garrett-Evangelical Theological Seminary;M.S.,Universityof Ph.D., Garrett-Evangelical Theological Seminary;M.T.S., Rene Schreiner B.S., LeeUniversity D.Min., SiouxFallsSeminary;M.A.B.T., SiouxFallsSeminary; Barry Saylor College Providence Theological Seminary;B.A.,North American Baptist Pursuing Ph.D.,ColumbiaInternationalUniversity;M.A., Lyndell CampbellRequia Seminary; B.A.,MercerUniversity War College; M.Div., SoutheasternBaptist Theological Ph.D., United Seminary; M.SS., Theological United States Army

Chicago

Medical

Center;

Professional

Certificate

faculty and administration London Schoolof Theology; BA,IndianaWesleyan University MDiv, Wesley SeminaryatIndianaWesleyan University;M.A., Phil Wiseman nonite BiblicalSeminary;B.A.,EasternMennoniteUniversity Ph.D., Union Theological Seminary;M.Div., Anabaptist Men Mark Wenger 2004 Education); B.A.,Virginia CommonwealthUniversity (Spanish), for Worship Studies;MAED,Wake ForestUniversity(Spanish Currently pursuingaDWSfromRobertE.Webber Institute Kenneth Wallace Jr. College ofWooster Ph.D., DukeUniversity;M.Div., LutherSeminary;B.A., The Steve Turnbull University The American logical Seminary;M.Div., Wesley Theological Seminary;B.A., Ph.D., SouthernMethodistUniversity;D.Min.,Wesley Theo- Mark Teasdale (Civil), McGillUniversity Maryland UniversityCollege;M.Th., Tyndale Seminary;B.E., versity; M.A.,McMasterDivinitySchool;M.S.,Universityof D.Min., Tyndale Seminary;M.Ed.,Western GovernorsUni Thomas Sweeney Theological Seminary;D.Min.,Princeton Theological Seminary B.A., SamfordUniversity;M.Div., SouthwesternBaptist Gary Strickland Trinity BaptistCollege Liberty Theological Seminary;M.A.,LibertyUniversity;B.A., D.Min., The SouthernBaptist Theological Seminary; M.Div., Jeremiah Stanley - - 44 Christian MinistryEmeritus Professor ofHomileticsand Gary E.Strickland Ronald D.Sisk Homiletics Emeritus Distinguished Professorof L. HughLitchfield Professor ofChurch Administration Emeritus Richard F. Houts Testament Emeritus Distinguished ProfessorofOld J. GordonHarris Emeritus Professor ofEducationalMinistriesandChurchMusic Theodore M.Faszer Professor ofMarriageandFamilyTherapyEmeritus Del Donaldson Faculty Emeritus Studies, UniversityofSiouxFalls,SD Dean ofChapel/InstructorReligious Evangelism Dennis Thum Chapel, SiouxFalls,SD Formation, CalvaryEpiscopal Canon ofLifelongChristian Spiritual Direction Christina O’Hara,B.A.,M.Div., Learning, SiouxFalls,SD Director ofCourses,Select Spiritual Direction Jodi Hanson Faculty Adjunct Professor ofPastoralCareEmeritus , B.A.,M.A. , B.A.,M.Div.

sioux falls seminary 2100 S. Summit Avenue, Sioux Falls, SD 57105 I 800.440.6227 I [email protected] I sfseminary.edu