GRADUATE CATALOG 2021-2022

EASTERN UNIVERSITY

Graduate-Level Catalog 2021/2022 Master’s and Doctoral Programs

An Innovative Christian University with Undergraduate, Graduate, Professional, International, and Seminary Programs

www.eastern.edu

Eastern University Is An Equal Opportunity Institution Eastern is committed to providing Equal Educational and Employment Opportunities to all qualified persons regardless of their economic or social status and does not discriminate in any of its policies, programs, or activities on the basis of sex, age, race, handicap, marital or parental status, color, or national or ethnic origin.

Regulation Change Eastern reserves the right to change its regulations, courses of study, and schedule of fees without previous notice.

Copyright © 2021 Eastern University 2021/2022 Master’s and Doctoral Degree Programs TABLE OF CONTENTS

INTRODUCTION n President’s Greeting ...... 2 n Welcome and Mission Statement...... 3 n Eastern University’s Core Values...... 4 n Accreditation and Memberships...... 4 n History of the University...... 6 n Doctrinal Statement...... 10 ADMISSION n Admission to Graduate Programs...... 13 STUDENT SERVICES n Student Services...... 17 n Student Account Information...... 21 n Student Financial Aid...... 22 ACADEMICS n Academic Policies and Procedures...... 26 PROGRAMS AND COURSE DESCRIPTIONS n Master of Business Administration (Organizational Management)...... 37 n Master of Arts in Teaching (Classical Education)...... 37 n Master of Arts in Clinical Counseling...... 37 n Master of Science in Data Science...... 38 n Master of Arts in Theological and Cultural Anthropology...... 38 n Master of Education (Multicultural Education, Reading, Special Education, Educational Leadership and TESOL)...... 38 n Master of Education in School Counseling...... 39 n Master of Science and Certificate of Advanced Graduate Studies in School Psychology...... 39 n Pennsylvania Department of Education Certifications...... 40 n Master of Education (School Health Services)...... 40 n Master of Science in Nursing...... 41 n Master in Social Work...... 42 n Doctor of Arts in Marriage and Family Therapy Studies...... 42 n Doctor of Philosophy in Marriage and Family Therapy...... 42 n Doctor of Philosophy in Organizational Leadership...... 42 PALMER THEOLOGICAL SEMINARY n The Master of Divinity (M.Div.)...... 81 n Dual Degree M.Div./M.B.A. in Management Program...... 83 n The Master of Theological Studies (M.T.S.)...... 84 n Master of Theological Studies in Latino/a Ministries...... 89 n Openseminary Master of Practical Theology...... 87 n Openseminary Master of Divinity (M.Div.) ...... 87 n The Doctor of Ministry (D.Min.) in Contextual Leadership ...... 89 PERSONNEL n Trustees...... 111 n Faculty...... 112 n Administrative Leadership...... 118 n Disclosures and Student Consumer Information...... 119 n Directions to Eastern University ...... 122 n Campus Map ...... 123 INDEX n Index...... 125 INTRODUCTION TO EASTERN UNIVERSITY 02

PRESIDENT’S GREETING

Congratulations on your decision to attend Eastern University. EU is a vibrant, compassionate, Christian academic community committed to faith, reason, and justice in service to God and the world. Having been at Eastern since 1992 serving as a faculty member, department chair, and division executive director, I am honored to serve as the 10th President of Eastern University.

Jesus states that we should love God with all of our heart, all of our soul, all of our mind, and all of our strength. Our outstanding faculty demonstrates that kind of holistic engagement that leads to the second commandment to love our neighbors, even our enemies, as ourselves. Education at Eastern is about transformation related to self, relationships, and communities.

Introduction Eastern is a place of inquiry, listening, debating, thinking, and growing in the discernment and formation of beliefs, values, interests, skills, careers, and service. Learning requires a patient commitment to study; it requires time. Learning is a direct investment in your future and a corrective to the increasing pace and compression of life.

I hope that you will take advantage of the tremendous resources available through our multiple campuses, colleges, travel opportunities, graduate programs, regional cultural institutions, and natural beauty.

May God bless you as you join and contribute to the Eastern experience!

The world needs you. The world needs Eastern U!

Welcome to Eastern University!

Dr. Ronald A. Matthews

President

EASTERN UNIVERSITY 2021/2022 ACADEMIC CATALOG We treat our resources as gifts God has entrusted to us, including our WELCOME earth, environment, facilities, and finances. Eastern is a co-educational, comprehensive Christian university of 03 the arts, sciences, and professions which seeks to provide an education T - Thoughtfulness: rooted in a unifying Christian worldview. Inspired by our commitment to truth, we think deeply, holistically, and The University offers courses leading to seminary and doctoral critically about the world God has given us, benefiting from the insights degrees, as well as the graduate degrees of Master of Arts, Master of offered by each individual in our rich learning community. Business Administration, Master of Science, and Master of Education. E - Enthusiasm: Undergraduate degrees granted are Bachelor of Arts, Bachelor of Science, Bachelor of Social Work, and Bachelor of Science in Nursing. Anchored by our hope and joy in Christ, we approach each situation with optimism, working toward favorable outcomes, and celebrating our Majors include accounting and finance, athletic training, biblical studies, successes. biochemistry, biological studies, biology, chemistry, chemistry-business, communication studies, criminal justice, economic development, R- Relationships: elementary education, English, environmental science, entrepreneurial With an attitude of humility and kindness, we honor and respect the studies, exercise science, history, management, marketing, mathematics, dignity of each individual, promoting community, working to bring missions and anthropology, music, political science, psychology, social work, reconciliation to broken relationships, and championing diversity, sociology, Spanish, theological studies, and youth ministries. equity, and belonging. UNIVERSITY MISSION STATEMENT N - iNnovation: Eastern University is a diverse, Christ-centered community preparing graduates to impact the world through faith, reason, and justice. Promoting accessibility and affordability, we seek new and more effective

approaches to education, exercising creativity to chart inventive paths Introduction VISION forward into the future. Eastern University is dedicated to ideas, inquiry, and the development of people of faith who will enhance the quality of society and the PALMER THEOLOGICAL SEMINARY’S church. Toward that end, Eastern will continue to expand its MISSION STATEMENT formative role in the world as a university in which knowledge Palmer Theological Seminary’s motto is “The Whole Gospel for the Whole and wisdom are imbued, Christlike engagement is inspired, and World through Whole Persons.” stewardship is modeled. The Whole Gospel EASTERN UNIVERSITY’S CORE VALUES Palmer Theological Seminary’s theological position affirms the Bible as E - Excellence: uniquely inspired and the authoritative revelation of God’s nature and purposes for humanity. Commitment to that revelation, fully expressed We strive to achieve the highest standards in serving our community in Jesus Christ, calls for the preparation of persons for ministry who are through distinctive academic experiences, student services, and faithful to all parts and implications of the Gospel. A curriculum faithful community life. to the whole gospel prepares persons who:

A - Authenticity: • have a thorough knowledge of the content of the Bible

We live with integrity and honesty, upholding the highest ethical • are able to interpret and communicate the message of the Bible standards as we seek to honor God with our lives, relationships, and work. in a way that is faithful and addresses contemporary life

S - Stewardship: • are committed to both the individual and social dimensions of

The mission is confirmed and celebrated when graduates believe their way into knowledgeable action that influences their world in substantive ways.

EASTERN.EDU/ACADEMICS ” GRADUATE PROGRAMS the biblical message • regular participation in worship and fellowship which supports faith, expands vision, furthers intimacy in relation 04 • affirm the Gospel’s proclamation of the forgiveness of sin, the with God and others, and increases awareness of the presence reconciliation of human beings to God and each other, and the and power of the Holy Spirit. gift of eternal life, through Jesus Christ. INSTITUTIONAL LEARNING GOALS For The Whole World We maintain a high priority on excellence in teaching within the context Palmer Theological Seminary is committed to the preparation of of exemplary scholarship and research. Guided by our faith in Jesus persons for Christ’s ministry in the Church throughout the world in a Christ, who is “the way, the truth, and the life” (John 14:6), we believe in variety of forms and institutions, with strong emphasis on ministry the unity of God’s truth, whether supernaturally revealed or humanly in and through local churches, in both the American Baptist and other discovered; we value the search for knowledge and understanding in all denominations. Recognizing that the Gospel expresses God’s love for areas of life. Thus we desire to foster an environment in which: the whole world, Palmer Theological Seminary seeks to prepare persons who: • Students develop intellectual curiosity, passion, and agility, valuing the life of the mind and life-long learning; • are able to lead individuals to faith in Jesus Christ • Students develop their critical thinking, reflection, analysis, • have a passion for a ministry concerned with the spiritual, and communication skills; emotional, intellectual, and physical needs of people • Students develop knowledge and competencies in the arts, • are articulate and empowered expounders of Biblical truth in sciences, and professions; relation to all areas of human life • Faculty are supported in and recognized for scholarship of • are skilled in assisting God’s people toward a loving, serving discovery, integration, application, and teaching. and transforming presence in the world ACCREDITATION AND MEMBERSHIPS • are sensitive to the various cultural situations in which people live, and are able to relate the Gospel’s saving and Eastern University is accredited by the Middle States Commission freeing power to the needs of persons and institutions in on Higher Education (MSCHE), 3624 Market Street, Philadelphia, PA those settings 19104. (267.284.5000) www.msche.org. The Middle States Commission

Introduction on Higher Education is an institutional accrediting agency recognized • are equipped to lead the Church in dynamic growth and by the U.S. Secretary of Education and the Council for Higher mission through preaching and teaching, caring and Education Accreditation. counseling, evangelizing and serving. As a professional school, the Seminary is accredited by the Commission Through Whole Persons on Accrediting of the Association of Theological Schools, 10 Summit Palmer Theological Seminary seeks to equip persons for Christian Park Drive, Pittsburgh, PA 15275-1103, 412-788-6505. The following ministry who view that ministry as divine vocation, know themselves degree programs are approved by the Commission on Accrediting: the to be called by God, and are committed to grow toward wholeness Master of Practical Theology, the Master of Theological Studies, the in their relationship with God, self, others, and their world. Palmer Master of Divinity, and the Doctor of Ministry. Theological Seminary is committed to assist persons toward: The Seminary is also approved by the United Methodist Church for the • an awareness of their own brokenness and dependence training of United Methodist ministerial candidates and is a member of upon God the Association for Clinical Pastoral Education.

• the development of a spirit of openness toward others in the Eastern University’s Bachelor of Science in Nursing program is accredited global body of Christ, beginning with an appreciation of that by the Commission on Collegiate Nursing Education (CCNE), an institutional body’s expression in Palmer Theological Seminary’s diverse accrediting agency recognized by the U.S. Secretary of Education and the Christian community Council for Higher Education Accreditation, One Dupont Circle, NW, Suite 530, Washington, DC 20036, (202.887.6791). www.aacn.nche.edu • a disciplined devotional life, bearing fruit in a vital, growing, contagious faith Eastern University’s Bachelor of Science in Biochemistry degree program is

EASTERN UNIVERSITY 2021/2022 ACADEMIC CATALOG accredited by the American Society of Biochemistry and Molecular Biology. Eastern University’s College of Business and Leadership is accredited by the Accreditation Council for Business Schools and Programs Eastern University’s Bachelor of Science in Athletic Training program (ACBSP). ACBSP is a specialized global business accreditation body 05 is accredited by the Commission on Accreditation of Athletic Training following the Baldridge model focused on teaching excellence, student Education (CAATE), 2201 Double Creek Drive, Round Rock, TX, 78664, outcomes, and continuous improvement. ACBSP evaluates business (512.733.9700). www.caate.net. CAATE is not recognized by the Council programs in areas of leadership, strategic planning, stakeholder for Higher Education Accreditation. Successful completion of the CAATE relationships, quality of academic programs, faculty credentials, and accredited program determines a candidate’s eligibility for the Board quality improvement. of Certification (BOC) examination. BOC is recognized by the National Organization for Competency Assurance. ACBSP 11520 West 119th Street Eastern University’s baccalaureate degree programs accredited by Overland Park, KS 66213 Specialized Accrediting Organizations recognized by the Council for https://acbsp.org/ Higher Education Accreditation include: MEMBERSHIPS Bachelor of Science in Exercise Science • American Association of University Women Commission on Accreditation of Allied Health Education Programs (CAAHEP) • American Association of Colleges of Nursing 1361 Park Street Clearwater, FL 33756 (727.210.2350) www.caahep.org • American Council on the Teaching of Foreign Languages Bachelor of Social Work Council on Social Work Education (CSWE) • Association of American Colleges 1701 Duke Street, Suite 200 • Association of Baccalaureate Social Work Program Directors Alexandria, VA 22314-3457 Introduction (703.683.8080) www.cswe.org • Association of Independent Colleges and Universities of Pennsylvania Eastern University’s programs for the preparation of teachers at the bachelor’s and master’s level, for the preparation of school counselors • College Entrance Examination Board and school psychologists at the master’s degree level, for school nurses and supervisors at the specialist’s level, and for school principals and • Commission on Accreditation of Athletic superintendents at the educational administration level are recognized by: Training Education The Pennsylvania Department of Education • Commission on Collegiate Nursing Education 333 Market Street (of the American Association of Colleges Harrisburg, PA 17126 of Nursing) (717.783.6788) www.education.state.pa.us. • Council for the Advancement and Support Upon successful completion of all eligibility criteria, Eastern of Education University’s Loeb School of Education forwards applications to the Pennsylvania Department of Education for final review and issuance • Council for Christian Colleges and Universities of teaching, specialist, and educational administration certifications. • Council of Independent Colleges Eastern University’s MED in School Counseling and M.A in Clinical Counseling programs are accredited by the Masters in Psychology and • Council on Social Work Education Counseling Accreditation Council (MPCAC) for the period of August, • International Assembly of Collegiate 2014 through August, 2024. MPCAC is a member of the Association of Business Education Specialized and Professional Accreditors: Masters in Psychology and Counseling Accreditation Council • National Association of Independent Colleges (MPCAC) and Universities 595 New Loudon Road #265 • National Association of State Directors of Teacher Education Latham, New York 12110 and Certification (518) 369-1472 www.mpcacaccreditation.org

EASTERN.EDU/ACADEMICS GRADUATE PROGRAMS • National Collegiate Honors Council It is approved for Veterans’ Education and a participant in the Yellow Ribbon Program. • National League for Nursing 06 This school is authorized under federal law to enroll non-immigrant • National League for Nursing Accrediting Commission alien students. • North American Association of Christians in Social Work HISTORY • Pennsylvania Higher Education Nursing Eastern University was founded in 1932 as a department of the Eastern Schools Association Baptist Theological Seminary, which began in Philadelphia, PA, in 1925. This college division was organized for the purpose of supplementing • Pennsylvania Association of Colleges the professional preparation of ministers. In 1938, the Department of and Universities (PACU) Public Instruction of the Commonwealth of Pennsylvania approved APPROVALS the granting of the A.B. and the Th.B. degrees upon the completion of a six-year course of study. In 1948, a third year was added, making a • American Dental Association seven-year course leading to the A.B. and B.D. degrees. • American Medical Association After almost twenty years of growth and progress, the Board of Trustees • Higher Education Department of the University voted on April 17, 1951, to secure a charter and organize Eastern Baptist of the State of New York College as a separate institution. The Charles S. Walton estate was purchased for the college at St. Davids, PA. The purpose of the college • Pennsylvania Board of Law Examiners was to prepare students not only for the ministry, but for all walks of • Pennsylvania Department of Education life. The curriculum was enlarged, the faculty was strengthened, and a co-educational liberal arts college was opened. Classes began in • Pennsylvania State Board of Nursing September, 1952, and the college received accreditation in 1954.

• U.S. Department of Homeland Security for non-immigrant Early in 1972, the legal name of the school was changed to Eastern alien students College: A Baptist Institution. The purpose of this change was to increase its appeal to all evangelical Christians, though the school • U.S. Department of State for Exchange Visitors retains its relationship to the American Baptist Churches in the USA. Introduction It is classified by The Carnegie Foundation for the Advancement Eastern continued to grow in size and complexity, and was granted of Teaching: university status in December, 2001. Eastern University reunited with Eastern Baptist Theological Seminary in 2003. Honoring the • Master’s – Larger Programs legacy of its longest-serving President, Gordon Palmer, Eastern Baptist

EASTERN UNIVERSITY 2021/2022 ACADEMIC CATALOG Theological Seminary was renamed Palmer Theological Seminary on • Exercise Christian stewardship of their time, possessions, July 1, 2005. and bodies.

Today, Eastern University is comprised of Palmer Theological To these ends, the residential college has sought to: 07 Seminary and College, the College of Arts and Humanities, the College Attract persons who are: of Business and Leadership, the College of Education, the College of Health and Sciences, Templeton Honors College, and Esperanza College. • Committed to the achievement of these outcomes; Eastern University enrolls over 3,100 students in these undergraduate, • Capable of participating fully in the life of the University as a graduate, professional, international, and seminary programs. community of Christian learners.

Historically, the trustees, administration, faculty, and staff have sought Develop a curriculum which includes: to shape Eastern University to reflect the following characteristics. These aspects are captured in the University’s mission, goals, and • An emphasis on basic skills in writing, speaking, logic, vision statements, and they have characterized Eastern throughout its mathematics, and a foreign language; rich history. • A liberal arts core which provides exposure to the major Academic and co-curricular programs at Eastern disciplines of the humanities, social sciences, and University are planned and carried out in the hope natural sciences; that all members of the University community will: • Appreciate that all truth is from God and that Jesus Christ • An emphasis on biblical and theological understanding; should be acknowledged as the Lord of the intellect; • In-depth study in one field; • Display a knowledge of biblical teachings and their • Pre-professional and professional opportunities for those application to life situations; students desiring them; • Seriously consider the claims of Jesus Christ as Savior Introduction • Intentional integration of a Christian worldview with the and Lord; academic disciplines. • Develop a Christian worldview; Design an environment which fosters: • Students’ management of intellectual and psychological • Be committed to excellence in their academic work and to maturation processes in themselves and others; life-long learning; • Open-minded inquiry and expression of differences • Be determined to apply their knowledge in service to others; of opinion, stimulating all members of the University • Be equipped with the communication and problem-solving community to explore new areas of knowledge and patterns skills which will enable them to participate creatively of thought; in society; • A sense of personal integrity and recognition of the rights • Be aware of their own worth and potential; and responsibilities of each individual;

• Increasingly develop self-awareness and sensitivity to the • The assumption by students of increasing responsibility for needs and feelings of others; their own lives;

• Be aware of their historical and • The development of policies and procedures that enable all aesthetic heritage; persons associated with the University to know that they are respected and that their opinions are heard. • Have a grasp of the wonder of the created universe; Develop resources which will ensure: • Maintenance of the physical facilities necessary for the • Develop an appreciation of diversity among individuals and academic and co-curricular programs in a manner that among cultures; demonstrates a sense of stewardship;

• Be prepared to live in an interdependent world, aware of • The fiscal health of the institution through a broadening global problems and dedicated to bringing God’s justice and base of support and effective management of human and peace to all individuals and societies; financial resources.

EASTERN.EDU/ACADEMICS GRADUATE PROGRAMS Further, the University has been committed to: Associated Ministries • Effective communication of the purposes and goals of the Palmer Theological Seminary is affiliated with the American Baptist 08 institution both internally and externally; Churches, USA. While the Seminary’s primary relationship is with the churches and agencies of this denomination, it prepares persons • Constructive relations with graduates designed to benefit for ministries in the whole Church. Within an evangelical context, the both the University and the alumni; Seminary is broadly ecumenical in spirit and practice. . • Vigorous pursuit of these goals by all members of the In 1991, the Seminary joined with the West Virginia Baptist Convention University community; to form a unique partnership for the purpose of offering a Master of • Continuous study of goal achievement. Divinity degree program to current and aspiring pastors in and near West Virginia. This partnership has enabled men and women in the HISTORY AND RELATIONSHIPS OF PALMER region to develop or enhance their ministry skills while remaining THEOLOGICAL SEMINARY close to home. Foundations PHILADELPHIA: URBAN AND Eastern University’s Palmer Theological Seminary is part of an SUBURBAN CONTEXT educational tradition that reaches back over three centuries to Bristol, England, where in 1679 Baptist training for ministry formally began. Palmer Theological Seminary, residing on Eastern University’s St. Davids From that beginning to the present, Baptists have been concerned about campus, is located near one of the nation’s major industrial and cultural issues of faith and order, such as a vital relationship with Jesus Christ, centers. With nearly 1.5 million people, Philadelphia is the largest city a believer’s church, voluntary religious associations, and religious in Pennsylvania, the second largest on the East Coast, and the fifth liberty. The visible church, institutional life and expressions of faith largest in the country. The greater metropolitan area is home to nearly have all helped to shape this great tradition, which forms a context for 4 million people. the theological nurture of ministry and leadership. Founded in 1682, Philadelphia is one of the nation’s oldest cities, The Seminary was founded as Eastern Baptist Theological Seminary though its populace is younger (with a median age of under 35 years) on March 19, 1925 during a period of social, intellectual, and spiritual than the national average. It is located within a few hours of other major unrest. Its twelve founders were committed to conserving the U.S. cities, including Washington, D.C. and New York City. Also close great historic evangelical beliefs within a strong denominational by are many varied recreational opportunities, including the Pocono

Introduction commitment to what was then the Northern Baptist Convention. At the Mountains to the north, historic Lancaster County to the west, and same time the original professors agreed to a rigorous and progressive beach resorts on the New Jersey and Delaware coasts to the east and curriculum that would ensure academic and theological integrity. south.

Through an intensive strategic planning process, the Seminary has A cultural hub, Philadelphia is considered to be among the nation’s strongly reaffirmed its theological heritage and its central commitment top three cities in theater and classical music and number one in to the preparation of sound, effective pastoral leadership as well as to a architecture. Eighty-eight colleges and universities, including the diversity of other Christian ministries. University of Pennsylvania, are located in the area, as are numerous historic sites such as Valley Forge National Park and Independence From the beginning, the Seminary provided remedial education Hall. Among the fine arts and science centers located in the city are the opportunities for those lacking the credentials for a graduate-level Philadelphia Museum of Art, the Franklin Institute, Fels Planetarium, program. This eventually led to the establishment in 1952 of Eastern the African American Historical and Cultural Museum, and the Baptist College, which became Eastern College in 1972 and Eastern Academy of Music. University in 2001. The Seminary’s proximity to the city allows students easy access to In 2003, the Seminary reunited with the school it planted and began hands-on ministry opportunities in an urban context. Philadelphia’s operating under the Eastern University umbrella. In 2005, the Seminary rich ethnic diversity gives it the feel of an international federation was renamed Palmer Theological Seminary after its third (and longest of neighborhoods. Historically, the city has a heavily German, Irish, serving) president, Gordon Palmer. Polish, and Slavic base. However, African American, Jewish, Italian, Latino, and Asian communities are also strong and distinct, and lately Palmer Seminary continues to pursue the course set by its founders an increasing number of Russian immigrants have been settling and summarized in its original motto, “The Whole Gospel for the in Philadelphia. Whole World.”

EASTERN UNIVERSITY 2021/2022 ACADEMIC CATALOG The area is rich with religious diversity as well, with a spiritual history dating to the 17th century. Most church denominations are represented in the Delaware Valley. Area churches range from large urban and suburban congregations to small, city store-front churches. 09

Baptists constitute the largest Protestant group, with most of them belonging to the National Baptist or Progressive National Baptist Conventions. The Philadelphia Baptist Association, the oldest Baptist association of churches in the U.S., was formed in 1707. Affiliated with American Baptist Churches, USA, this association consists of some 124 churches with an aggregate membership of over 60,000. THE SEMINARY COMMUNITY Student Formation Comprehensive formation for ministry takes place both in and out of the Seminary classroom. Palmer Theological Seminary is committed to equipping whole persons to incorporate the whole Gospel into all the various contexts and relationships in which they are involved. We are concerned not only with the intellectual and academic development of our students, but with their personal, social, and spiritual development as well.

Worship

In addition to the weekly Chapel service with the Eastern University Introduction community, Palmer Seminary holds its own worship services two times a week, one of which is designed using United Methodist liturgical resources. The seminary Chapel services are a delightful and refreshing opportunity for us to celebrate the God of our salvation, savor our oneness in Christ, and seek the power and wisdom of the Holy Spirit as we journey together. Preaching that heals and motivates, manifesting a variety of Christian worship traditions and styles, times of silent prayer and reflection, and eating meals together, are the centerpieces of these Chapel services. We sing our Christian faith through a variety of musical expressions—traditional, gospel, contemporary, international. Storytelling, liturgical dance, and other creative forms give further expression to our reverence for the work and presence of God and the life we have in Christ.

Fellowship In addition to worship and prayer, the entire Palmer Seminary community enjoys gathering for mutual edification and for fun on other occasions. These can include gatherings over meals for prayer and conversation, all-campus potluck luncheons in the fall and in the spring, a carol sing at Christmas time, and other activities as community members express interest.

Student Assembly Representatives of the student body are elected each year to serve the community, and to allow for students to have an active voice in Seminary policy formation and governance. Student Assembly representatives formally interface with faculty and administration

EASTERN.EDU/ACADEMICS GRADUATE PROGRAMS during faculty and Student Assembly meetings, as well as on an ongoing • We believe in one God eternally existing as Three Persons. informal basis. The Student Assembly creates and hosts a variety of n 10 student activities including Palmer Spirit Week, Christmas collections We believe in God the Creator, author of all life and our for charities, community meals, and Chapel programs. salvation.

Special Interest Groups n We believe that God created human beings, male and female, in the image of God as an expression of God’s The Seminary offers the opportunity for students to form a wide range eternal love, to live in God’s perfect will. As such, human of small Special Interest Groups. These groups convene for a variety beings are called to be faithful stewards of God’s creation of reasons: prayer, mutual support, outreach, Bible study, spiritual and to live in relations with God, each other, and the direction, issues advocacy, denominational identity and information, created world. etc.

n We believe in God the Spirit, Lord and giver of life, who Alumni/ae reveals Jesus Christ to human beings to transform them The Palmer Theological Seminary of Eastern University alumni/ae through conversion and sanctification to full humanity as include all those that have graduated from the certification and degree willed by the Creator. programs. It is a viable body of God’s servants who for decades have kept the welfare of the Seminary as a priority in their lives. Gifts that n We believe that Jesus Christ was conceived through the are given to the seminary help support lectureships, scholarships, and power of the Holy Spirit, born of the Virgin Mary, and is the annual fund, which works towards the general advancement of the truly God and truly human. school and its mission. n We believe that he lived a fully human life as Jesus Launched in 2020, the Alumni Care Initiative is an innovative of Nazareth, who walked with us, ministered to us, and communal approach to discovery and discernment as Palmer offers proclaimed the Reign of God. support and nourishment to its graduates through fostering spiritual, n Because human beings sinned and suffered the penalty relational, and theological growth beyond graduation. of death, we further believe in the life and death of the Lord Inclusive Language for our sins, in the resurrection of his body, in his ascension The Seminary is committed to the belief that in Christ, and in the new to heaven, and in his personal and visible future return to Introduction order inaugurated in his life, death and resurrection, there can be no the earth. room for inferior and superior categories of human beings, either on the • We believe that our salvation is received through faith by basis of gender, race, ethnic or national origin. Within this conviction, grace through Jesus Christ, the only and sufficient mediator Scripture teaches that males and females alike respond to the calling of between God and humanity. God into the ministries of Christ, and that God’s Spirit gifts both males and females for such ministry. • We believe that Jesus Christ commanded us to be baptized and to partake of the Supper in his name. Our expression of this commitment is seen in the Seminary’s “Policy on

Inclusive Language,” printed in the Student Handbook. n We believe that baptism is the immersion of a believer in water in the name of God the Father, God the Son, and God DOCTRINAL STATEMENT the Holy Spirit, signifying redemption through the death Section I and resurrection of Jesus Christ together with the believer’s • We believe that the Bible, composed of Old and New death to sin and resurrection to newness of life. Testaments, is inspired by God and serves as the rule of faith and practice, being the authoritative witness to the truth of n We believe that the Lord’s Supper is a commemoration of God embodied in Jesus Christ. the Lord’s death until he returns.

... we believe in the unity of God’s truth, whether supernaturally revealed or humanly discovered; we value the search for knowledge and understanding in all areas of life

EASTERN UNIVERSITY ” 2021/2022 ACADEMIC CATALOG • We believe that the Church is Jesus Christ’s body on earth, 1. All forms of dishonesty, including cheating, plagiarism, called to witness and proclaim the good news of God’s Reign furnishing false information to the University, and 11 and salvation to the world. The Church consists of believers, altering documents with the intent to defraud. called by Jesus Christ to worship God, serve one another in a spirit of love and truth, and to proclaim God’s Reign—not only 2. The use, sale, distribution and/or the possession of through word, but also through deeds of love and justice. As a cannabis and other illegal drugs. witness to the Reign of God, the Church embodies God’s will 3. Unauthorized use of tobacco and nicotine products. The to be one in diversity, to care for “the least of these,” and to campus is smoke free. proclaim hope. Therefore, the Church is a light unto the world at all times and in all places. 4. The use or possession of alcoholic beverages on campus or in areas adjacent to the campus. Section II Every member of the Board of Trustees, every administrative officer 5. Inappropriate behavior resulting from being drunk, of the Institution, professor, teacher, and instructor shall annually intoxicated, or under the influence of alcohol or illegal subscribe over his or her signature to the Doctrinal Statement, drugs. excepting only that a non-Baptist individual occupying any of the 6. Unauthorized visitation in University housing. foregoing positions shall not be required to subscribe to that part of the Doctrinal Statement regarding the mode of water baptism. 7. Inappropriate displays of affection.

Section III Students who violate these expectations and standards are accountable Whenever a member of the Board of Trustees, administrative officer, for their behavior. The principles of accountability are basic to providing professor, teacher, or instructor is not in complete accord with the a climate that encourages students to take responsibility for their

foregoing Doctrinal Statement (set forth in the preceding statements, choices and actions. Students can expect to be confronted, counseled, Introduction Sections 1 and 2), he or she shall forthwith withdraw from the Board and advised and when warranted, conduct will be adjudicated. In order to all positions and connections with the University, and his or her failure provide a climate of trust and trustworthiness, the University, through to do so shall constitute grounds for his or her immediate removal from the Dean of Students, is committed to the principle of due process for such positions by the Trustees. all students. Practices in student conduct cases may vary in formality with the gravity of the offense and the sanctions to be applied. (Note: Statement of Behavioral Standards The full statement of “Behavioral Standards and Expectations” can be and Expectations found in the Student Handbook.) Eastern University, as an intentional evangelical Christian academic community, aspires to pattern itself after the relationship between Jesus and his followers. That first Christian community demonstrated the attributes of forgiveness and accountability, affirmation and challenge, forthrightness and patience, in a spirit of servanthood and respect for diversity in the body of Christ. Eastern University attempts no less.

As a Christian university and a Christian community, we are concerned with establishing standards of conduct consistent with a Christian lifestyle. We believe these standards flow from biblical values and from our commitment to be witnesses to one another. We also believe these standards are in the best interests of each individual student as well as the community as a whole.

Believing that freedom is essential to Christian growth and maturity, the University limits its rules and regulations to policies and practices considered essential to the community’s well-being. The following are specific violations of University policy and will result in student conduct proceedings:

EASTERN.EDU/ACADEMICS GRADUATE PROGRAMS ADMISSION TO GRADUATE PROGRAMS 12 EASTERN UNIVERSITY

ADMISSION TO GRADUATE PROGRAMS

Pursuing a graduate degree is an exciting endeavor. At Eastern, we’re committed to making our programs convenient, flexible, and affordable, so that you can enjoy doing what you came to do—grow. Advance your career, expand your mind, and deepen your convictions through our high- quality, innovative programs. We know you’re busy, so we’ve made our online application as simple as possible for you. Our helpful enrollment counselors are also here to guide you through the process and answer any questions you may have.

50+ 20% 65+ Fully Online EU alumni receive a Graduate Programs! 20% tuition discount Areas of Study on master’s degrees! (Listed on Page 36) ADMISSION TO GRADUATE PROGRAMS 13 To be admitted to any graduate program, the applicant must meet the following academic criteria:

• Possess a bachelor’s degree in any field from an institutionally accredited college or university. If the bachelor’s degree was earned outside the United States, the program of study must be equivalent to a four-year U.S. baccalaureate degree program.

• Have an overall undergraduate grade-point average of at least a 2.5 (professional/state requirements may require a higher standard for specific graduate programs).

• Obtain acceptable scores on admission or professional tests, if required by the specific graduate program.

• Ability to appropriately use contemporary technology tools for communication and online learning as indicated by the signed Disclosure of Online Learning Expectations form.

• Specific programs may require interviews, essays, letters of recommendation, or other supplementary information prior to making admissions decisions. Undergraduate foundation courses may be required for graduate students who do not have adequate preparation to benefit from the graduate courses offered.

NOTE: Admission of F-1 students is based on the decision of the academic department.

For applicants who studied in educational systems outside the United States

• Official evaluation of academic credentials in English from a NACES member organization is required. An evaluation from World Education Services is preferred.

For applicants whose language of instruction was not English Admission

• Minimum test of English as a Foreign Language (TOEFL) score of 79 (internet-based) or 213 (computer- based) or minimum international English language testing system (IELTS) score of 6.5

Admission to Eastern University is not automatic; that is, some applicants who meet or surpass minimum requirements may be denied acceptance. Each Eastern program reserves the right to accept or reject any applicant for reasons the University determines to be material to the applicant’s qualification to pursue a degree. For example, a violation of integrity and honesty in the application process is a serious offense, considered to be sufficient basis to deny admission. READMISSION POLICIES Readmission after an absence of less than five years:

Students who withdrew from Eastern University and plan to resume their studies within the five year period following the exit date must apply for readmission through the Registrar’s Office.

NOTE: Students who have not returned to Eastern within the period of five years or who plan to make significant changes in their programs of study, such as a change of degree objective or major, must apply through the Admissions Office and fulfill the graduation requirements in effect at the time of their return.

The Application for Readmission form with instructions is provided on the Registrar’s web page www.eastern.edu/registrar. A completed application form must be submitted to the Registrar’s Office [email protected]( ) at least four weeks prior to the beginning of the readmission session. All official transcripts from other schools attended during the period of absence must be sent to the Office of the Registrar for evaluation. Academic credit for courses and grades earned at other academic institutions may be granted up to the maximum permitted by the specific Eastern University program. Qualified applicants are accepted in good standing or on academic probation once they have paid all past due balances to Eastern University and other schools attended since leaving Eastern. Notification of the readmission decision is communicated by the Registrar’s Office to the applicant by electronic mail.

Readmission after an absence of more than five years or a request to change programs of study: Students who have not returned to Eastern within the period of five years or who plan to make significant changes in their programs of study, such as a change of degree objective or major, must apply through the Admissions Office. The online application is provided on Eastern’s web site admissions.eastern.edu. The applicant must have paid all past due balances to Eastern University and other schools attended since leaving Eastern and complete all steps in the current admissions process. Official transcripts from other schools attended 14

during the period of absence must be sent to the Admissions Office STUDENT CLASSIFICATIONS for evaluation. (Credentials received for past periods of enrollment AND DEFINITIONS do not need to be submitted again.) Academic credit for courses Enrolled Student – A student is enrolled as of the first date

Admissions completed at other academic institutions may be granted up to the of the semester, term or academic session if all admissions maximum permitted by Eastern University policy. The accepted requirements have been met, a registration is properly submitted, student must fulfill all graduation requirements in effect at the and payment arrangements have been approved by the Student time of admission to the new degree or major. Accounts Office. The University reserves the right to cancel a ADMISSIONS STATUSES student’s registration if admission or payment processes are not AND DEFINITIONS complete by the end of the full refund period.

Full Acceptance – The candidate provided all required Matriculated Student – An enrolled student becomes credentials and fully meets the standards for admission. matriculated when accepted into a degree program.

Conditional Acceptance – The candidate provided all required Degree Student — A degree student is one who plans to pursue credentials and fully meets the standards for admission once the a degree and who has been formally admitted for advanced studies baccalaureate degree is awarded or once a final official transcript in a particular program. is received by the Admissions Office. A final official transcript will be provided after the degree conferral date. Provisional Student — Provisional admission is a temporary classification in which an applicant may remain for a period Provisional Acceptance – The candidate provided essential of one semester or term. If the deficiencies that caused the credentials and does not fully meet all standards for admission. A provisional admission are not corrected by the end of the period, provisional acceptance allows the candidate to enroll in up to two the student may be dropped from the program. Note: Financial Aid courses in one semester to demonstrate an ability to be successful is not available. Graduate Counseling Psychology and Education in graduate-level study and achieve the minimum grade-point students are limited to six credits in this classification. average required by the program. Financial aid is not available to any student enrolled during the provisional status.

EASTERN UNIVERSITY 2021/2022 ACADEMIC CATALOG 15 Admission

The “ best part of Eastern’s online classes was knowing the professors were always willing to help every student learn and be available for phone calls or emails. Also, the ability to take online classes allowed me to gain additional precious hours to spend with my family, be active in church, and maintain a full-time job.”“

JASON MONN, MED ’16 | GRANTS MANAGER, THE DAVE THOMAS FOUNDATION FOR ADOPTION

Non-degree Student — A non-degree student is one who meets credits must apply through the Graduate Admissions Office to all requirements for admission to a specific graduate program, become a degree candidate in a specific program of study. but who does not intend to work for an advanced degree at this  — A certificate student is institution. This classification includes students who plan to Certificate or Certification Student one who is engaged in a program of study leading to a certificate or transfer credits to another institution, students studying for equivalent recognition of accomplishment rather than a graduate personal enrichment, and those who plan special programs of degree program. Candidates for certification (but not a master’s study not connected with a specific department and not leading degree) must submit the same credentials as degree applicants (or to an advanced degree. Students must complete and submit an whatever is required by that specific program) and be accepted application, proof of graduation in the form of a final transcript before they can proceed with a program that will make them from an accredited undergraduate program, and a non-refundable eligible for certification. application fee prior to beginning course work. Courses with prerequisites may be taken only if the prerequisites have been NOTE: External agencies have authority to impose new standards met. A non-degree student wishing to take more than 18 graduate for certification before a student’s program of study is completed.

EASTERN.EDU/ACADEMICS GRADUATE PROGRAMS STUDENT SERVICES 16 EASTERN UNIVERSITY

STUDENT SERVICES

Eastern University is known for its caring, welcoming community. As a graduate student, you’ll have a variety of student services available to you, including advising, career development, chaplaincy services, and access to our state-of-the-art fitness center. We look forward to welcoming you into our community. STUDENT SERVICES Eastern University seeks to provide a Christ-centered environment and educational program that stimulates the growth and development 17 of each student socially, intellectually, spiritually, and culturally. The Eastern community, diverse in cultural, social, racial, academic and economic backgrounds, is a powerful and positive dimension of Eastern’s educational process. This community is a nurturing and caring one that provides support to students as they deal with the developmental issues of identity, intimacy, service, and vocation. ADVISING Each student is assigned an advisor to work with him/her and foster comprehensive support throughout his/her time at Eastern University. Students may also work with a faculty advisor within their program. Depending on the nature of the program, the advisor may be able to assist the student with the following functions: changes of status, requests for Incompletes, petitions for exceptions to policy, grade appeals, graduation clearances, course selection and registration, academic plans or programs of study, and other matters that will contribute to the student’s successful and timely completion of the chosen program.

Palmer students have a faculty academic advisor who will monitor the student’s academic progress. STUDENT RESPONSIBILITY It is the student’s responsibility to be knowledgeable about academic policies, curricula and services of the University, as stated in this publication and posted to www.eastern.edu, particularly with regard to degree requirements. A student experiencing personal and/or academic difficulties should contact his/her advisor at the earliest possible time to ensure appropriate interventions and remedies. CAREER DEVELOPMENT

The Center for Career Development equips current students and recent alumni with professional tools and skills needed to manage their careers. Student Services Services include résumé critique, mock interviews, networking tips, job search strategies, and helpful online resources, including our online job board, Handshake. For more information, visit eastern.edu/careers. DISABILITY SERVICES Eastern University is committed to facilitating access for students with disabilities through the provision of reasonable accommodations and appropriate support services. To begin the process, students must submit a written request for accommodations and appropriate documentation of disability to The Cushing Center for Counseling and Academic Support (CCAS). Interested students should contact CCAS as early as possible for further information and guidance about specific policies and procedures [email protected]( /610.341.5837). CHAPLAINCY SERVICES Opportunities for corporate worship, prayer, and counseling are facilitated by the University Chaplain, Dr. Joseph B. Modica (jmodica@eastern. edu/610.341.5826). The Seminary’s Chaplain, Dr. Debbie Watson ([email protected]/484.384.2964), facilitates similar opportunities specifically for the Seminary community. DATA AND IDENTITY SECURITY Eastern has taken a layered approach to IT security. Physical access to enterprise systems is very limited and strictly controlled. Electronic access to those systems and data is dependent upon who the user is and their specific relationship to the University, and what they need to know in order to function in that relationship. The IT infrastructure limits the kind of communication that can reach the systems and from where, both internally and externally. In addition to the University firewall, an intrusion detection system adds another layer of security. Other layers of security are being constantly evaluated.

Identity theft is more likely to happen in ways that are controllable by individual technology users. You can help to protect your own information by following these guidelines: • Do not answer any e-mail that asks for personal information. • Make online purchases only at established, reputable sites. • Do not leave logins, passwords, PINS, and personal information easily accessible to others. • If you store passwords and financial information on your portable devices, be careful where they are kept and be sure to protect your files. • Shred personally identifiable records. E-MAIL SERVICES ID CARDS (E-CARDS)

18 Eastern University issues a unique username (login), password, Students must have their ID cards in order to use the library, to and email account to each enrolled student. The Eastern University obtain borrowing privileges at area libraries, and to participate in email account is the required method of communicating with activities on the St. Davids campus. Students may also be asked to students about community events, important announcements, and identify themselves to Security or other University personnel. last-minute changes such as class cancellations. Therefore, it is very important to check the Eastern email account regularly and/or follow FITNESS CENTER the online instructions to redirect this account to a primary email An 8,200 square foot fitness center is located at the St. Davids campus. account. For detailed instructions on Eastern Email, visit the Help The fitness center is open to every Eastern University student (both Desk (www.eastern.edu/technology-services). undergraduate and graduate), and all Eastern faculty and staff. The EMERGENCY AND CRISIS INFORMATION two-story fitness center features state of the art Hammer Strength weight equipment and Life Fitness cardio equipment. The fitness It is advisable to create an account for the EU Emergency Messaging center also includes a 70-foot batting cage and an indoor turf area System. Go to www.eastern.edu and find Safety and Security for conditioning activities. Each participant must sign a waiver form using the Search command. In the case of an emergency event, before they are allowed to use the Fitness Center. we ask that all community members use their best judgment. We also recommend that each member of this community become INCLEMENT WEATHER AND SCHOOL familiar with emergency procedures. Call Security at 610.341.1737 CLOSING PROCEDURES for emergencies on the St. Davids campus. Call building security at As adult students, you will have to use your own judgment regarding other sites. travel conditions from your area. If you determine that it is unsafe 1. Carry identification, including an emergency contact to travel and the class has not been cancelled, the attendance policy card, with you at all times. will apply.

2. Keep a flashlight, a battery-powered radio and extra Go to www.eastern.edu and enter School Closing Info into the Search prescription medication on hand. window to review the current status of facilities and operations at campuses and locations operated by Eastern University. If the 3. If you wear contact lenses, carry glasses with you at all University is closed or classes are delayed due to inclement weather

Student Services times. (snow, ice, extreme weather conditions) you may also find out by listening to your local radio station or signing up for Emergency Text 4. Set up a contact plan. Ask someone who lives outside of Alerts from the University. your area to be your family’s contact, and include that phone number on your emergency contact card. RADIO

5. If the building you are in is affected, go to another place of Philadelphia Area  safety. Should we close or delay classes in the Philadelphia area, a radio announcement will be made on KYW News Radio, 1060 AM; our 6. As you use your E-Card/key to access buildings, do not school closing number is listed in Delaware County and is 1207. allow people unknown to you to enter. Central PA Area  FACULTY/ COURSE EVALUATIONS Should we close or delay classes in the Central PA area, a radio announcement will be made on WARM 103 FM; schools are listed Students evaluate instructors and curriculum regularly using an alphabetically, by name, and according to the type of closure (full electronic evaluation system. Students receive notifications via closing, delay of 2 hours, etc.). their eastern.edu e-mail addresses informing them that course evaluations are available for completion. Instructions to access the evaluations are provided in the notifications.

The two-story fitness center features state of the art Hammer Strength weight equipment and Life Fitness cardio equipment. The fitness center also includes a 70-foot batting cage and an indoor turf area for conditioning activities.

EASTERN UNIVERSITY 2021/2022 ACADEMIC CATALOG 19

TEXT ALERTS • Hard Drive If you would like to receive text messages alerting you to class n 80 GB for new equipment (20 GB minimum), cancellation due to weather closure, sign up for text alerts by going 160 + GB preferred to EU Emergency Messeging System. Fees may apply depending on • Memory/RAM your mobile phone contract, please contact your wireless provider n 2 GB, 3 GB preferred with any questions.

• Software Student Services LIBRARY INFORMATION n Microsoft Office 2007, Microsoft Office for Mac 2008 Forty-four (44) TCLC (Tri-State College Library Cooperative) libraries (Word, PowerPoint, Excel) are listed on the Eastern Library homepage. Libraries may be used n Current versions of: Anti-virus software (e.g., McAfee with a letter from Eastern University’s Warner library and a valid 8.x) Eastern ID. n Adobe Reader 8.x or higher Anti-spyware software for Also, be aware that books may be borrowed through direct PC (Adaware or Spybot, downloadable free from the interlibrary loan, on a three-day delivery shuttle, from “PALCI web) E-Borrow,” with 36,000,000 titles from 54 libraries in Pennsylvania, • Internet Connection New Jersey, and West Virginia. Access is available on the library homepage. www.eastern.edu/library n Dial-up is not permitted n Broadband connection (DSL, FiOS, cable, etc.) ONLINE COURSES/BRIGHTSPACE n Wireless– 802.11 b/g Eastern University uses Brightspace for the e-learning environment. • Web Browser The Brightspace system is easy to navigate and is specifically designed for online and hybrid learning in today’s classrooms. This n Current version of either: Mozilla Firefox 5.x, system allows students and faculty access to their courses anytime, n Internet Explorer 7 or higher anywhere. n For Macs: Safari or Mozilla Firefox 5.x

In order to access an Eastern University online course, your computer n Java 6.x and internet service must meet minimum system requirements. • Communications Tools • System n Web cam (optional) n XP Service Pack 3, Vista Business or Premium, n Microphone and headset (needed for Windows 7, Apple Leopard or above Adobe Connect) • Processor

n 1 Ghz or better, 2 + Ghz preferred

EASTERN.EDU/ACADEMICS GRADUATE PROGRAMS PARKING PERMITS FOR COUNSELING AND SPIRITUAL DIRECTION 20 ST. DAVIDS CAMPUS SERVICES Vehicle registration forms are completed as a part of the registration Recognizing that effective Christian ministry is done best by spiritually process for most graduate students. Please refer to the Public Safety and psychologically whole, mature persons, and recognizing also that website (https://www.eastern.edu/about/offices-centers/public- seminary students frequently can benefit from assistance in these safety-610-341-1737) for detailed information on how you will obtain areas, the Seminary has arranged with competent professionals to a parking permit. Permits should be displayed at all locations to identify provide counseling and spiritual direction to degree students at a the vehicle to the campus or site security. Please purchase and display significantly reduced rate, provided students qualify. Dr. Tim Pretz, the your permit as well as abide by posted parking lot restrictions in order Seminary’s Counseling Coordinator, acts as a liaison between students to avoid receiving a ticket. and counselors. REGISTRATION SECURITY All students may use online registration in Student Planning at Eastern University is proactive about the safety of all campus members announced periods. Before registration, meet with your advisor to and guests. The University has developed a series of policies and discuss your course selections, plan of study, and any questions you procedures designed to ensure that precautionary measures are taken to have regarding the registration process. Students must give consent protect students and guests on campus. A pamphlet which provides the for registration in the form of online self-registration or with their information needed to understand and participate in the effort to keep signature on an add/drop form acknowledging their registration into the campus safe is available in the University’s Public Safety Office. a specific course. Students with balances or that owe the university credential information will not be permitted to register until they have MEALS resolved the hold with the office in question. Breakfast, lunch, and dinner are available at the Eastern University Dining Commons, located in Walton Hall. Vending machines are also THE SEMINARY available within the classroom buildings on campus. Numerous off- campus dining opportunities are available nearby in the communities COMMUNITY of Wayne and King of Prussia. STUDENT SERVICES CAMPUS FACILITIES

Student Services In addition to the student services described elsewhere in this catalog, Palmer Theological Seminary is located on the campus of Eastern the Seminary provides a faculty advisor for all degree students, a University in St. Davids, Pennsylvania. The SEPTA (Philadelphia bookstore available online and on campus, and several on-campus regional mass transit agency) Paoli rail line has stops at the Radnor and computer labs. St. Davids stations; University-provided shuttle service is available from the Radnor station. In addition, SEPTA’s Norristown High Speed PLACEMENT SERVICES Line has a station/stop in Radnor which is adjacent to the Paoli rail line. Placement resources are coordinated through the Supervised Ministries The campus is located within a few minutes’ drive of Lancaster Avenue Department at Palmer. It is the mission of this Department to be a (Route 30), the Blue Route (I-476), Pennsylvania Turnpike (I-76/I-276), conduit for: the Schuylkill Expressway (I-76), U.S. Route 422, and U.S. Route 202.

• The external Christian community to address inquiries and to The primary academic facility is the McInnis Learning Center, which submit postings, information, and ministry opportunities. contains classrooms and offices for faculty as well as a 300-seat • Denominational and other ministry-related organizations auditorium. Other classrooms are located primarily in the Harold C. to contact PTS as they seek to develop relationships with Howard Center and Eagle Learning Center. Each room has wireless seminarians through campus visits and/or the dissemination internet access as well as state-of-the-art technology that permits of information to the Palmer community. the use of PowerPoint, DVD, and online content in instructional and • Students to access information submitted to the Seminary student presentations. as they seek employment opportunities while at PTS and Warner Memorial Library is the main library for Eastern University immediately following graduation. and is accessible to all Seminary students. The Seminary’s collection, For more information, contact the Office of Supervised Ministries. originally separate, has now been consolidated within the Eastern University Library collection.

EASTERN UNIVERSITY 2021/2022 ACADEMIC CATALOG Four Student Computer Labs with workstations and printing GREEN ENERGY PROGRAM FEE capabilities in each are available across campus for enrolled students The Student Government Association (SGA) has asked that the to use during open building hours. 21 university assess an annual fee of $48.00 to each student, so Eastern can buy electric power from renewable sources. The STUDENT ACCOUNT SGA’s recommendation is based on a report from the Sustainable INFORMATION Peace Initiative (SPI), a group of Eastern students and faculty, who have called the community to a more sacred stewardship of our The schedule of student charges varies according to the program environment. The SPI report documents the positive effects of selected. Specific costs and payment schedules are found at http:// renewable energy on our air and health. The fee is included in your www.eastern.edu/tuition. bill, but will be deducted if you choose not to participate. ADVANCE DEPOSIT LATE PAYMENT FEE All graduate students are required to pay an advance deposit of When a student is registered in a timely manner, Eastern University $150. This payment will hold a place for the student and be applied will provide a bill through the student’s Web Advisor on my.eastern. to tuition costs. edu in advance of the payment date. When a student account is not paid by the bill due date, a late payment fee may be assessed to the FINANCIAL RESPONSIBILITY student’s account. For the late payment fee, see Schedule of Student Full payment of a student’s financial account is expected by the due Charges online at eastern.edu/tuition. date. Failure to fulfill payment obligation may result in late payment fees, monthly service charges, suspension from classes, withholding LATE REGISTRATION of registration from future sessions, release of transcripts, grades, The last date to register for each academic session is published in Student Services and diploma. Eastern University will apply approved state grants, the calendars at the end of this catalog. Late registrations will be Eastern University grants and scholarships toward the payment processed on a case-by-case basis, but students whose appeals are of tuition, fees, books, room, insurance, and/or any other charges granted will forfeit priority in class selection and may experience billed by Eastern University. PLEASE NOTE: A 1.5% Monthly Service delays in student services. Full payment is due upon accepted Charge will be added to all accounts that become delinquent. late registration. In cases of serious delinquency of financial obligation, the student’s MONTHLY SERVICE CHARGE ON account may be placed with a collection agency and ultimately may be DELINQUENT ACCOUNTS listed with one or more credit bureaus. In addition to the delinquent A monthly service charge of 1.5% will be added to all accounts that balance, the student will be responsible for the fees of the collection become delinquent. In addition, the monthly service charge is added agency, which may be based on a percentage at a maximum of 33% to all delinquent accounts that are carrying past-due balances. of the debt, associated with placing the account with a collection agency. If it becomes necessary to litigate an account, all costs of If you pay your bill through our payment option and your payments litigation will be added to the balance of the student’s account. are kept current, you will not be billed the Monthly Service Charge.

ADDITIONAL FINANCIAL Payment Plans information is available on Eastern’s Web site, REQUIREMENTS FOR https://payplan.officialpayments.com/. INTERNATIONAL STUDENTS TUITION International students will need to provide documentation of financial support equivalent to one year of total expenses in the The cost of educating a student at Eastern far exceeds tuition charges. United States. The financial documents required are: 1) an affidavit Gifts, grants, endowment, and other sources of income supplement of support or a letter of intent to support from a sponsor; and 2) an student payments to insure a quality educational program. accompanying bank statement which indicates that the required Modest annual increases in student charges should be anticipated amount of funds is available. All documents must be in English with to sustain and advance academic programming. monies listed in U.S. currency.

An accepted graduate international student will be required to submit a $5,000.00 (U.S.) advance deposit before Eastern will issue a Certificate of Eligibility (I-20).

EASTERN.EDU/ACADEMICS GRADUATE PROGRAMS TUITION AND FEES FOR PALMER When the course work is presented in an accelerated sequential SEMINARY STUDENTS format, students who wish to drop a course are eligible for a refund 22 of tuition and fees based on the following schedule: Palmer Theological Seminary seeks to keep tuition and fees as low as possible. As a result, tuition covers only about 40% of the cost of On or before the end of the first week each student’s education. The remaining 60% comes from churches, of the course...... 100% friends, foundations, and alumni/ae that support the Seminary through endowment and annual fund gifts. Palmer Seminary also After the first week of the course...... 0% offers substantial scholarships. (Withdraw – “W” grade assigned) Student fees are assessed to enrolled students each semester If the course work is scheduled in a session coded other than FA, SP, and cover technology costs and auxiliary services. Additional S1, S2 or SUM, and includes a residency portion, full tuition will be fees may be billed for repeated course schedule changes, late charged for any portion of the residency attended for that course. cancellation of registration, and late tuition payment. A graduation fee is also charged in the academic year that a student completes Any student who purchased a laptop computer as part of the laptop their degree program. For the full schedule of fees, please go to program must consult the contract for information about returns eastern.edu/tuition and refunds. POLICY ON RELEASE OF ACADEMIC NOTIFICATION CREDENTIALS FOR PAST DUE ACCOUNTS The Student Accounts Office sends all written correspondence to the student’s secure Eastern University e-mail address. Paper bills will It is Eastern’s policy to withhold grade reports, transcripts, diplomas, not be mailed. and possibly future registrations anytime there is an outstanding amount due on a student’s account. FILING A DISPUTE WITHDRAWAL AND REFUND Any disputes regarding your student account or registration OF TUITION activity must be filed within one year of the transaction in (SEMESTER-BASED PROGRAMS) question. After one year, any disputes must be accompanied by appropriate documentation and are reviewed at the discretion of the

Student Services Any student who wishes to drop or withdraw from all courses Vice President. in the semester is required to notify the Office of the Registrar (610.341.5853). Please note that the first day of classes is counted as the first day of scheduled classes for the entire institution without STUDENT FINANCIAL regard for the start date of individual classes. AID Students who wish to drop or withdraw from all courses are eligible The financial aid program at Eastern University offers assistance for a tuition refund based on the following schedule: to graduate students through the Federal Direct Loan Program and Eastern University Campus Employment (ECE). Contact the Office Withdrawal during the regular semester: of Graduate Admissions for information on graduate scholarship or n the first two weeks 100% assistantship programs. Be sure to specify your program of study.

n after two weeks 0% In order to receive any type of financial assistance, a student must: (NON-SEMESTER COURSES AND • Be fully accepted as a matriculated student in a degree or RESIDENCIES) an elementary or secondary teacher certification program

Any student who wishes to drop or withdraw from a course • Be enrolled at least half-time or the program is required to notify the Office of the Registrar • Have made satisfactory academic progress at the end of the (610.341.5853). Notification will be sent from the Office of the previous academic year Registrar to appropriate University offices, resulting in a calculation • Have applied for financial aid by the published deadline of any remaining balance, change in Title IV Federal Aid, or Eastern each year aid is requested University Aid, or refund.

EASTERN UNIVERSITY 2021/2022 ACADEMIC CATALOG 23

Financial Assistance is not available for: the Federal Direct Student Loan Program each financial aid • Provisionally accepted students year if the student has not exceeded their undergraduate aggregate loan limit and is enrolled for a minimum of 4.5 • Students enrolled as non-degree students credits in that semester. Students enrolled only in the • Courses being taken for personal enrichment Education Certification programs are not eligible to receive Eastern Graduate Assistantships. FEDERAL DIRECT LOAN PROGRAM Student Services • Post-certification M.Ed. students may qualify for up to The Free Application for Federal Student Aid (FAFSA) must be $20,500 in the Federal Direct Student Loan Program each submitted each academic year in order to participate in the Federal financial aid year as long as they have not exceeded their Direct Loan Program. In addition, students must complete the Federal aggregate loan limit. Master’s degree candidates may also Direct Loan Master Promissory Note (MPN) and the Federal Direct apply for consideration for an Eastern University Graduate Loan Entrance Counseling online at www.StudentAid.gov before Scholarship or Assistantship. any loan funds can be sent to the University. If Master’s or Doctoral students have already reached their aggregate for the Federal • Post-master’s students may qualify for participation in Direct Loan Program, they can apply for a Federal Direct Graduate the Federal Direct Student Loan Program to complete early PLUS Loan at www.StudentAid.gov or a Private Alternative Loan at childhood, middle level, or secondary Teacher Certification www.ELMSelect.com. Further details on these loan programs can be requirements if they have not exceeded their aggregate found at www.eastern.edu/offices-centers/financial-aid-office/ loan limit. However, these students are not eligible to loan-options. receive Eastern University Graduate Assistantships. FOUNDATION COURSES International Students may apply for a Federal Direct Loan if they are considered to be an eligible non-citizen and have a valid SSN Graduate students must complete any required foundation courses and a valid Student Aid Report (SAR) from filing the Free Application during the first twelve (12) months of their enrollment in order for Federal Student Aid (FAFSA). These students may also apply to have these courses considered for financial aid. Foundation for consideration for a Graduate Scholarship or Assistantship if courses taken after the first year will not be considered for aid or for they meet the other criteria on those applications. Satisfactory Academic Progress. Private Alternative Loan Programs are available for students unable CERTIFICATION PROGRAM to participate in the Federal Direct Loan Program or students The Federal Direct Loan is available to eligible early childhood, interested in additional funding. middle level, or secondary Teacher Certification students if they meet the standard loan eligibility criteria above and the following SATISFACTORY ACADEMIC PROGRESS guidelines: FOR FINANCIAL AID • Education Certification students (not enrolled in a Financial Aid Satisfactory Academic Progress is comprised of three graduate degree program) may qualify for up to $12,500 in components: CGPA, completion of a specified percentage of credits,

EASTERN.EDU/ACADEMICS GRADUATE PROGRAMS and completion of degree requirements within 150% of the program Recalculation is the determination of the percent of Federal Title IV length. Standards can be found on the Financial Aid website at www. aid that the student is eligible to receive. The calculation takes into 24 eastern.edu/financial-aid-office/satisfactory-academic-progress. consideration the amount of aid awarded, the length of the semester and the number of days the student attended prior to his/her removal WITHDRAWAL FROM COURSES from classes.

A student who receives Title IV Federal Financial Aid and wishes to When Federal Title IV aid is returned, the student may owe a withdraw from all courses during an enrollment period must provide balance to the University. Students owing a balance should contact written notification to an Advisor and the Office of the Registrar. The the Student Accounts Office to make payment arrangements. The change of enrollment status processed by the Office of the Registrar Student Accounts Office can be reached by calling 610.341.5831. will alert the Financial Aid Office to review the student’s record. Students participating in the Federal Direct Loan Program must Federal Title IV aid includes Federal Grants as well as Federal Direct complete a Loan Exit Interview online at www.StudentAid.gov (If Loans awarded. The withdrawal date is defined as the actual date a student withdraws without notification, the last date of recorded that the student begins the withdrawal process or expresses the class attendance or the mid-point of the semester will be used as the desire to withdraw from the University. The withdrawal date will be withdrawal date for financial aid reporting.) the student’s last date of recorded attendance or the midpoint of the semester for a student who leaves without notifying the University. A student who is receiving any type of financial assistance and drops a class or withdraws from a class (or classes) should contact RETURN OF EASTERN UNIVERSITY the Financial Aid Office to learn how the change in enrollment status SCHOLARSHIP AND FUNDS will affect financial aid eligibility. 610.225.5102 The Financial Aid Office will also recalculate Eastern University LEAVE OF ABSENCE (LOA) grants for all students who withdraw, drop out, or are dismissed from all courses prior to completing 60% of a semester. Eastern University Leave of Absence status is limited to special requirements under grants will be removed when the student is relieved of all semester Title IV federal financial aid regulations. Students needing to charges. Otherwise, the calculation uses the same formula as the withdraw from ALL courses during an enrollment period should Return of Title IV funds. withdraw from the program and apply for readmission at a later date. NOTIFICATION

Student Services RETURN OF FEDERAL TITLE IV FUNDS The Financial Aid Office sends all financial information requests to the student’s secure Eastern University e-mail address. Students The Financial Aid Office recalculates Federal Title IV financial aid should regularly check their EU e-mail address as well as their for all students receiving Federal Title IV assistance who withdraw, my.Eastern.edu account. drop out, are dismissed or take a leave of absence from all courses.

EASTERN UNIVERSITY 2021/2022 ACADEMIC CATALOG ACADEMIC POLICIES AND PROCEDURES 25 EASTERN UNIVERSITY

ACADEMIC POLICIES AND PROCEDURES

At Eastern, we pride ourselves in our academic excellence and ability to deliver a quality educational experience to our students. Our academic policies and procedures ensure that our expectations, standards, and policies are transparent, clear, and beneficial to our students on their academic journey. ACADEMIC POLICIES TRANSFER OF CREDIT 26 A maximum of nine graduate semester credits may be transferred AND PROCEDURES from another accredited graduate program with the approval of Doctoral Student — A doctoral student is one who has earned the director of the appropriate program and the dean. An official a master’s degree and is enrolled in the Doctor of Arts, Doctor of transcript for this course work must be received by Eastern in order Ministry, or the Doctor of Philosophy program. for the course to be transferred. No credit will be granted for courses Post Master’s Coursework — A minimum of 12 credits of taken at another institution in which the student has earned less graduate work following an earned master’s degree. than a grade of “B.” — A graduate student is one who has earned Graduate Student Course work to be taken at other institutions during the student’s a bachelor’s degree from a regionally accredited college, is not enrollment at Eastern must be approved in advance. Permission pursuing a second bachelor’s degree, and is enrolled in graduate- level work. forms are available on Eastern’s Web site at www.eastern.edu/ registrar. Course grades and credits for transfer courses approved by Second Degree Student — A second degree student is one who the student’s program appear on the Eastern University transcript has earned a master’s degree and seeks another master’s degree in a different program. The second degree student must complete the and the quality points are calculated into the student’s cumulative entire program of study and may not transfer courses from the first grade-point average. master’s degree. When competencies have been met by prior course work, a department chair/program director will require alternate TRANSFER OF CREDIT (SEMINARY course work to ensure that the degree program meets all standards STUDENTS) for content and credits. Credit will be granted for work done at other theological schools Full-time/Part-time Student — Graduate students are full-time accredited by the Association of Theological Schools (ATS), or cognate when enrolled for at least 9 credits in a regular semester/term; they graduate programs approved by an accrediting body recognized by are considered part-time when enrolled for at least 4.5 credits. the United States Department of Education (DOE), provided that: Accelerated MBA students are full-time at 6 credits and part-time at 3 credits. 1. The student has had an official transcript sent to the Doctoral students are full-time when enrolled for at least 6 credits Registrar’s Office (if it is not already on file), and notified in each regular semester or when completing the dissertation; they the Registrar’s Office of the request.

Academics are considered part-time when enrolled in at least 3 credits in each regular semester. 2. The transfer credit requested should have been completed International Student — An international student is an F-1 visa within ten years’ time prior to the student’s date of holder. F-1 students must be enrolled full-time. matriculation at Palmer Seminary.

ACADEMIC CALENDARS 3. The work for which credit is requested is appropriate for Dates of course offerings and periods of enrollment are determined the degree program being pursued at Palmer Seminary by the academic calendars approved by the faculty. and for the course for which credit is granted.

Student enrollment is reported according to the official beginning 4. A grade of 2.0 (C) or better was earned in the course. If the and ending dates of the academic session, term, or semester, not transfer credits are to be considered for core courses, a according to individual course dates. A student’s degree date and grade of 3.0 (B) or better would be required. eligibility to participate in commencement exercises is based on 5. The Dean and the Registrar’s Office determine the request the last date of the final academic session, term, or semester, even if is appropriate, based upon the nature of the course work. course work is completed prior to that date. An instructor in the relevant discipline will be consulted MAXIMUM COURSE LOAD as needed. Further supporting materials such as a course description and/or course syllabus may be requested Graduate students are limited to a maximum of 18 credits in a regular of the student if these are required to make a more fully semester and 6 credits in each summer session. Graduate students informed decision regarding transfer of coursework. enrolled in term-based or residency programs are limited to the course load and credit hours specified for the term in their program of study.

EASTERN UNIVERSITY 2021/2022 ACADEMIC CATALOG TAKING COURSEWORK AT 9. Standards of evaluation will be coordinated within OTHER INSTITUTIONS FOR departments, using area competencies as guidelines. 27 SEMINARY STUDENTS 10. Adjunct professors will be involved as needed. Students are permitted to pursue coursework at other institutions which may be applied toward their degree at Palmer. Coursework 11. Students will be charged $40.00 per exam taken, pursued in this manner may only be: (1) denominational coursework, regardless of whether or not advanced standing (2) “free’ elective coursework for M.Div. students, or (3) required is awarded. MTS concentration elective coursework. Completing core required 12. Students in the M.Div. degree program may receive up to coursework at another institution is generally not permitted and is 15 credit hours of advanced standing and M.T.S. students determined on a case by case basis. Contact the Registrar’s office if may receive up to 9 credit hours. you have questions. WAIVERS OF REQUIRED COURSES ADVANCED STANDING (SEMINARY (SEMINARY STUDENTS) STUDENTS) When a student has taken undergraduate coursework comparable Credit for advanced standing may be granted under the to a required Seminary course, permission to waive such a course following conditions: may be granted. The process for requesting waivers is outlined in 1. Advanced standing may be granted for both core and the Student Handbook. Academic credit is not awarded for waived elective courses, provided the subject matter is appropriate courses; students must complete other coursework (usually a higher to the M.Div. or M.T.S. programs. level offering in the area of the waived course) to earn the number of credit hours required for their degree. 2. Entering students wishing to be admitted with advanced standing for undergraduate work must pass written and SEMINARY WRITING COURSE Academics oral exams prior to the commencement of their classes at INTG-510 A Guide to Seminary Writing is a three-credit course the Seminary. required of all master’s students unless they test out of it during the orientation period. 3. Entering students must apply no later than August 1 for Fall semester or December 1 for Spring semester to take 1. Students must complete this course within the first two advanced standing exams. semesters of enrollment at the Seminary. It may also be a condition of a student’s acceptance into a degree program 4. The Dean and a professor in the relevant area will at Palmer that they complete this course during their first screen applications. semester of coursework. 5. All exams, written and oral, will be administered at the 2. This course must be successfully completed in order to Seminary during the week before on-site orientation in meet graduation requirements for both the M.Div. and the Fall semester and in late December for the M.T.S. degrees. Spring semesters. ONLINE LEARNING EXPECTATIONS 6. The Dean’s Office will schedule all written exams, notifying students of the date, time, and room in which exams will be Courses will be delivered fully on-ground, blended/ hybrid (part administered. All written exams in any given subject area on-ground, part online) or entirely online. A level of technology will be administered at the same time. competency and access to a computer are required to function effectively. Students become familiar with technology requirements 7. Written exams will be evaluated by appropriate Seminary and expectations for course work by reading the Disclosure of Online professors, who will then schedule oral exams with Learning Expectations prior to their first registration. each student. CHANGE OF MAJOR AFTER ADMISSION 8. All exams, written and oral, must be evaluated by the end of Acceptable scores on required admissions tests (e.g., GMAT) must Fall or Spring orientation week and results reported to the be obtained before a request to change majors will be reviewed. Dean’s Office. Approval must be granted by the original advisor and the program director of the new major. Some programs have established deadlines

EASTERN.EDU/ACADEMICS GRADUATE PROGRAMS for changing majors. It is the student’s responsibility to consult with TIME TO COMPLETE DOCTORAL 28 the program advisor to clarify eligibility and procedures. DEGREE PROGRAM CLASS ATTENDANCE All requirements for the doctoral programs, including courses, comprehensive exams and thesis, must be completed within ten (10) Attendance at all class sessions of accelerated courses is considered years of the first enrollment. a critical element in the accomplishment of learning outcomes. ACADEMIC ADVISING AND STUDENT Class attendance for online courses is defined as an online presence RESPONSIBILITY demonstrated by active participation in all threaded discussions and virtual chats as required by the instructor. Failure to fulfill Students are responsible for all courses for which they are registered, requirements within the parameters of each session will result in the except for courses they officially dropped by written notification student being marked absent. to the Registrar. Advisors, program directors and the Registrar’s representatives make every effort to assist students in satisfying It is recognized that class absences are sometimes necessary for course requirements in the desired time period, but it is ultimately extenuating professional or personal reasons. It is for these reasons the student’s responsibility to meet all academic and financial that policies and procedures are established and published by the requirements for the program of study. departments responsible for each program. Please consult your department’s Web page or posted/printed materials for specific DROPPING/WITHDRAWING FROM A attendance expectations for your program. COURSE • Through the second week of a semester, or the equivalent INACTIVE STATUS time in other sessions, a student may drop a course online A student who is not enrolled in a current semester, term, or through Student Planning or by submitting a signed Add/ academic session will be reported as “Withdrawn” for enrollment Drop Form to the Registrar’s Office. purposes but may register for the following period without applying for readmission. If no enrollment occurs in a period of twelve (12) • A grade of “W” will be entered on the academic record of months, the withdrawal will be recorded on the academic record and any student who withdraws a course before 75% of the the former student will need to apply for readmission. semester or term has elapsed. Courses carrying a grade of “W” receive no credit and are not counted in the grade- Academics READMISSION FOR ADDITIONAL point average, even though they may carry a financial COURSEWORK AFTER PROGRAM obligation. Students must turn in a signed Withdrawal COMPLETION Form to the Registrar’s office to withdraw from a course. Former students who completed all program/degree requirements Informing the instructor is encouraged but not sufficient and wish to complete a new program or degree must apply for to withdraw from a course. readmission through the Admissions Office. Special rules apply for • A student who withdraws from a course after the 75% time financial aid eligibility. frame will receive a grade of “WF” which is computed as an TIME TO COMPLETE MASTER’S “F.” (Exceptions are made for extreme circumstances and DEGREE PROGRAM are handled on a case-by-case basis.)

All requirements for a graduate degree, including courses, • Students are advised to contact the Financial Aid Office comprehensive exams, internships and thesis, must be completed to determine the impact of the withdrawal on overall aid within seven (7) years of enrollment as a degree candidate. All eligibility. requirements for students enrolled in the M.Div., M.T.S., and M.P.T. must be completed within ten (10) years of enrollment as a NOTE: A student who fails to officially drop/withdraw from a registered course will receive a grade of “F” for the course. degree candidate. The ability to withdraw and receive refunds for programs vary based upon the established policies of these courses. Grades of “W” are taken into consideration in the calculation of Federal Title IV eligibility. They are also taken into consideration when determining if a student has made Satisfactory Academic Progress.

EASTERN UNIVERSITY 2021/2022 ACADEMIC CATALOG DIRECTED STUDY Each week of instructional activity begins on Monday and ends the following Sunday at 11:59 p.m. Courses are delivered in the following Some departments offer a directed study course for students formats in addition to on-ground classroom instruction: 29 with demonstrated ability and special interests. This course is appropriate when a student has a specialized and compelling Online – Online instruction occurs when the learner and academic interest that cannot be pursued within the framework the instructor are not in the same physical location, and of the regular curriculum or a regular course. Graduate students the instruction is delivered through asynchronous and/or need to have earned a minimum of 6 credits before attempting synchronous modalities via the Internet. Synchronous modalities directed study. allow individuals to interact online at the same time versus asynchronous modalities that allow individuals to log on at INDIVIDUALIZED INSTRUCTION different times.

Individualized instruction is the teaching of a regular catalog course Blended – Blended instruction includes a combination of online to a single student. Individualized instruction is offered only when (asynchronous and/or synchronous) delivery and on-ground the University has failed to offer a course according to schedule or classes (when the learner and the instructor are in the same with sufficient frequency AND it is needed by a student for a critical physical location and meet in real time as scheduled). Online reason (e.g., impending graduation or job). Both criteria must be met. synchronous classes and on-ground classes are offered in real Severe course conflicts and other student or faculty emergencies time as scheduled. Online delivery will not be greater than 49% of may be approved by the appropriate dean on a case-by-case basis total class time. as reasons for individualized instruction if no appropriate substitute course can be found. COURSE REPEAT POLICY • Graduate students may repeat courses in which they INDEPENDENT STUDIES FOR earned grades of “B -” or lower. Only two courses in the SEMINARY STUDENTS graduate program may be repeated. The same course may Independent Study/Reading courses are generally considered only be repeated only once, including withdrawn courses. Academics for summative MTS coursework or in extenuating circumstances, and are negotiated with individual professors. Special request forms • Course Repeat Policy for School Nurse Certification for this purpose are available online at the Seminary website and Students: The minimum passing final grade for all graduate must be approved by the Academic Dean. Normally, only students school nursing courses is a “B.” Any student who receives a who have a 3.0 (B) average or better and have completed at least 24 grade below a B must repeat the course. credit hours (M.Div./M.T.S.) are permitted to pursue an Independent • Course Repeat Policy for All Graduate Nursing Courses: Study; students on probation are normally not permitted to engage The minimum passing final grade for all graduate school in an Independent Study. Core required coursework is typically not nursing courses is a “B.” Any student who receives a grade permitted to be pursued on an Independent Study basis. The process below a “B” must repeat the course. and all requirements for engaging in an Independent Study are outlined in the Seminary’s Student Handbook. • A student who has received a grade of “F” in a required course cannot graduate unless this deficiency is corrected. INSTRUCTIONAL DELIVERY OF The course must be repeated at Eastern. SEMINARY INTENSIVE COURSES Intensive courses are structured differently than semester courses • When a student repeats a course, only the higher grade and are offered Summer terms, as well as through the West Virginia is used in calculating the grade-point average, but both program. Pre-class and after-class assignments are required grades appear on the transcript. in all intensive courses. The proportion of pre- and after-class • Credit is granted once for a repeated course, unless the assignments is approximately 1/3 and 2/3 respectively. For more course description specifically allows accrued credit. information on Intensive courses consult the Seminary’s Student Handbook. COURSE REPEAT POLICY FOR SEMINARY STUDENTS INSTRUCTIONAL DELIVERY OF ACCELERATED COURSES Seminary students may repeat any course in which they have received a C- or below. There is no limit on the number of times a Courses consist of at least 14 hours of instructional time for each course may be repeated. credit awarded. Each accelerated course is seven weeks in length.

EASTERN.EDU/ACADEMICS GRADUATE PROGRAMS ACADEMIC APPEALS AND GRIEVANCES PROCEDURE FOR STUDENT APPEALS TO 30 An appeal is defined as a request to a higher authority to change THE PROVOST a decision that was made, typically a decision that the student To appeal a decision by an academic dean (including a decision on believes adversely affects her/his academic career. A grievance an academic petition) the student may appeal to the Provost of the is a complaint or concern of a student regarding a faculty or staff University. Within 7 days of the Dean’s transmittal electronically or member at the university. For any academic appeal or grievance, if by mail of his/her decision to the student, the student may appeal a student is enrolled in class(es) while the case is being heard, the the Dean’s decision by sending a letter by certified mail or overnight student is responsible for the policies and procedures associated courier or e-mail with a return receipt requested to the Provost, with the class(es). with a copy to the Dean. In this letter or e-mail of appeal, the student shall state in detail why the decision by the Dean lacks substantial Students wishing to appeal a course grade should follow the process evidence or was capricious or discriminatory. The student shall listed under “Grade/Evaluative Action Appeal Process.” The process include the student’s full name, the Eastern University student for redress of grievances is found in the Student Handbook, under identification number, the College the student is enrolled in, and an “Student Rights, Freedoms, and Responsibilities.” explanation of the grievance and supporting documents.

If a student wishes to appeal an academic decision other than a The Provost may, at his/her discretion, limit his/her review to the grade/evaluative action, the student shall make written appeal written record provided, seek a meeting (in person or telephonically) to Dean of the College in which the student is enrolled. The letter with the student, and/or draw on a faculty group to review and advise. of appeal should include the date of the letter, the student’s full The Provost shall affirm the decision of the Dean unless the Provost name, the Eastern University student identification number, the determines that the Dean’s decision is arbitrary and capricious or action requested, and detailed reasons for the request, including otherwise lacks substantial evidence, in which case the Provost may all supporting documentation. The appeal should be complete, remand the matter to the Dean with instructions. The decision of the since once submitted, the student will not be able to submit further Provost shall be final. evidence or request reconsideration by the Dean. The Dean may, at his/her discretion, limit his/her review to the written record POLICIES AND PROCEDURES ON provided, seek a meeting (in person or telephonically) with the MEDIATION, CORRECTION, AND student, and/or draw on a faculty group to review and advise. Within DISCIPLINE FOR SEMINARY STUDENTS Academics fifteen (15) business days of receipt during the academic year, the Please see the Seminary’s Seminary Handbook for information. Dean will notify the student in writing of the Dean’s decision with respect to the student’s appeal. GRADING SYSTEM

ACADEMIC PETITIONS (REQUEST FOR Following are the grades and the quality points assigned to each. EXCEPTION TO POLICY) Grades – Grade points per semester hour If a student wishes to petition for an exception to an academic policy, the student shall petition the Dean of the College in writing. The A+, A, A-...... Excellent 4.0, 4.0, 3.7 Exception to College Policy form can be found in the Registrar’s Office B+, B, B-...... Good 3.3, 3.0, 2.7 and on the Registrar’s Web page at eastern.edu. The request should include detailed reasons for the request, including all supporting C+, C, C- ...... Fair 2.3, 2.0, 1.7 documentation. The petition should be complete, since once submitted, the student will not be able to submit further evidence F ...... No Credit/Fail 0 or request reconsideration by the Dean. The Dean may, at his/her I ...... Incomplete 0 discretion, limit his/her review to the written items provided, seek a meeting (in person or telephonically) with the student, and/or draw P ...... Pass on a faculty group to review and advise. Within fifteen (15) business days of receipt during the academic year, the Dean will notify the W ...... Withdrawn student in writing of the Dean’s decision with respect to the student’s WF ...... Withdrawn Failing 0 petition.

EASTERN UNIVERSITY 2021/2022 ACADEMIC CATALOG CREDIT/NO CREDIT GRADES (SEMINARY unforeseen extenuating circumstances. “W” grades will be awarded STUDENTS) only for the course the student was passing at the time he/she became 31 incapacitated. Courses carrying a grade of “W” receive no credit and 1. To receive credit (CR): are not counted as hours attempted.

n a student must complete the basic course Field Placements can be a special situation with extended time requirements within the allotted time, including required to fulfill the work. Therefore, extensions for incompletes in attendance, participation in class and assignments, and field placement courses will be considered on a case-by-case basis.

n the quality of the work must be congruent with At the time of review of academic progress and before the start of graduate work standards, given the criteria specified for the next session (see Academic Standing section) graduate students the course. having more than one Incomplete in a semester will have their records 2. Receipt of no credit (NC), indicates that: reviewed. This review may include contacting the professors of record who granted the Incompletes. The dean is authorized to place n the student has failed to complete the course students with more than one Incomplete on academic probation. requirements as outlined above and/or REQUESTS FOR INCOMPLETE GRADE/ n quality of work is not congruent with graduate work EXTENSIONS FOR SEMINARY STUDENTS standards listed above. The completion and submission of course work in accordance Unless the course syllabus states otherwise, any non-required with the course syllabus is an important measure of dependability elective may be taken credit/ no credit if requested by the student and ability to plan ahead, both of which are qualities important in during the first class period. A grade must be given for any course ministry. The Seminary’s policy on the awarding of incomplete taken as a required core course or as a required area elective. grades/extensions for coursework is found in the Seminary’s

Student Handbook. Academics GPA GRADE CHANGE POLICY The total quality points divided by the total credit hours which the student has attempted yields the grade-point average. Foundation A grade awarded other than an “I” is final. Final grades will be courses are not considered in calculating the grade-point average, changed when a clerical or computational error has been determined. nor are courses graded Pass. If the student believes there is an error, the student must report the alleged error in writing to the professor as soon as possible. If a grade INCOMPLETE change is warranted, the instructor must submit a change of grade The grade “I” is given when a student fails to complete course request to the Registrar. requirements because of extreme and unforeseen extenuating GRADE/EVALUATION ACTION circumstances that may have affected academic performance. The APPEALS POLICY “I” must be approved by the professor teaching the course. In an effort to provide interim assessment during the incomplete period, The Grade Appeals Policy applies only to questions of faculty the professor will provide a completion outline with a timeline of evaluation of student performance. Since evaluation involves issues deliverables during the makeup period. This form must be signed by of judgment, action to revise a grade in the student’s favor will not the professor and student before the end of the semester/session. The be recommended unless there is clear evidence that the original incomplete is recorded at the end of the semester/session and must grade was based on prejudiced or capricious judgment or that it was be removed within 180 days. The “I” grade automatically becomes inconsistent with official policy. an “F” if the student does not complete course requirements and a GRADE/EVALUATION ACTION APPEALS change of grade is not submitted within the time frame stipulated POLICY FOR SEMINARY STUDENTS above. In the case of persistent or additional extreme and unforeseen extenuating circumstances, an extension of the incomplete or a “W” If a student has questions about a grade or wishes to contest a grade, (Withdrawn) grade may be authorized. An “Exception to Policy” form, she or he must first consult the professor who assigned the grade. If available from the Office of the Registrar Web page, www.eastern. the student still has questions, she or he may report this to the Dean edu/registrar, should be completed and submitted to the Dean, along who will mediate if appropriate. The formal grievance procedure is with documentation of the persistent or additional extreme and not appropriate for appealing grades.

EASTERN.EDU/ACADEMICS GRADUATE PROGRAMS PROCEDURE with the resolution, the student must make a written request to the departmental chairperson/program director to submit the Appeal The main concern in any grievance or appeal procedure is to bring 32 Form and accompanying documentation to the program Dean. The reconciliation and growth in ways that enhance community. The written request must occur within one (1) week of receiving the first approach to any appeal should be non-adversarial and open, departmental chairperson’s/program director’s decision. Upon undertaken with careful attention to fostering understanding and receipt of the written request from the student, the departmental problem solving. The expectation is that the majority of appeals can chairperson/program director will inform the program Dean be resolved through a flexible process at the first or second steps that the Appeal Form and accompanying documentation will outlined here. Students shall have protection against prejudiced be forwarded. The student’s written request will be attached as or capricious academic evaluation through the publication of clear a cover page and then forwarded with the Appeal Form and all course objectives, grading procedures, and evaluation methods. accompanying documentation to the program dean. The program In accordance with Matthew 18, the process of appealing a grade or Dean will submit a written response to the student within two (2) evaluative action is as follows: weeks following the student’s written request for an appeal. A copy of the response will be provided to the student, instructor, and Step 1: As stated above, the student should communicate with program chairperson/program director. the instructor for an explanation of the grade or evaluative action.1 On rare occasions, a student and instructor fail to resolve Step 5 : If, after receiving a reply form from the program Dean, the grade or evaluative action appeal through these informal the student is still not satisfied with the resolution, the student measures, and in these cases, the student may then proceed to must make a written1 request to the program Dean to submit the step 2. However, the formal appeal in Step 2 must begin within Appeal Form and accompanying documentation to the Academic four weeks of the beginning of the following semester.4 Appeals Committee. This written request must occur within one (1) week of receiving the Dean’s decision. The Dean will then Step 2: A student may initiate a formal appeal by completing forward the Appeal Form and all accompanying documentation the Grade/Evaluative Action Appeals Form (Appeals Form) to the Academic Appeals Committee. The student’s written and submitting it to the course instructor. The Appeals Form request will be reviewed at the next scheduled Academic Appeals must be submitted within four weeks of the beginning of the Committee meeting. The Academic Appeals Committee will hear a semester immediately following the semester in which the grade/ presentation by the student of his/her case and will consider the evaluative action was received. The Appeal Form must include

Academics recommendations from Steps 2, 3 and 4. The Academic Appeals all necessary documentation and evidence to support the grade/ Committee will then decide the merits of the case. The decision of evaluative action appeal (Note: no additional documentation may the Academic Appeals Committee will be final. be submitted beyond this step). The student should keep a copy of the form and attachments in the event that the student chooses to 1. May be satisfied by use of the eastern.edu email account proceed to Step 3. The instructor will respond to the Appeal Form and becomes a part of the appeals documentation. and accompanying documentation in writing within two weeks of receiving the Appeal Form.2 2. If the faculty member involved in the appeal is the departmental chair/program director, the student should Step 3: If the student is still not satisfied with the resolution, the go immediately to Step 4. student must make a written request to the instructor involved to submit the Appeal Form and accompanying documentation to 3. If the faculty member involved in the appeal is the the departmental chairperson/program director. The instructor program Dean, the student should go immediately to Step 5. will then forward the Appeal Form and all accompanying documentation to the chairperson/ program director of the 4. Semester refers to the period of time in which the course program. This written request must be forwarded to the is instructed and evaluated. chairperson/program director within one (1) week following Go to www.eastern.edu/registrar to download the Grade/Evaluative the due date of the instructor’s decision. The departmental Action Appeals Form. chairperson/ program director will submit a written response to the student within two (2) weeks following the student’s written FINAL GRADE REPORTS request for an appeal. A copy of the response will be provided to At the end of each semester or other session, students may access the student, instructor, and program Dean. 3 their academic records in Student Planning which can be accessed Step 4: If, after receiving a reply from the departmental through the MyEastern portal at eastern.edu. chairperson/program director, the student is still not satisfied

EASTERN UNIVERSITY 2021/2022 ACADEMIC CATALOG SATISFACTORY ACADEMIC PROGRESS responsible for these regulations and others announced to the student body. Graduate students other than Seminary students must achieve a 33 minimum 3.0 cumulative GPA once 12 credits are earned. 2.75 GPA HANDBOOK FOR SEMINARY STUDENTS is acceptable for less than 12 credits. Specific programs may enforce All students are responsible to read, understand, and abide by the additional policies based on external accreditation and professional Seminary Student Handbook (https://www.palmerseminary.edu/ standards for satisfactory academic progress. student-life/office-registrar). Students are responsible for these PROBATION FOR SEMINARY STUDENTS regulations and others announced to the student body. The Seminary’s Review and Guidance Committee considers students’ UNACCEPTABLE ACADEMIC BEHAVIOR academic, personal and relational growth important. When a student The following are recognized as unacceptable forms of academic experiences serious difficulties in any of these areas, he/she may be behavior at Eastern University: placed on probation. 1. Plagiarism. Plagiarizing is presenting words or ideas not Any one of the following circumstances will result in a student being your own as if they were your own. Three or more words placed on probation: taken directly from another author must be enclosed in • the student fails one or more courses in a semester or term quotation marks and footnoted. The source of distinctive ideas must also be acknowledged in a footnote. The words • the student’s cumulative Grade Point Average (GPA) is less or ideas of another are not made your own by simple than 2.0 paraphrasing. A paraphrase, even if acknowledged by a footnote, is unacceptable unless specifically permitted by • the student’s semester GPA is less than 2.0 the instructor. • there are serious problems observed in moving toward 2. Submitting a paper written by another student or another Academics readiness for ministry person, including material downloaded from electronic See further details regarding conditions that may trigger media, as if it were your own. probationary status, as well as the conditions typically imposed 3. Submitting your paper written by you for another course upon students on probation, in the Seminary’s Student Handbook. or occasion without the explicit knowledge and consent of ACADEMIC PROBATION the instructor.

Students who fail to achieve the required grade-point average for 4. Fabricating evidence or statistics which supposedly their level of credits will be placed on Academic Probation. The represent your original research. Registrar will record the probation at the end of the semester/session and students will have 180 days in which to return to good academic 5. Cheating of any sort on tests, papers, projects, reports, and standing. Students with two or more incomplete grades may be so forth. placed on probation when normal progress toward graduation is in Each faculty member is required to send a record, together jeopardy. with all evidence of all suspected cases of academic The student’s academic program handbook may announce more dishonesty, to the Academic Dean. stringent standards for satisfactory academic progress, especially PENALTIES FOR ACADEMIC as they apply to program accreditation. Graduate students in DISHONESTY Counseling Psychology and Education programs who are placed on Academic Probation will be limited to two courses of any kind Academic Penalty – In the event academic honesty is violated, according to the definition adopted by the faculty and whatever (graduate or undergraduate), or a maximum of 6 credit hours, until additional definition the instructor has published to his/her students, they return to good academic standing. Students enrolled in the the instructor may do one of the following things, according to Master of Data Science are limited to one course per 7-week block, his/her assessment of the severity of the infraction and any for a total of two courses in one semester. extenuating circumstances.

UNIVERSITY HANDBOOK 1. Assign a grade of F or “0%” on the paper, project or All students are responsible to read, understand and abide by the examination but allow resubmission, resulting in a Student Handbook (www.eastern.edu/handbook). Students are maximum combined grade of C.

EASTERN.EDU/ACADEMICS GRADUATE PROGRAMS 34

2. Assign a grade of F or “0%” on the paper, project or Students receiving one or more failing grades in a session or semester examination without the opportunity for resubmission. will have their cases reviewed. The dean has the option to require immediate withdrawal regardless of prior academic performance 3. Assign a grade of F in the course. when there is little or no likelihood of success following two or more In all cases the instructor will forward evidence of dishonesty to the failing grades. Academics Academic Dean and will inform the Dean of the action taken. Also, a violation of integrity and honesty is a serious offense, Disciplinary Penalty – All cases of academic dishonesty will be considered sufficient basis to terminate enrollment. reviewed by the Dean of Students for possible disciplinary action. Any disciplinary action will occur in addition to the academic Students who receive VA benefits will be dismissed because of any penalty. Disciplinary penalties may include disciplinary probation, of the circumstances listed above. suspension or disciplinary dismissal. APPEAL OF DISMISSAL DISMISSAL A student may appeal a dismissal decision to the Academic Appeals Students may be dismissed from Eastern for failure to maintain the Subcommittee (convened for such appeals, as needed) by submitting required cumulative grade-point averages, for ethical misconduct, an Academic Dismissal Appeal letter. This letter should: 1) explain or for failure to complete graduate degree requirements within the and document perceived irregularities in the application of the allowed period of seven years. There is no provision for re-admission academic dismissal policies and procedures, which had the effect following dismissal for ethical or academic reasons once the appeal of rendering the dismissal decision arbitrary or capricious, 2) process has been exhausted. present new information which was not available at the time of the dismissal, and/or 3) explain extreme and unforeseen extenuating The Dean makes dismissal decisions when it is highly unlikely for the circumstances that may have affected academic performance. In student, under present circumstances, to complete the requirements the letter, the student should propose plans to address previous for graduation. The Dean will consider more stringent standards difficulties to ensure future success. All supporting documentation for satisfactory academic progress announced in the handbook should be included or attached to the letter. of a student’s academic program, especially as they apply to program accreditation. Appeal letters must be received within two weeks of receipt of notification of dismissal. Letters should be sent to the University

EASTERN UNIVERSITY 2021/2022 ACADEMIC CATALOG 35

Registrar, who will forward them to the chairperson of the Academic Academics Appeals Subcommittee. The decision of the Subcommittee following the appeal will be final. GRADUATION Students must provide written notification to the Registrar’s Office of their intention to graduate at least six months in advance of the anticipated graduation date. A form is available on the Registrar’s Web page www.eastern.edu/registrar. In order to graduate, a student must fulfill all requirements for the intended degree, including total semester credits; residency requirement; core curriculum; major curriculum; total grade-point average of 3.0 for graduate degrees or a 2.0 for seminary degrees; and any test/field experience required “Eastern is more than a university; by the academic department. (Consult your academic advisor for it’s a community. Professors and specific requirements of the intended degree.) fellow students get to know you Degrees are awarded to qualified graduates on January 31, March 31, as a person and not just as May 31, August 31, October 31, and December 31 each year. Diplomas are normally distributed by U.S. mail within 60 days following a number.” the degree date except when graduates have unpaid bills or other JESSICA RUSSELL obligations. CLASS OF: 2017 MAJOR: MBA Commencement ceremonies are held each May to recognize students who complete degree requirements in the past year. Participation in the ceremony celebrating the student’s graduation is encouraged, but optional. A student may not elect to participate in a ceremony for which he/she is not eligible. Although attendance is voluntary, the cost of participation is factored into student charges.

EASTERN.EDU/ACADEMICS GRADUATE PROGRAMS PROGRAMS AND COURSE DESCRIPTIONS 36 EASTERN UNIVERSITY

PROGRAMS AND COURSE DESCRIPTIONS

At Eastern, you’ll discover a community that loves learning. Our programs are designed to equip you for success in your career, while also enhancing your personal and professional development. Each course is carefully designed by expert faculty who love bringing ideas to life for their students. Courses 37 tional requirements of the national Board Certified Behavior Behavior Certified Board national the of requirements ­tional Concentration in Trauma Studies Concentration in Trauma prepare to is designed curriculum Studies Trauma 15-credit The on events traumatic of impact the understand to students learn evidence-based communities; and families, individuals, and stress; traumatic treating and preventing for interventions traumatized diverse skills with counseling trauma-informed apply Concentration in Applied Behavior Behavior Applied Concentration in Certification Analysis the meets curriculum Analysis Behavior Applied 21-credit The educa Specialist Behavior Licensed Pennsylvania the and (BCBA) Analyst has approved Inc.® Board, Certification Analyst Behavior (LBS). The course the meeting sequence,” course as a “verified curriculum the Certified Board the take to eligibility for requirements work will appear designation ABA The Examination®. Analyst Behavior CNSL of comprised is concentration The transcript. student’s a on CPSY 568, CPSY 569 CPSY 565, CPSY 566, CPSY 567, 506, CPSY 564, CPSY 570. and COUNSELING COUNSELING PROGRAMS PSYCHOLOGY of Arts Counseling Master in Clinical which degree 60-credit is a program Counseling Clinical The the and experience human understanding for a framework offers a sound receive Students behavior. human of deepest motivation in applying instruction practical and foundation theoretical in change create and hope regain clients help that skills counseling requirements educational all the meet credits core The lives. their Professional Licensed for Board Pennsylvania by the specified the reaching of option the have students (LPC), and Counselors electives selecting individual LPC by for required 60 credits Behavior Applied in either a concentration with graduating or who Individuals Studies. Trauma or Certification (ABA) Analysis field related another or in counseling degree a master’s hold already professional other or licensure toward courses complete also may considered are less than 12 credits needing Those credentials. may credits more 12 or needing those while students, non-degree Applied in (CAGS) Studies Graduate Advanced of Certificate a earn Counseling. or Professional Certification Analysis Behavior applicants when approved are study of programs Individualized program. the to admitted are help teachers become both master learners and master teachers. teachers. master and learners master both become teachers help and online offered are courses MAT teachers, working for Designed PA. Davids, in St. residencies summer during on-ground 3 3 3 3 . .3 30 … … … . .3 … . .3 ……3 ……3 ……3 ...... Hours: Credit Total

...... Management Talented Operations and Supply ...... Chain Management The Business Environment Innovation and Design...... Innovation in the 21st Century Marketing Business for Analysis Data ...... Financial Accounting Economics Managerial Leading Organizational Strategy Applied Knowledge Capstone Knowledge Applied

BUSA 515 BUSA 625 BUSA 505* BUSA 525 BUSA 565 BUSA 575 BUSA 585 BUSA 615 BUSA 665 BUSA 685

Templeton’s 30-credit Master of Arts in Teaching (MAT) offers offers (MAT) Arts in Teaching of Master 30-credit Templeton’s Liberal Arts approach Classical Christian and a distinctively those especially but school, of type any for teachers training to believe We education.” “classical of renewal the in involved a cultivate virtue, intellectual form students help should education them prepare and wisdom, of life moral a nurture learning, for love these toward lead students to order good. In common the serve to be the thus and lives, own in their them pursue must teachers ends, Templeton The become. students their hope people they of kinds the to them introducing do this by subject any of teachers helps MAT as Liberal Arts education, Classical of ends and materials, methods, pedagogy. and in psychology research current of results as the well literature, theology, philosophy, of study integrated the Through will program MAT pedagogy in small seminars, the and education, CLASSICAL EDUCATION CLASSICAL Program of ArtsMaster in Teaching *BUSA 505 will be waived for incoming students with an an with students incoming for waived will be 505 *BUSA will complete an These students business degree. undergraduate required the 30 credits course to obtain level graduate elective to graduate.

Required Coursework Required An Eastern University MBA in Organizational Management Management in Organizational MBA University An Eastern and acumen, business knowledge, the with graduates equips and in demanding lead teams to necessary mindset strategic graduate quintessential is the This organizations. high-performing academic of foundation a strong provides which degree, business thirty is an online It practices. real-world of in context theory, background any from students for designed program hour credit level. next the to career their advance seeking to PROGRAMS Administration of Business Master Management) (Organizational BUSINESS MANAGEMENT MANAGEMENT BUSINESS 38 Courses writing of anethnography and amaster’s thesis. completed in11months (on campus), with 33credits, including the ministry inchurch and mission agencies aswell. The degree canbe Christ and culture across the curriculum prepares students for applied problem solving. Investigation of the relationship between as ethnographic research and writing, cross-cultural analysis, and of anthropology. Students are instructed and trained inskillssuch that addresses both theoretical and practical concerns inthe field combined with courses intheology to create afaith-based program Courses in anthropology, the comparative study of cultures, are government, or services that are related to international work. cross-cultural Christianministry, and/or find jobsin business, students to teach anthropology, enter doctoral programs, serve in The MAinTheological and Cultural Anthropology prepares Anthropology inTheological andCulturalMaster ofArts SERVICE GLOBALSTUDIES AND human flourishing. as atool through which wisedecisions canbemadethat enable to understand data science inthe context of their faith -that is, both theoretical and applied problems. Students willbeinspired and statistical thinkingand computer programming skillsto and discernment. Ourstudents are trained to apply mathematical technical skillscombined with enhanced decision-making ability become equipped with abilities employers desire: cutting-edge science inaslittle as10 months. In 30credits, students will an innovative approach to learningthe artand science of data Eastern University’s Master of Science inData Science offers Master ofScience inDataScience DATA SCIENCE CNSL 551,and CNSL590. The concentration iscomprised of CNSL531,540, CNSL541, populations inprofessional counseling and volunteer contexts. DTSC 691 DTSC DTSC 690 DTSC 680 DTSC 670DTSC DTSC 660 DTSC 650 DTSC 600 DTSC 575DTSC 550 DTSC 520 DTSC EASTERN UNIVERSITY

Data ScienceCapstone: Applied DataScience. Philosophical Issues inDataScience Data ScienceCapstone:Ethicaland Applied Machine Learning Foundations Machine LearningModels of . Data andDatabaseManagement with SQL. Data Analytics inR. Information Visualization PythonProgramming. Principles of Introduction toStatisticalModeling. DataScience. Fundamentals of . . . . 3 3 3 3 3 3 3 3 3 3

graduate programs. assume positions inthissociety through undergraduate and Eastern University meets the needs of its students to capable of: University’s mission of faith, reason, and justice so that they are We seekto develop individuals with aclearunderstanding of the rigorous curriculum, and comprehensive subject area knowledge. training through innovative instruction, evidence-based practices, its commitment to fostering academic excellence and professional Education affirmthe mission statement of Eastern University with Eastern University’s Undergraduate and Graduate Programs in Mission Statement EDUCATION Required Courses: 30-credit (minimum) degree programs use research-based responsive curricula that highlights inclusion practices. These to work with students from diverse backgrounds and develop teaching and learningexperiences. The program prepares teachers quality while integrating faith, reason, and justice into a student’s The Master of Education has a strong commitment to academic Leadership, andTESOL) Reading, Special Education, Educational Education, Curriculum andInstruction, Master ofEducation (Multicultural Electives: ANTH 680 ANTH 602 ANTH 601 ANTH 570 ANTH 550 530 ANTH ANTH 502 ANTH 501 FOUR ELECTIVE CLASSES • • • • •

as changeagents. serving public and private institutions of learning modeling Christianthought and action; global issues; demonstrating sensitivity to multicultural and creative solutions; pursuing educational equity and justice through improving the learningof allstudents;

Anthropology Thesis inTheologicalandCultural On Knowing Humanity ColloquiumII On Knowing Humanity Colloquium1 Faith-Based EthnographicMethods. Theology Culture of Integrated Anthropological Theory II. Anthropological Practice Epistemological Insights for Integrated Anthropological Theory I

. . . Total Credit hours: . 2021/2022 ACADEMICCATALOG . . . . 33 1.5 1.5 12

3 3 3 3 3 3

Courses 39 GRADUATE PROGRAMS GRADUATE Master of Science and Certificate and Certificate of Science Master in Studies Graduate of Advanced Psychology School Certificate a and Science of Master a offers University Eastern Psychology, in School (CAGS) Studies Graduate Advanced of school educated broadly competent, become to students training when model use a scientist-practitioner who psychologists settings. grade 12 school to PreK within services delivering master’s earning a 48-credit requires program the of Completion two including Courses), Core (16 psychology in school degree by followed experiences, practicum of credits) (6 semesters in school work graduate in post-master’s CAGS a 15-credit includes CAGS The credits. 63 graduate of a total for psychology CAGS and This degree internship. (6-credit) a two-semester school as a for certification the graduate qualifies certificate Education of Department Pennsylvania the with psychologist Individuals also required). Praxis II exam of completion (Successful field related in another Degree a Master’s hold already who a complete to program psychology school the also enter may Individualized psychology. in school CAGS Re-Specialization to admitted are applicants when approved are study of programs program. CAGS Re-Specialization the

Master of Education in School Counseling in School of Education Master counselors secondary and training elementary on a focus With best the promote and students their for as advocates function who this community, larger and school the within children of interests as school certification for graduates qualifies degree 48-credit Education. of Department Pennsylvania the with counselors Individuals also required.) exam PRAXIS of completion (Successful also may field related in another degree a master’s hold already who in school a CAGS complete to program counseling school the enter when approved are study of programs Individualized counseling. program. CAGS the to admitted are applicants intervention and instructional practices and can be combined combined can be and practices instructional and intervention childhood, early including certification of areas several with physical and language, health language, foreign English as a second specialist, secondary reading music, school, middle education, supervision, single area principalship, education, special school, School and Counseling School supervision. special education and Studies Graduate Advanced of Certificate Masters, Psychology School the through offered are programs Certification and (CAGS) College the (within Department Psychology School and Counseling is Services Health in School Education of A Master Education). of Department. Nursing the through also offered EASTERN.EDU/ACADEMICS 40 Courses Programs Certifications Teaching Certification Pennsylvania Education Departmentof Programs Certifications SpecialistCertification Pennsylvania Education Departmentof electronic accessto review documents. (FERPA compliant) but allows Eastern University coordinators and records. Thisservice not only stores documents confidentially professional service that collectsand reviews important documents valid for one year. All students are required to use and pay for a that have practicums and classroom observation. Clearances are clearances and compliance documents prior to takingcourses Students enrolled inSchool Health Programs are required to obtain racial diversity. Students willdemonstrate sensitivity to ethnic, gender, and healthy, social,intellectual, moral, and physical development. of appropriate research and educational theories pertainingto educational programs through the utilization and implementation develop and coordinate comprehensive school health service and discipline within school health services. Students willbeableto achieve professional competence and increase specialization ina students to practice their profession from aChristianperspective; their holistic development. This30-credit program willprepare committed to meeting the needs of adiverse population and to program isto produce outstanding health professionals who are in which children and youth are served. The mission of the to preparing professionals to function effectively insettings The Master of Education in School Health Services iscommitted (School HealthServices) Master ofEducation Foreign/World Language(French and Spanish PreK-12) English asaSecond Language (PreK-12) Middle Level (Grades 4-8): Early Childhood (Grades PreK-4) Supervisor of School Health Services (PK-12) School Nurse (PK-12) below aBmust repeat the course. nursing courses isaB.Any student who receives agrade The minimum passingfinalgrade for allgraduate school EASTERN UNIVERSITY English/Language Arts,Math, Science, SocialStudies Early Childhood Directors Coursework

PRAXIS scores (iftaken). I certificate or anequivalent certificate from adifferent state; and undergraduate record); acopy of avalid Pennsylvania Instructional of 3.0 (with particular importance placedon the lasttwo years of the a completed program of study; the cumulative grade-point average the institution granting the baccalaureate degree; a current resume; For admission, candidates must submit anofficial transcript(s) from Supervisory CertificationPrograms and Educational Administration one year): must submit the following clearances (clearances are valid for Once admitted to the Masters and Certification programs, students Practicum andInternships Mandatory Clearancesfor Observations, for the following Fall and Spring semester. application (available on our website) December15th-January 15th Students must submit to the department aformal student teaching To formally apply, students must show evidence of: Formal Application for StudentTeaching Supervisor of Special Education (PreK-12) Principal (PreK-12) Single Area Supervisor (PreK-12) Special Education PreK-12 (PDE willissue certification after Special Education (PreK-8 and 7-12): (PDE willdiscontinue Secondary Education (7-12): Reading Specialist (PreK-12) Music (PreK-12) Health and Physical Education (PreK-12) • • • • • • January 1,2022) issuance of these certifications after December31.2021) and SocialStudies Biology, Chemistry, Communication, English,Mathematics Act 151ChildAbuse Clearance Act 34State CriminalHistory Clearance applicable* Passing of required tests (PAPA/Basic Skills) *if Required cumulative GPA: 3.0 or above All EDUC courses must bepassedwith gradesof Cor better teaching coursework (EDUC610/620) All coursework must becompleted prior to student 2021/2022 ACADEMICCATALOG

Courses 41

2 2 3 3 3 3 3 3 3 3 3 3 34 ......

GRADUATE PROGRAMS GRADUATE ...... : Hours Subtotal Credit ...... Capstone Innovations in Teaching and Learning. in Teaching Innovations Strategies in Assessment and Evaluation Education...... Nursing Foundations of Nursing Education of Nursing Foundations Pathophysiology, Assessment, Assessment, Pathophysiology, and Therapeutics I Assessment, Pathophysiology, and Therapeutics II...... Curriculum Design and Revision Advanced Communications Advanced and Collaboration...... Population Health: Prevention, Promotion, Prevention, Health: Population and Practice...... Translating Research for for Translating Research Practice...... Evidence-Informed ...... Leadership of Nursing Foundations

Capstone All foundational courses must be completed prior to taking the be completed prior courses must All foundational NURS 554 is the Prerequisite for NURS 556 for NURS 554 is the Prerequisite for is a prerequisite NURS 650A as Co-Requisites. Taken NURS 554 NURS 566 is the Prerequisite for all Foundational courses. all Foundational for NURS 566 is the Prerequisite courses. level all professional for NURS 630 is the prerequisite NURS 630 NURS 634 NURS 650A NURS 566 NURS 650B NURS 556 NURS 632 NURS 552 NURS 562 NURS 560 NURS 564 NURS 650B. The Master of Social Work degree at Eastern University prepares prepares University Eastern at degree Work Social of Master The in the positions leadership and careers advanced for students program the perspective, a trauma-informed upon Drawing field. skills. social work generalist advanced with students equips settings where agency in real-world learning is applied Classroom of mentorship the under enhanced are competencies practice practitioners. experienced * + ** Courses (Completed Track Professional sequentially) * * * * + WORK SOCIAL Work in Social Master + Students enrolled in the MSN program are required to complete complete to required are program MSN the in enrolled Students NURS 566 beginning with courses level foundational all the moving to 564 prior and 556, 552, 562, 560, NURS 554, by: followed courses level Professional courses. level professional the into taken be must 650B, and 650A and 634, 632, 630, NURS include: require NURS 634) (except courses level Professional sequentially. part of as coursework to addition in hours practicum 144 of a total requirements. course/program Nurse in Nursing of Science Master Curriculum Educator Courses Level Foundational * professional level courses. level professional

Act 114 FBI Criminal History Clearance History Criminal FBI 114 Act months last 9 the within done TB Test documentation Insurance Liability Professional documentation Approval/Contract Site Placement Field own their obtain to students require may courses Some observations. for placements field

• • • • • The Master of Science in Nursing program prepares advanced advanced prepares program in Nursing Science of Master The Christian of lives productive and thoughtful for nurses practice and educators nurse as service and scholarship, teaching, faith, MSN Nurse The community. nursing global the leaders of innovative be leaders, educators, to graduates prepares program Educator will be self- They environments. healthcare of transformers and effectively, teach to change, prepared for agents positive and aware a lens of the settings through academic and in clinical Christian worldview. with nurses registered provides program Educator Nurse The nurses through of generation next teach the to qualifications the and methodologies teaching evidence-based of application the clinical hands-on design, and curriculum innovative technology, online fully 34-credit, The experiences. practicum teaching and the and mission University’s Eastern is based upon program as the as well Outcomes, Learning Program Educator MSN Nurse of Essentials (AACN) Nursing of Colleges of Association American for League National the and (2011) in Nursing Education Master’s (2018). Educators Nurse for Competencies (NLN) Core Nursing Master of Science in Nursing (MSN) of Science Master Educator) (Nurse NURSING The Pennsylvania Department of Education (PDE) currently currently (PDE) Education of Department Pennsylvania The Citizens. U.S. be to teachers requires resident holding a candidates teacher to certificates issue will PDE intent” of “declaration a filed have they if visa card) (green alien Pennsylvania the on can be found This form citizens. become to . website Education of Department U.S. Citizenship Requirement for Teacher Teacher for Citizenship Requirement U.S. Certification Candidates For practicum and internship semesters: internship and practicum For a for pay use and to required are students All note: Please documents important collects and reviews that service professional confidentially documents stores only not This service and records. Placement Field University Eastern allows but compliant) (FERPA documents. review to access electronic coordinators EASTERN.EDU/ACADEMICS Courses 42 SOWK 672 672 SOWK 671 SOWK 663 SOWK 662 SOWK SOWK 661 SOWK 640 SOWK 600 SOWK 581 SOWK 572 SOWK 571 SOWK Family Therapists, credit requirements willexceed 60credits. Philosophy students wanting to pursue licensure asMarriageand research, behavioral health care, and pastoral care. For Doctor of perspective that prepares students for leadership roles inacademia, research program approached from an interdisciplinary The Ph.D. in Marriage and Family Therapy is ascholar/practitioner growth inindividuals, couples, families, and communities. apply their minds and hearts to promoting processes of changeand skilled scholar/practitioners in marriage and family therapy who in professional mental health and pastoral counseling fields to be The 60-credit Ph.D. inMarriageand Family Therapy trainsstudents and Family Therapy Doctor ofPhilosophy inMarriage requirements willexceed 48credits. to pursue licensure asMarriageand Family Therapists, credit theology and clinical practice. For Doctor of Artsstudents wanting practice through the interdisciplinary exploration of practical individuals looking to advance their leadership skillsand clinical and church communities. This48credit degree isdesigned for psychology to create positive changeinfamilies, individuals, in marriageand family systems theory, theological issues, and church leadersand mental health practitioners through studies The 48-credit DA inMarriageand Family Therapy Studies equips Family Therapy Studies inMarriage and Doctor ofArts DOCTORAL PROGRAMS SOWK 562 SOWK SOWK 561 SOWK 560 SOWK SOWK 540 SOWK SOWK 520 SOWK SOWK 510 SOWK 501 SOWK EASTERN UNIVERSITY Advanced PracticumIV Advanced PracticumIII Advanced Practice with Families. Advanced Practice with Groups. Advanced Practice with Individuals Trauma, Resilience andSpirituality. Social Work BridgingCourse Social WorkResearch. Generalist PracticumII Generalist PracticumI. and Communities. Generalist Practice with Groups and Families. Generalist Practice with Individuals Social WelfarePolicy Generalist Practice with Organizations. Social Environment. Human Behavior inthe Human Diversity andSocialInteraction Introduction toSocial Work ...... ….3 … .3 … .3 … .3 … .3 … .3 … .3 … .3 … … … … … … … … … 3 3 3 3 3 3 3 3 3 scholarly research. dissertation, which demonstrates the student’s ability to conduct written exams and portfolios. The culmination of the program isthe of at least3.0. Afaculty committee shallassessthe content of the of three years (51 credits) with acumulative grade-point average least 3.0. The portfolio issubmitted after the successful completion two years (36credits) with acumulative grade-point average of at The written exams are administered after successful completion of include two parts:written exams and submission of aportfolio. for progression to Ph.D. candidacy inthe program. Comprehensives Successful completion of comprehensive examinations isnecessary research methodology, concentration disciplines, and dissertation. The Ph.D. curriculum includes courses inorganizational leadership, and faculty. build meaningful relationships with their leadership colleagues learning environment provides students with opportunities to accommodating the schedule of working adults. The cohort-based face-to-face residencies, maximizeslearningbenefits while develop their focused expertise. Online instruction, blended with courses, along with independent dissertation research, students additional courses ispossible.Through concentration and elective concentration. Adding asecond concentration by completing concentration complete at least3courses within their selected will take four elective courses, while those who pursue a Students who do not wish to pursue a particular concentration from the program’s interdisciplinary approach to leadership. leadership backgrounds take core curriculum together to benefit and nonprofit and public administration. Students from diverse in three areas: business management, educational administration, scholars and practitioners with or without a concentration offered This 60-credit advanced research degree isoffered to leadership Organizational Leadership Doctor ofPhilosophy in The Ph.D. inOrganizational Leadership program works with the Certification Programs Educational Administration must apply and submit afee. coursework or tuition. To receive ahard copy certificate, students will bedesignated on the student’s transcript, without additional Certificate of Advanced Graduate Studies inLeadership Studies Once Ph.D. students successfully complete 36 credits, the Leadership Studies(CAGS) Certificate of Advanced GraduateStudiesin • Principalship • Superintendent Letter of Eligibility

2021/2022 ACADEMICCATALOG

Courses 43 3 3 3 1.5 1.5 ...... GRADUATE PROGRAMS GRADUATE ...... On Knowing Humanity Colloquium Humanity On Knowing ...... Ethnographic Methods Faith-Based Colloquium Humanity On Knowing Theology ofCulture Theology for Epistemological Insights Anthropological Practice

ANTH 602 ANTH ANTH 570 ANTH 601 ANTH ANTH 530 ANTH 550 ANTH This is the second of two parts. two of This is the second This class is a hands-on practical course in applied ethnographic ethnographic in applied course practical This class is a hands-on description” a “thick write is to purpose Ethnography’s methods. to and fully processes describe cultural is, to that a culture, of to findings uses the ethnography Applied correctly. them interpret in will be trained Students problems. human assist people in solving informal observation, as participant such techniques ethnographic ethnographic and analysis, taking, data note field interviewing, discussed in class will be practiced and about read Methods writing. project. a final of construction the leading up to in exercises faculty, students, in which event is a weekly series colloquium The edge cutting the at are which ideas present guests invited and anthropology between Interaction thought. anthropological of addition, In discussion. the to central is especially theology and presenting, paper lecturing, writing, as such skills professional practiced. and will be discussed ideas developing and publishing, offered ANTH 602 is and fall semester, in the ANTH 601 is offered degree. the for be taken classes must Both semester. spring in the This will be a course on the theological origins and purposes of of purposes and origins theological the on course a be will This broad the within culture-making human setting culture, human fundamental consider will We Christian story. the of contours importance the and reality the for account that ideas theological in will also be important ideas Eschatological culture. human of its culture: human of direction and purpose discern the us to helping will subjects these of All transformation. and corruption, goodness, course So, the practice. and reflection do Christological us to require will need we although focused, and demanding will be theologically and anthropologists, social psychologists, from works consider to language the only not learn to prepared Be way. the on sociologists as well. disciplines other but theology, of understanding in student the assist to is course this of goal The in anthropology and in general social sciences the of nature the the concerning discourse philosophical recent of in light particular, of will trace a sampling course The truth. and knowledge of nature social theory, of development the to related discourse historical the certainty truth, for quest the this has had on impact consequent the of anthropology field the to this relates all of way the and faith, and will examination above the Finally, fieldwork. anthropological and Christian of nature the into gain insight to in order be undertaken anthropology. of discipline the to relationship its and faith 3 3 ......

Integrated Anthropological Theory II...... Theory Anthropological Integrated Integrated Anthropological Theory I Theory Anthropological Integrated

ANTH 502 ANTH ANTH 501 ANTH In the second integrated theory course, we will trace the history history will trace the we course, theory integrated second the In structural-functionalism collapse of the from anthropology of attention Particular present. the to 20th century middle in the Both agency. and to structure and theory, conflict to will be given will be deconstructed materialism and (idealism) structuralism Christian theology in the rooted person the of view a holistic with will postmodernism crisis of current Anthropology’s creation. of its and globalization of spread the of context in the be studied the collapse of the and politics identity ethnic result: paradoxical will be analyzed ethnography Contemporary “culture.” of concept concept Biblical parallels the that epistemology a post-critical with be will redemption of theology Christian the and “witness,” of from Theory humanity. for hope of source as the acknowledged from covered will be anthropology linguistic and socio-cultural present. the 1960 to In the first integrated theory course, we will investigate the roots roots the we will investigate course, theory first integrated the In history trace its and 19th century middle in the anthropology of in the structural-functionalism of development the through during constructed “culture” of concept The 20th century. middle circumstance political the of terms in analyzed be will time this European the of circumstance intellectual the and colonialism of of in notions rooted social life of views Harmonious Enlightenment. of as a Christian theology be deconstructed, will savage” “noble the tribal peoples of depiction the to add complexity to sin is introduced will be presented positivism of epistemology The cultures. and view objectified a highly to contributed as having critiqued and socio- from Theory in nature. a species beings as just human of the between will be covered anthropology linguistic and cultural 1860-1960. years, Anthropology Graduate Courses Graduate College of Education to support qualified Ph.D. students to acquire to acquire students Ph.D. qualified support to Education of College of Eligibility Letter Superintendent and/or certification a principal their during (PDE) Education Department Pennsylvania the from program, certification PDE this for qualified be To coursework. Ph.D. certification principal and/or a teaching have must students Ph.D. in the enroll and states reciprocity other or Pennsylvania from (to program Ph.D. of the beginning the from program certification College the within coursework Additional advising). proper receive for tuition the for responsible are Students required. is Education of courses. non-Ph.D. EASTERN.EDU/ACADEMICS Courses 44 including remote workforce management, diversity, preparation with recruiting, trainingand managingthe modern workforce advantage. Institutions faceamyriad of challengesassociated management practices to turnhuman resources into acompetitive environment are requiring organizations to focus on strong talent developments inthe workforce and trends inthe business People are the most valuable assetof any organization. Demographic operational sustainability. and they leave the course equipped to beadvocates of role organizations play insocialproblems and socialchange, context around them. Students thinkcritically about the the long-term viability of the social,economic, and environmental An analysis of how organizations operate inways that support undergraduate business degrees. their program. NOTE: Thiscourse willbewaived for students with stage for students to delve deeperinto these concepts throughout the MBA program provides this necessary context and setsthe their team within the organization. Thisfoundational course in and the relationships between them inorder to competently lead management. Managersmust understand these functional areas management, economics, information systems, and operations concepts such asmarketing, human resources, accounting, financial Organizations of every sizeutilize core business functions and nonprofits, and business to bring about positive socialchange. interact with abroad audience including consumers, governments, sustainable change. Students analyze how social enterprises can the power of business and entrepreneurial thinkingfor positive, it isaffecting the globalmarket. Students learn how to harness A deep look at this innovative approach to social change and how Business credits isrequired for graduation. a refined paper at the graduate level. Variable credit. A total of 3 at the colloquium series. Students dooriginal thinkingand write studies, and by having listened to other researchers presenting their experience inethnography, their elective menu of applied of the curriculum, sostudents are prepared by their theory classes, analysis, and integrated writing. The thesis iswritten at the end Faculty guide students through the process of data collection, Students selecttheir mentors from alistof qualified faculty. own analytical research under the guidance of afaculty mentor. The thesis provides students with the opportunity to dotheir BUSA 515 BUSA 512 BUSA 505 BUSA 502 BUSA ANTH 680 EASTERN UNIVERSITY

Anthropology Thesis inTheologicalandCultural Talent Management. Organizational Sustainability. Social Entrepreneurship Social Entrepreneurship . . . 1-3 3 3 3 3

problems usinganentrepreneurial and designthinkingmindset. on skilldevelopment through dynamic engagement inreal world emphasizes creativity and innovation and hasadistinct emphasis problem-solvers. The course provides alearningatmosphere that with the mindsets and processes employed by innovative within teams and organizations aswell asequipping students This course examines the culture required to build innovation this context. minded organizations and the specific skills required to managein understanding of the leadership challenges present in socially- improve their social impact. Students leave this course with a deep in nonprofit organizations, B-Corps, or businesses looking to A survey of the nuanced management skillsrequired to lead effective strategy execution. workforce, and cultivating acorporate culture that promotes these challenges,unlockingthe potential of anorganization’s for top-tier talent. Thiscourse provides strategies for addressing for a changing business environment, as well as heavy competition investment from digital marketing strategies. understand how to effectively measure and calculate return on explored inthe broader context of marketing and students will marketing. Contemporary digital marketing technologies willbe advertising, search engine optimization, and socialmedia and plan,including digital marketing strategies such asinternet necessary to complete and execute aholistic marketing strategy Students will be presented with foundational marketing concepts data, and socialmedia. concentrating on online business, digital advertising, consumer to promote ideas, goods, and services in the information age by of the marketing process and how marketing strategies are used implications thishasfor organizations. Students gainknowledge An exploration of the useof digital media inmarketing and the social impact. the skills to work in and lead organizations that are mindful of their course with adeepunderstanding of how changeismeasured and and quasi-experiments, and changemodels. Students leave this evaluation techniques including qualitative methods, randomized their socialimpact. Thiscourse explores awide variety of An in-depth look at how socially-minded organizations assess BUSA 525 BUSA 522 BUSA BUSA 565 BUSA 555 BUSA 552 BUSA Innovation andDesign. Managing aSocially-Minded Organization Marketing inthe21stCentury Digital Media &Marketing. Evaluating SocialImpact . 2021/2022 ACADEMICCATALOG . . 3 3 3 3 3

Courses 45 3 3 3 ...... Nonprofit GRADUATE PROGRAMS GRADUATE Advocacy and Public Policy Advocacy Applied Knowledge Capstone Knowledge Applied Organizations......

BUSA 760 BUSA BUSA 685 BUSA 750 of Strategic Management Guided by the unique purpose of the non-profit sector, this course this course sector, non-profit the of purpose unique the by Guided resources manage organizational to ability students’ will develop monitoring entails management Strategic strategically. practices and and healthy is is that to ensure organization of the effectiveness the that ensure goals. This helps strategic and mission its with aligned The place. taking is goals these of execution efficient and effective assist the that issues organizational strategic will review course the enhancing goals, thus with align activities to leadership executive impact. and sustainability long-term organization’s impacts significant have that policies public make As governments justice God’s desire who all types, those of relationships human on policy influencing and understanding make world the peace for and policy public analyze leaders to prepares this course Thus, a priority. public engage the to strategies appropriate deploy assess and and historic will evaluate students First, all levels. at governments and of strategies and roles assess the to engagement public of models familiar will also become Students society. engaged in civil groups strategies and instruments policy government range of the with coursework Second, contexts. political and national used in various of range broad the of analyses critical developing emphasize will and utilizing and advocacy to approaches strategic and conceptual policy critical will compare Students tools. analysis policy evaluating tools analysis policy the appraise and countries in various needs advocacy approach to order In surveyed. strategies advocacy and will examine participants Christian perspective, a uniquely from the evaluate and all levels) (at state the to Christian witness the seek to oppressed the with in walking have Jesus of followers role A student-directed applied learning project completed under under completed learning project applied A student-directed their demonstrate to students allow to designed advisement faculty a researcher, of persona the Adopting competency. management topic, a select students venture, new a of founder or consultant, in the project as a culminating explore to opportunity or problem, material program’s their of mastery demonstrate Students course. principles, business sound analysis, critical incorporating by business paper, a research into best practices and standards, ethical pitch. and/or plan, presentation, students will develop competencies to prepare and assess strategic assess strategic and prepare to competencies develop will students external organization’s the evaluate to will be provided Tools plans. and advantage competitive build to environments internal and strategic will recommend Students performance. company improve in position competitive company’s the strengthen to approaches leadership the examining by culminates course The market. the for practices best offering and management strategic of challenges change. leading organizational

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Leading Organizational Strategy Operations and Supply Chain Management Operations and Supply Managerial Economics Managerial ...... Financial Accounting Data Analysis for Business for Analysis Data Students in the MBA Business Analytics Analytics Business MBA in the Students NOTE:

BUSA 665 BUSAStrategy 660 BUSA 625 BUSA 615 BUSA 585 BUSA 575 BUSA Behind every successful organization is a well-crafted, well-executed well-executed well-crafted, a is organization successful every Behind this course, goals. In organization’s the achieving at aimed strategy Develop the skills to craft and execute a strategic framework framework a strategic execute craft and skills to the Develop talent, resources, steward and advantage competitive builds that develop learn to Students reputation. brand and loyalty, customer organizational for account plans that strategic evaluate and including environment external the to goals in addition and mission they global factors social, and technological, political, economic, confront. must use a combination of theory and empirical techniques to to techniques empirical and theory of use a combination in economics issues real-world contemporary, analyze critically business. and manage a high- to tools the with students provides This course given be will attention Particular unit. operational functioning chain supply management, quality efficiencies, operational to measurement. performance and infrastructure, data management, delivery in the involved activities will learn the Students proposition. value an organization’s Managerial Economics utilizes microeconomic principles, principles, microeconomic utilizes Economics Managerial decision business analyze to theory game and econometrics, behavior, consumer firm and include topics making. Major will Students organization. industrial and structures, market This course overviews the processes of financial reporting, reporting, financial of processes the overviews This course and prepare to learn how will Students analysis. and summation, financial organization’s an evaluate statements, financial interpret emphasis The decisions. financial future forecast and health, financial of managerial insights the will be on this course of Students practices. accounting than day-to-day rather accounting effectively to knowledge skills and the with will be equipped teams, of their aspects financial manage the responsibly and organizations. and departments, With the proliferation of the internet, businesses are collecting collecting are businesses internet, the of proliferation the With from insights seeking new are and data of amounts incalculable an edge in the maintain and performance improve to in order it collection, the to an introduction provides course This market. implications management and analysis, statistical cleaning, storage, managerial and skills basic the gain will Students data. business of and teams manage data-competent to required knowledge organizations. this course. take to required not are concentration EASTERN.EDU/ACADEMICS 46 Courses consultation practice. and socialjustice considerations incounseling and behavioral consultation professionals and an exploration of multicultural includes anin-depth study of ethics for counseling and behavioral organizational structures, standards, and credentialing. It and behavioral consultation practice, including history, roles, This course provides acomprehensive orientation to counseling with emphasis on student dialogue. Grade of “B”or better required. a Christianperspective. Thiscourse ispredominantly lecture based goal and techniques. Theoretical approaches willbecritiqued from therapeutic process, client/therapist relationship, aswell asspecific approaches. Eachtheoretical model willbereviewed interms of presentation of personality conceptualization underlying various approaches to counseling willbeprovided, including the An introduction and overview of the prominent theoretical Counseling Psychology the church, and nonprofits and nonprofits willbe examined. partnership between nonprofits and government, nonprofits and organizations. Collaborative competencies and models of of partnerships both with the internal stake holders and external questions inthe design,implementation, and ongoing management Practical implications willbethe conceptual and practical concepts of servant leadership and organizational stewardship. partnership and collaboration for the organization tying it to the This course willcover the development of aphilosophy of and practiced. competencies of the modern development office willbe explored extends shared wishes and dreams. The domains, structure, and philanthropists—in order to find acommonality of vision that minds, and souls of those on whom our institutions depend—the debate, interaction, and reflection willbe to engagethe hearts, and philanthropy willalsomerit our attention. The aimof our study, modern philanthropic developments. Challengesto voluntarism money and giving insociety willbebalanced with aview of contemporary philanthropy. Historical analysis of the role of through history, and culminating with research findings in beginning with its Judeo-Christian roots, tracingits development This course willexamine the timeless subject of philanthropy, policy and levels at which advocacy canoccur. organizations will highlight the various approaches used to influence justice for them. Casestudies from avariety of Christianand secular CNSL 505 CNSL 500 880 BUSA BUSA 770 EASTERN UNIVERSITY

Ethics andProfessional Development Personality andPractice. Introduction toCounselingTheory, Collaborative LeadershipandPartnership for Advancement, FundraisingandPhilanthropy Nonprofit. . . . 3 3 3 3

counseling relationship. to significant developmental milestones that impact the that occur from conception to death. Special emphasis is given across the lifespan. It isastudy of the developmental changes This course willreview current research inhuman development modules and usethem throughout several of their ABA courses. helps them prepare for the BCBA exam. Students subscribeto the This course requires students to purchase trainingmodules which Analysts and/or Licensed Behavior Specialist inPennsylvania. Task List educational requirements for Board Certified Behavior consultation practice. Thiscourse partially fulfills the 5thEdition and socialjustice considerations incounseling and behavioral consultation professionals and an exploration of multicultural includes anin-depth study of ethics for counseling and behavioral organizational structures, standards, and credentialing. It and behavioral consultation practice, including history, roles, This course provides acomprehensive orientation to counseling manifesting problems, symptoms, or disorders in the aftermath professionals who specializein therapeutic approaches to those The emerging field of mental health traumatology and the work of and the application of ethical principles. nature and dynamics of advocacy, socialjustice and spirituality, placed on the development of cultural competence, including the disability issues, and gender differences. Special emphasis will be ethnic, cultural, socioeconomic, religious, age,sexual orientation, and dynamics of diversity willbediscussed,including racial, a multicultural and diverse society. An examination of the nature examination of the issues, perspectives, and challenges involved in This course isdesigned to introduce students to acritical provided. Grade of Bor better required. presentations. AChristianview of suffering and pathology is An emphasis is placedon study of the DSM-5 along with case including adescription of symptoms, causes, and treatment. This course isanadvanced study of abnormal human behavior, is required. multicultural society. Participation inanin-class group experience behavior and group processes as applied to group counseling in a understanding of the psychology of group dynamics, group This course isdesigned to provide atheoretical and practical CNSL 506 CNSL 511 CNSL 531 CNSL 527 CNSL 518 CNSL 513

Ethics andProfessional Development Psychopathology andDiagnosis Lifespan Development Trauma Across theLifespan CounselingPractice. of Social andCulturalFoundations Group DynamicsandCounseling . 2021/2022 ACADEMICCATALOG . . . .

3 3 3 3 3 3

Courses 47 3 3 3 3 0 ...... GRADUATE PROGRAMS GRADUATE Techniques of Counseling Techniques ...... and Psychotherapy . and Therapy Theory and Family Marriage Field Placement Seminar...... and Boys Counseling Men Design/Statistics Research

CNSL 602 CNSL CNSL 590 CNSL 599 CNSL CNSL 552 CNSL 575 CNSL This introductory clinical skills course is a practical application application is a practical skills course clinical This introductory individual adult of techniques and theories major the of is process counseling the of An overview psychotherapy. therapeutic establishing the skills for foundational and presented, thoughts emotions, background, client with working and alliance This course will present an overview of marriage and family family marriage and of an overview will present This course of history the will explore Students practice. and research therapy on research and methods, assessment theorists, its major field, the Students outcome. therapy and relationships family marriage and lecture, via techniques intervention and assessment learn will incorporate so as to class participation active and demonstration, collaborate or practice counseling own in their work systems family approaches. these utilizing colleagues with internship or practicum begin their to students allows This course in begin will which seminars weekly the to prior placement field interact to students allows format on-line Its fall semester. the as feedback and support obtain peers to and instructor the with site field approved the by is provided supervision (Clinical needed. the but this course, for is awarded credit academic No supervisor). pass/fail. Graded transcript. academic the appears on course assessment of complicated mourning and abnormal grief reactions, reactions, grief abnormal and mourning complicated of assessment those grieving--including healthy facilitate to interventions and cultural explore will course The populations. grieving special for experiential will use and in grieving, involved issues spiritual and frameworks own their develop and explore to students for activities Prerequisite: loss. and death, suffering, making in meaning for CNSL 602. corequisite: or CNSL 518, Pre- a critical to students introduce to is designed This course and issues psychodynamic and psychological the of examination interaction the including boys, and men by presented perspectives formulate students also help will It masculinity. and culture of settings. in clinical boys and men with working for strategies with concepts theological and Biblical also integrates course The will be paid attention Special insights. clinical and psychological male issues. and masculinity on literature and research current to familiarization research, social science types of major of Analysis procedures; survey literature and sources biographical with statistics; basic research; of application and implication evaluation; in practice and programs; statistical computerized of survey procedures. research and statistical common 3 3 3 3 ......

Grief and Loss Counseling Theory Grief and Loss Counseling Theory and Practice...... Career Development Theory and Practice Theory Development Career Substance Abuse Counseling and Trauma Crisis Intervention ...... Treatment Methods Pre- or corequisite: CNSL 518, Prerequisite: CNSL 500. CNSL 518, Prerequisite: corequisite: or Pre-

CNSL 551 CNSL CNSL 545 CNSL CNSL 541 CNSL CNSL 540 CNSL This course will provide an overview of grief and loss theory and and theory loss and grief of overview an provide will course This lifespan, the across mourning of exploration including counseling, This course surveys theory and practice related to the career career the to related practice and theory surveys This course changing in adults and adolescents, children, of development Students contexts. educational social and psychological, economic, exploration. career for tools and resources multiple examine social to and development career own their to these apply They serve. they those of options career expanding for advocacy justice interviews, exploration career conducting also practice Students assessment career interpreting and scoring, administering, and/or reports written in findings integrating and instruments, CNSL 500. Prerequisite: sessions. feedback This course will examine the theories, models and processes of of processes and models theories, the will examine This course reactions stress traumatic of treatment and crisis intervention involved, issues ethical will explore course The disorders. and as intervention, and assessment for approaches evidence-based within procedures referral and identification as resource well these of Practice system. care health mental the of context the with and studies case through both techniques and strategies course The semester. the during will be gained clients individual with employment) or (internship practice clinical current requires recorded submit to capacity with history, trauma having clients Students assignments. course case for counseling one from sessions and clients by securing consent 1) for ethics professional will follow confidentiality. client protecting 2) and supervisors, of permission CNSL 531, CNSL 602. Prerequisite: This course will present an overview of the theories of causation causation of theories the of an overview will present This course will gain experience Students abuse. substance of treatment and and interventions therapeutic use of in the competency and learning. observational active through techniques of traumatic events are the focus of this course. The course will will course The course. this of focus the are events traumatic of across experience as a human trauma of aspects all examine physiological, on trauma of impact the including lifespan, the will also It functioning. relational and spiritual, psychological, traumatic overwhelming from healing impacting factors explore for approaches evidence-based of overview a broad and events, The will be presented. stress traumatic treating and preventing trauma (secondary) vicarious experience therapists in which ways will also be hazards as occupational fatigue compassion and engage in self-care to ways on will focus course the and addressed, traumatized in caring for practice ethical and competent ensure to populations. EASTERN.EDU/ACADEMICS Courses 48 role plays, and practice with clients. Prerequisite: CNSL625. in assessment and strategy selection viain-class demonstration, treatment planning.Students willhave opportunities to gainskills biopsychosocial assessment to aid incaseformulation and This course willprovide principles, models, and methods of approaches to treatment of the Borderline client. to beginto make athorough evaluation of the various therapeutic use of vignettes and casestudy material, it willalsohelp students psychoeducational, family, and group approaches. Through the in aclinical context, drawing from psychoanalytic, cognitive, a solid working framework for understanding Borderline clients explanations of Borderline Personality Disorder. It willprovide condition and of the various psychological and theoretical This course willgive students anoverview of the Borderline progress to SPSY615. grade of Bor better isrequired for School Psychology students to instruments and to representative instruments ineachcategory. A Students willbeintroduced to the major categories of assessment administration, scoring, and interpretation of psychological tests. social, legal, and ethical issues involved in construction, selection, This course surveys the major concepts inassessment, including the better required. Prerequisite: CNSL500, 511. as cultural issues that affect personality dynamics. Grade of B or course willalsointegrate Biblical and theological insights, aswell behavioral dynamics at both conscious and unconscious levels. The through the use of cognitive, object-relational, affective, and assessment framework for understanding personality dynamics organization or style.The course willprovide students with an including anunderstanding of basic typesof personality/character psychodynamics of human personality structure and functioning, framework for understanding the development and This course isdesigned to provide students with acomprehensive Pre- or corequisite: CNSL609. counseling and psychotherapy. A grade of B or better is required. client needs. Students alsolearnsocialjustice approaches to approaches and basic steps for individualizing these to unique the theoretical, research, and theological basesof the intervention equips students to become agents of socialchangeand explores and behaviors are demonstrated and practiced inclass.The course CNSL 614 CNSL 612 CNSL 611 CNSL 609 EASTERN UNIVERSITY

Psychotherapy with Borderline Personality Introduction to Assessment. Introduction Counseling Strategy Case Conceptualizationand Psychosocial Assessment Personality Dynamicsand . . . 3 3 3 3 also considered. issues in the context of populations from diverse worldviews are to treatment interventions inprofessional counseling. Ethical exploration of Christian and other spiritual issues as they relate principles and Christiantheology. The course includes acareful to counseling that integrates who they are with psychological This course will help students begin to develop a cohesive approach 505, 518,602,609. setting. Agradeof Bor better isrequired. Prerequisites: CNSL500, requires afield placement of 100 hours inanapproved clinical a course of psychotherapy with a volunteer client. The course also be demonstrated and practiced in class, and students will conduct techniques from across the field of counseling practice. Skills will the clinical dialogue through integration and application of in CNSL602.The focus ison forming interventions that enrich of previous theoretical courses and the basic skillsintroduced This advanced clinical skillscourse builds upon the foundations course isgradedpass/fail.Prerequisite: CNSL675. self-care. Both individual and group supervision isprovided. The credentialing processes, career development, and professional for entry into the counseling field, including: professional drawn from student field placement experiences and in preparation The course builds upon the previous seminarcourse with topics the program to diverse client populations and professional settings. for application of knowledge and skillsgained over the course of internship placement and seminar classes provide opportunities of supervisedtrainingin an approved clinical setting.The internship placement which requires aminimum of 300hours This second seminarcourse accompanies the Clinical Counseling graded pass/fail.Prerequisite: CNSL625. the department and be in “Good Academic Standing.” The course is To be eligible for this course, the student must have the approval of populations. Both individual and group supervision isprovided. and legalstandards, and strategies for working with diverse experiences, and include: professional roles and functions, ethical settings. Seminartopics are drawn from student field placement of the program to diverse client populations and professional for application of knowledge and skillsgained over the course internship placement and seminar classes provide opportunities of supervisedtraininginanapproved clinical setting.The internship placement which requires aminimum of 300hours This seminarcourse accompanies the Clinical Counseling CNSL 653 CNSL 625 CNSL 676 CNSL 675

Practicum inPsychotherapy Integration Clinical Internship andSeminar II Approaches To ChristianCounseling. Clinical Internship andSeminar I. 2021/2022 ACADEMICCATALOG . . 3 3 3 3

Courses GRADUATE PROGRAMS GRADUATE

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Autism Spectrum Disorders and Applied Applied Spectrum Disorders and Autism ...... Analysis Behavior . Principles Analysis of Applied Behavior Verbal Behavior Assessment Behavior Verbal Personnel and Supervision Management Personnel ...... Women of The Psychology

CPSY 567 CPSY 566 CPSY 565 CPSY 564 CPSY 555 This course gives an overview of the characteristics, assessment assessment characteristics, the of an overview gives This course persons for interventions and approaches, behavioral strategies, Task List 5th Edition the fulfills partially This course autism. with Analysts Behavior Certified Board for requirements educational This course in Pennsylvania. Specialist Behavior Licensed and/or This course examines the principles of applied behavior analysis. analysis. behavior applied of principles the examines This course is placed on Emphasis examples and characteristics, definitions, of principles various of partially change. This course behavior Board for requirements Task List educational 5th Edition the fulfills Specialist in Behavior Licensed and/or Analysts Behavior Certified training purchase to students requires This course Pennsylvania. Students exam. BCBA the for prepare them helps which modules their of several throughout them use and modules the to subscribe courses. ABA This course emphasizes the use of behavior analytic strategies strategies analytic behavior use of the emphasizes This course partially This course assessment. behavior in verbal tactics and Board for requirements Task List educational 5th Edition the fulfills Specialist in Behavior Licensed and/or Analysts Behavior Certified training purchase to students requires This course Pennsylvania. Students exam. BCBA the for prepare them helps which modules their of several throughout them use and modules the to subscribe courses. ABA This course emphasizes the use of behavior analytic strategies strategies analytic behavior use of the emphasizes This course This course management. and supervision in personal tactics and requirements Task List educational 5th Edition the fulfills partially Behavior Licensed and/or Analysts Behavior Certified Board for to students requires This course in Pennsylvania. Specialist BCBA the for prepare them helps which training modules purchase throughout use them and modules the subscribe to Students exam. courses. ABA their of several be discussed. This course examines the meanings, assumptions, and roles roles and assumptions, meanings, the examines This course these explores and Society in Western being female to attached will overview The as well. perspective a global from constructs is and female the who regarding theories prevailing the include both West, the of matrix cultural in the is understood she how these of examination A critical contemporarily. and historically a including will be presented perspective a Christian from ideas music, film, in current as portrayed females of analysis critical will also techniques and modalities Therapeutic research. and EASTERN.EDU/ACADEMICS 50 Courses medical therapists and specifically licensed professional counselors psychopharmacology aspertainingto appropriate practice by non course isdirected towards the knowledge and application of for the spectrum of conditions asdescribedinthe DSM-5. This which are tied directly with established treatment protocols This course covers the essentials of clinical psychopharmacology, School Counseling andSchoolPsychology programs: SCSP500, 503. Behavior Specialist inPennsylvania. Prerequisites for Students in requirements for Board Certified Behavior Analysts and/or Licensed Edition TaskList educational This course partially fulfills the 5th to implement class,school, and systemic behavioral interventions. approaches for diverse student populations. Students will be prepared and critically reviewing classroom environments and instructional plans with research-based intervention strategies, and observing analysis, monitoring progress, recommending behavior change behavioral assessment such asconducting functional behavior applied behavior analysis and demonstrate consultation skillsin learning support inthe schools. Students identify principles of in the context of providing consultation, and behavior, social, and This course introduces the principles of applied behavior analysis and/or Licensed Behavior Specialist inPennsylvania. educational requirements for Board Certified Behavior Analysts Instructor). Thiscourse partially fulfills the 5thEdition Task List (Prerequisite: ABA Concentration or Pre-approved by the pain, cardiovascular disease,obesity, addiction, and life crises. in the community setting such as anxiety, depression, chronic in the assessment and treatment of disorders commonly seen This course emphasizes the useof applied behavior analysis modules and usethem throughout several of their ABA courses. helps them prepare for the BCBA exam. Students subscribeto the This course requires students to purchase trainingmodules which Analysts and/or Licensed Behavior Specialist inPennsylvania. Task List educational requirements for Board Certified Behavior treatment evaluation. Thiscourse partially fulfills the 5thEdition (i.e., times series research design methods) in measurement and behavioral procedures and experimental strategies and tactics This course emphasizes bestpractices inthe implementation of use them throughout several of their ABA courses. prepare for the BCBA exam. Students subscribeto the modules and requires students to purchase trainingmodules which helps them CPSY 613 PsychopharmacologyCPSY . CPSY 570 569 CPSY 568 CPSY EASTERN UNIVERSITY

Behavior Strategies. Consultation andPositive Behavior Therapy inCommunity Settings. Evaluation. Behavior Measurement andTreatment . 3 3 3 3 version control and Git. applications with anemphasis on SQL. Additional topics include covers database designand the useof databases indata science and managed within and between disparate data sets. It also This course considers the ways data canbeorganized, cleaned, Approachable for students who have no experience with Python. logic, Boolean expressions, flow control, loopsand functions. Topics include variables, input/output, conditional statements/ programming, problem solving, and algorithmic thinkinginPython. This course will teach students the introductory skills of background and prepares them for DTSC 650. R. Thiscourse isapproachable for students with little statistical and logistic regression. Students willalsoconduct analyses in descriptive statistics and probability, and advance through multiple of statistical analysis for data science. Students will begin with Introduction to foundational concepts, theories, and techniques cleaning, analysis, and visualization. Taught inPython. of data and data science. Thisincludes methods of data acquisition, Introduction to foundational concepts, technologies, and theories Data Science and adults isincluded. general overview of psychopharmacology for children, adolescents, as collaborators with psychiatrists or primary care physicians. A for? What is it inappropriate for? Will explore supervised and use machine learning? What ismachine learningappropriate address questions such as what is machine learning? Why do we Introduction to machine learninglandscape. Thiscourse will with afocus on application. Analyses willbecompleted inR. continue to additional regression and classification techniques will explore ingreater depth linear and logistic regression, and statistical techniques most usedinmodern data science. Students This course isacontinuation of DTSC 550, with anemphasis on visualization. Taught inQlik and Tableau. and perception to understand basic principles involved indata application. Draws upon insight from the fields of sensation A thorough investigation of data visualization, emphasizing DTSC 575DTSC 550 DTSC 520 DTSC DTSC 670DTSC 660 DTSC 650 DTSC 600 DTSC

Principles of PythonProgramming. Principles of Introduction toStatisticalModeling. DataScience. Fundamentals of Foundations Machine LearningModels of . Data andDatabaseManagement with SQL. Data Analytics inR. Information Visualization 2021/2022 ACADEMICCATALOG . . 3 3 3 3 3 3 3 Courses 51 1 2 GRADUATE PROGRAMS GRADUATE ...... Economic Development of Developing of Developing Economic Development Countries Economic Development of Developing of Developing Development Economic Countries

ECON 513B ECON 513A This is the second of two parts. two of This is the second Economics economic international of evolution the reviews This course on heavily most draws While it practice. and theory development approach an interdisciplinary adopts it economics, development that practices and ideologies, actors, multiple the understanding to between relationships the and of development, field up the make and designed policies of history the at looks it particular, In them. the agencies; aid governmental and multilateral by implemented relationship its and sector non-governmental the of praxis rise and academia that from insights critical and sector; official the with power, of issues on especially practice, and debates the shape help is This course relationships. North/South class, and race, gender, of on theology reflection a constant shaped by and underpinned of sinfulness inherent the of problems the at looking development, Christians that ways and knowledge, of limits beings, the human engaging to contributed have can and Christian organizations and two the to is obedient that in a way development in international 22:37-40). (Matthew in Scripture out laid main commandments parts. of two This is the first

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Data Science Capstone: Applied Applied Data Science Capstone: Data Science Data Science Capstone: Ethical and Data Science Capstone: Science in Data Philosophical Issues Applied Machine Learning Machine Applied DTSC 691 DTSC 690 DTSC 680 Part two of the capstone in the Masters in Data Science. Students Students Science. in Data Masters in the capstone the of two Part learning their integrating project a capstone will also complete proposal, a project will complete Students courses. across Part one of the capstone in the Masters in Data Science. Students Students Science. Data in Masters in the capstone the of one Part in issues philosophical and ethical contemporary will explore and basic include Subjects intelligence. artificial and science data implications to privacy social media ranging from issues, advanced religiousness. for intelligence artificial learning and machine of including their data source, acquisition, cleaning, analysis, and and cleaning, analysis, acquisition, source, data their including intentions. presentation A continuation of DTSC 670. Further exploration of modern modern of exploration Further 670. DTSC of A continuation networks neural include Topics learning applications. machine and selection model on an emphasis deep learning, including and in Python. tuning. Taught unsupervised learning, such as k-nearest neighbors, support support neighbors, as k-nearest such learning, unsupervised analysis. component principal and trees, decision machines, vector in Python. Taught EASTERN.EDU/ACADEMICS 52 Courses transform themselves, paying specialattention to the building systems. The course addresses how communities canredeem and in community religious, political, economic, social, and cultural of the nature of the war between evil and good for the challenges relational and draws on biblical insights to explore the implications community development such asproblem/needs, asset- based,and and development of community. It tacklesdifferent approaches to development, paying some specialattention to development in This course introduces the concepts of community and community This isthesecond of two parts. two parts. these practices rely from abiblical perspective. Thisisthefirst of understanding and critiquing the conceptual frameworks on which a hands-on learningapproach, while stressing the importance of organizations willalsobereviewed. Heavy emphasis isplacedon course, operations management and quality control of for-profit and techniques for such programs. In the MBA version of the writing, fundraising, and marketing methods, tools, strategies development organizations. It alsocovers the corresponding grant- implementation, and evaluation in non-profit and official and practice of program and project planning,monitoring, This course willreview the history, theoretical underpinnings, This isthesecond of two parts. is thefirst of two parts. (3) challengelocalstructures that are unjust or anti-Christian. This envision and implement changethat isculturally appropriate, and with a view to helping students (1) find their roles as developers, (2) structures, economic systems, and religion will all be investigated for development work. Communication, language,socio-political This is a course in the study of culture, and culture’s relevance Economic Development information received from financial reports and forecasting. and are equipped to make organizational decisions basedon the course with amanagerialcommand of these broad subject areas financial management of any organization. Students leave this A survey of accounting, finance, and economics necessary for the EDEV 640A EDEV 590B EDEV 590B EDEV 520B EDEV 520A 515 ECON EASTERN UNIVERSITY

Community Development and Marketing. Program Planning, Management and Marketing. Program Planning, Management Cross-Cultural SkillsandUnderstanding. Cross-Cultural SkillsandUnderstanding. Financial Economics . . . . 3 2 2 1 1 1 observations required. assessment and intervention strategies. Ten hours of classroom field, including classifications/definitions, patterns ofbehavior, litigation issues. Students willexamine current practices inthe historical overview of Special Education, including legislation and intervene with specialneeds students. The course willprovide a This course isdesigned to enablestudents to understand and hours of classroom observation required. philosophies and develop apersonal educational philosophy. Ten in education are explored. Participants analyze educational and assessment, education standards, and issues and trends education, the role of cultural diversity in education, curriculum legal, and curricular foundations of education. The evolution of This course focuses on the historical, philosophical, sociological, first of four parts. to the work they perform during this field practicum. This is the development project proposal during their time of service relating The student will beresponsible for producing awritten community context inthe United States (urban concentration or specialization). context (international concentration or specialization) or in acity minimum of three months and 250hours inadeveloping country identifying anappropriate organization with which to serve for a Development programs. The student willberesponsible for the other courses inEconomic Development and International with the opportunity to continue to learnand apply the skillsfrom The Development Field Practicum is designed to provide the student This isthesecond of two parts. goods. Thisisthefirst of two parts. sourcing, mobilization, and utilization of its resources, assets,and biblical community organizing, and how thisprocess involves the relationships of power among community members through Education This isthefourth of four parts. This isthethird of four parts. This isthesecond of four parts. EDEV 641A EDEV 640B EDUC 501 EDUC 500 EDEV 641D EDEV 641C EDEV 641B

Development FieldPracticum. Community Development Development FieldPracticum. Foundations Education of Development FieldPracticum. Introduction toSpecialEducation. Development FieldPracticum. 2021/2022 ACADEMICCATALOG . . 0.5 0.5 0.5 0.5

3 3 2 Courses 53 3 3 3 3 3

...... GRADUATE PROGRAMS GRADUATE ...... and Language Testing Development Material . Level – Secondary Mathematics Teaching . Education...... Multicultural Teaching of Foreign Language and Language and of Foreign Teaching . a Second Language English as Theories of Second Language Acquisition Theories of Language Second

EDUC 522 EDUC EDUC 516 EDUC 517 EDUC EDUC 513 EDUC 514 EDUC The course identifies language testing and assessment issues, issues, assessment testing and language identifies course The and instruments, assessment examine to opportunities affords and using formal and in developing experience practical provides include addressed areas Other measures. assessment informal A variety of activities to facilitate the development of competent competent of development the facilitate to activities of A variety development the to related knowledge and teachers, mathematics mathematics. teaching for strategies of implementation and on perspectives social science various will examine This course educational to principles and theories apply and multiculturalism in-depth an develop to expected are Students practices. a societal and an individual at multiculturalism of understanding to education; in multicultural issues critical examine to level; backgrounds; diverse from children toward sensitivity enhance applicable into sensitivity and knowledge their integrate to and multicultural own their will explore plans. Students instructional critical write method, analysis incident critical past via the project a creative produce and assignments, reading to responses learning, settings. Experiential in instructional be implemented to of instruction. strategies integral are dialogue and reflection, This course reviews the theories and research that attempt to to attempt that research and theories the reviews This course place, languages takes second the of acquisition the how explain and language, second a learning of sequences developmental the course The process. the influence characteristics learner how and first between differences and similarities the also explores of role the differences, individual language acquisition, second language of second implications the discusses and factors, affective language teaching. second for theories acquisition This course is designed to introduce students to the prominent prominent the to students introduce to is designed This course foreign and of second field in the research applied and theories skills of and knowledge students’ promote aims to language. It learn will Students level. K-12 the at language courses teaching strategies and techniques classroom innovative and traditional skills. writing and reading, speaking, listening, teaching for the of needs the teacher, the of role the on center Discussions design, use materials assessment, and language testing learner, of development the and teaching, in language technology new of plans. lesson speaking, reading, writing, and communication skills, language language skills, communication and writing, reading, speaking, plans. lesson of development the and assessment, and testing

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Teaching English as a Second Language English as a Teaching Methods ...... Educational Psychology Education Seminar with Field Experience Education Seminar Child/Adolescent and Educational Child/Adolescent ...... Psychology Teaching Techniques for Low Incidence Incidence Low for Techniques Teaching ...... Learners

ing. The emphasis will be on educational settings. Ten hours of of hours settings. Ten educational will be on emphasis ing. The EDUC 512 EDUC EDUC 511 EDUC EDUC 509 EDUC EDUC 507 EDUC EDUC 505 EDUC This course provides an overview of the methodology for teaching teaching for methodology the of an overview provides This course /English Language Development language (ESL) English as a second has non- who teacher classroom K-12 the for appropriate (ELD) the examines It classroom. in the English speaking students techniques, models, theories, ESL/ELD history, teaching of basics the incorporate to enable students aims to It applications. and their adapt and teaching in their ESL/ELD strategies appropriate learners’ English meet to methods instructional and materials include topics Course styles. learning their accommodate and needs listening, English learners’ improving for strategies and techniques classroom observation required. required. observation classroom This course provides a survey of major psychological theories and and theories psychological major of a survey provides This course include areas learning. Content and teaching to relevant research of theories cognition, learning and development, and child growth socioeconomic and cultural instruction, to approaches intelligence, student of assessment and evaluation and motivation, diversity, learn­ A comprehensive approach to methods and materials appropriate appropriate materials and methods to approach comprehensive A experience field twenty This will include adolescents. teaching for middle/secondary in the area academic major the with hours schools. This course provides a study of individual development from from development individual of study a provides course This of implications the investigates and adulthood young to childhood in educational development psychological and cognitive physical, and theories psychological and developmental settings. Major Content explored. learning are and teaching to relevant research development, and growth adolescent child and include areas developmental different with associated issues and conflicts cultural instruction, to approaches cognition, learning and levels, and evaluation and motivation, diversity, socioeconomic and learning. student of assessment applied behavior analysis, task analysis, use of adaptive adaptive of use task analysis, analysis, behavior applied cueing, and prompting devices, prosthetic and equipment classroom of hours Five systems. communication augmentative required. observations This course provides a hands-on experience in techniques for for in techniques experience hands-on a provides This course intellectual/ and handicaps multiple with students teaching will include techniques Specialized disabilities. cognitive EASTERN.EDU/ACADEMICS Courses 54 influence education and learning in various regions of the world. the economic, political, cultural, family, and socialcontexts that This course utilizes anecological systems approach to explore employee relations. ethical issues, licensing, fundraising, data management, and management of financial resources, IRS compliance, legal & to the nonprofit childcare sector. Focus isgiven to marketing, decision makingasafoundation for focusing on issues specific This course provides anadvanced study inethical theories and hours of field experience are required. components of early childhood programs are alsoinvestigated. Ten teachers apply various philosophies to curricular and structural philosophies of early childhood education. The ways inwhich This course examines the historical developments and current of socialand cultural environments on learningand development. education settings.Particular emphasis isplaced on the interaction is viewed inthe contexts of the family, community, and formal 10 years. Physical, cognitive, social, and emotional development theories and milestones associated with children birth through This course provides anadvanced examination of the developmental and discussthe specialneeds of urbaneducators and students. and schools, explore contemporary challengesto educational equity, be exposed to the enduring concerns affecting urbancommunities historical, political, economic, and socialperspectives. Students will This course examines major issues inurbaneducation from dynamics willbeexplored. functioning. The interaction of racial,ethnic, cultural and gender biological, neurological, cognitive, emotional, social and behavioral is given to significant developmental milestones that impact occur from conception to young adulthood. Special emphasis development. It is a study of the developmental changes that This course willreview the current research inchildand adolescent ten observation hours inthiscourse. intervention, effective lesson and curriculum planning. There are of test results, remediation plansbasedon assessment, education to assess speaking, listening, reading and writing, interpretation preparation, multifaceted classroom assessment, the useof rubrics formal and informal methods of assessinglanguageproficiency, test EDUC 545 EDUC 538 EDUC 537 EDUC 536 EDUC 535 EDUC 534 EASTERN UNIVERSITY

Nonprofit Management for

Urban Education Child and Adolescent Development. Education inaGlobalContext . Early ChildhoodCenters. Early ChildhoodExperience 4th Grade Child Development PreK through . . .

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classroom observation isrequired. a hands-on approach to teaching. Approximately 5hours of The primary focus willbethe useof cooperative learningand science and health for early childhood and elementary students. This classlooks at contemporary methods of teaching mathematics, adolescent multicultural literature willbeexplored. and important sources of information about preschool through use inmeeting the needs of young readers. Principles of selection An introduction to important books written for juveniles and their completed inapublic school setting.Thisisacapstone class. field experience hours inthiscourse and at least25 hours must be coursework, assessment practices, and program goals.There are 50 the field placement. This field experience isclosely integrated with under the guidance of program faculty and trained mentors during increasing exposure to learningsituations and school settings This course willprovide ESLcertification candidates with which extend beyond mainstream educational systems. Students willinvestigate the diverse approaches to education, observations isrequired. on approach to teaching. Approximately 5hours of classroom primary focus willbethe useof cooperative learningand ahands- arts and socialstudies for secondary and middle level students. The This classlooks at contemporary methods of teaching language observation isrequired. on approach to teaching. Approximately 5hours of classroom primary focus willbethe useof cooperative learningand ahands- science, and health for secondary and middle level students. The This classlooks at contemporary methods of teaching mathematics, observations required. on approach to teaching. Approximately 5hours of classroom primary focus willbethe useof cooperative learningand ahands- and socialstudies for early childhood and elementary students. The This classlooks at contemporary methods of teaching languagearts EDUC 571 EDUC 570 EDUC 550 EDUC 574 EDUC 573 EDUC 572

Teaching Math, ScienceandHealth. Literature for Childrenand Adolescents. TESOL FieldExperience Social Studies Secondary Language Arts and Methods Teaching of Middle Level and Secondary Math, ScienceandHealth. Methods Teaching of Middle Level and Teaching Language Arts andSocialStudies

. . 2021/2022 ACADEMICCATALOG .3 . .

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Courses 55

3 3 3 3 3 ...... GRADUATE PROGRAMS GRADUATE I. Education Effective Education Effective ...... Early Literacy Foundations Literacy Early The Superintendency II Internship

...... and Learning Differences Reading for Leadership Models for Models Leadership

EDUC 602 EDUC EDUC 599 EDUC 600 EDUC EDUC 592 EDUC 598 EDUC teach phonemic awareness, linguistic patterns, phonics, phonics, patterns, linguistic awareness, phonemic teach to technology well as as fluency and vocabulary, comprehension, l instruction. enhance Plan (IEP), Educational an Individual writing involves This course severe with (s) student for procedures, remediation with diagnostic will demonstrate Students literacy. to related learning disabilities by adopted procedures and components the of understanding psychological, physiological, the to will be given PSSA. Focus The student will integrate course work with on-site activities and and activities on-site with work course integrate will student The focus to principal successful the for necessary experiences field success student for efforts decision-making drive leading data on process budget the settings. Understanding school diverse within is related budget the as how as well budget a school building and planning, will be and visioning school and standards national to and administrative of will engage in a variety Students addressed. experiences. field completing while responsibilities leadership of total (a hours placement 60 field will complete interns Student certification). principal for required are hours 360 internship literacy, early on focuses course literacy This foundational will language arts. Emphasis interrelated and beginning reading, and reading addresses that reading of science the to be given examine Students meaning. constructing of as processes writing spelling. Students and writing, reading, stages of developmental the to strategies instructional linguistically and learn culturally This course considers roles, relationships and responsibilities of of responsibilities and relationships roles, considers This course Emphasis staff. office central and administrator school chief the the for necessary skills practical and intellectual the is placed on Topics district. school lead a public to superintendent successful social factors; and economic political, relevant of analysis include organization of clarification excellence; of academic identification of necessity patterns; decision-making of recognition structure; building. consensus of strategies planning; and action and vision required. are work field on-site of hours Twenty and activities on-site with work course integrate will student The in leadership excellence to develop necessary experiences field a create will learn to change. Students of management skills and those empower engage and and learning and teaching of culture Students learning excellence. pursue help to education of outside Student others. self and of growth professional the will also support of 360 total (a hours placement 60 field will complete interns certification). principal for required are hours internship

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The Principalship Internship II The Principalship Internship The Principalship I Principal as Instructional Leader II...... Leader Principal as Instructional Principal as Instructional Leader I Leader Instructional Principal as Methods of...... Management Classroom Methods

EDUC 591 EDUC EDUC 590 EDUC 589 EDUC EDUC 588 EDUC EDUC 582 EDUC The student will integrate course work with on-site activities activities on-site with work course will integrate student The principal successful the for necessary experiences field and plan think and skill to and knowledge developing on focus to teacher around vision an organizational creating strategically, and will engage in administrative Students success. student and in participating and examining while responsibilities leadership in classifications/ knowledge gaining processes, special education strategies intervention and learn assessment and definitions, 60 field will complete interns Student students. these for for required are hours 360 internship of total (a hours placement The student will integrate course work with on-site activities and and activities on-site with work course integrate will student The focus to principal successful the for necessary experiences field teacher encourage and growth professional promote to ways on collaboratively and vision, creating strategically plan leaders, in learning. excellence facilitate to others with communicate of total (a hours placement 60 field will complete interns Student certification). principal for required are hours 360 internship certification). principal The student will integrate course work with on-site activities and and activities on-site with work course integrate will student The focus to principal successful the for necessary experiences field student for system a standards-based creating collaboratively on engage in will settings. Students school diverse within success examining while responsibilities leadership and administrative gaining processes, in special education participating and and learn assessment in classifications/definitions, knowledge will interns Student students. these for strategies intervention and hours of 360 internship total (a hours placement 60 field complete certification). for required are The student will integrate course work with on-site activities activities on-site with work course will integrate student The principal successful the for necessary experiences field and as a leader and principal school the of understanding focus to and support to how will examine change. Students manager of as principal the community, learning a professional cultivate teaching classroom of a culture sustains leader who instructional leadership and in administrative will engage Students excellence. Student ethics. and law school examining while responsibilities of 360 total (a hours placement 60 field will complete interns certification). for required are hours internship This course provides practical classroom management and support support and management classroom practical provides This course evidence- specific and strategies Various students. for techniques ten requires This course will be examined. based interventions hours. observation classroom EASTERN.EDU/ACADEMICS 56 Courses results and recommendations through awritten evaluative report. developing effective home-school partnerships by communicating purpose of increasing literacy development. Focus willbegiven to assessments, literacy self-perception and attitude scalesfor the reading inventories (IRIs), curriculum-based assessments, spelling and explore assessment tools and examine various informal the useof assessment and observation. The students willexamine on-going comprehensive and evidence-based instruction through Learning Differences. It will expand the student’s knowledge of This course should be taken following EDUC 602: Reading and A variety of current research literature willbereviewed. comprehension, vocabulary, critical thinking,studying, and writing. writing process and effective teaching practices that aid students’ use of supplemental texts. Emphasis willbegiven to the reading and mathematics, science, socialstudies, music, and Englishaswell asthe be to examine expository reading development incontent areas of foundational literacy to content area education. A mainemphasis will This course willexamine all areas of literacy development from including anIEP. (Prerequisite: EDUC 600or 601 or 603) conduct reading assessments and write a case study on one child file willbedeveloped for future use.The student is expected to diagnostic procedures along with portfolio assessment. Aresource youth. Students willexplore various theories research findings and to literacy acquisition and cautions about labeling children and sociological, neurological, and educational factors contributing EDUC 604 EDUC 603 EASTERN UNIVERSITY

the Content Areas the Literacy Progress Assessment, Intervention, andReporting of and WritingReading Across . .

3 3 literacy for children and adolescents. multicultural literature, culturally relevant teaching, and critical An emphasis of thiscourse willfocus on the importance of of knowledge” to support literacy learning in the classroom. practices of students, and how teachers canusestudents’ “funds how social,cultural, and linguistic experiences shapethe literacy diverse school populations. An essential principle will be exploring supports and responds to socially, culturally, and linguistically interested increating classrooms and literacy curricula that This course isdesigned for education majors and graduate students instructional program. Field experience 60hours. staff development and the budget process necessary to support that will have the opportunity to designaschool program along with the which will affect the school program will be discussed. Students law and the function of the school board in policy determination well asworking relationships willbediscussed.State and local affect organizational management and the school environment as student inanalyzing the role of the supervisor. The factors which This organizational management seminarwas developed to aid the expected to write and relate several assignments. conferencing, and providing in-service training.Students willbe improve aprogram through observation, communication of needs, is introduced to the various models of supervision needed to Through lecture, discussion, and group activities, the student Examines the concepts of supervision of instruction and personnel. EDUC 606 EDUC 608 EDUC 607

Multicultural LiteratureandCurriculum. Seminar for Supervisors. Instruction Supervision of 2021/2022 ACADEMICCATALOG . 3 3 3 Courses 57 3 3 3 3 3 3 ...... GRADUATE PROGRAMS GRADUATE ...... Emotional and Behavioral Disorders...... Emotional and Behavioral Research Design...... Research Assessment and Evaluation with Field Experience Education Inclusive School Law Educational Institutions/Community Relations

EDUC 685 EDUC EDUC 635 EDUC 682 EDUC 684 EDUC EDUC 624 EDUC 626 EDUC This course is designed to provide students with the tools necessary necessary tools the with students provide to is designed This course emotional with identified students with intervene and instruct to causes various the examine will Students disorders. behavioral and This course will introduce students to the knowledge base, knowledge the to students will introduce This course in designing and skills involved and experiences, processes, social sciences. the and in education studies research conducting and qualitative quantitative, of survey a provide will course The to students for as opportunities as well methods, research mixed studies. research educational examine critically processes evaluation and assessment the examines This course special and in general students for progress determining used for to will use best practices Students programming. education will Plan (IEP). Students Educational an Individualized develop and reports other (ER) and Reports Educational effective also write and state with in compliance schools keep to necessary documents guidelines. federal means it what and Inclusion of concept the examines This course will Students educator. general the and special educator the both to education general the in strategies inclusion effective use to learn regular special and ways various the examine and classroom 10 will have Students together. effectively can work educators settings. education in inclusive experience field of hours Technical issues, trends, future directions, and curriculum curriculum and directions, future trends, issues, Technical Social, psychological, will be included. special needs for designed enrolling Before will be discussed. foundations philosophical and methods least one at completed have should students in this course, or 2 have or 574) EDUC or 573 EDUC 572, EDUC 571, (EDUC course experience. teaching of years more and control agency to relates as it law school presents Course procedures; and policies their and organizations school structure; legal of Implications rights. students’ and personnel; school special and schools, private versus public for legal issues mandates, will be covered. students needs open maintain to skills needed and knowledge of An investigation the and institutions educational between communication of lines with programs international will compare Students community. in areas work field of hours Twenty States. United in the those required. are this course by covered

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Curriculum Design ...... in Student Teaching Seminar Advanced Seminar in Multicultural ...... in Multicultural Seminar Advanced Practicum for the Supervisor...... Practicum for Reading Specialist Practicum Reading ...... Teaching Student

EDUC 623 EDUC EDUC 620 EDUC EDUC 617 EDUC EDUC 614 EDUC EDUC 612 EDUC EDUC 610 EDUC The major purpose of the course is to explore the principles and and principles the explore is to course the of purpose major The along management and development curriculum of procedures evaluation. and alignment, auditing, like special topics with A seminar to synthesize the academic disciplines and relate them to to them relate and disciplines academic the synthesize A seminar to on focus and in school student the learning of and development the opportunities offers This course teacher. student the of needs the theory of relationship in the perspective and gain skill, insight to be scheduled To process. teaching-learning in the practice to teaching. student with concurrently This advanced graduate seminar is designed to help students students help to seminar is designed graduate This advanced its and education multicultural of topic a focused in depth explore will course this for Topics development. curriculum on implication 6 earn up to to once course the repeat to allowed are Students vary. ) 517 or 417 EDUC (Prerequisite: credits. The student will spend a minimum of 300 hours working with with working 300 hours of a minimum will spend student The from member faculty a of supervision the under supervisor a an acting supervisor is already student the If University. Eastern will be fulfilled assignments setting, the in a school coordinator or A prescribed University. Eastern from supervision job with the on but include which completed be must assignments of number policy development, in program activities to limited not are and role analysis and budgeting, staff development, determination, evaluation. program Spring semester. semester. Spring field supervised through demonstrate to enables students This course and environment instructional the of management the experience professionals. other with collaboration through instruction planned institutional effective adapt and will also select, implement Students diverse including levels instructional of a variety for strategies that assessments administering and Selecting, developing learners. development the and progress student of indicators multiple involve will also be students, plans (IEP) for education individualized of ethical and professionalism fostering and Demonstrating addressed. hours). experience (75 field expected. are behaviors Observation and teaching in an approved classroom with with classroom in an approved teaching and Observation full-time of weeks 14 to Twelve evaluation. and guidance the to submit must Students is required. participation student our on (available application teaching student a formal department and Fall following the for 15th 15th-January December website) EASTERN.EDU/ACADEMICS 58 Courses of the value chain by evaluating the roles of providers, patients, and systems are structured, managed,and financed. Gainsknowledge An analysis of the continuum of care and how health delivery changes willaffect patient care. future changesininformation management services and how these technological and healthcare trends sothey can beprepared for healthcare organization. Additionally, students evaluate the importance of data integrity and its usesinahighperforming to gather, analyze, and protect patient information. Students learn A comprehensive review of the technologies and techniques used ethical and legalramifications of finances and healthcare. costs, planning,and control. Additionally, students consider the Students leave thiscourse with knowledge of health care funding, structure of care, and how to manageinahealth care environment. industry, how funding and business models affect the quality and A critical review of the streams of revenue essential to the healthcare Healthcare Management transition for students with disabilities. early interventions and promoting asuccessful post-secondary professional groups and referral agencies with regard to supporting students with disabilities. Students will also examine the roles of to maximizethe educational experiences and growth outcomes for the importance of working with families and other team members transition services. The course will help students become aware of and implementing astudent’s individual education program and assessment models, and the variables considered when creating Emphasis isplacedon evidenced-based early interventions and and transition processes from infancy to post-secondary. This course willexamine aspectsof the early intervention of their students. develop acomprehensive program that meets the individual needs be given the tools needed to work with families and agencies to and interventions related to students with autism. Students will traits, classification systems, assessment strategies, approaches This course gives anoverview of the characteristics and learning appropriate methods. classroom usingvarious positive behavior interventions and other on recognizing these disorders and managingthem inthe inclusive and theories for these disorders. There will be an additional focus HMGT 596 HMGT 536 HMGT 526 HMGT EDUC 689 EDUC 686 EASTERN UNIVERSITY

Transition Planning. Early Intervention and Autistic SpectrumDisorders Healthcare Delivery Systems Health Information Management Systems Healthcare FinanceandReimbursement

. . . . 3 3 3 3 3 regulations, standards, and certifications. tools and protocols; and navigate through the complex space of management; manageriskthrough the useof riskassessment able to evaluate and improve quality of care through operational standards, and legalresponsibilities. Students leave thiscourse brought about by the web of regulatory bodies, health care A survey of the operational nuances of healthcare administration could besystematically improved. and they have the opportunity to evaluate how healthcare delivery this course with aglobalunderstanding of healthcare systems, that shapehealthcare delivery around the world. Students leave Students evaluate the social,political, and environmental structures on health needs and concerns from various cultures and countries. An exploration of theoretical frameworks and practical perspectives hospitals, specialists,long-term care, in-home care, etc. payers through the lensof various delivery systems such asgeneral enable classical educators to have informed discussions about the riots and the riseof labor unions. Amajor goal of thiscourse isto for factory workers, especially in light of workers’ strikes and labor immigration), the rise of industrialization, and the consequent need “takeover” of the United States (fueled by the “Second Wave” of uprisings (after 1848), fear of a Roman Catholic (i.e., Vatican) fascination with the Prussian school system, fear of communist storm” of the 19thcentury, which entailed the Western world’s approach to education inAmerica, beginningwith the “perfect This seminarexamines the riseof the modern public school in education. pagan texts, the useof rhetoric, and the role of parents and polis arts, the changingrelationship between Christianeducators and for education? The course alsotracesthe development of the liberal Where should education take place? What are the primary means education: Who should be educated? What is the goal of education? fundamental questions related to the philosophy and practice of the late Medieval and early Renaissance eras,thiscourse explores schools. Through reading primary texts from Antiquity through inform the practice of education inour own classrooms and of classical and Christianeducation and to consider how it might The goalof thiscourse isto understand the origins and development Honors HMGT 696 HMGT 601 HMGT HONR 501 HONR 500

Compliance Healthcare Quality, Risk,andRegulatory World Health Modern Education. History andPhilosophy of Ancient &Medieval Education. History andPhilosophy of . . 2021/2022 ACADEMICCATALOG . 3 3 3 3

Courses 59 3 3 3 ...... GRADUATE PROGRAMS GRADUATE Reading and the Formation of the Soul and the Formation Reading The Great Conversation II: The Good The Great Conversation Philosophy and Psychology of the Young Young of the and Psychology Philosophy Person I: The True...... Great Conversations

HONR 601 HONR 605 HONR HONR 520 HONR 600 HONR Classic authors contend that the literature we encounter shapes us, encounter we literature the that contend authors Classic poetry and how will investigate this course ill. Hence for good or for character moral our us, shaping deform perhaps and form stories contemporary and ancient to addition In perceptions. our and together, poetry read this class will criticism, in literary readings what that so teach to how consider and stories, discuss particular virtue. and in wisdom souls forms read we start, the from was, education arts liberal classical of tradition The I ought “How question: ethical central the with concerned deeply from this question into inquiry began their ancients The live?” to we live, to ought we how know to in order that conviction the a an easy or this is not knowing is good. But what know to need nature the will explore we this course, task. In straightforward This it. know to come we how of process the good and the of virtue of nature the about an inquiry will lead us into exploration the live may we how and where of questions into there from and sources, contemporary and ancient with conversation In good life. community, home, leisure, including topics will consider we consider will we course, the Throughout technology. craft, and and readings various our in explored good the of aspects the how as classrooms, and schools our into be integrated might discussions lives. own our as into well Education is often shaped by a culture’s dominant understanding understanding dominant a culture’s shaped by is often Education adults. emerging and adolescence, childhood, of expectations and theological, philosophical, anthropological, explores This course “the of views changing understand to order in texts literary and adults.” called “emerging commonly are as they or person,” young impact changing views these how also identifies course The students help aims to It generally. more society and education eras view different did How questions: following the address understandings current our did When adolescents? and children theologies or philosophies What helpful? they are and why, emerge, children of understandings embedded in various are personhood of teaching? own our impact views these might How childhood? and it with and logic basis of indispensable is the truth of reality The to give ability reasons forthe say to is which reason, of power the distinguishes truth of pursuit The thinks is true. one what mere the from truth, the knowing means always which knowledge, acquire is to educated be liberally To information. of acquisition of pursuit in the adventures one’s includes that an autobiography Hence knowledge. for capacity one’s of growth the thus and truth, on reflection and in logic instruction both will include this course reason. and knowledge, belief, of nature the 3 3 3

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in the Great Tradition...... Classical Pedagogy II: The Craft of II: Classical Pedagogy ...... Classical Teaching Classical Pedagogy I: Classical Pedagogy ofThe Culture the Classroom

Dignity and Human Difference HONR 515 HONR HONR 510 HONR HONR 505 HONR In this course, we will explore the notions of human dignity inherent inherent dignity human of notions the explore will we this course, In in Always to be a person. it is what of understandings in different and dignity of understandings varying these will be how view and disabilities—physical various with persons treat personhood mental. phrase, Gaita’s Raimond in philosopher kept, they Are exclude of personhood definitions us’? very among do our Or ‘fully beings? certain human our affect reflections do theological How grace and for possibilities the and disability of understanding keeping for secular means there Are therein? contained revelation of context the Within us’? among ‘fully disabilities with persons to educate our calling to think about we will begin reflections, such needs. special with students time spend will we particular, In generally, disability to approaches contemporary about thinking as serve particularly might education classical how on reflect and special education. to humanity restoring for a model Teaching is a craft. The goal of this course is to move teachers teachers move is to this course goal of is a craft. The Teaching a of end The teaching. classical craft of the mastering toward or door, cabinet, table, object—a well-made a is craft traditional than a well-formed is more teaching craft of the of end The home. his or has cultivated who student a virtuous but course, or lesson will This course loves. and skills, understanding, knowledge, her learn students will help as a craft and teaching of idea the explore tradition classical in the practiced techne skills and pedagogical the include Topics research. by contemporary confirmed and lecture, catechism, seminar, questioning, socratic wonder, of role learn only not will We so forth. and assessment, devices, memory in them practice to how consider , but techne classical these about classrooms. contemporary Thomas Aquinas argues that teachers uniquely move back and forth forth back and move uniquely teachers that argues Aquinas Thomas and love they First, life. active the and life contemplative the between Second, of knowledge. fields or objects certain about truth the pursue understanding and love a comparable nurture to attempt they together which foci, This seminar has four students. their within teachers both (for of learning nature the (1) life: bifid this addresses the (3) and teaching, of practice and nature the (2) students), and and teaching, learning and to conducive most structure and sources parts: (1) has two session Each day’s teacher. the of person the (4) (2) and read, been has what discuss we which in itself, seminar the can teachers we how and conversation, that about a meta-seminar conversations. fruitful thoughtful, lead and model better differences between classical and “normal” public schools, and also also and schools, public “normal” and classical between differences background. educational own their understand better to EASTERN.EDU/ACADEMICS 60 Courses graduate credit. activities, and casestudies. This course doesnot carry video lectures, online worksheets, discussion boards, laboratory course material through avariety of techniques. These include injuries. Students willhave the opportunity to learnthe experience in the recognition, prevention, and care of athletic This course isintended to provide the student with alearning reproductive. Thiscourse doesnot carrygraduate credit. cardiovascular, lymphatic, respiratory, digestive, urinary, and body: integumentary, skeletal, muscular, nervous, endocrine, survey each of the following eleven organ systems of the human cellular and tissue structure and function, and then move on to and physiology, anoverview of organic chemistry, astudy of The course willbeginwith ageneral introduction to anatomy associated with the structure and function of the human body. This course introduces students to the fundamental principles physiology. Thiscourse doesnot carrygraduate credit. special considerations that are specific to the science of exercise to exercise, the methods for improving exercise performance, and metabolic, cardiovascular, pulmonary, and endocrine responses Topics include the history of exercise physiology, neuromuscular, Exercise Physiology asit relates to fitness, performance, and health. This course is designed to provide students with asolid knowledge of Health andPhysical Education artistic media. will alsoinclude experiential—poetic—knowledge of avariety of requires more thanmerely philosophical reflection, thiscourse well astheir own lives. Because coming to love art and the beautiful it can be embodied in their curricula, classrooms, and schools, as concepts, but alsoto help them love the beautiful and consider how knowledge? The goalisnot only to help students understand these of the true and the good?Doesbeauty offer its own pathway to be said to bebeautiful? How doesbeauty interact with our concepts In works of art,candepictions of darkness, tragedy, and suffering art, and aesthetics, probing such questions as:Is beauty subjective? This course explores classical and contemporary ideas of beauty, beauty isarguably the most controversial and leastunderstood. Of the three “transcendentals”—goodness, truth, and beauty— HPED 334 HPED 333 HPED 332 HONR 610 EASTERN UNIVERSITY

Exercise Physiology Care andPrevention of Athletic Injuries. Health andPhysical Education Introduction to Anatomy andPhysiology for The GreatConversation III:TheBeautiful . . . 0 0 3 3

traditional settings. from the skills gained canbeusedinclass,gym,field, and non- rhythmic skills.Anunderstanding and useof effective techniques developments and teaching techniques ingymnastics, dance, and Students willbeableto demonstrate knowledge of current and non-traditional settings. techniques from the skills gained can beused in class, gym, field opportunities for students. Anunderstanding and useof effective in traditional/non-traditional activities to create greater inclusion other emerging activities. Students willexplore teaching techniques variety of lifetime leisure activities, focusing on the outdoors and Students willgainanappreciation and understanding of the wide for his/her students on either the elementary or secondary level. better prepared to plan,implement, and evaluate aneffective lesson Knowledge gained inthisclasswillenableeacheducator to be Education for both regular and special education students. delivering, and evaluating effective lessons in Health and Physical This classwillexamine essential topics inthe areas of developing, secondary level. effective program for his/her students on either the elementary or educator to bebetter prepared to plan,implement, and evaluate an education students. Knowledge gained inthisclasswillenableeach to Health and Physical Education for both regular and special curriculum and of administrating key elements with regard This classwillexamine essential topics inthe areas of developing gained canbeusedinclass,gymand field settings. An understanding and useof effective techniques from the skills America to beusedincompetitive and non-competitive settings. team traditional organized sports commonly practiced in North Explore coaching/teaching techniques inindividual, dual and success inprogram planningand implementation. knowledge will allow for better student interaction and increased current issues on both the elementary or secondary level. This better prepared to understand and respond effectively to relevant, Knowledge gained inthisclasswillenableeacheducator to be Physical Education for both regular and special education students. This classwillexamine contemporary topics inHealth and HPED 522 HPED 519 HPED 518 HPED 554 HPED 553 HPED 552

Physical Education. in Developmental andSpecialHealth and Curriculum Development and Administration Physical Education. Contemporary Topics inSpecial,Health and Education Instruction Methods SpecialHealth of andPhysical Individual, DualandTeam Sports. Gymnastic Skills,DanceandRhythmic Skills. Outdoor PursuitsandLifetime LeisureSkills. . 2021/2022 ACADEMICCATALOG . . 3 3 3 1 1 1 Courses 61 1 2 3 This is the is This GRADUATE PROGRAMS GRADUATE ...... Theology of Poverty Theology of Poverty Theology

Linguistics LANG 510 LANG INST 662A INST 662B This is the second of two parts. two of This is the second Languages It of linguistics. field the to introduction is a general This course phonetics, linguistics: of areas core five the on primarily focuses international health care needs and issues will better equip equip will better issues and needs care health international culturally deliver to providers and educators planners, care health disease, and Health, populations. in diverse care competent the and culture the to in relationship will be examined wholeness various in impact their diseases and Specific perspective. biblical incidence, of analysis with will be studied world the of regions planning. program health and control, prevention, Studies Interdisciplinary Christian are who students equip is to this course of purpose The biblically, reflect to ability the with practitioners development the and vocation their about historically and theologically, basis. As a daily on encounter they that poverty challenges of from raise issues is to intent its course, level an introductory in fully more be analyzed will that perspective a theological research scientific social of perspective the from courses subsequent utilized in will also be perspectives Social scientific practice. and and evangelical to contribute they that extent the to this course development and poverty about reflection theological ecumenical practitioners. development of contexts diverse the in first of two parts. of two first

3 3 3 3 ......

...... Issues Health World Community and Environmental Health and Environmental Community Curriculum Development and Methods of and Methods Curriculum Development Populations Education in Diverse Health Health Promotion...... Health

HSCI 601 HSCI HSCI 560 HSCI HSCI 515 HSCI HSCI 500 HSCI World Health Issues will explore global health problems that that problems global health will explore Issues Health World Understanding world. developing the and developed the affect This graduate course is designed to increase the student’s student’s the increase to is designed course This graduate environmental and community how of awareness and knowledge The world. the and nation, the individual, the impact issues health community organizations, government and community of role will services care health and policies, planning, environmental control. and disease prevention to relate as they be explored spiritual and Mental will be investigated. preparedness Disaster will issues environmental and consumer abuse, substance health, cultural competency. cultural be examined. This graduate level course is designed to increase the school health health school the increase to is designed course level This graduate in health development curriculum of knowledge professional’s of an overview will include Content promotion. and education of inclusive strategies teaching learning, and education, health emphasis Course learner. diverse the and special population the towards development and awareness cultural will be placed on This course includes attitudes and lifestyle practices as they as they practices lifestyle and attitudes includes This course as personal such issues, health Personal lifestyles. healthy influence living family and measures, emergency and safety practices, health aging on topics Includes addressed. will be intimacy personal and wellness. and Health Sciences Health EASTERN.EDU/ACADEMICS 62 Courses development of that organization and learnstrategies about how behaviors within organizations shapethe structure, efficiency, and Gain anunderstanding of how group, individual, and relational Organizational Leadership This isthesecond of two parts. of their faith. Thisisthefirst of two parts. prevention and relief work inaway that isobedient to the dictates and Christian organizations can and should engage in disaster of the nature of disasters, and looks at ways that Christians course isunderpinned and shapedby aScriptural understanding psychosocial attention and human rights into the relief work. This in situations of conflict and novel approaches that integrate relief operations, including the complexities of delivering relief gamut of technical and theoretical issues that arisein emergency disaster mitigation interventions. It doessoby covering the principles and tools essential for effective emergency relief and This course provides an overview of fundamental concepts, This isthesecond of two parts. two parts. professionals to cultivate strong advocacy skills.Thisisthefirst of biblical basis for social justice advocacy and the need for Christian The course further emphasizes the importance of developing a develop and implement advocacy campaigns to influence policy. necessary to assessand intervene inthe policy process aswell as to advocate for socialjustice by developing the foundational skills advance the globalstruggle for human rights. Students are prepared and public leaders through policy interventions and advocacy to This course prepares leaders for actively engaging government Leadership andDevelopment learning and teaching theories and models. linguistics, the relationship between linguistic data and language language teaching, current scientific debates inthe field of and current issues inlinguistics inrelation to second or foreign include anoverview of theoretical models, experimental methods, phonology, morphology, syntax, and semantics. Topics will LEAD 604 LDEV 650B LDEV 650A LDEV 610B LDEV 610A EASTERN UNIVERSITY

Complex Humanitarian Emergencies andMitigationRelief for Disastersand Organizational Behavior andDevelopment and Human Rights Advocacy, PublicPolicy and Human Rights Advocacy, PublicPolicy Complex Humanitarian Emergencies andMitigationRelief for Disastersand . . . . . 3 2 2 1 1 and leadmore effectively inthe contemporary work environment. diversity, and conflict resolution styles,equipping them to work a diverse workplace, implicit bias, the legalaspectsof workplace social identity theory and its relation to leadership, the benefits of and create cultures of inclusion. Students gain understanding about teams and organizations, mitigate and manageworkplace conflict, Cultivate the skillsand traits necessary to effectively leaddiverse leadership stylethroughout the course. reflect on their own leadership and build their own personal techniques, methodologies, and frameworks studied, students manifest themselves inpractice and outcome. Based on the A survey of major leadership theories and stylesand how they leadership invarying organizational environments. equipped with both the hard and soft skills required for effective management, finance, and marketing. Additionally, students are learn when and how to apply them incontexts such aspersonnel An exploration of decision-making models that enablesstudents to so they canbring guiding vision and leadership into their role. students to understand and respond to an organization’s dynamics the lens of social sciences, this analysis of organizations equips to respond to these organizational behaviors asaleader. Utilizing scientific, sociological, and theological perspectives. of leadership issues, incorporating historical, literary, political, This course utilizes aninterdisciplinary approach inits survey nature of leadership? What are the moral purposes of leadership? changed throughout Western history? How doescontext affect the of leadership? How hasthat understanding remained the same or questions are: What isleadership? What are the different aspects will also explore the nature and character of leadership. The key where the study of leadership may go in the future. Students theory to understand the pattern of its development and to explore In thiscourse, students willexamine the history of leadership justice perspectives. habits and praxis; and explore their leaderidentity from faith and literature-based research skills; strengthen academic writing knowledge about various research frameworks; develop critical This introductory course helps students acquire advanced LEAD 634 LEAD 624 LEAD 614 LEAD 710 LEAD 700

Managing Diversity Academic Inquiry, The DecisionMaking. Art of Leadership Theory Organizational Leadership. Historical andCulturalPerspectives of Writing, &Reflexivity. . andConflict 2021/2022 ACADEMICCATALOG . . 3 3 3 3 3 Courses 63 3 3 3 ...... GRADUATE PROGRAMS GRADUATE ...... and Servanthood Justice Leadership, Strategic Leadership and Organizational Leadership and Organizational Strategic Change Resources in Human Building Capacity

LEAD 840 LEAD LEAD 810 LEAD 825 LEAD Meaningful responses to human suffering are grounded in grounded are suffering human to responses Meaningful oppression; harm and conflict; human regarding discernment and responsibilities, rights, the and power; of abuse the and power the arise from global – that and communal, – personal, opportunities theories different Using humanity. is our that potential of crucible be leaders who to means it what at will look students justice, of organization, own in their practices and systems just champion address to asks students This course profession. and sector, industry for advocate to lead justly, to mean does it as: What questions such justice, restorative leadership, servant choose can one How justice? suffering, oppression, systemic face of in the forgiveness and of be a person to mean does it What atrocities? human grave and and Justice, Leadership, In forgiveness? and justice restorative and research, reflection, engage in reading, students Servanthood, leadership as leaders and practice their inform that discussion leadership. servant model who and justice for advocate who scholars This course will enable students to develop an understanding of understanding an develop to students enable will course This analyze, assess, to to ability the and concepts management strategic Students problems. management complex resolve potentially and formation in the techniques analytical use different will learn to of method primary The strategies. business comprehensive of will this course of Completion will be case analysis. instruction superintendents, of preparation in the standards Pennsylvania satisfy Eligibility.” of “Letter the for requirements certification the specifically a strategic from management resource human introduces This course manage human to will learn how students this course, In perspective. economic legal, social, and dynamic in the effectively resources Students organizations. governing currently environments its and management strategic of an understanding will develop Among organization. healthy and effective an in building importance human of implementation and formulation are: included topics the techniques selection, and recruitment of methods strategy, resource compensation appraisal, performance development, training and for systems. of HRM effectiveness of the evaluation the and benefits, and are applications in that approach an integrative adopts course The non-profit and education business, the within organizations to made respective in the studies studies/case with supported and sectors standards Pennsylvania will satisfy of this course Completion fields. certification the specifically superintendents, of preparation in the Eligibility.” of “Letter the for requirements to self-selected organizational contexts to better understand understand better to contexts organizational self-selected to systems from challenges solve and issues leadership organizational thinking perspectives. 3 3 3 3 ......

Advanced Seminar: Systems Approaches for for Approaches Systems Seminar: Advanced Organizational Leaders . of Methodology Research Foundations Models of Organizational Behavior Models Leadership Theory and Practice Theory Leadership

LEAD 800 LEAD LEAD 740 LEAD LEAD 730 LEAD LEAD 720 LEAD This course is one of the PhD advanced seminar courses designed designed seminar courses advanced PhD the of is one This course of topics practical and theoretical contemporary introduce to PhD established the by covered not leadership, organizational theoretical the will explore students this course, In curriculum. approaches system various thinking and systems of foundations literature critical through leadership organizational to relevant knowledge theoretical their will apply students addition, In review. This is the first course in the complement of research methods methods research of complement in the first course This is the dissertation. doctoral the for students preparing at aimed courses in a world on the reflect to learn how is to methods learn research To base knowledge the to students This class introduces way. systematic studies; research evaluate and read critically to skills needed and studies, research methods mixed and quantitative design qualitative, interpret, analyze, process, package to software a statistical utilize and emphasizes course The analyses. data quantitative up write and critical reasoning, qualitative and quantitative of development the It solving. problem skills, and writing thinking skills, academic in statistics background some will have students that is assumed revisit will this course nevertheless methodology, research and with students providing methodology research of foundations the social evaluate critically and conceptualize to framework a basic statistical level Undergraduate research. science behavioral and to this course. prerequisite is a proficiency In this course students will explore the dynamics of human behavior behavior human of dynamics the will explore students this course In basic with familiarizing themselves settings by in organizational analysis. of levels various at theories (OB) behavior organizational in standards Pennsylvania will satisfy this course of Completion certification the specifically superintendents, of preparation the Eligibility.” of “Letter the for requirements As a field of study, leadership is a complex subject. This course will course This subject. is a complex leadership of study, As a field they so that theories, and literature leadership to students expose personal on their reflect to order in as a platform use them may leadership Because organizations. own their within practices well as element, human of the complexities by the is influenced systems, value corresponding their and worldviews as various of understanding their integrate to be challenged will students Through Christian faith. of tenets the with practice leadership main the of an understanding will develop students this course, as they theories respective their and theory leadership of exponents leaders. as practices personal own their evaluate critically to learn in standards Pennsylvania will satisfy this course of Completion certification the specifically superintendents, of preparation the Eligibility.” of “Letter the for requirements EASTERN.EDU/ACADEMICS 64 Courses opportunity to examine processes and experiences involved in holding allelse constant. This research classprovides students the The notion of causality isthe effect of one variable on another effect isaconditional mean (though we might imagine other effects). models for estimating causal effects of variables. The model of an The intellectual focus of thiscourse isthe presentation of statistical for the Ph.D. inOrganizational Leadership at Eastern University. This course isoffered aspart of the research methods curriculum qualitative research. LEAD740 isaprerequisite to thiscourse. rigor for qualitative research; and (4) critical review appropriate for research process and design;(3) ways to ensure ethical and scholarly study, narrative inquiry, and autoethnography; (2) the qualitative limited to ethnography, grounded theory, phenomenology, case to (1) avariety of qualitative research methods, including but not graduate research methodology course introduces doctoral students the Ph.D. inOrganizational Leadership at Eastern University. This This course isoffered aspart of the research methods curriculum for ontologically dependent. itself may beepistemically, culturally, ethically, and students willexamine the ways inwhich leadership theory for constructing cross-cultural ethics or universal ethics. Finally, individually and collectively- their own normative conceptions In addition, we willcritically engagewith thinkers who offer- understand how culture shapemoral worldviews and relationships. the theory and practice of leadership. In thiscourse, we willseekto the various dimensions of culture that inform and influence both perspectives of individual leadersand their followers, aswell as The practice of moral leadership requires attention to particular ontological beliefs of Western, Eastern, African, and other cultures. of thishistorical influences of certain fundamental epistemic and issues related to globalleadership. We beginwith anexamination This course examines complex philosophical and contextual LEAD 871 LEAD 870 LEAD 860 EASTERN UNIVERSITY

Qualitative Research Methodology Quantitative Research Methodology. Leadership inGlobalContexts . . 3 3 3

analysis. LEAD740 isaprerequsite to thiscourse. reliability and validity, and useof descriptive and inferential data designs usingquantitative methods. We examine assessments of examines experimental, quasi-experimental, and non-experimental relevant to selected problems in the socialsciences. The course designing, conducting, and reporting quantitative research studies LEAD 740 and LEAD 871are prerequisites for thiscourse. skills needed to successfully designand execute aPh.D. dissertation. called upon to improve scholarly writing techniques and explore of research findings. Throughout the course process, students are hypothesis, presentation of statistical analysis, and interpretation in measurement inquantitative research, statement of testable a research study. It alsoincludes dialogues that cover key issues analysis of data. It includes executing and writing upthe results of proposal pilot study submission to the IRB,aswell ascollection and (SEM). The course involves the submission of a complete research methods such aspath analysis and structural equation modeling and test hypotheses. The course surveys advanced quantitative projects and analyzing information to answer research questions In thiscourse, students apply methods for conducting research LEAD 740 and LEAD870are prerequisites for thiscourse. course ascollaborative learners and autonomous PhD-level scholars. Students are expected to participate actively inallaspectsof the in qualitative data collection, analysis, interpretation, and writing. review for their qualitative research; and practice hands-on skills dissertation proposal or future research; expand their literature qualitative research designthat may become afoundation for their knowledge about selected qualitative research methods; develop a be provided with opportunities to advance their methodological knowledge about qualitative research methodology. They will doctoral students who intend to gainadvanced and practical This advanced qualitative research course isdesigned to serve LEAD 880 LEAD 881

Advanced Qualitative Research Advanced Quantitative Research 2021/2022 ACADEMICCATALOG . . 3 3 Courses 65

3 3 3 3 0 ...... GRADUATE PROGRAMS GRADUATE ...... in Local and Global Contexts Missiology Global Business ...... Management Talent Dissertation Continuation Dissertation to Missiology Introduction

MISS 502 MISS MNGT 515 MNGT 615 LEAD 931 LEAD 501 MISS American contexts. American facilitate that practices management of survey A comprehensive a sustainable talent of maintenance and development the and leadership with equipped this course leave pool. Students member organization improve that strategies management that way in a achievement and satisfaction, motivation, efficiency, goals. strategic its toward move organization the helps This course examines critical issues in missiology in local and in local and in missiology issues critical examines This course history the mission, of theology as a biblical such global contexts conversion Christianity, world of expansion cross-cultural the of mission, of in theology paradigm shifts Christian faith, the to in missiology, issues current the missiology, global Evangelical Particular America. North for missiology and missions, diaspora North global and in the missiology to will be given attention Management which in environment external vast the of analysis An principles with students provides that today operate organizations global market. the of complexities the navigating for strategies and social factors and political, global economic, consider Students students Additionally, operations. organizational daily affect that gain a broader and questions justice-related and ethical explore it. within operates business how and world the of understanding demonstrating the student’s comprehension of existing scholarship scholarship existing of comprehension student’s the demonstrating subject. the on continuation dissertation in this two-credit enroll must Students their from advising uninterrupted receive to each semester course the 921 until 920 and LEAD beyond members chair and dissertation conferred. are and dissertation their defend they when semester Course course. this for prerequisites 921 are LEAD 920 and apply. fees Missions important of survey an integrated provide to is designed course The of foundations biblical as the such in missiology involved issues theological Christian movement, world the of history the mission, religious of Christian theologies practice, mission of models Particular challenges in missiology. current pluralism, and and practice mission of models theological to given be will attention religions. world of paradigm changes in Christian theologies 3 3 3 3, 3

......

Dissertation I, II Dissertation Proposal Seminar...... Doctoral ...... Learning Assessment ...... Team Research Advanced

LEAD 920, 921 LEAD 910 LEAD LEAD 900 LEAD LEAD 882 LEAD The doctoral dissertation in Organizational Leadership is designed is designed Leadership in Organizational dissertation doctoral The research. scholarly conduct to ability student’s the demonstrate to analysis and collection the through is accomplished This project must be research The problem. a specific on data research of original and primary using both study, of worthy a problem on an within knowledge of sources new develop goal is to The data. research be original should dissertation The tradition. intellectual while simultaneously of knowledge, field the to contributes that This course is designed to scaffold students as they advance along along advance as they students scaffold to is designed This course demystifying by dissertation a doctoral completing to path the and advice practical providing by and process dissertation the The journey. dissertation beginning the students for support much how on will depend course this for learning outcomes class and in the enrolling to has made prior each student progress students a minimum, At completion. for timeline personal their their finalize timeline, dissertation a complete to expected be will with in a meeting participate composition, committee dissertation around literature the of engage in a review chair, dissertation their have who paper draft. Students a concept complete and topic, their meeting a pre-proposal held paper and a concept developed already feedback, and support, from will also benefit course, the prior draft. proposal a dissertation construct to needed encouragement This course provides an opportunity for students to assess their assess their to students for an opportunity provides This course a learning portfolio through learning comprehensively doctoral the complete must Students competencies. a set list of based on LEAD 910 for register to being allowed before successfully course Seminar. Proposal Dissertation This course is aimed at providing doctoral students with practical practical with students doctoral providing at aimed is This course a full-scale conducting and/or in designing experience research in working by study, mixed-methods or quantitative, qualitative, research of topic The member. a faculty by guided team a research research his/her on depending mentor, faculty the by is determined collect, review; literature conduct to expected are Students agenda. for report a research write and/or data; interpret and analyze, vary may course the of focus The presentation. or publication team. a research of agenda and topic research the on depending must but course the to welcome are stages all academic of Students is Space participate. to mentor faculty the from gain permission are students course, the to accepted Once teams. in all research limited semesters. two least at for term research the in participate to expected as enrichment once than more course the for register may Students is a LEAD 740 curriculum. Ph.D. required their beyond experience this course. to prerequisite EASTERN.EDU/ACADEMICS 66 Courses strategic advantage ineffective and innovative organizations. workflow, procedures, and structures insystems that provide examine competitive and dysfunctional aspectsof leadership, markets, and other aspects of collective intelligence. Students will decision-making, crowd-based organizations, internal resource to create competitive advantage through thingssuch asdemocratic examine functional, divisional, and matrix organizations, and how promote such thingsasinnovation, productivity, and values. We to understand how to optimally configure organizational units to view that organizations are living and dynamic systems. We seek This course examines contemporary organizational designand the work experience. Each internship credit represents 40 hours of professional best practices into their work. critical analysis, sound business principles, ethical standards, and recommendations and anassociated action planthat incorporates demonstrate mastery of their program’s material by formulating idea, or resolution to asignificant organizational problem. Students service, organizational unit, market sector, innovative process/ their management competency. The project involves aproduct, faculty advisement designed to allow students to demonstrate A student-directed applied learningproject completed under Christian faith asatransformational force inthe workplace. of ethical leadership for the business community, and the role of the will be devoted to the nurturing of ethical character, the importance resource management, marketing, and finance. Special attention consumer and employee protection, sexual harassment, human the moral aspectsof topics such ascorporate socialresponsibility, ethics and a life of integrity. The case method is used to explore of craftingresponses that are consistent with one’s own codeof prudential dimensions of business decision-making for the purpose decision-making framework that mapsthe ethical, legaland analysis and moral discernment, this course utilizes an ethical Designed to assiststudents indeveloping their skillsinethical strategic supply chainmanagement decisions. efficient and effective operation and the confidence to make demand. Students leave this course with strategies to leadan operations and supply chainsto meet customer and stakeholder Gain the knowledge and skills necessary to manage organizational MNGT 750 MNGT 695 Internship. MNGT 675 MNGT 665 MNGT 625 MNGT EASTERN UNIVERSITY Practicum Organizational Design. Ethics &Social Justice Operations andSupply ChainManagement . . . 12 3 3 3 3

of HRD/TD/LDprograms. course, students willbeableto designand evaluate the effectiveness program and programmatic evaluation. By the completion of this Development (TD) and LeaderDevelopment (LD) to propose a practices related to Human Resource Development (HRD), Talent goals and objectives. Students willengage with research and best that facilitate alignment of purpose, values, and organizational providing employees with professional development experiences greatest resource. Thiscourse alsoexamines effective methods for the latter and builds upon the belief that peopleare anorganization’s organizations. While addressing the former, this course focuses on the notions of trainingascompared to human development in This course beginswith anexploration of the difference between communication, solving problems, and reducing conflict. identify organizational systems and processes for increasing of the course, students will develop an ethical framework to of Human Resources within anorganization. By the completion the organization. In addition, thiscourse willfocus on the role effectiveness for the purpose of cultivating community within which to analyze their own leadership styles,characteristics, and Community willprovide students with multiple frameworks within and undernourished personnel within the organization. Leadingin constituents, thisemphasis may leadto underdeveloped structures articulating the mission and vision of anorganization to external the success of the enterprise. Although leadersmust often focus on Interpersonal relationships within anorganization are critical to be informed by Scripture and the Christiantradition. Students will authentically Christianunderstanding of marriage and family must the study of Marriageand Family Systems theory and practice. An This course introduces the student to theological consideration in Marriage andFamily studies and research. activities and to participate in the consulting process through case principles and practices through avariety of instructional understand, apply, analyze, synthesize, and evaluate consulting and effectiveness of collective intelligence. Students willlearn to such asstructural concerns, gapsinleaders’ skills and knowledge, as it relates to internal and external barriers of organizations, vision—as intelligence tools. It also analyzes the consulting domain the ‘mainbody of leadership mind’—ethics, courage, reality, and This course examines the philosophy of consulting to include MNGT 780 MNGT 765 MRFM 810 880 MNGT

Solving andConflict. Leading inCommunity: People, Problem Theology Marriage andFamily of Training andDevelopment Consulting Practice . 2021/2022 ACADEMICCATALOG . . 3 3 3 3 Courses 67

3 3 3 3 3 3 3 ...... GRADUATE PROGRAMS GRADUATE ...... Professional Standards and Ethics...... Professional ...... Systems Trauma and Family and Addictions Assessment and Treatment of Co-occurring Disorders and in Marriage Issues Diversity Therapy Family Advanced Family Systems Theory Theory Systems Family Advanced ...... and Practice ...... and Practice Theory Couples Therapy and to Prevention Approaches Holistic Systems Enrichment in Family

MRFM 875 MRFM MRFM 860 MRFM 865 MRFM 870 MRFM MRFM 845 MRFM 850 MRFM 855 MRFM This course describes the ethical principles of the AAMFT Code AAMFT Code the of principles ethical describes the This course professionalism, include: Topics application. their and Ethics of competency, relationships, making, multiple decision ethical This course examines the psychological impact of trauma on on trauma of impact psychological the examines This course include: Topics systems. family and adults, teens, children, psychopharmacological processing, cognitive regulation, emotional in counseling. a family engage to strategies and treatments, various the of an analysis with students provides This course and theories etiological considers and of addiction definitions impact the include: Topics field. treatment addiction in the models hypothesis, self-medication the model, medical the addictions, of modalities, therapy family behavioral collaborations, family the addiction, and spirituality of environment, influence the Interviewing, Motivational approach, biopsychosocialspiritual abuse substance planning, and treatment and analysis functional illness. mental severe and of race, culture, concepts foundational the identifies This course family roles, gender include: Topics therapy. in family gender and cultural oppression, migration, race, spirituality, class, structures, within sexuality contexts, cultural loss within and grief identity, privilege. white and contexts, cultural As a continuation course from MRFM 815, this course builds upon upon builds course 815, this MRFM from course As a continuation through systems Family and Marriage base of theoretical the couples, counseling of techniques and process the to exposure on based interventions Therapeutic families. and individuals, will be emphasized. orientation systems a multigenerational simulated through involvement clinical for is provided Opportunity marriage configurations. and family of processes and models, theories, the will examine This course skills will develop Students assessment. and counseling couples of exploration and clients practice with interactions through case studies. enrichment and models in prevention trains students This course pedagogy of the on special emphasis with methodologies interventions. psychoeducational 3 3 3 3 3 ......

Theology of Marriage and Family of and Family Marriage Theology Paper Professional ...... Sexuality Human Adult Personality and Personality Adult . Development Character . Systems Family and Development Human Introduction to Systems Theory...... to Systems Introduction

MRFM 840 MRFM MRFM 835 MRFM MRFM 825 MRFM MRFM 820 MRFM MRFM 815 MRFM This course directs the student in the formulation of a theological a theological of formulation in the student the directs This course reading, based upon counseling for framework theoretical and systems. of family field in the research continuing and work, course a theology of formulation pages. The paper length is 40-50 The biblical exegesis, biblical consider must family marriage and of to reference with Christian thought of history the and theology, and perspectives with these integrate and family marriage and issues. these on theorists systems from insights This course will provide students with a developmental model model a developmental with students will provide This course developmental topics: following the investigate and sexuality of dysfunction, sexual desire, sexual intimacy, sexuality, on impacts will secular concepts Current identity. sexual and trauma, sexual to related Christian concepts with compared and be explored family in marriage and intersect these how and sexuality human settings. counseling This course will provide students with a comprehensive framework framework a comprehensive with students will provide This course organization, personality/character adult understanding for Assessment system. family the within individual the considering functional and psychopathological with personality adult of as insights, theological and Biblical will be explored. dynamics development personality adult affect that issues as cultural well class and lectures, readings, into will be integrated function and projects/discussions. This course reviews human development across the life-span and and life-span the across development human reviews This course perspective. systems a family from processes developmental explores parent- the of understanding the to will be given A special emphasis construction the and origin of family own in one’s child relationship self. the of This course will introduce the student to the foundational theories theories foundational the to student the introduce will This course in current Readings therapy. of family field in the concepts and and reflection personal assigned marriage theories, and family as experiences, family own one’s aspects of with interactions will be presentations video and class discussions, as lectures, well marriage and family of understanding a deeper foster to employed levels. professional and personal the both at dynamics explore these theological resources as they develop an informed an informed develop as they resources theological these explore family. and marriage on perspective rigorous academically and EASTERN.EDU/ACADEMICS 68 Courses issues of pedagogy for the Marriageand Family practitioner. and family therapy with diverse populations, as well as examining and legalpractice standards, and strategies for providing marriage course covers topics of: professional roles and functions, ethical supervised direct client service inanapproved clinical setting.The This Field Supervision course requires aminimum of 100 hours of reformulation, and integration of theory and theology. appropriate topics and formats including casestudy, theoretical and individual counseling. Faculty assistthe student inidentifying formulate application of theory into practice within couples, family, themes inthe literature and address them critically, and to intended to demonstrate the student’s ability to identify relevant The completion of the doctoral project inMarriageand Family is proposals demonstrating their mastery of the course content. be conducted. Finally, students willdevelop appropriate research quantitative research studies published invarious journals will and inferential data analysis. Additionally the evaluation of measurement reliability and validity, and use of descriptive It includes formulating testable hypotheses, assessment of experimental, and field studies usingquantitative measurement. course examines alternative approaches to experimental, quasi- conducting, and reporting quantitative research studies. The research and basic statistics, including anexploration of designing, This course introduces students to the process of quantitative prototype research report. research designpertainingto anarea of interest, and write a theory, phenomenology, and casestudy; develop aworkable qualitative research approaches, such asnarrative study, grounded the procedures for writing areport. Students willgainknowledge in questions, doing fieldwork, analyzing and interpreting data, and and the qualitative research process of creating suitable research doctoral students to avariety of qualitative research methods This advanced graduate research methodology course introduces and others. cohesion, process dynamics, stagesof group formation/function, Topics include: treatment factors, interpersonal learning,group systems theory for applying group theory to intervention strategies. ethical standards. Students willbegiven aframework drawn from This course examines Group Therapy theories, dynamics, and issues incounseling, and ethical practice management. integrity, dangerousness, abuse, neglect, moral values, spirituality MRFM 905 MRFM 900 MRFM 886 MRFM 885 MRFM 880 EASTERN UNIVERSITY

Qualitative Research Methodology Practicum inMarriage andFamily Therapy. Doctoral Project Quantitative Research Methodology. Systems Theory andGroupDynamics . . . 3 3 3 3 3 his/her dissertation proposal. Thiscourse ispass/no credit. student willgather his/her dissertation committee and complete peers’ research proposals. By the conclusion of the course, each develop their dissertation proposal and to critically evaluate their to apply the knowledge obtained inprevious research courses to feedback, thiscourse willprovide students with the opportunity Utilizing online discussions, student evaluations, and faculty dissertation proposal and gathering their dissertation committee. This course guides students through the process of creating their issues of pedagogyfor the Marriageand Family practitioner. and family therapy with diverse populations, as well as examining and legalpractice standards, and strategies for providing marriage course covers topics of professional roles and functions, ethical already completed some of the assignments in MRFM 905. This 905, are required for thiscourse aswell, even ifthe student has setting. The other assignments, which may besimilarto MRFM hours of superviseddirect client service inanapproved clinical of MRFM 905requirements, which include aminimum of 100 This Field Supervision course requirements include the completion course ispass/no credit. defend their dissertation and complete the archival process. This Defense process. By the conclusion of the course, eachstudent will to complete the data collection, data analysis and Dissertation obtained inprevious research courses and MRFM910 and 920 provide students with the opportunity to apply the knowledge discussions and faculty/committee feedback, thiscourse will the writing phase of the dissertation process. Utilizing online through the completion of data collection, data analysis, and This course is a continuation of MRFM920 and guides students collection for their dissertation. Thiscourse ispass/no credit. will defend their proposal, achieve IRBapproval, and beginthe data data collection work. By the conclusion of the course, eachstudent of their dissertation and to critically evaluate their peers’research to complete the Proposal Defense, IRBApproval and data collection knowledge obtained inprevious research courses and MRFM910, this course willprovide students with the opportunity to apply the discussions, student evaluations, and faculty/committee feedback, collection phase of the dissertation process. Utilizing online through the Proposal Defense, IRBapproval process, and data This course isacontinuation of MRFM910 and guides students MRFM 910 MRFM 906 MRFM 921 MRFM 920

Dissertation Proposal MRFM PracticumContinuation Dissertation II Dissertation I. . . 2021/2022 ACADEMICCATALOG . 0 3 3 3 Courses 69 3 3 3 3

GRADUATE PROGRAMS GRADUATE ...... Pathophysiology, Assessment, Pathophysiology, for Translating Research Evidence Based Practice Advanced Communication Communication Advanced ...... and Collaboration Assessment, Pathophysiology, and Therapeutics I and Therapeutics II...... NURS 556 NURS 560 NURS 552 NURS 554 This systems-based course builds upon the advanced knowledge knowledge advanced the upon builds course This systems-based and pharmacology pathophysiology, to related practice and learning from upon building while person whole the of assessment life the across systems in physiological Alterations 554. NURS a holistic through will be explored populations special span and as part considered are influences environmental and lens. Cultural NURS 554 and Prerequisites: therapy. and assessment holistic of NURS 566 undergraduate during acquired knowledge on builds This course research. nursing critically to ability their will develop Student settings healthcare within findings apply and research appraise quality. improve change, and initiate problems, practice resolve to design and methods research of exploration includes content Course accessing and systems information technology, as relevant as well bases. data to evidence of translation and findings of Application use on an emphasis with main focus settings will be the practice academic of improvement making, decision organizational in care. nursing and environments, clinical and opportunities The research, for problems identify to nurses master’s-prepared for nursing and other disciplines will be explored and evaluated in in evaluated and be explored will disciplines other and nursing the of development the and healthcare to application of terms profession. nursing and techniques communication of use the on focuses This course in advanced advocacy and safety, quality, improve to systems and coordinate used to technologies Patient-care practice. nursing explored. are model team an interdisciplinary within care deliver an with evaluated are strategies relational and Interpersonal teamwork and consulting, leading, collaborating, on emphasis tools and methods Holistic environments. professional within are organizations within safety and improvement quality to related and communication complex of contexts the within investigated 566 NURS Prerequisite systems. information and knowledge advanced on focuses course This systems-based assessment and pharmacology pathophysiology, to related practice knowledge of a foundation upon building while person whole the of in physiological Alterations level. baccalaureate the at established will be explored special populations span and life the across systems are influences environmental and lens. Cultural a holistic through Prerequisite therapy. and assessment holistic of part as considered NURS 566 3 3 3 3 0 ......

Theoretical Foundations Theoretical Foundations Nursing Holistic Advanced of School Nurse Clinical Practicum School Nurse School Nurse and the Exceptional Child and the Exceptional School Nurse ...... ofLegal Mandates the School Nurse Thesis/Dissertation Continuation Thesis/Dissertation

NURS 550 NURS 530 NURS 509 NURS 508 MRFM 922 MRFM This course examines the nature of knowledge acquisition and and acquisition knowledge of nature the examines This course holistic of advanced practice to the relates it as inquiry scientific nursing. from theories and models, concepts, range of A wide This course is designed for prospective school nurses. The focus is is focus The nurses. school prospective for designed is course This of as a member nurse the of role the with student the acquaint to assessment, the is placed on Emphasis community. educational the the of needs care health the of evaluation and implementation, for a forum provide to is structured It aged population. school for experience field as supervised as well discussion and lecture in delivery care in health participate and observe to student the clinical of hours 100 of consists practicum The setting. school the equally divided be should experience clinical The experience. least one at with high schools and middle, elementary, among Clearances/ special needs. with children involving component fee (additional via Castle Branch approval documentation Required participation. for required are required) This course is designed to give an awareness of the uniqueness of of uniqueness the of an awareness give to is designed This course with children of needs the in meeting nurse school the of role the as those as well conditions, emotional and chronic, handicapping, under served are who disabilities developmental with students to is structured course The legislation. related other and IDEA on interdisciplinary, effectively function to nurses school prepare planning teams. education individual and crisis intervention, Legal and Mandated Responsibilities of the School Nurse is Nurse School the of Responsibilities Mandated Legal and the nurse school prospective or new the to introduce to designed educational affect laws these how and law U.S. of fundamentals the affect specifically that legal issues as the change as well school on the will be placed nurse. Emphasis school certified learn, and to ability student’s the enhance to responsibility nurse’s school and students of health the promote and protect, appraise, to in school issues legal current explore will course The personnel. Christian the within ministry a as viewed is nursing School health. and multi-cultural will also address This course perspective. adolescents, children, school-age to in relation issues health mental communities. and families, Nursing Students who have not successfully defended their thesis/ their defended successfully not have who Students MRFM922 for register must MRFM921 of end the by dissertation These credit. pass/no is Grading is completed. project the until credits. two for billed are students although accrue do not credits EASTERN.EDU/ACADEMICS Courses 70 discussed. State and local law and the function of the school board school environment aswell asworking relationships willbe The factors which affect organizational management and the the student in analyzing the role of the school health supervisor. This organizational management seminarwas developed to aid and learners. ethical and legalrights and responsibilities of nurses, educators, students to research, discuss,and employ. Attention isgiven to the Relevant theories and determinants of learningare presented for best to facilitate knowledge, information, and skillsdevelopment. In thiscourse, students willexplore how peoplelearnand how environments. Prerequisite NURS566 serve asafoundation to develop strategies aimed at transforming organizational culture, governance, and leadership processes will of effective team building, mentoring, organizational structures, and relational skillswillbeemphasized. Enhanced understanding awareness, ongoing self-care, conflict resolution, communication, of integrity, authenticity, emotional and cultural intelligence, self- complex chaotic healthcare and academic environments. The values discussions about the challengesof leadingindiverse, seemingly as they relate to leadership. Relevant leadership theories willinform thinking and will examine their own biases and frames of reference institutional committees. Learners willreview attributes of critical whether in classrooms, administrative roles, or on departmental or leadership inalltypesof healthcare-related environments, as well asknowledge, attitudes, and skillsnecessary for effective leadership, distinctions between leadership and management, In this course, learners explore types and levels of nursing population health isemphasized. Prerequisite NURS566 the master’s-prepared nurse asadvocate and leaderinpromoting emphasized astools for advancing quality inhealthcare. The role of appropriate services, and interprofessional collaboration are related to epidemiology, genomics, culturally and linguistically collaboration between professionals and organizations. Concepts improve quality of care, eliminate disparities, and promote pertaining to population-focused healthcare with the aimto This course prepares the student to evaluate systems and policies Prerequisite NURS566 world problem and develop a plan to translate evidence to praxis. conduct of research willbeexamined. Students willidentify areal- generate researchable questions and collaborate with others inthe NURS 608 NURS 566 NURS 564 NURS 562 NURS EASTERN UNIVERSITY Seminar for Supervisors. Foundations Nursing of Education Foundations Holistic of Nursing Leadership. and Policy. Population Health: Prevention, Promotion, . . 3 3 3 3 decision making. examined for useincommunication, planning, and organizational metrics across organizational functioning (e.g. dashboard) are cost containment. Information systems for collecting and tracking technological advancement, effective management structures, and for accessto highquality, safe, and affordable healthcare; and and payment systems; competition, the increased demands regulatory demands and third-party contractual exigencies, leaders apply holistic philosophy as they explore ever-changing institutional, and industry needs isessential. Prospective applying ethics, systems theory, and forecasting departmental, order to tacklethose issues. Becoming stewards of limited resources, students to respond energetically, innovatively and creatively in facing leadersinhealthcare systems today and willchallenge This course will address the economic, financial, and policy issues hours. Online. Prerequisite: NURS608.Spring only. and role analysis and program evaluation. Field experience - 300 improvement, policy determination, staffdevelopment, budgeting, to activities inprogram development, school nurse service assignments must be completed which include but are not limited member from Eastern University. Aprescribed number of course a certificated supervisor under the supervision of afaculty The student willspend aminimum of 300hours working with - 60hours. Online. Fall only. necessary to support that instructional program. Field experience program along with the staffdevelopment and the budget process be discussed. Students will have the opportunity to design a school in policy determination which willaffect the school program will content from previous courses. Real world casestudies and students willbuild aframework for effective leadership using In thisfinal leadership-specific seminar/practicum course, shadowing experience. 15 hours of clinical practicum for the patient/family member context of diversity and Christian worldview. This class includes and empowerment astools of transformation within the with ahigher ethic of loving relationship (including self-care) Learners will explore the concept of servant leadership coupled scarce resources, and enhance positive organizational dynamics. and teamwork, inorder to effectively resolve conflict, maximize examined from aplatform of humility, cooperation, collaboration, is essential. Power, politics and influence in healthcare settings is Using asystems focus to analyze strategic leadership strategies NURS 620 NURS 614 NURS NURS 624 622 NURS

Nursing LeadershipIA Practicum for Supervisors. Nursing LeadershipII. Nursing LeadershipIB. . 2021/2022 ACADEMICCATALOG 3 3 3 4

71 Courses

exemplars of leadership in healthcare will be used to highlight NURS 632 Curriculum Design and Revision...... 3 important concepts and strategies. During the 80 hour practicum In this course, students will focus on the connection between with an experienced leader, students will compare and contrast institutional vision, mission, and values on curriculum design, what they see in healthcare environments with what they are development, and revision. The student will examine the learning through readings and class discussion. A potential topic relationship between curriculum design, teaching learning for the Capstone project that will be potentially useful/ beneficial processes, and student success in nursing education, high will be identified during this practicum. stakes testing situations, and professional development. Clinical teaching and performance evaluation are highlighted as part NURS 630 Innovations in Teaching and Learning...... 3 of the curriculum implementation and practicum. To advance This student-centered course highlights the role and knowledge and assessment skills, students will complete a 24-hour responsibilities of nurse educators in the classroom setting. The clinical practicum with a nurse educator/clinical nurse specialist/ teaching and learning process is explored through focus on the master’s-prepared clinical nurse educator/masters-prepared promotion of critical and clinical thinking. The impact of culture school nurse to achieve professional, specialty, and course-related on the teaching and learning process, as well as ways to effectively objectives. An onsite practicum experience will provide the teach nurses to work with diverse populations, is emphasized. student an opportunity to apply sciences, theories and concepts Creating safe on-ground, hybrid, and online environments to advanced direct patient-centered care and nursing education. conducive to holistic learning and exploration are highlighted. Prerequisite NURS 630 The role of information resources including technologies for enhancement of learning is addressed. This course includes a 15 NURS 634 Assessment and Evaluation Strategies in hour practicum with an instructor in a resource or simulation lab. Nursing Education...... 3 In this course, the student will examine assessment, measurement, and evaluation of learning outcomes and testing, as outcomes data pertaining to program quality and achievement of accreditation

EASTERN.EDU/ACADEMICS GRADUATE PROGRAMS Courses 72 counseling experiences. Students with a background ineducation Students willobserve and participate inavariety of educational This course is designed to prepare students for field placement. CNSL 519. students. Grade of Bor better isrequired. Course was previously relationships with administration, staff, parents/caregivers, and learning school conference techniques, and building strong addressed. Course alsoincludes developing referral resources, counselors, inclusion practices, and contemporary issues alsoare analysis of program progress and effectiveness, technology for of curriculum including developmental guidance curricula, the counseling services. Professional orientation, design,and delivery This course provides acomprehensive overview of educational School Counseling and NURS650A throughout the MSNEducator program. Prerequisite NURS630 methodologies, students will synthesize learningexperiences final 48 practicum hours of the program. Incorporating scholarly scholarly work presented. In addition, students willcomplete the of methods and technologies. Students willcritically appraise the projects through written and verbal presentations usingavariety implementation and dissemination of their culminating scholarly in nursing education and healthcare. Students willcomplete and evidence informed strategies to address contemporary issues In thiscourse, students will be challenged to generate innovative Prerequisite NURS630 are required to complete 48hours of practicum inNURS650A. implementation of their culminating scholarly projects. Students students willfinalizethe scholarly project proposal and begin trends influencing the role of the nurse educator. In addition, students willexplore and analyze amyriad of current issues and in nursing education and healthcare. Employing aseminarstyle, and evidence informed strategies to address contemporary issues In thiscourse, students will be challenged to generate innovative nurse educator. Prerequisite NURS630 learning philosophy that willserve asafoundation for arole as evidence-informed-models and construct apersonal teaching and concepts from the artsand sciences, and bestpractice- and activities. The student willalsosynthesize educational theories, revision, and redesign of curriculum, and teaching learning education program isstudied asit pertains to development, standards are explored. Systematic evaluation of anursing SCNL 634 SCNL 519 650B NURS 650A NURS EASTERN UNIVERSITY

Capstone Capstone School CounselingPracticum Foundations SchoolCounseling of . . . . 3 3 2 2 Pass/Fail. Prerequisite: SCNL638.Course was previously CPSY639. supervision is provided. Ethical considerations are reviewed. a reduced number of internship hours. Group and individual two different levels. Certified educators in PAcan complete counseling. Students must divide field experience hours between school setting(s) that emphasizes skillsrelevant to educational Internship IIisa300-hour supervisedexperience inanapproved approval of the department and beinGoodAcademic Standing. In order to beeligiblefor thiscourse, the student must have the Pass/Fail. Prerequisite: SCNL634. Course was previously CPSY638. supervision is provided. Ethical considerations are reviewed. a reduced number of internship hours. Group and individual two different levels. Certified educators in PAcan complete counseling. Students must divide field experience hours between school setting(s) that emphasizes skillsrelevant to educational Internship Iisa300-hour supervisedexperience inanapproved approval of the department and beinGoodAcademic Standing. In order to beeligiblefor thiscourse, the student must have the previously CNSL634. Prerequisites: SCSP503;Corequisite: SCNL519. Course was assigned experiences isrequired. Grade of Bor better required. number of practicum hours. Appropriate documentation of all experiences. Certified educators in PA cancomplete a reduced are to complete the required 100 hours of assigned pre-practicum classifications/definitions, patterns ofbehavior, learning, and Students willexamine current practices in the field, including exceptionality, including current research and legislation. This course provides anoverview of the ten categories of emphasis on student dialogue. Grade of “B”or better required. perspective. Thiscourse ispredominantly lecture basedwith Theoretical approaches willbecritiqued from aChristian therapist relationship, aswell asspecific goaland techniques. model willbereviewed interms of therapeutic process, client/ conceptualization underlying various approaches. Each theoretical will beprovided, including the presentation of personality approaches to counseling and working with schools and families An introduction and overview of the prominent theoretical School Psychology SCNL 639 SCNL 638 SCSP 503 SCSP 500

School CounselingInternship I. School CounselingInternship II and Inclusion Practices Introduction toSpecialEducation Schools andFamily. Introduction toCounselingTheory,

. 2021/2022 ACADEMICCATALOG . 3 3 3 3

Courses 73 3 3 3 3 3 ...... GRADUATE PROGRAMS GRADUATE ...... Biological Bases of Behavior/Cognition Biological Bases of Behavior/Cognition and Learning Introduction Introduction to Assessment...... Adolescent Child and Advanced Counseling and Intervention Research Design/Statistics Research Adolescent Child and To Introduction Counseling and Intervention

SPSY 504 SCSP 611 SCSP 620 SCSP SCSP 575 SCSP 601 SCSP This course examines how the structure and function of the brain brain the of function and structure the how examines This course will introduce content learning. Course and behavior to relate and neurophysiology, neuroanatomy, basic of fundamentals the This course surveys the major concepts in assessment, including the the including in assessment, concepts major the surveys This course selection, in construction, involved issues ethical and legal, social, tests. psychological of interpretation and scoring, administration, assessment of categories major the to will be introduced Students A in each category. instruments representative to and instruments to students Psychology School for is required better B or grade of SPSY 615. to progress students equip to designed courses two of second is the This course effective provide to need they knowledge skills and the with This course adolescents. and children for interventions counseling applied strategies counseling research-based advanced, on focuses and social, behavioral, as such problems health mental specific to and preventative also address will skills training. This course life intervention. and preparation crisis as such services responsive and child with skills counseling demonstrate will Students B of Grade student. the by recruited clients volunteer adolescent previously was SCSP 601. Course Prerequisite: required. better or CPSY 620. administering, scoring, and interpreting career assessment assessment career interpreting and scoring, administering, and/or reports written in findings integrating and instruments, sessions. feedback familiarization research, science social types of major of Analysis procedures; survey literature and sources biographical with statistics; basic research; of application and implication evaluation; in practice and programs; statistical computerized of survey procedures. research and statistical common long- and brief of practice and theory the introduces This course and children with interventions counseling research-based term child skills with counseling will demonstrate Students adolescents. Learning student. the by recruited clients volunteer adolescent and personnel school caretakers, with partnerships effective build to in the success promote to professionals health mental other and B of Grade addressed. be will adolescents and children of lives was Course SCSP 500. corequisite: or Pre- required. better or CNSL 601. previously 3 3 3 3 3 ......

Career Development Theory and Practice Theory Development Career Multicultural Issues in School Settings Issues Multicultural School Law, Ethics and Pupil Services School Law, Lifespan Development Lifespan ...... Adolescents and Children Groups for

SCSP 545 SCSP SCSP 520 SCSP SCSP 514 SCSP SCSP 511 SCSP SCSP 507 SCSP This course surveys theory and practice related to the career career the to related practice and theory surveys This course changing in adults and adolescents, children, of development Students contexts. educational social and psychological, economic, exploration. career for tools and resources multiple examine social to and development career own their to these apply They serve. they those of options career expanding for advocacy justice interviews, exploration career conducting also practice Students This course is designed to introduce students to a critical a critical to students introduce to is designed This course social challenges, and perspectives, issues, the of examination school diverse and in a multicultural involved advocacy justice will be discussed, differences human of setting. An examination sexual religious, socioeconomic, cultural, racial, ethnic, including Particular differences. gender and issues, disability orientation, needs instructional the identifying will be placed on emphasis address to ways and schools in the English language learners of students. diverse gap for achievement the decrease learning that CNSL 520. previously was Course This course will explore school law, regulations, and ethical issues issues ethical and regulations, law, school will explore This course the of An overview decision-making. ethical on an emphasis with services psychological and counseling educational of philosophy delivery service other of as an exploration as well will be addressed divergent of needs the address that services pupil in models of structure organizational the include topics Further learners. inclusion and involvement, parental/caretaker increasing schools, CNSL 514. previously was Course practices. This course will review current research in human development development in human research current will review This course changes developmental the of is a study It lifespan. the across to is given emphasis Special death. to conception occur from that counseling the impact that milestones developmental significant relationship. This course will teach research-based interventions and techniques techniques and interventions research-based teach will This course adolescents and children for groups implementing and planning for are explored areas settings. Specific clinical and school in both process, group guidance, group counseling, group topic-focused is Each student counseling. group of ethics and evaluation, outcome experiences. counseling group several conduct plan and to required CNSL 507. previously was Course assessment. Intervention and instructional strategies for inclusion inclusion for strategies instructional and Intervention assessment. Course be emphasized. will learners divergent and exceptional of CNSL 503. previously was EASTERN.EDU/ACADEMICS Courses 74 curriculum-based assessment and effective academic, social and education, evidence-based academic instructional strategies, of school psychological services including regular and special psychology. Students willbeexposed to the range and depth practicum student prior to beginningthe internship inschool experience aswell asweekly classesto support and trainthe This course combines aminimum of 75hours of on-site field CNSL 623. required. Prerequisite: SPSY 615,616. Course was previously results and forming intervention plans.Grade of Bor better is Students willcontinue practice incommunicating assessment behavioral rating scalesand neuropsychological assessments. trained to administer, score, and interpret numerous standardized integration of the findings from multiple measures. Students will be various assessment measures and the interpretation and This course willcontinue to teach advanced skillsinadministering CNSL 616. to SPSY623.Prerequisites: SPSY615.Course was previously plans willbeaddressed. Grade of Bor better isrequired to progress communicating assessment results and forming intervention diversity affect student functioning. Continued practice in SES, medical conditions, gender and linguistic and cultural students willbetrained to recognize how issues such asethnicity, measured ina psycho-educational assessment. In addition, perceptual-motor, adaptive, achievement, and other processes administering and interpreting developmental, cognitive, This course willprovide the student with advanced skillsin SCSP 611.Course was previously CNSL615 Grade of Bor better isrequired to progress to Additionally, students willlearnresponse to intervention procedures. results and to useassessment results to planinterventions. achievement. Students willbetrained to communicate assessment individually administered tests of intelligence/cognitive abilities and knowledge and skillsneeded to administer, score, and interpret This course willprovide school psychology students with the system and behavior. Course was previously CNSL504. disorders, aswell asareview of the effects of drugs on the nervous disorders, anxiety disorders, autistic spectrum disorders and stress biology of psychological disorders, including major affective cognition, and emotion. Topics willalsoinclude areview of the principles to the study of sensory processes, learning, memory, neurochemical functioning, and willfocus on applying these SPSY 631 SPSY 623 SPSY 616 SPSY 615 SPSY EASTERN UNIVERSITY Practicum inSchoolPsychology I Assessment for Intervention III. Assessment for Intervention II Assessment for Intervention I SPSY 616. Prerequisite: . . . 3 3 3 3

623, 631.Course was previously CPSY632. better isrequired. Prerequisite or co-requisite: CPSY570, SPSY participate in preventive and responsive services. Grade of B or an emphasis on family-school collaboration. Students willalso academic casestudy usingsinglecaseresearch methodology with and behavioral interventions. Students willalsoconduct an curriculum-based assessment and effective academic, social education, evidence-based academic instructional strategies, of school psychological services including regular and special psychology. Students willbeexposed to the rangeand depth practicum student prior to beginningthe internship inschool experience aswell asweekly classesto support and trainthe This course combines aminimum of 75hours of on-site field Course was previously CSPY631. B or better isrequired. Prerequisite or co-requisite: SPSY615,616. participate inschool-wide practices to promote learning.Grade of emphasis on family-school collaboration. Students willalso case study usingsinglecaseresearch methodology with an behavioral interventions. Students willalsoconduct abehavioral Fail. Prerequisite: SCSP575. Course was previously CNSL680. semesters, Fall and Spring, 1.5 credits each semester. Graded Pass/ professional journal submission. Thiscourse isdelivered over two can beathesis, aresearch report, or amanuscript ready for research, and program evaluation. The final format of the project quasi-experimental/true experimental research, single-subject types of projects include but are not limited to survey research, empirical research project inthe field of school psychology. The This course focuses on applying basic research principles to an Pass/Fail. Fail. Prerequisite: SPSY633.Course was previously CPSY634. individual and group supervision willbeprovided. Graded Pass/ as well asweekly classesto support and trainthe intern. Both experience asaschool psychology intern inanapproved setting Internship IIrequires aminimum of 600-hours supervised 632. Course was previously CPSY633.Pass/Fail. supervision willbeprovided. Graded Pass/Fail. Prerequisite: SPSY classes to support and train the intern. Both individual and group school psychology intern inanapproved settingaswell asweekly requires aminimum of a600-hour supervisedexperience asa department and bein“GoodAcademic Standing.” Internship I To beeligiblefor thiscourse, the student must have approval of SPSY 632 SPSY SPSY 680 SPSY 634 SPSY 633 SPSY Practicum inSchoolPsychology II. Research Project . School Psychology Internship II School Psychology Internship I. 2021/2022 ACADEMICCATALOG . 1.5, 1.5 3 3 3 Courses 75 3 3 3 … … … ...... GRADUATE PROGRAMS GRADUATE ...... Generalist Practice with Individuals with Individuals Generalist Practice ...... and Families Generalist Practice in Organizations Practice Generalist 1 Policy Welfare Social SOWK 561 SOWK 540 SOWK 560 This course is a continuation of the exploration of the social work social work the of exploration the of is a continuation This course practice interpersonal on focusing practice, of foundation generalist community, integrating while families and individuals with work social effective to core contexts policy and organizational, cultural diversity, of knowledge earlier upon Drawing practice. integrates course social change, the and social justice, competence, presented knowledge social science and contextual, historical, experience field the upon draws and courses prerequisite in the will matter subject in the Included concurrently. is taken which the of an understanding and values, and ethics of be examination orientation, sexual gender, ethnicity, race, culture, of centrality interpersonal in the a role play that ability and spirituality, SOWK 510, 501, SOWK SOWK Prerequisite: practice. of dynamics 571. SOWK 520; Corequisite: This course is a continuation of the exploration of the social work work social the of exploration the of is a continuation This course of dynamic the understand better To 501. SOWK in begun agency placement field will use their students organization, work social the variant the are course the of themes central The as a case study. mission their achieve to organized are agencies work social ways social its on agency the of impact the function; their out carry and clients and social workers that impact the and clients; and workers 501; Co-requisite: SOWK Prerequisite: agency. the on can have 571. SOWK social of history the into an introduction provides This course explores It profession. social work the and services, policy, welfare and rationale underlying the and issues social welfare current is placed Emphasis approaches. different support that values welfare, as: child such service work of social fields major on health, mental care, health social justice, and environmental students semester, the aging. Through the to services and poverty States United the of weaknesses and strengths the will explore social and social justice to respect with system social welfare in research, and theory social science and change, behavioral diversity. and multiculturalism to relation examine to students prepare is to course the of purpose The self- and reflection engage in personal to experiences, personal to reflections and experiences both relate to and awareness, enhance will also course The ideas. contemporary and historical a Christian worldview integrate to how of understanding students’ A key system. welfare social American the thinking about their into in which ways the recognize is learning to course the of component through enhanced and maintained, created, are power and privilege Prerequisite: U.S. in the present ideologies and values, structures, 520. SOWK 510, 501, SOWK SOWK

3 3 … … … .3 ......

Human Behavior in the Behavior Human ...... Social Environment Human Diversity and Social Justice and Social Diversity Human Introduction to Social Work ...... Work to Social Introduction SOWK 520 SOWK 510 SOWK 501 In this course, students will learn about the biological, psychological, psychological, biological, the will learn about students this course, In development in human factors cultural and spiritual, sociological, social for base knowledge the of part as interaction social as well as organizations, groups, families, individuals, with practice work the examine will be used to factors These communities. and individual’s the and lifespan the over individual the of development gained knowledge The social systems. in a range of membership on focus will be used to factors these of integration the from will be given Attention social environment. the within intervention the of component as an integral development Christian faith to 501 SOWK Prerequisite: course. Historically the United States of America has prided itself on on itself has prided America of States United the Historically various of comprised is, a country that pot,” “melting being the recently, More groups. cultural racial, and ethnic, distinctive yet will students this course, has been used. In bowl” “salad term the and individuals of the differences and similarities the research will This course society. throughout represented are that groups gender, and sex development, as lifestyle such factors explore religion, culture, nationality, race, ethnicity, orientation, sexual The status. socioeconomic and ability mental and physical similarities their on based groups and individuals of experiences social of their context the within explored will be differences and groups majority with interactions their each other, with interaction will use this Students interactions. those of dynamics the and strategies skills and developing by practice inform to knowledge will be attention Particular empowerment. and strengths based on Material worldview. Christian a within inherent values to given for thought and discussion will be provided by reading reading by will be provided discussion and thought for observation, field experiences, life students’ videos, assignments, lectures. classroom and An introduction to the knowledge, skills and values of social work work social of values and skills knowledge, the to An introduction needs the address workers social how will learn Students practice. utilizing by social environments their of context people in the of Particular strengths. identifying and process a problem-solving as they faith and self-awareness students’ to will be given attention the within relationships helping professional establish to prepare explored will be principles practice Basic a social agency. of context plays, role studies, case assignments, reading use of the through lectures. classroom and in social agencies, experiences volunteer Social Work Social EASTERN.EDU/ACADEMICS Courses 76 Corequisite: SOWK 572 own practice, and, ultimately, aqualified research team member. more knowledgeable userof research, acapableevaluator of one’s perspective or a practitioner’s perspective; and the ability to be a principles to different types of research from either anagency and utilization of socialwork research; the application of research and skills that are necessary for the design,evaluation, method, three mainelements: a general introduction to basic knowledge between research and socialwork practice. The course focuses on workers. The organizing theme of the course isthe relationship The course introduces students to research methods usedby social ethical context of the research process. human diversity for research designand interpretation, and the delivery, evaluation of students’ own practice, the implications of implementation, basic statistical measures, evaluation of service and interpretation of research findings, research designand social work practitioners. Particular attention isgiven to evaluation inquiry concerning the phenomena encountered by direct service This course provides anintroduction to scientific methods of SOWK 572:SOWK 562and 581. Corequisites for SOWK 571:SOWK 561and 540;Corequisites for on apass/failbasis.Prerequisites: SOWK 501,510, 520and 560; field experience inconsultation with the Field Advisor. Graded Agency placement is made the semester previous to start of the Students carryentry-level direct-service responsibilities. practicum occurs in asocial work agency or host setting. experienced socialwork practitioners. The 400-hour generalist learning inasupervisedsocialwork settingunder observation by education and provides anopportunity to apply classroom The field experience isthe signature pedagogy of social work SOWK 561and 540;Corequisite: SOWK 572. practicing burgeoning skillsinareal-world context. Prerequisite: Students willapply course knowledge intheir field placement, apply those skillsinthe context of community and neighborhood. dynamics and group functioning. The second halfof the course will context. Part one exposes students to anunderstanding of group and leadership, and 2) applying group dynamics inacommunity course is divided into two parts:1) understanding group dynamics begun inSOWK 540, Generalist Practice with Organizations. The This course isacontinuation of the exploration of macro socialwork SOWK 581 SOWK 571-572 SOWK 562 SOWK EASTERN UNIVERSITY Social WorkResearch. Generalist Practicum1and2. and Communities Generalist Practice with Groups . … … 3, 3 .3 3 Corequisite: SOWK 672. resilience and learnto copewith the after-effects of traumatization. a strengths and resilience paradigm,and ways that clients develop with the traumatized, a trauma-informed perspective informed by attention willbepaid to ethical considerations, cultural competence to assessand intervene with traumatized clients. Particular secondary trauma; and the meaning-making model of spirituality of personal and client self-care when dealingwith primary and strategies for intervening with traumatized clients, the importance healing. Students willexplore typesof trauma, micro and macro and the potential for spirituality to build resilience and bring This course addresses human suffering inthe wake of trauma empirical research asatool for evidence basedpractice and policy. will demonstrate the ability to critically evaluate and synthesize demonstrate anunderstanding of alllevels of practice. Students generalist socialwork practice model, its roles and functions, and levels of practice. Specifically, students willbeable to articulate the critically about socialwork practice at the micro, mezzo, and macro populations at risk.Thiscourse willassiststudents to think research, and practice to promote the needs and capacities of program. This course surveys theories of human behavior, policy, intervention and evaluation that they acquired intheir BSW knowledge of generalist practice inengagement, assessment, advanced practice. This course builds upon students’ foundational This course provides knowledge, skills,and values required for educational, self-help, committees, boards, and treatment groups. required to work collaboratively with a variety of groups: task, Building upon SOWK 562,this course advances the knowledge course. Prerequisite: SOWK 561;Corequisite: SOWK 671. interventions and evaluation of practice isakey component of the practice and practice-informed research for selecting approaching profession of socialwork. The competency of research-informed perspective, cultural competence, and the ethics and values of the individual. Specific attention ispaid to the person-in-environment knowledge and skillsinassessment, diagnosis and treatment of the focused, and problem-solving approaches. Eachmodel provides Theoretical schools include cognitive-behavioral, brief solution- human behavior, and how to plan, implement, and evaluate change. evaluation. Theories usedprovide models for understanding level with emphasis upon assessment, diagnosis, treatment, and direct socialwork practice with individuals at an advanced This course builds upon the first year of SOWK 561and teaches SOWK 640 SOWK 600 SOWK SOWK 662 SOWK 661 SOWK Trauma, Resiliency, andSpirituality Social Work BridgingCourse Advanced Practice with Groups. Advanced Practice with Individuals 2021/2022 ACADEMICCATALOG . . . … .3 … .3 … … 3 3 77 Courses

Drawing upon a strengths-based paradigm, students learn, have opportunity to apply learning in the field setting and use develop and practice group leadership skills with diverse clients field experiences to assist their critical thinking and practice both in the classroom and in the concurrent field experience, skills that prepare them for professional practice as MSW prepared focusing on beginning, leading and terminating groups. Attention professionals. Prerequisite: SOWK 561. Corequisite: SOWK 671. is paid to issues of mutual aid, empowerment, social/economic/ environmental justice, and group practice with at-risk populations. SOWK 671-672 Advanced Practicum 3 and 4 ...... … 3,. 3 Evaluation of group outcomes using qualitative and quantitative The field experience is the signature pedagogy of social work methods will be examined. Prerequisite: SOWK 562; Corequisite: education and provides an opportunity to apply classroom SOWK 672. learning during 500 hours of supervised social work setting under observation by experienced social work practitioners. The SOWK 663 Advanced Practice with Families...... …3 practicum occurs in a social work agency or host setting. Students Building upon SOWK 561, this course advances the knowledge carry intermediate to advanced, direct-service responsibilities. required to work with families in diverse practice settings. Agency placement is made the semester previous to start of the Theories introduced earlier will be applied to the process of field experience in consultation with the Field Advisor. Graded on engaging, assessing, intervening, and evaluating practice with a pass/fail basis. Pre-requisites: SOWK 571, 510, 572; Corequisites families considering how various strategies enhance the strengths for SOWK 671: SOWK 640 and 661. Corequisites for SOWK 672: of a family while advancing justice with oppressed groups in work SOWK 663 and 662. with families. The impact of social systems on family functioning will be emphasized. Students will understand and apply process designed to move families from a problem focus toward optimal functioning. Offered concurrently with SOWK 671, students will

EASTERN.EDU/ACADEMICS GRADUATE PROGRAMS PALMER THEOLOGICAL SEMINARY 78 EASTERN UNIVERSITY

PALMER THEOLOGICAL SEMINARY

For over 95 years, Palmer has been equipping students to bring the whole gospel, to the whole world, through whole persons. Our graduates participate in ministry in all 50 states and over 30 countries. As one of the most diverse seminaries in North America with a creative, caring, and experienced faculty, Palmer offers flexible options for study with a unique focus on holistic ministry, a commitment to the poor and to social justice, and multidimensional diversity. PALMER THEOLOGICAL faculty. The Seminary takes seriously the importance of Christian SEMINARY OVERVIEW OF community building. 79 THE CURRICULA Statement of Educational Effectiveness Palmer Theological Seminary’s mission is to preach the Goal of the Curricula whole Gospel to the whole world through whole persons The ultimate goal of the curricula is to achieve the Seminary’s motto: (https://www.palmerseminary.edu/about/mission-motto).To “The Whole Gospel for the Whole World Through Whole Persons,” realize this mission, the Seminary is dedicated to educational that is, to prepare mature Christian leaders who understand the excellence and has developed a culture of assessment to assure breadth of Scripture and of the Christian heritage, and can interpret its attainment. and apply them in diverse cultural contexts. The entire seminary community collaborates in the creation of this The degree programs focus on preparation for service. Curricular culture marked by respect for diversity and for the unique, God- studies at Palmer Theological Seminary aim to inspire students given potential of every student as characterized by assessment with a passion to advance Jesus’ ministry and with an openness as a means to educational excellence rather than an end in itself; to risk crossing frontiers in evangelism, spiritual formation, and assessment that is integrative, multi-dimensional, and cyclical; social transformation through holistic, incarnational mission. assessment rooted in clearly articulated goals; assessment that measures the learning process and not just outcomes; assessment Qualities for Christian Leaders: the that is cumulative resulting in continuous improvement; Educational Outcome assessment that expands to incorporate the wider university It is the Seminary’s position that effective ministry requires, and educational communities; assessment that drives planning, and therefore its programs must foster: (1) personal and social budgeting and staffing; and finally, assessment that provides competencies, such as a vital and wholesome relationship with essential information to all educational stakeholders. God, self, and others; sensitivity to the Holy Spirit; personal Seminary appropriation and affirmation of the Gospel; and a passion for The value of this educational assessment data inheres in the Christian service; (2) ministry skills, including relational, pastoral articulation of clearly defined student learning assessment and counseling skills; analytical and interpretive skills; leadership outcomes and benchmarks by the Seminary’s Academic Program and communication skills; and (3) cognitive competencies, such Directors who submit Student Learning Assessment Plans and as a thorough knowledge of the Bible and of hermeneutics; a Reports in June. working knowledge of the content and methodologies of the other Ongoing Assessments and Modifications theological disciplines; the ability to reflect theologically and A viable theological curriculum must be flexible, continually ethically; familiarity with correlative disciplines and with one’s evolving, and adapting to meet changing needs. To that end, social context; and the ability to draw upon all of these as resources Palmer Theological Seminary regularly assesses needs in ministry, for ministry. clarifies purposes, evaluates educational effectiveness, identifies The Faculty areas needing improvement, and devises strategies for enhancing Palmer Theological Seminary, along with most theological future performance. seminaries, is proud of its faculty and of the years of scholarship On Campus Programs and experience they represent, each in her or his field of expertise. THE MASTER OF DIVINITY (M.DIV.) In addition to being highly qualified teachers and, in their majority, The Master of Divinity is the first professional, theological degree also either current or former pastors, Palmer Theological Seminary for persons who expect to engage in some form of ordained faculty members go out of their way to become advisors, mentors, ministry. The course work consists of 78 credit hours and requires and friends to their students. In this crucial, formative time for at least three years of study. There are two tracks available to the students, the faculty seeks to be available to students for the M.Div. degree: the Pastoral Leadership track designed primarily purpose of facilitating intellectual and spiritual growth. for those seeking denominational ordination, and the Adaptive Leadership track that offers significant flexibility for those with Christian Community different ministry callings. These two tracks share 60 credits of Because the educational setting is an important aspect of learning, core, foundational courses, with the Pastoral Leadership track the Seminary seeks to sustain a community characterized by a having an additional 15 core credits. Most courses in the curriculum warm, evangelical atmosphere, a spirit of inquiry, an attitude of are 3 credit hour courses that meet for 3 hours once a week over a openness, and close personal relationships between students and 14-week semester. The Christian Leader...... 3 INTG 524 Church Renewal and Evangelism...... 3 80 Work schedules, attempts to keep down commuting time and costs, CHHM 530 Christian World Mission ...... 3 and various other factors may prevent a student from taking the PRMN 540 Organizational Management & Leadership. . . 3 core courses in the recommended order. However, there is a strong PRMN 530D Teaching the Faith...... 3 INTG 531 Theology and Practice of Worship...... 3 rationale for the following sequence, and students are urged to Required only for Pastoral Leadership track. take these courses as close to that order as possible. By doing so, SUPV 522 Clinical Pastoral Care Practicum (CPC)...... 3 students may avoid scheduling problems as they approach the end or of a degree program. The maximum time allowance for completion SUPV 532 Clinical Pastoral Education (CPE)...... 3 of the degree requirements is ten academic years. Required only for Pastoral Leadership track.

M.DIV. Core Curriculum Required Electives Level 1 Courses Successful completion of three credit hours of elective coursework INTG 510 *A Guide to Seminary Writing...... 3 for the Pastoral Leadership track and 18 for the Adaptive *Students can test out of this course. Leadership (Customized) track are required from additional INTG 520 Critical Analysis in Theological Studies...... 3 Seminary or Eastern University graduate courses. Up to nine Optional but highly recommended course. credit hours of elective coursework may be taken from non-M. SFRM 505 Nurturing Spiritual Life & Character 1: Div. program courses based on a clear justification for doing so. Introduction to Spiritual Formation...... 3 Courses satisfying these required electives are offered either in the BIBL 501 Old Testament Study 1...... 3 BIBL 503 New Testament Study 1 ...... 3 regular semester or in a concentrated ‘intensive’ format during the BIBL 513 Biblical Interpretation for Ministry...... 3 summer terms. CHHM 510 Church in Mission through History...... 3 PRMN 510 Foundations of Pastoral Care Denominationally Specific Requirements and Counseling...... 3 Denominational coursework is not required by Palmer for the M.Div. THLE 510 Theology and Ethics of degree, but may be required by student’s particular denomination; Congregational Life...... 3 the student should consult his or her denominational body to Level 2 Courses determine its specific requirements. Seminary SFRM 506 Nurturing Spiritual Life & Character 2: • DNOM 510 Baptist Emphases and Polity Journey to Wholeness...... 3 BIBL 502 Old Testament Study 2...... 3 DNOM 513 BIBL 504 New Testament Study 2...... 3 • Presbyterian Polity and Sacraments THLE 520 Systematic Theology and Ethics: Vision of Community...... 3 • DNOM 514 Theology in the Reformed Tradition THLE 521 Systematic Theology and Ethics: Reign of God...... 3 • DNOM 515 African Methodist Episcopal Polity PRMN 520 Introduction to Homiletics ...... 3 SUPV 525/526 Theological Field Education 1A/1B...... 1.5 • DNOM 520 United Methodist Doctrine and Polity (1.5 credit hours each semester, 3 credit hours total) BIBL 514 Biblical Hebrew...... 3 • DNOM 521 United Methodist History and Mission or Theological Field Education BIBL 516 New Testament Greek...... 3 Required only for Pastoral Leadership track. The Seminary’s motto establishes a strong motivation to provide supervised pastoral experience, so that whole persons are prepared BIBL 515 Hebrew Exegesis...... 3 or to respond to the Gospel imperative to minister to the varied BIBL 517 New Testament Greek Exegesis...... 3 challenges of our changing world. Field education students engage Required only for Pastoral Leadership track. in internships 10 to 12 hours per week in churches or church- PRMN 521 Preaching Practicum...... 3 related agencies under the guidance of experienced supervisors Required only for Pastoral Leadership track. and lay committees. The year of theological field education occurs in a setting where the seminarian engages in a broad spectrum Level 3 Courses of ministerial responsibilities. Students are challenged to grow SFRM 507 Nurturing Spiritual Life & Character 3: personally, relationally, and professionally. In addition to their field

EASTERN UNIVERSITY 2021/2022 ACADEMIC CATALOG placement, students participate in a weekly faculty-led seminar pursue them full time, and at less cost than if they pursued the groups that foster personal sharing and theological reflection on degrees separately. This dual degree program is designed to create their pastoral experiences and vocational identity formation. the following opportunities:. 81 1. Focused interdisciplinary inquiry into issues and concerns Completion of at least one year of Theological Field Education is encompassing theology, business, and ethics. required for the M.Div. degree. During their first year in Seminary, M.Div. students are encouraged to meet with the Supervised 2. Individual preparation for bi-vocational ministries that Ministries staff for orientation in preparation for interviewing allow church ministers to engage in enterprises that have for internships. Other forms of theological field education may social impact on the community. be taken as electives in any academic term (Fall, Spring, Summer). These include supervised ministry in parishes, denominational 3. Preparation of leaders in Christian institutions and agencies, summer camps, and national parks as well as in various organizations for high-level, faithful, and effective other urban or rural settings. management.

Graduation Requirements For those interested in pursuing a dual degree program that is To be recommended for the M.Div. degree, the candidate must: completely online for both the M.Div. and the M.B.A. in Management, please refer to our Openseminary M.Div./M.B.A. in Organizational 1. Satisfactorily earn 78 credit hours, including all of the Management dual degree program, the details of which may be prescribed course requirements, plus fulfillment of found on page 88 of this catalog under Online/Hybrid Programs. financial and library obligations. Admissions 2. Maintain at least a 2.0 grade point average for the total Students wishing to enter the M.Div./M.B.A. programs may course of studies. complete a joint application through the Seminary’s admissions office, fulfilling the requirements as stipulated individually by the 3. Formulate a satisfactory statement of personal Christian Seminary and the College of Business and Leadership. Seminary faith and a theology of ministry and mission. Financial Arrangements 4. Satisfactorily complete INTG 510 A Guide to Seminary Students are required to pay tuition to Palmer Seminary and the Writing, unless testing out of it. College of Business respectively for the courses required in each school’s degree program. 5. Give evidence of readiness for ministry, including such attributes as satisfactory character, moral and spiritual General Academic Requirements maturity, and emotional stability. Sixty-six credit hours need to be taken in the Seminary’s M.Div. program (Adaptive Leadership Track) and 30 credit hours need to Graduation and Ordination be taken in the M.B.A. in Organizational Management program. The M.Div. program is intended to prepare persons for ordained Students opting for the Pastoral Leadership Track in the M.Div. ministry, but granting the degree does not imply endorsement for program will need 12 more credits to fulfill the core requirements ordination. While this degree from Palmer Theological Seminary of that track. normally meets the educational requirements for ordination in most denominations, some may require additional work in Schedule denominationally-specific areas. More importantly, churches and A student normally spends the first two years full-time* at the other appropriate bodies ultimately determine whether a graduate Seminary completing required Levels 1, 2, and some of Level 3 core will be ordained. courses for the M.Div. program. This schedule usually requires taking some courses in an intensive format that are offered in DUAL DEGREE M.DIV./M.B.A. the summer months. The next two years are spent at the College IN ORGANIZATIONAL of Business and Leadership for the M.B.A. in Organizational MANAGEMENT PROGRAM Management. Any remaining M.Div. required course may be Palmer Theological Seminary offers students the opportunity completed during the early part of the M.B.A. program by means of to earn credit toward a Master of Divinity (M.Div.) degree in a cross-registration process. conjunction with pursuing a Master of Business Administration (M.B.A.) in Organizational Management through Eastern *It is possible to pursue this dual degree program on a part-time University’s College of Business and Leadership. This arrangement basis, but most Seminary coursework should be completed before a enables full time students to earn both degrees in four years, if they student begins the M.B.A. program.

EASTERN.EDU/ACADEMICS GRADUATE PROGRAMS Course Requirements are typically completed in two years (four semesters) of full-time Seminary Requirements: study. The maximum time allowance for completion of the M.T.S. 82 degree requirements is ten academic years. 1. All required core courses of the M.Div. curriculum for either the Adaptive Leadership or the Pastoral Program Requirements for M.T.S. Concentration Leadership track. in General Studies

2. Up to 12 credits from the M.B.A. program may be counted Core Curriculum towards fulfilling the M.Div. elective credits. Level One INTG 510 *A Guide to Seminary Writing...... 3 *Students can test out of this course. 3. SUPV 525/526 Theological Field Education 1A/1B in the M.Div. program may be counted towards fulfilling BUSA INTG 520 Critical Analysis in Theological Studies...... 3 685 Applied Knowledge Capstone in the M.B.A. program. BIBL 501 Old Testament Study 1...... 3 BIBL 503 New Testament Study 1 ...... 3 Note: Since the Pastoral Leadership track has few electives, BIBL 502 Old Testament Study...... 2 or the Adaptive Leadership track provides the most savings in BIBL 504 New Testament Study 2...... 3 terms of time and cost. BIBL 513 Biblical Interpretation for Ministry...... 3 CHHM 510 Church in Mission through History...... 3 College Requirements: Consult the Eastern University Graduate SFRM 505 Nurturing Spiritual Life and Character 1. . . . . 3 Programs Catalog or the Eastern University website. THLE 510 Theology and Ethics of Congregational Life. . . 3

Other Academic/Administrative Matters Level Two 1. Academic standing in the respective programs is CHHM 530 Christian World Mission or determined solely on the basis of work done at each school. INTG 524 Church Renewal and Evangelism or 2. Each school is responsible for the integrity of its degree in PRMN 530D Teaching the Faith...... 3 terms of course requirements. SFRM 506 Nurturing Spiritual Life and Character 2. . . . . 3 THLE 520 Systematic Theology and Ethics: 3. Each student must complete the requirements of both Vision of Community Seminary degrees, as herein specified, in order to receive either or Systematic Theology and Ethics: degree in this program. If the requirements for the dual THLE 521 Reign of God...... 3 degree program are not met, the requirements of either “FREE” ELECTIVES (from 6 to 9 credit hours, depending on degree taken separately apply. whether INTG 510 is taken or not) Summative Elective...... 3 4. The Dean of the Seminary and the Program Director Summative Project...... 3 of the M.B.A. in Organizational Management at the Program Requirements for M.T.S. in A Focused College of Business and Leadership serve as contact Discipline (Concentration) persons for information and advisement about the dual Students may pursue a focused-discipline Master of Theological degree programs. Studies degree in one of three areas: THE MASTER OF THEOLOGICAL • Biblical Studies and Theology STUDIES (M.T.S.) • Christian Counseling The Master of Theological Studies with General Studies and Concentration options, delivered on campus, is for students • Christian Faith and Public Policy (this concentration interested in theological education for a variety of educational and is currently closed to new students while undergoing personal goals. This degree program seeks to provide a meaningful evaluation and redesign) grounding in the theological disciplines for further graduate study All M.T.S. students are required to complete satisfactorily (M.T.S. Concentrations). Through a core of required courses and a INTG 510 A Guide to Seminary Writing or test out of it. Except wide variety of elective course offerings, the on-campus Master for students in the Christian Counseling concentration, all M.T.S. of Theological Studies General Studies and Concentration options students are required to take INTG 520 Critical Analysis in can be tailored to a variety of particular interests and goals. The Theological Studies. If not tested out of, the Writing Course must degree consists of 48 credit hours, and requirements for the M.T.S. be completed in the first semester of course work for full-time

EASTERN UNIVERSITY 2021/2022 ACADEMIC CATALOG students and within the first two semesters of coursework for part- methods, theological field education, exegesis/language); time students. Satisfactory completion of all requirements in these independent research. Three credit research papers must be courses is necessary in order to advance in the M.T.S. program. connected to and of interest to the church; cross-disciplinary in 83 nature, drawing on the area of concentration plus at least one other The 48 credit hours required for the M.T.S. are discipline within the Seminary’s curriculum; and written in clear, normally distributed as follows: • Foundational Coursework – 27 to 33 credit hours cogent English that demonstrates the student’s ability to analyze, synthesize, and think critically about an issue. Because these • Concentration Requirements – 9 to 15 credit hours requirements are summative in nature, they should be pursued at the end of the student’s degree program and must be satisfactorily • Summative Requirements – 6 credit hours completed in order to advance toward graduation.

(Note: Most courses in the curriculum are 3-credit courses that Concentrations meet for 3 hours a week for a 14-week semester, equivalent to a 3 For specific requirements for each concentration, contact the semester-hour course.) concentration advisors.

General Guidelines M.T.S. Concentration in Biblical Studies 1. Faculty advisors are responsible for working with and Theology students in designing their program. Requests for The curriculum for the M.T.S. in Biblical Studies and Theology exceptions to the stated requirements are submitted to includes language study (Greek and/or Hebrew), methodology and the Academic Dean by the advisor. Students are assigned biblical background, and foundational coursework in theology and an entry-level advisor. Upon completion of the semester ethics. This focus offers an opportunity for deeper biblical study in which students will have completed 12 credit hours of alongside of theological reflection on personal and global issues of coursework, they must find a permanent advisor to work concern today. Because of the diverse backgrounds and interests with them in their particular concentrations. of our faculty, this concentration might take any one of several directions. Seminary 2. All M.T.S. research papers will follow The Chicago Manual of Style. Program Requirements for M.T.S. Concentration in Biblical Studies and Theology 3. Transfer credit from other institutions will be evaluated Core Curriculum and approved by the Registrar and the Dean. A minimum of Foundational Coursework one-half of the concentration coursework (9 credit hours) INTG 510 *A Guide to Seminary Writing...... 3 must be taken with the Seminary’s regular or adjunct *Students can test out of this course. faculty members. INTG 520 Critical Analysis in Theological Studies...... 3 BIBL 501 Old Testament Study 1...... 3 Foundational Coursework BIBL 502 Old Testament Study 2...... 3 Students will normally take foundation courses listed in the M.Div. BIBL 503 New Testament Study 1 ...... 3 curriculum (e.g., Old Testament Study 1; New Testament Study BIBL 504 New Testament Study 2...... 3 THLE 510 Theology and Ethics of Congregational Life. . . 3 1; Church in Mission through History; Systematic Theology and THLE 520 Systematic Theology and Ethics: Vision Ethics) as stipulated for each concentration. of Community...... 3 THLE 521 Systematic Theology and Ethics: Concentration Requirements Reign of God...... 3 An elective field of concentration enables students (with the SFRM 505 Nurturing Spiritual Life and Character 1. . . . . 3 CHHM 510 Church in Mission through History...... 3 approval of advisors) to obtain the particular Master of Theological Studies that will best suit their personal and vocational goals. The availability of particular concentrations depends on existing faculty and curricular resources. Students seeking a less-focused educational experience should select the M.T.S. in General Studies indicated above.

Summative Requirements – Internships, Methodology Courses and/or Research Papers One or a combination of the following may fulfill this segment of the program: practica; methodology courses (such as educational

EASTERN.EDU/ACADEMICS GRADUATE PROGRAMS Concentration Requirements Program Requirements for M.T.S. Concentration BIBL 514 Biblical Hebrew in Christian Counseling 84 or Core Curriculum BIBL 516 New Testament Greek...... 3 BIBL 515 Hebrew Exegesis Foundational Coursework *A Guide to Seminary Writing...... or INTG 510 3 *Students can test out of this course. BIBL 517 New Testament Greek Exegesis...... 3 Bible or Theology Elective...... 3 BIBL 501 Old Testament Study 1...... 3 Summative Requirements BIBL 503 New Testament Study 1 ...... 3 Summative Project 1...... 3 BIBL 502 Old Testament Study 2 or Summative Project 2...... 3 BIBL 504 New Testament Study 2...... 3 M.T.S. Concentration in Christian Counseling THLE 510 Theology and Ethics of Congregational Life. . . 3 THLE 520 Systematic Theology and Ethics: Vision of This concentration offers the opportunity to gain insights and Community abilities for ministry to persons where relational, interpersonal or and caring skills are called for. This concentration does not THLE 521 Systematic Theology and Ethics: Reign of God...... 3 prepare persons to be professional counselors, but it does lay SFRM 505 Nurturing Spiritual Life and Character 1. . . . . 3 a solid theological and counseling theory foundation for PRMN 510 Foundations of Pastoral Care further preparation. and Counseling...... 3 CHHM 510 Church in Mission through History...... 3 When selecting this concentration, it is especially important that the student understand how this course of study relates to the field Concentration Requirements SFRM 506 Nurturing Spiritual Life and Character 2. . . . . 3 and practice of counseling. Completion of the M.T.S. in Christian Christian Counseling Electives...... 12 Counseling does not qualify a person for licensure, certification, or practice as a professional counselor. The course of study, however, Summative Requirements does provide exposure to a variety of counseling theories, issues, SUPV 522 Clinical Pastoral Care and skills, and it requires the student to bring theological and or SUPV 523 Clinical Pastoral Education (half unit)...... 3 biblical knowledge to bear upon this foundational social science SUPV 523 Clinical Pastoral Education (an additional material. Consequently, the M.T.S. with a concentration in Christian half unit) Seminary counseling is well suited for those who a) intend to pursue graduate or studies in psychology/counseling, b) are engaged in lay ministry Research paper/project...... 3 settings requiring interpersonal and caring skills, and c) desire to M.T.S. Concentration in Christian Faith and integrate their Christian faith with counseling theory and practice. Public Policy This concentration equips persons to shape public policy in a way that is grounded in both Christian faith and social analysis by helping students learn how to integrate solid biblical/ theological study and careful socio/political thought. The curriculum includes courses at Eastern University and other institutions as well as internships with local and regional agencies impacting public policy.

Program Requirements for M.T.S. Concentration in Christian Faith and Public Policy Core Curriculum Foundational Coursework INTG 510 A Guide to Seminary Writing...... 3 Students can test out of this course.

EASTERN UNIVERSITY 2021/2022 ACADEMIC CATALOG INTG 520 Critical Analysis in Theological Studies...... 3 and read selected works in all the theological disciplines anywhere, BIBL 501 Old Testament Study 1...... 3 anytime and on any device. BIBL 503 New Testament Study 1 ...... 3 85 BIBL 502 Old Testament Study 2 Students must complete six modules in order to earn the M.P.T. or degree in the Openseminary™ program. Each module consists of BIBL 504 New Testament Study 2...... 3 THLE 510 Theology and Ethics of Congregational Life. . . 3 a total of 21 weeks of coursework consisting of online readings, THLE 520 Systematic Theology and Ethics: Vision of assignments, discussions, and a final summative project. The Community modules may also have a 3-day residency. For administrative or purposes, each module is divided into three phases, even though the THLE 521 Systematic Theology and Ethics: Reign of God...... 3 module is a seamless whole: the prologue (part A), the on-ground SFRM 505 Nurturing Spiritual Life and Character 1. . . . . 3 engagement (part B); and the final project phase (part C). Two CHHM 510 Church in Mission through History...... 3 modules are offered each academic year.

Concentration Requirements Program Requirements for OpenSeminary M.P.T. THLE 611 Theology and Public Policy...... 3 THLE 612 Political and Public Theologies...... 3 CHHM 580A/B/C Diakonia: Missional Service...... 6 Public Policy Electives ...... 9 INTG 580A/B/C Koinonia: Leading and Building Community. . 6 PRMN 580A/B/C Kerygma: Communicating the Gospel...... 6 Summative Requirements PRMN 581A/B/C Leitourgia: Leading People in THLE 650 Internship in Christian Faith the Presence of God...... 6 and Public Policy...... 6 SFRM 580A/B/C Paideia: Spiritual Formation...... 6 THLE 580A/B/C Theologia: Doing Theology in Context...... 6 Graduation Requirements To be recommended for the Master of Theological Studies degree a Graduation Requirements candidate must: To be recommended for the Master of Practical Theology degree in 1. Satisfactorily complete 48 credit hours and fulfill financial OpenseminaryTM, a candidate must:

and library obligations. 1. Satisfactorily complete 36 credit hours and fulfill financial Seminary and library obligations. 2. Maintain at least a 2.0 grade point average in the course of studies when taken for general educational purposes.

3. Successfully complete INTG 510 A Guide to Seminary 2. Maintain at least a 2.0 grade point average in the course of Writing, or test out of it, and INTG 520 Critical Analysis studies when taken for general educational purposes. in Theological Studies (except for Christian Counseling 3. Give evidence of growth in personal character, moral and concentration). spiritual maturity, and emotional stability. 4. Successfully complete all summative requirements. OpenSeminaryTM Master of Divinity (M.DIV.) 5. Give evidence of growth in personal character, moral and This fully online Master of Divinity program builds on the spiritual maturity, and emotional stability. Openseminary Master of Practical Theology. Beyond the first 36 credits of core modules taken using the Openseminary model ™ OpenSeminary Master of Practical alongside students in the M.P.T. program, online M.Div. students Theology (M.P.T.) must complete another 42 credits of foundational and elective This blended online degree program, introduced at Palmer courses to reach a total of 78 credits. These additional 3-credit Seminary in the 2011 – 2012 academic year, is based on the courses are offered in two parts over two 7-week terms, with the Openseminary™ model for graduate theological education. The exception of THLE 581, which is offered over one 7-week term. Online M.P.T. in Ministry in Context teaches how to do theology They cover areas found in more traditional Master of Divinity in ministry. The practical theological approach taught in this programs, such as biblical studies, systematic theology, church program begins by listening to the “emerging questions” that history, pastoral care, preaching, worship, evangelism, mission, come from doing ministry in context. The six practices of church Christian education, and organizational leadership. ministry are studied individually. The subjects in this program are Doing Theology in Context, Leading and Building Community, Communicating the Gospel, Leading People in the Presence of God, Missional Service, and Spiritual Formation. Students learn how to do theology from experienced ministers, attend online lectures,

EASTERN.EDU/ACADEMICS GRADUATE PROGRAMS Program Requirements for OpenSeminary M.DIV. This dual degree program is designed to create the following Core Curriculum opportunities: 86 CHHM 580A/B/C Diakonia: Missional Service...... 6 1. Focused interdisciplinary inquiry into issues and concerns Koinonia: Leading and Building Community. . INTG 580A/B/C 6 encompassing theology, business, and ethics. PRMN 580A/B/C Kerygma: Communicating the Gospel...... 6 PRMN 581A/B/C Leitourgia: Leading People in the Presence of God...... 6 2. Individual preparation for bi-vocational ministries that SFRM 580A/B/C Paideia: Spiritual Formation...... 6 allow church ministers to engage in enterprises that have THLE 580A/B/C Theologia: Doing Theology in Context...... 6 social impact on the community.

Foundational Courses 3. Preparation of leaders in Christian institutions THLE 581 Doing Theology 1: Theological Method and organizations for high-level, faithful, and and Reflection...... 3 THLE 582A/B Doing Theology 2: Exploring the Doctrines of effective management. the Christian Faith...... 3 BIBL 581A/B Reading the Text 1: Reading the Old If desired, students may also pursue the Master of Divinity degree Testament in Its Context...... 3 in an on-ground delivery. More information on Palmer’s fully on- BIBL 582A/B Reading the Text 2: Reading the New ground M.Div./fully online M.B.A. in Organizational Management Testament in Its Context...... 3 CHHM 510A/B Church in Mission through History...... 3 dual degree program may be found on page 83 of this catalog, under PRMN 510A/B Foundations of Pastoral Care On Campus Program. and Counseling...... 3 INTG 581A/B Integrative Ministry Paper ...... 3 Admissions INTG 583A/B Integrative Ministry Project...... 3 Students wishing to enter the Openseminary M.Div./M.B.A. in Organizational Management programs may complete a joint Electives application through the Seminary’s admissions office, fulfilling the CHHM 530A/B Christian World Mission ...... 3 INTG 524A/B Church Renewal and Evangelism...... 3 requirements as stipulated individually by the Seminary and the INTG 531A/B Theology and Practice of Worship...... 3 College of Business and Leadership. PRMN 520A/B Introduction to Homiletics ...... 3 PRMN 540A/B Organizational Management Financial Arrangements and Leadership...... 3 Students are required to pay tuition to Palmer Seminary and the PRMN 586A/B Teaching the Faith...... 3

Seminary College of Business respectively for the courses required in each Graduation Requirements school’s degree program. To be recommended for the Master of Divinity in OpenseminaryTM, a candidate must: General Academic Requirements 1. Satisfactorily complete 78 credit hours and fulfill financial Seventy-five credit hours need to be taken in the Seminary’s and library obligations. Openseminary M.Div. program and 27 credit hours need to be taken in the M.B.A. in Organizational Management, for a total of 102 2. Maintain at least a 2.0 grade point average in the course of credit hours. studies when taken for general educational purposes. Schedule 3. Give evidence of growth in personal character, moral and A student normally spends three years full-time* at the Seminary spiritual maturity, and emotional stability. completing the online Openseminary M.Div. program, the pace of Dual Degree OpenSeminary M.DIV./M.B.A. which is designed to allow students to do theology within their in Organizational Management Program ministerial context. Students are strongly urged to complete the Palmer Theological Seminary offers students the opportunity M.Div. degree before pursuing coursework at the College of to earn credit toward a Master of Divinity (M.Div.) degree in Business and Leadership for the M.B.A. in Organizational conjunction with pursuing a Master of Business Administration Management, which may be completed in 10 months. (M.B.A.) in Organizational Management through Eastern *It is possible to pursue this dual degree program on a part-time University’s College of Business and Leadership. This arrangement basis, but most Seminary coursework should be completed before a enables full time students to earn two degrees in as little as four student begins the M.B.A. program. years, if they pursue them full time, and at less cost than if they pursued the degrees separately.

EASTERN UNIVERSITY 2021/2022 ACADEMIC CATALOG Course Requirements Program Requirements for M.T.S in Seminary Requirements: Latino/a Ministries SFRM 505 Nurturing Spiritual Life and Character 1. . . . . 3 87 1. All required core courses of the Openseminary THLE 510 Theology & Ethics of Congregational Life. . . . . 3

M.Div. curriculum. BIBL 503 New Testament Study 1 ...... 3 CHHM 510 Church in Mission Through History...... 3 2. PRMN 583A,B Integrative Ministry Project from the BIBL 513 Biblical Interpretation for Ministry...... 3 BIBL 501 Old Testament Study 1...... 3 M.Div. program may be counted towards fulfilling BUSA CHHM 530 Christian World Mission ...... 3 685 Applied Knowledge Capstone in the M.B.A. program. THLE 520 Systematic Theology 1: Vision of Community...... 3 3. BUSA 665 Leading Organizational Strategy in the M.B.A BIBLE627 The Mission of Jesus in Mark...... 3 program may be counted towards fulfilling PRMN 540A,B PRMN 510 Foundations of Pastoral Care & Counseling. . . 3 Organizational Management and Leadership in the SFRM506 Nurturing Spiritual Life and Character 2. . . . . 3 SUMMATIVE Seminar...... 3 M.Div. program. Graduation Requirements College Requirements: Consult the Eastern University Graduate To be recommended for the Master of Theological Studies degree in Programs Catalog or the Eastern University website. Latino/a Ministries, a candidate must: Other Academic/Administrative Matters 1. Satisfactorily complete 36 credit hours and fulfill financial 1. Academic standing in the respective programs is and library obligations. determined solely on the basis of work done at each school. 2. Maintain at least a 2.0 grade point average in the course of 2. Each school is responsible for the integrity of its degree in studies when taken for general educational purposes. terms of course requirements. 3. Give evidence of growth in personal character, moral and

3. Each student must complete the requirements of both spiritual maturity and emotional stability. Seminary degrees, as herein specified, in order to receive either degree in this program. If the requirements for the dual The Doctor of Ministry (D.MIN.) in degree program are not met, the requirements of either Contextual Leadership degree taken separately apply. Palmer Theological Seminary’s Doctor of Ministry in Contextual Leadership trains Christian leaders to nourish the connection 4. The Dean of the Seminary and the Program Director between healthy spiritual life and sustained vitality in ministry. of the M.B.A. in Organizational Management at the On this foundation, the curriculum prepares students to discern College of Business and Leadership serve as contact the interpersonal dynamics that complicate changes in community persons for information and advisement about the dual life. Since local communities and ministries exist within wider degree programs. societies and cultures, assessing the connections between local The Master of Theological Studies (M.T.S.) and global movements requires additional skills. These skills in Latino/a Ministries guide envisioning, implementing, and assessing contextually The Spanish language Master of Theological Studies in Latino/a relevant, cutting-edge ministries. A stream running throughout Ministries degree is a two-year blended online program that the program is a transformative understanding of the nature provides a meaningful grounding in theological disciplines to and mission of the church that honors the past while adapting to prepare Spanish-speaking students for thoughtful and productive ever-changing contexts. Students may choose to study the General holistic ministry and leadership in churches, organizations, Curriculum, or they may select a concentration track that consists and community life in Latin America and the USA. This program of two courses in one of three concentrations: Prophetic Teaching consists of twelve courses in the areas of spiritual formation, and Preaching; Religion and Public Policy; or Personal and theology, biblical studies, church history, ethics, and practice of Spiritual Transformation. ministry. All courses are delivered and completed online. An annual one-week residency is required of all students at the beginning of Requirements for Palmer’s Doctor of Ministry degree consist first each academic year for the purpose of course orientation. These of four modules of course work taken over a period of two-years. residency training sessions take place in an accessible location to Courses are hybrid, with most work to be completed online, and a students in their home country where faculty travel to meet with brief, one-week residency in each of the four modules. Students them face to face. fulfill their residency requirement either at Eastern University’s

EASTERN.EDU/ACADEMICS GRADUATE PROGRAMS main campus at St. Davids, PA; or one of its satellite locations the curriculum based on perception of student interest and in Philadelphia; or at Parchment Valley Conference Center in specialization. 88 Ripley, WV. Two of the four modules include independent work Graduation Requirements on integrative professional papers. One requires attendance at a To be recommended for the D.Min. degree, the candidate must: colloquium and a reflection paper responding to the speaker. The 1. Satisfactorily earn 36 credit hours, including all of the second major requirement­ is a qualifying assessment interview, prescribed course requirements, plus fulfillment of which precedes enrollment in the summative Project Thesis financial and library obligations. courses. The minimum GPA for moving to the Project Thesis is 3.0. This capstone project will be of significance for the ministry of the 2. Satisfactorily complete and defend their project. student in her or his setting, and for others in ministry as well. It normally is defended in the third year of studies. Submission of the THE WEST VIRGINIA Project Thesis and a successful oral defense mark the culmination of the program. PROGRAM The program in West Virginia exists to provide theological D.MIN. Core Curriculum Sustained Spiritual and education to qualified persons in this region who find it difficult Professional Maturation Two courses and a professional paper (9 credits) to be absent from their primary residence. Degree programs are DMIN 911H Spiritual Practices and the offered in both the Master of Divinity and the Doctor of Ministry; Growing Leader...... 3 individuals may also take courses to gain recognition of their DMIN 912H Enduring Models of Renewal Leadership. . . . . 3 ordination or to earn continuing education units (CEUs) without DMIN 919 Leadership Integrative Professional Paper. . . 3 (Concentration focused) pursuing a specific degree program. Program requirements in both the M.Div. and D.Min. are equivalent to those on campus. The Psychosocial Dynamics of Renewal Two courses and a professional paper (9 credits) Courses in the M.Div. program are taught in a hybrid format, DMIN 921H Leading the Dynamics of Change ...... 3 blending online work with a 2.5-day residency during the Fall DMIN 943H Congregational Renewal*...... 3 and Spring semesters, while other courses are offered during two DMIN 926 Colloquium: Reflection Paper on the 7-week accelerated terms in the summer months. Courses taught topic of the Colloquium in relation to the cluster theme...... 3 in the D.Min. program follow the format for the D.Min. program as a whole. These courses are typically taught by regular Palmer Seminary Global and Local Ministries in Current and Future Worlds Theological Seminary faculty and by adjunct faculty from the West Two courses and a professional paper (9 credits) Virginia or the Philadelphia areas. Details are available on the West DMIN 923H Missional Renewal in the Virginia webpage at https://www.palmerseminary.edu/programs/ Age of Globalization...... 3 master-divinity-campus/mdiv-west-virginia-location. DMIN 931H Contexts Perspectives and Ministries in the 21st Century*...... 3 DMIN 929 Missional Integrative Paper...... 3 OTHER EDUCATIONAL (Concentration focused) Qualifying Assessment Interview for Proceeding to the OPPORTUNITIES Project Thesis In addition to the foundational components of its degree programs in Philadelphia, Palmer Theological Seminary offers a wide variety Methods of Study and Professional of additional educational opportunities. Project (Thesis) Two courses and a project (9 credits) Eastern’s School of Christian Ministry (ESCM) DMIN 933H Research Options for Pastoral Leaders (3 Palmer’s Eastern’s School of Christian Ministry (ESCM) is a non- credits) DMIN 939H Project Proposal Seminar (3 credits) degree non-credit continuing education certificate and diploma DMIN 960 Project Completion and Oral Defense 1 (1.5 program that provides a flexible, affordable, and high quality Credits) theological education for men and women who seek a theological DMIN 961 Project Completion and Oral Defense 2 (1.5 education in a seminary setting without the demands of a graduate Credits) theological degree. The ESCM program offers two diploma Total: 36 programs in Pastoral Studies and Biblical and Theological Studies, and three certificate programs in Biblical Studies, Christian Elective courses may be substituted for up to two concentration Leadership, and Christian Studies. Certificates are designed specific courses[*]. Standard electives are regularly added to for pastors, ministers, and lay leaders who wish to hone their

EASTERN UNIVERSITY 2021/2022 ACADEMIC CATALOG skills in the areas of leadership or religious studies and teaching. within an agreed overall theme. Students are expected to attend Diplomas are designed for bivocational pastors or those all sessions. wishing to lead a teaching ministry. See ESCM’s webpage at 89 Hispanic Summer Program http://palmerseminary.edu/escm for more information. Palmer Theological Seminary is a sponsoring member of the For interested students, Eastern University will validate learning Hispanic Summer Program (HSP), whose mission is to “supplement within the non-degree programs of ESCM by granting one and enrich the theological and ministerial education being offered undergraduate credit for each course with a block of six ESCM in seminaries and universities with academic courses and other courses, provided that the student has completed the additional activities directly addressing Hispanic history, ministry, and work for the course, that the student has achieved a grade of B or theology.” All Palmer students are encouraged to apply to take one better in the course, and that a maximum of 40 elective credits may of seven 3-credit, 2-week intensive summer courses offered each be earned at no extra cost, effective January 1, 2004. All courses year by HSP at a total cost of $425. This covers tuition, round-trip must be taken in Pennsylvania for this to be effective. airfare, and 13 days of room and board. For more information, please visit http://hispanicsummerprogram.org/. Continuing Education Palmer Theological Seminary’s faculty accepts the standards Lectureships developed by the National Task Force on the CEU for granting To serve our constituency within the region, and to complement continuing education units (CEU). One Continuing Education Unit classroom education, the Seminary sponsors two lectureships. is defined as: “Ten contact hours of participation in an organized continuing education experience under responsible sponsorship, The Frank B. Mitchell Lectureship capable direction, and qualified instruction” (National Task Force This lectureship is named for the late Reverend Dr. Frank B. on the CEU, 1974). Mitchell, former pastor of Pinn Memorial Baptist Church in The following guidelines govern the offering of course experiences Philadelphia. Dr. Mitchell was a friend and supporter of Palmer for CEU credit: Theological Seminary and its African American students. For more Seminary 1. Summer Term electives are available for those seeking CEU than 40 years he and Mrs. Mitchell mentored men and women into credit (unless otherwise specified). ministry. His life was a prime exhibition of unfailing Christian love, coupled with a desire to serve others. 2. Elective courses during the academic year may be taken for CEU credit. The Mitchell lectureship raises critical questions concerning the nature of theology and ministry from an African American Church 3. Courses, workshops, and conferences designed especially perspective. for CEU may be offered at specially arranged times. These usually are not available for academic credit. The Orlando S. Costas Lectureship This lectureship is named for the late missiologist and theologian, 4. To receive CEUs, students must meet the minimum the Reverend Doctor Orlando S. Costas. A native of Puerto Rico and requirement of ten (10) contact hours of participation for former member of the Seminary faculty, Dr. Costas was a passionate each unit of credit. advocate for the voiceless and oppressed. As a scholar, his legacy 5. The Seminary will grant a certificate indicating the to church and academy includes 14 books authored by him, 17 number of CEU credits earned, following the completion of books to which he contributed essays, and 14 journals in which each course or other educational experience. he published articles. As an administrator, he was the first U.S. Latino to be dean of an accredited seminary in the United States. Interseminary Seminar The Costas lectureship honors his work and celebrates those who For over thirty years, a seminar has been conducted with students embody and carry forward Dr. Costas’ multicultural, holistic vision and faculty from several area seminaries, at which papers are for local church and community work informed by global realities. presented by students for discussion. The number of students participating is limited to four from each Seminary. These seminars Biblical Studies provide opportunities for learning in an ecumenical setting, and One of the Seminary’s primary purposes has been to make the Bible students earn credit for participating. central in the curriculum of the institution, with full awareness that (1) knowledge of the original languages is essential to the most In the late spring, the faculty selects students to participate in the accurate interpretation of the Scriptures, and that (2) provision seminar for the following fall. The students select topics for papers must be made for those who use primarily the English text.

EASTERN.EDU/ACADEMICS GRADUATE PROGRAMS Therefore, while two semesters of either New Testament Greek or introducing theological reflection and hermeneutical application. Biblical Hebrew is required of all M.Div. Pastoral Leadership track Students are expected to learn and use these techniques to enhance 90 students, the English text will be basic to most courses. Courses their skills in ministry and personal study. A broad variety of will promote comprehensive knowledge of the content of the whole advanced electives allow maximum specialization in areas of Bible, meet the needs of those who use the English translations, particular interest. and provide opportunity for students qualified in the languages to compare English versions with the original texts for greater SEMINARY COURSES competence in interpreting the Bible. Biblical Studies Christian Counseling Christian counseling courses are listed under the course prefixes BIBL 501 Old Testament Study 1...... 3 COUN as well as PRMN (Practice of Ministry). Please refer to both This course aims at introducing students to the history and content sections of the catalog for the relevant course descriptions. of the Old Testament in general. The main focus, however, will be given to an examination of the Pentateuch (Genesis through Denominational Courses Deuteronomy) and Historical Books (Joshua through Esther). Issues Palmer Theological Seminary does not require students to such as Ancient Near Eastern context, structure, composition, and complete denominational coursework in order to earn the Master history of scholarship of the Pentateuch and Historical books will of Divinity degree. Some denominations, however, do require be discussed alongside themes of Creation, Fall, Flood, Emergence this of their pastors or candidates for ordination. Each student of Israel, the Law, the Cultic System, the Monarchy, the Exile, and should consult with his or her denominational body to determine the Post-Exilic Periods. what, if any, requirements the denomination has for completion of denominational coursework. BIBL 502 Old Testament Study 2...... 3 Practice of Ministry This course will explore the books of the Prophets, who emerged in The Practice of Ministry area reflects Palmer Theological ancient Israel as an eclectic group identified only by their claim to Seminary’s commitment to applied and practical theology. This speak for God, and their “high octave” condemnation of the socio- area encompasses such fields as preaching, pastoral care, Christian political and religious condition of their time. They communicated education and youth ministry, pastoral ministry and leadership, by preaching, singing, crying, walking naked, and shaving, to name a few. This course will also study the great body of biblical literature Seminary and administration. All M.Div. students are required to take core courses that introduce each field,after which electives are chosen which consists of the hymns, laments, and thanksgivings of the to broaden and deepen understanding and skills. Stress is placed book of Psalms, the wisdom sayings of Israel collected in Proverbs, upon diverse styles and current trends in the practice of ministry. Job, and Ecclesiastes, the deep grief expressed in Lamentations, and the love songs of the Song of Songs. This course shall explore the Supervised Fieldwork relationship of the prophetic books and the Writings to the rest of This area encompasses theological field education and clinical the canon and then focus on specific issues, themes, and theologies fieldwork required of students in the M.Div. and M.T.S. Christian in the books. Counseling programs. Ministry theories are examined in light of theological field education experiences. BIBL 503 New Testament Study 1 ...... 3 New Testament Study 1 is a foundational course in the study of Spiritual Formation and Character the New Testament, covering Matthew, Mark, Luke-Acts, John, Palmer Seminary is committed to development of students not only Hebrews, James, and Revelation. In order to appropriate the message academically and professionally, but personally as well. Courses of the New Testament for the world today, we need to first place in the area of Spiritual Formation and Character are designed to ourselves back in the political, religious, and cultural world of the encourage the student’s personal growth and foster their own first century, and respect these documents as ancient narratives, awareness of who they are in relation to their peers, the people written within a particularized historical setting and readership, that they serve and, most importantly, to God. Core courses in the by people of faith for the community of faith. Being more aware Spiritual Formation and Character area are required of all students of our presuppositions, we can better allow the biblical authors to in the M.Div. and M.T.S. Christian Counseling programs. speak for themselves in their unique witness to the life of Jesus and the early church. Theology and Ethics The field of Theology and Ethics includes courses in Theology, Ethics, and Public Policy. Basic to the curriculum are core courses

EASTERN UNIVERSITY 2021/2022 ACADEMIC CATALOG BIBL 504 New Testament Study 2...... 3 BIBL 550/550A M.T.S. Summative Research Project This course covers the thirteen letters of Paul in the New in Biblical Studies...... 3 91 Testament. Because these documents are pastoral letters, written This course represents the first of two summative projects required to address specific problems, queries, and situations in the life for the MTS in Biblical Studies, in which the student, with the help of individuals and churches, we will pay attention to historical, of a faculty member, designs a research project in the form of an cultural, social, and religious influences of the first century milieu, independent or directed study that is relevant to the student’s while addressing hermeneutical implications for today’s world and area of interest. The project typically produces a research paper of church. Prerequisite: BIBL-501 and BIBL-503. 30-40 pages in length. There is room for flexibility and creativity if other formats are integral to achieving the learning outcomes of BIBL 513 Biblical Interpretation For Ministry...... 3 the project. Prerequisites: All foundational and most concentration This is an introductory course in biblical interpretation. The course work must be completed; for full-time students some concentration will equip students with skills needed to read, interpret, and reflect work may be taken concurrently with the approval of the theologically on the biblical text. Students will learn the “language” Dean’s Office of biblical interpretation/method and be able to identify and evaluate critical commentaries for their life, ministry, and studies. BIBL 581 A/B Reading the Text 1: Reading the Old Testament in Its Context...... 1.5,1.5 They will use basic bible tools for ministry in studying a biblical This is a survey course that emphasizes the historical, literary, text through the lens of Context (Social, Historical, Cultural, Whole and theological contexts of the Old Testament. Students will be Book); Questions of Author, Date, Occasion, and Audience; and introduced to the key events, movements, and figures in the history Literary Genre (Narrative, Parables, Poetic, Wisdom, Apocalyptic of Israel up to the Second Temple period within their larger Ancient and Letter/Epistle). New Testament and Old Testament texts Near Eastern context and to the different academic approaches to will be examined. These skills will be built upon in subsequent the story of the Old Testament. Coverage includes the Pentateuch, seminary courses. Historical Books, Writings and Prophets.

BIBL 514 Biblical Hebrew...... 3 Seminary BIBL 582 A/B Reading the Text 2: Reading the New This beginner’s course in Biblical Hebrew will provide a strong Testament in Its Context...... 1.5,1.5 foundation for reading, interpretation, and exegesis of the Old This is a survey course that emphasizes the historical, literary, Testament. Students will be introduced to high-frequency and theological contexts of the New Testament. Students will be vocabulary and grammar through vocalization, translation, and introduced to Second Temple Judaism and the Greco-Roman world writing exercises. The course assumes a knowledge of the Hebrew of Jesus and the early church. Coverage includes the four Gospels, alphabet, which will be assessed the first day of the course. the Acts of the Apostles, several key letters of Paul, and the book of Revelation. BIBL 515 Hebrew Exegesis...... 3 A course in intermediate Biblical Hebrew, focusing on grammar, BIBL 605 Old Testament Wisdom Literature...... 3 syntax, and lexicography through readings of selected passages This course is a literary and theological study of Proverbs, Job, from the Pentateuch. and Ecclesiastes with emphasis on the way wisdom deals with questions concerning fear of God, justice, social skills, meaning of BIBL 516 New Testament Greek...... 3 life, suffering, creation, and theodicy. Wisdom literature provides A beginner’s course in the language of the New Testament in rich resources for life in general as well as ministry in particular. which the basic elements of grammar are studied and guidance This course shall explore implications of alternate perspectives, provided in the use of interpretive tools. The student is introduced reading and interpretive strategies of the wisdom genre. Attention to elementary readings in the New Testament. (Students who have will be given to similar wisdom materials from the ancient Near taken Greek in college may want to test out of this course and take East. The application of this understanding to contemporary Hebrew in its place). context and theological reflection would be a major interest.

BIBL 517 New Testament Greek Exegesis...... 3 BIBL 606 Jonah and Ruth...... 3 A sampling of Greek texts from John’s Gospel and a Pauline letter This course invites students to engage the biblical books of for further practice in translation. Attention will be given not Jonah and Ruth in conversation with works of literature, art, and only to the language but also to its broader setting in the ancient theology. We will explore questions raised in the books, including Mediterranean world and implications for contemporary preaching the nature of God, family, marriage, prophecy, election, death, and and teaching. transformation in the context of ancient Israel. The course will

EASTERN.EDU/ACADEMICS GRADUATE PROGRAMS introduce students to the history of interpretation of Jonah and BIBL 622 Bible and the Koran...... 3 92 Ruth in both Christian and Jewish traditions. This is an introductory course in comparative studies of the Bible and the Koran. Students will learn basic facts with regard to the Psalms...... BIBL 607 3 formation, place, function, and the basic theological teachings This course is an advanced study of the book of Psalms. of the religious texts in each religious community. Our primary Considerations will be given to major trends in modern scholarship concern is not the religion itself but the sacred texts of the religion. with regard its historical settings, literary forms, canonical shape, We will focus on literary analysis of Koranic suras that are related and biblical and theological significance. Opportunities will be to the themes of gods, prophets, salvation, Jihad, women, Jews, provided to develop skills for interpreting poetry through in-depth Christians, and Muslims. The goal of this course is to equip future study of representative examples of each genre. The purpose and church leaders with in-depth knowledge of the Koran so that they relevance of the Psalms to the rest of the Bible and Christian faith may serve, love, and bear witness to their Muslim neighbors. will be explored. BIBL 625 The Least of These: Biblical and BIBL 616 The Gospel of Luke...... 3 Contemporary Responses to Poverty...... 3 This course is a study of the Gospel of Luke based on the English text. This course will investigate the biblical record concerning attitudes We will discuss the author’s presentation of God and Jesus, his view and behavior related to needy people and will offer students multiple of salvation in relation to the themes of reversal and release, his opportunities to learn from and interact with people currently concern for the poor and the marginalized, and his understanding engaged in ministry (locally and globally) to those regarded as the of the role of Jesus and the early church in the context of God’s plan least of these. for Israel and the world. BIBL 626 The Book of Revelation...... 3 BIBL 617 The Gospel of John...... 3 This course is a study of the contents of the Book of Revelation The Gospel of John presents an interpretation of Jesus’ life and with special attention to its historical setting, literary style, mission that is consistent with that of the Synoptic Gospels, and vision of Christ as the culmination of history. Varieties of even though it differs greatly from Matthew, Mark, and Luke interpretations will be examined and critiqued with a synthetic in vocabulary and in the selection of Jesus traditions. Through approach to understanding its apocalyptic vision proposed. By chapter-by-chapter discussions, the distinctive literary and doing so students will gain an appreciation for its message to the

Seminary theological categories of the Fourth Gospel will be introduced. We early church, its message about a climactic end to the age with the will look at Jesus’ encounters with different individuals, the “I am” return of Christ, and its application for believers living between the sayings, Jesus the Son as the revealer of the Father who sent him, times today. Prerequisite: BIBL-503. the characteristics of the community of faith, the role of the Holy Spirit, Jesus as the messianic King in the Passion narrative, and BIBL 632 Women in the Bible...... 3 the meaning of Jesus’ death as his glorification. Throughout these This course investigates what some of the women in the Bible have discussions, literary features such as dualism, Jewish symbolism, to teach us about doing ministry in today’s world. Although this and rhetorical irony will be pointed out and explained. Prerequisite: course will be taught through the lives of the women in the Bible, BIBL-503. the practical applications that can be learned from each of these biblical women are invaluable for anyone considering a career in BIBL 620 The General Epistles...... 3 ministry. Hebrews, James, 1 & 2 Peter, and Jude are the focus of this course. Using the English text and taking into account the cultural and BIBL 640 Holy Land Study Tour...... 1-3 historical settings of the various texts, we will address issues Participation in Seminary-sponsored or approved study tours of structure, thematic elements, theology, Christology, and view to Israel and the Mediterranean world can earn up to two credits. of discipleship. Further, we will seek to help modern students After the tour is over, additional credits can be earned by writing a grapple with the original meaning of these writers and explore the historical or archaeological paper on a site visited. M.T.S. students implications of each writer’s words for the life and mission of the pursuing this course as an option for their summative coursework church in our time. must have completed all foundational requirements and most concentration requirements for their degree.

EASTERN UNIVERSITY 2021/2022 ACADEMIC CATALOG BIBL 650 Independent Study in Biblical Studies...... 3 CHHM 530 Christian World Mission ...... 3 A guided course intended for advanced students who wish to do An interdisciplinary introduction to the Church in mission around 93 intensive, independent research in a problem related to Biblical the world. Overview of the biblical and theological foundations studies. Credit hours determined with professor. Students must for Christian mission and the historical development of models of also meet current criteria for pursuing independent studies as missionary practice in light of anthropological and sociological outlined in Student Handbook. Prerequisite: Requires BIBL-502 or perspectives. Analysis of key contemporary issues determined by BIBL-504. the emergence of non-Western churches and the new local and global partnerships required to face obstacles and opportunities in BIBL 660A Ecclesiastes...... 3 the current century. This course is a literary and theological study of Ecclesiastes in the context of the biblical wisdom tradition. We will explore CHHM 580A/B/C Diakonia: Missional Service ...... (2 credit hours each segment, 6 credit hours total) implications of alternate perspectives, reading and interpretive This module focuses on a biblical-theological vision for the strategies of the wisdom genre. Attention will be given to similar missional nature of Christian faith and the patterns of life, action, wisdom materials from the ancient Near East. Students will learn and speech which that requires. We identify the importance of this how Ecclesiastes deals with questions concerning fear of God, for an understanding of the nature of the Church and its perceived justice, meaning of life, suffering, creation, and theodicy. The mission in other times and places. Learners form a vision for application of this understanding to contemporary context and incarnational service in, with, and through the church, in dialogue theological reflection would be a major interest. with social and cultural factors that contribute to ministry in the 21st century. The learner will identify and develop personal BIBL 660B First Corinthians...... 3 postures, approaches, and capacities that support effective, Reading First Corinthians should give us pause because all the confident cultivation and leadership in missional communities. problems Paul addressed in his letter to this fledgling church are still relevant to the church today. While it is important to delve CHHM 612 The Christian Church and

into the historical-cultural context from which these issues arose, its Future in America...... 3 Seminary ample class time will be devoted to exploring the hermeneutical This course will look at the major movements of the 20th century implications of the text for personal integrity and discipleship, and how those movements have evolved or dissipated in the 21st life and ministry in the community of faith, and bearing authentic century. When Will Herzog wrote his classic Catholic, Protestant, these groups have been more homogenous and dominant. witness to the gospel. Jew, Later on, the 20th century evangelicals have spoken with a more Christian Heritage and Mission unified, conservative voice in theological matters while the

CHHM 510 The Church in Mission through History...... 3 African-American Church was a social movement for morality CHHM 510A/B ...... 1.5,1.5 and social reform. Currently, the non-denominational church is The purpose of this survey course is to introduce the study of increasing in size, the denominational churches are decreasing in Christian Heritage and Mission in such a way that church history size and influence, the impact of the African-American Church is is understood in light of God’s mission, and God’s mission is questioned and the ethnic churches are proliferating. While we understood in light of church history. The theoretical scope of this are rejoicing greatly at the growth of the international church, the course is tremendous; it covers 2000 years of human history on emphasis of this course will be on the church in the USA. six continents. It will be made more manageable through learning- CHHM 614 New Frontiers in Mission for centered teaching methods and by focusing on a limited set of the 21St Century...... 3 themes, geographical regions, and time periods which were most The purpose of this course is to explore new opportunities and influential for subsequent developments in the church’s mission. hindrances to missionary work in the 21st century as we seek to Students will also be exposed to a variety of historical writings be obedient to the Great Commission. The course will be run in a such as biographies, historical theology, social history, and even seminar format. In the first two weeks, the professor will present historical fiction. Its purpose is to introduce students to a broad in summary fashion the history of missions, emphasizing the main area of study so that they can choose subsequent courses to take in movements in the 20th century. This will be followed by a study the area of Christian Heritage and Mission. A deliberate effort will of various indigenous reactions to the missionary outreach in various continents. The third section will focus on the necessity of be made in the assignments for this course to help students to see conversion and how Christians, other religions, and non-believers the connections between contemporary church life and the history view this concept. The fourth section will analyze new methods of Christian mission in earlier eras. of reaching people of the 21st century with the saving gospel of Jesus Christ.

EASTERN.EDU/ACADEMICS GRADUATE PROGRAMS 94

CHHM 615 Theologies of Martyrdom...... 3 the scene too late to save the ones condemned to death. In this course we will 1) look at the reality of suffering and martyrdom as part and parcel of every Christian as demonstrated CHHM 626 The Life and Theology of Augustine...... 1.5 in the Scriptures; 2) analyze the various missionary movements, No one has influenced all of the facets of theological inquiry like which understood this concept and were ready to pay the price; Augustine. This course is designed as a delight by reading St. 3) become aware that the 20th Century was one of the bloodiest Augustine. You will read his original works extensively, and you centuries for the followers of Jesus Christ; 4) analyze how the will come prepared to discuss your reading assignments. Also, Christian call to martyrdom differs from the concept of martyrdom because this is a shorter course, it will seem to move at a more in other religions, such as Judaism and Islam; and 5) enable the accelerated speed. student to consider the cost in following Jesus Christ, which may

Seminary CHHM 628 African American Women in involve suffering and martyrdom at home and abroad. Church History – 1800 to Present...... 3 There are always multiple stories in history, and while the story of CHHM 621 Christus Victor and Spiritual Warfare...... 3 men has more often been told, other stories do exist. This course What is spiritual warfare? Does it happen in far-off jungles, urban will explore the story of African American Women. From enslaved centers, or suburbia? Is there a possibility that we have domesticated women who heard a word of hope even when the preacher was the work of the Devil in our society? Commonly speaking, people not offering hope, to women today who hear a call for service and consider exorcisms, witch doctors, and casting spells as evidence answer the call even when the opportunities to serve appear limited, of spiritual warfare. But there are far more arenas in our Christian African American women have been faithful. These women have life in which the Devil is trying to find a foothold. This course is been thread pullers—women who pull the threads of faith forward— intentionally called “Christus Victor” because we believe that Jesus and who have sought to improve the lives of the communities in triumphed over the Devil on the cross and that he wants us to live which they lived. In this course, we will meet well-known and in the freedom that comes from that triumph. In this course, we little-known women who have made vital contributions to church will examine the concept of spiritual warfare in both expected and and the work of the church in the 19th, 20th, and 21st centuries. unexpected venues. This historical rooting will give students an additional lens through CHHM 625 The Life and Theology of which to view other sociological, political, economic, and even Dietrich Bonhoeffer...... 1.5 theological movements that existed during this time period. The life of Dietrich Bonhoeffer is one of the most studied lives of the 20th century. He combines some of the best of the German culture CHHM 637 Theologies of the Reformation: The Historical Roots of the Birth of and theology in a time when Germany as a nation became unhinged Protestantism and the Modern World...... 3 because of Nazism. Bonhoeffer’s life will be studied in a context of So much of what constitutes 21st Century Christianity was shaped a church that has forsaken her Lord, a nation that lifted nationalism in the dramatic religious upheavals of the 16th and 17th Centuries. in one of the most horrific expressions, and a world that arrived on This course will examine the theological, political, and social

EASTERN UNIVERSITY 2021/2022 ACADEMIC CATALOG currents that led to the major Christian divisions and the early rise COUN 610 Current Issues in Pastoral Care & Counseling of rationalism and modernity. Students will have an opportunity to for Latino Communities ...... 1.5 do focused study on their individual faith traditions. Presbyterian This course focuses on current issues of pastoral care and 95 students working towards ordination may take this course as counseling relevant to Latino/a leaders, churches, and communities fulfillment of their denominational requirement on Reformed in the US. This course is offered to Seminary students who are or Theology. will be working among and/or with Latino churches and communities as well as local pastors and lay people interested in CHHM 640 Ministry on the Borderline: strengthening their knowledge and skills for pastoral care and Tijuana, Mexico...... 3 counseling. The course also provides an excellent opportunity for A one-week immersion experience in Tijuana, Mexico to Seminary students, pastors, and lay leaders to interact together observe, assess, and experience some of the realities of an urban, in the reflection and discussion of current issues for Latino/a cross-cultural setting located on the Mexican-US border. communities. The five modules integrating this course address ministerial boundaries, basic counseling skills, families, and CHHM 641 Theological Education and Ministerial Practice from a Central American congregations as systems, facilitating/leading small groups, and Perspective: San Salvador, El Salvador...... 3 working among immigrant communities. Since the course is A one-week cross-cultural immersion experience in San primarily intended for leaders/seminarians serving among Latino/a Salvador, El Salvador to observe, assess, and experience some of churches and communities, the primary language of instruction the realities that inform theological education and the practice of is Spanish. ministry in this country. COUN 620 Theory and Practice of Christian CHHM650 Independent Study in Missiology/Cross- Marriage Counseling...... 3 Cultural Research ...... 3 Studies in pastoral care shows that pastors are usually the first An independent study course for advanced students who desire to professionals congregation members turn to when they experience

undertake intensive, independent research in one or several areas difficulties. Research also shows that marriage and family issues Seminary related to Christian Mission. By permission and agreement with an rank as one of the top two categories that pastors are asked to appropriate instructor. Students must also meet current criteria for respond to. This course will equip pastors and counselors with pursuing independent studies as outlined in Student Handbook. concepts and skills to minister effectively to couples experiencing marital difficulties, integrating both biblical principles and family Independent Study in Christian Heritage. . . . CHHM 651 3 systems theory. Students will learn to assess the immediate An independent study course for advanced students who desire to situation and possible generational issues in formulating their undertake intensive, independent research in one or several areas response as well as recognizing when to refer. Students will also be related to Christian Heritage. By permission and agreement with an challenged to deepen their ability to be self-reflective and how to appropriate instructor. Students must also meet current criteria for use this as they counsel couples. pursuing independent studies as outlined in Student Handbook. COUN 625 Ministry Among Immigrant Populations. . . . . 3 Counseling Immigrant populations have increased in number and presence COUN 550/550A M.T.S. Summative Research Project in the United States. They have been part of the history of this in Christian Counseling...... 3 country since its origins. Theological reflection and the practice This course represents the first of two summative projects required of a Christian ministry need to respond to these changes in U.S. for the M.T.S. in Christian Counseling, in which the student, with society. This course will reflect on the experience of immigrants the help of a faculty member, designs a research project in the form in the U.S. and the factors that characterize the experiences of of an independent or directed study that is relevant to the student’s immigrant groups in this country. A special emphasis will be given area of interest. The project typically produces a research paper of to theological and biblical reflections that will prepare seminarians 30-40 pages in length. There is room for flexibility and creativity for a ministry that considers the presence and contributions of if other formats are integral to achieving the learning outcomes of immigrant groups and families in our communities. Prerequisites: the project. Prerequisites: All foundational and most concentration BIBL-501, BIBL-503, and PRMN-510. work for the M.T.S. in Christian Counseling must be completed; COUN 626 Faith Resources in Pastoral Counseling...... 3 for full-time students some concentration work may be taken Our faith and spirituality are interwoven in our everyday lives, concurrently with the approval of the Dean’s Office. and thus most of the concerns counselees bring into the pastoral

EASTERN.EDU/ACADEMICS GRADUATE PROGRAMS counseling relationship not only refer to emotional and relational leader biographies may speak to current case studies. Leaders issues but pose questions, challenges, and possibilities for their selected for study are historic figures who led transformative 96 faith development and spiritual journeys. Since pastoral counseling ministries with lasting positive results. Case studies are created seeks to address the emotional, relational, and spiritual dimensions from actual incidents. of people’s lives, it requires a greater knowledge, sensitivity, and ability to reflect critically on the connections and boundaries DMIN 919 Leadership Integrative Professional Paper. . . 3 between faith, spirituality, and counseling. Thus, this course The course cluster, “Sustained Spiritual and Personal Maturation,” will address the use of faith-based resources in the counseling concludes with a guided independent research paper of about 7500 relationship. Throughout the semester, the Seminarian will explore words. The paper’s purpose is for the student to integrate learnings a variety of topics related to the intersection between faith and from DMIN911H and DMIN912H and to reflect insightfully on how counseling, which will serve to distinguish when faith resources their personal identity shapes what they do in their current ministry serve to strengthen or hinder the counseling relationship in a setting: how who they are shapes what they do professionally. If the variety of situations. Topics will also include the development of student elects to pursue one of the three track options for the Doctor faith through the life cycle, the counselee’s and counselor’s spiritual of Ministry degree, then this paper will engage ministry through and faith journeys as critical components of the counseling process, the focus of the student’s concentration. and issues of gender, race, ethnicity, and religious diversity, and DMIN 921H Leading the Dynamics of Change ...... 3 their impact on issues and concerns brought into counseling. Participants will explore the church as a system, and the COUN 650 Independent Study/Tutorial Readings implications of systems thinking on leading a congregation. in Pastoral Counseling...... 3 Participants will discuss the church as a community and the church Independent reading set up by consultation between professor in the community; culture and its role; church health and vitality; and advanced student. Specific objectives leading to deeper and how all of this affects the church’s ability to be a mission insights into counseling theory and practice are pursued in regular outpost in a changing world. conference. Enrollment by permission of professor. Students must also meet current criteria for pursuing independent studies as DMIN 923H Missional Renewal in the Age of Globalization...... 3 outlined in Student Handbook. This course explores the implications of globalization for the church Doctor of Ministry

Seminary and its mission. “Globalization” is as big as the term suggests, referring to the coming together of many different cultures, socio- DMIN 911H Spiritual Practices and the Growing Leader. . . 3 economic classes, and ideologies, thus creating cross-cultural, Personal transformation is the outcome of an intentional, ongoing, cross-socio-economic, cross-generational, interreligious and disciplined, and long term process, involving God’s activity and postmodern realities more than ever before. These realities pose personal work and commitment. This course provides tools for an challenges to congregations that seek to maintain the gospel’s in-depth exploration of one’s mind, body and soul and an invitation relevance in the world. What does missional renewal look like in to embark on a journey of personal transformation, in relation to light of these realities? This course addresses this question from one’s call and engagement of ministry. In this course, students will sociological, theological and practical perspectives, as it considers be introduced to the theories and practice of some disciplines such the challenges of becoming missional congregations in the age of as meditation and prayer, exploration of one’s personality structure globalization. and ways of being in the world, cultivation of self-awareness and

mindfulness, listening to one’s own inner life, attentiveness to one’s DMIN 926 Colloquium: Reflection Paper fully embodied presence in the world. As these practices expand on the topic of the Colloquium our human potential for deep change and inner transformation, in relation to the cluster theme...... 3 students are invited to continue their engagement of such DMIN 929 Missional Integrative Paper...... 3 disciplines beyond the duration of the course. The purposes of this second professional paper are: DMIN 912H Enduring Models of Renewal Leadership. . . . . 3 In this course, students formulate principles for leading ongoing 1) To integrate insights you gained from systems for revitalization of ministries. Two sets of sources provide the transformational leadership with those you learned from substance for developing these principles. The first set is historical the course on missional renewal in an age of globalization biographies; the second is current case studies. These principles are gleaned from a probing examination of the intersections where 2) To examine the role of leaders and systems in the

EASTERN UNIVERSITY 2021/2022 ACADEMIC CATALOG transformation of the congregations to fulfill the gospel Electives and Concentration Courses:

3) To articulate a missional focus as part of this DMIN 900 (ONLINE) Doctoral Writing Seminar...... 3 97 transformation The purpose of this course is to assist students at growing their writing skills and basic research methods. In addition to writing 4) To evaluate the various perspectives that impact the itself, students will discuss Chicago style, plagiarism, evaluating congregational transformation toward becoming more and using sources, critical and analytical thinking, and use of missionally engaged rubrics for evaluating assignments. This course does not count toward the 36-credit core requirement. 5) To analyze your own ministerial context (problems and

opportunities in church, neighborhood, state) in light of DMIN 931H Contexts Perspectives and Ministries in the the many dimensions of globalization today (migration, 21st Century...... 3 creation care, short-term mission, etc.) This course explores the changing context of Christian ministry in the 21st century. Through readings, class discussions, and written 6) To strategize about some of the ways you might lead your work, students will explore issues related to understanding gospel congregation to be more attuned to global dynamics as part and culture, reading future trends, the changing nature of church in of your plan for ministry transformation. (Track focused, a post­modern world and the interplay of renewal and discipleship for those pursuing track specialization) for ministry. Participants will dialog and explore the role of the If the student elects to pursue one of the three track options for the church in this new era, and the churches’ call to be relevant in the Doctor of Ministry degree, then this paper will engage ministry context that it finds itself. Finally, the participants will look at the through the focus of the student’s concentration. implications of becoming an authentic community.

DMIN 933H Research Options for Pastoral Leaders...... 3 DMIN 943H Congregational Renewal...... 3 This familiarizes students with research methodology for This course will seek to deepen understanding of the biblical Seminary doctor of ministry projects. As the range of options are explored, and theological foundations for congregational transformation; differentiations are made between quantitative and qualitative, understand relevant recent history; expand knowledge for empirical and observational studies. Students will choose the concrete implementation; and deepen awareness of relevant method that best suits their developing project proposal and learn literature. On the continuum of transformation, personal to design tools suitable for their study. transformation occupies one end while community or social transformation occupies the other. Between these ends sits DMIN 939H Project Proposal Seminar...... 3 congregational transformation, on which this course will focus. This course will prepare students for the presentation of an Congregational transformation refers to a church’s process of acceptable project proposal to the D.Min. Project Review being transformed into the image of God in Jesus Christ, who longs Committee with a strong emphasis on developing leadership to redeem creation and everyone in it. Practically speaking, it strategies for community renewal. We will also address vital issues refers to a Spirit-led process that moves a congregation from within the student’s context and discuss church sponsorship, focusing chronically inward to becoming genuinely missional. volunteer management, fiscal and ethical responsibilities, While congregational transformation is a process that God initiates partnering with complementary programs, and more, as needed for and inspires, it also demands human engagement, commitment effective projects. and effort.

DMIN 960 Project Completion and Oral Defense 1...... 1.5 DMIN 991H Doctor of Ministry Seminar I...... 3 See description of project thesis in the DMIN program handbook This is a concentration specific course taken nevertheless by (Track focused for those pursuing track specialization). all students pursuing the three optional curriculum tracks. The professor poses a particular problem situation(s) in ministry. DMIN 961 Project Completion and Oral Defense 2...... 1.5 Students address the problem(s) in several dimensions according to See description of project thesis in the DMIN program handbook their track specialization. (Track focused for those pursuing track specialization). Denominational Requirement

DNOM 510 Baptist Emphases and Polity...... 3 This course is a study and evaluation of characteristic Baptist emphases in theology, polity, and practice with the aim of enabling

EASTERN.EDU/ACADEMICS GRADUATE PROGRAMS Baptist leaders to function more effectively in the context of structure; 2) a study of the origins of the United Methodist doctrinal ministry today. Student examination, analysis, and evaluation of heritage in the theology of John Wesley, Philip Otterbein, and 98 selected topics constitute a vital part of the course. Denominational Jacob Albright; the development of that heritage in the Methodist, coursework/Free elective credit hours. Evangelical, and United Brethren families of churches; and the distinctive marks of that heritage. DNOM 513 Presbyterian Polity And Sacraments...... 3 Through a case study approach, students will learn to apply the DNOM 521 United Methodist History and Mission...... 3 constitution of the church to specific issues at the congregational, This course is offered 100% online at Drew University Theological presbytery, synod, and general assembly levels. Attention will School as WESM 600. A study of origins, mission, organization, be given to the relationship between Reformed theology and outreach, religious life, and key ideas, issues, events, and figures Presbyterian polity. Attention will also be given to the theology in the development of United Methodism as an international and history of the sacraments, and to other rites celebrated by the denomination. Will enable students to understand and evaluate church. Denominational coursework/Free elective credit hours. United Methodism in light of its antecedent organizations, the broader historical context of the history of Christianity, and DNOM 514 Theology in the Reformed Tradition...... 3 especially its engagement in mission. Will enable students to A reading course designed for, but not limited to, Presbyterian engage in responsible and articulate participation in the life and students. Focuses on the Book of Confessions, giving special leadership of the United Methodist Church, effectively represent attention to distinctive features and concerns of Reformed theology. the tradition, and perceptively participate in ecumenical and Denominational requirement for Presbyterian students. interreligious dialogue.

DNOM 520 United Methodist Doctrine and Polity...... 3 Integrative Courses This course is offered 100% online at Drew University Theological

School as WESM 610. It is a continuation of WESM 600 focusing INTG 510 A Guide to Seminary Writing...... 3 on two concerns: 1) enabling the student to understand the This course introduces students to seminary rubrics (expectations) nature, mission, and functioning of the United Methodist Church and resources for graduate level theological writing, and gives as the institutional expression of its historical development and opportunity for utilizing resources and applying rubrics to theological assumptions, to affirm and explore the institutional specific writing assignments in first level courses. Three types of

Seminary structures as viable instruments for ministry, to understand the assessment will occur: self, peer, and instructor. The student’s self- nature of authority and power as they relate to the United Methodist assessment will become part of his/her ongoing seminary portfolio. structure, and to contribute to the process of change in the church This course is offered on a Credit/No Credit (CR/NC) basis only.This

EASTERN UNIVERSITY 2021/2022 ACADEMIC CATALOG course is required of all master’s students unless it is tested out of readings covering a variety of biblical genres, write and deliver and must be completed within the first two semesters of coursework. prayers for different occasions including a funeral liturgy, a wedding liturgy, a communion liturgy, and a baptism/dedication 99 INTG 520 Critical Analysis in Theological Studies...... 3 liturgy, as well as a series of prayers for a worship service from This course will review the principles involved in critical analysis, select scriptural passages. a key skill for the completion of successful theological studies. It will review the different components that make up an “argument” INTG 550-555. M.T.S. General Studies Summative Projects. . . 3 and their relationship to critical thinking. Students will participate The M.T.S. General Studies summative project is focused in an interactively, applying these concepts to actual reading materials. area of vocational interest that the student designates when he/ Students will also learn to evaluate the components that define a she pursues the required vocational formation elective. Vocational successfully written critical paper in theological studies. During interest areas and corresponding project numbers are: the course, students will be required to construct and evaluate a INTG 550 Church, Culture, Diversity, final research paper applying the principles that they have learned. and Issues of Justice The topic of the paper can be one that has already been assigned in a INTG 551 Church and Missions different course in which the student is concurrently enrolled. This INTG 552 Discipleship and Spiritual Growth INTG 553 Family Ministries course is offered on a Credit/No Credit (CR/NC) basis only. INTG 554 Lay Leadership INTG 555 Support Ministries in the Local Church INTG 524 Church Renewal and Evangelism...... 3 ...... INTG 524A/B 1.5,1.5 Appropriate supervising professors are identified based upon the “Church renewal leads to evangelism leads to church renewal leads student’s area of vocational interest. to evangelism.” At the risk of oversimplification, this process may well describe the whole of the Christian faith for the last 2000 INTG 580A/B/C Koinonia: Leading and Building Community years. At the very least, it describes the inseparable relationship 2 credit hours each segment, 6 credit hours total This module develops a theology of Christian community between the two; for we cannot speak of renewal without Seminary evangelism nor evangelism without renewal. This course grounds considered in light of contemporary leadership contexts of local this relationship theologically as it guides us in biblical study as well churches and other ministry settings. The module will address as in contemporary issues that are relevant to the subject. By the spiritual and moral qualities of community and leadership, very nature of renewal and evangelism, however, this course also understanding the emotional system of the ministry participants, compels us to understand the relationship practically as it explores building teams, probing the nature of change, practicing missional church models as well as church-based evangelism observation of key elements of Christian culture and community, strategies. and leadership self-care. Above all, the module is designed to be a learning conversation about Christian community and leadership, INTG 531 Theology and Practice of Worship...... 3 with everyone participating in sharing and evaluating the reading INTG 531A/B ...... 1.5,1.5 and leadership experiences of others. This course explores the theological and the ecclesiological foundations of Christian worship. Ecclesiological considerations INTG 621 Faith, Reason, and Justice: From Proclamation to Practice...... require us to engage specific traditions, whether broad and 3 historical, or more local in scope. A specific task of the course, This course will explore the interplay of faith, reason, and justice among others, is the construction of worship services that express in the call of the Church to “put feet on” the Gospel. Students will the students’ tradition or independent congregational preferences. investigate the ways in which the pursuit of social justice is In addition to designing a worship experience, students will be grounded in the Gospel of Jesus Christ (and how some Christians required to link substantively the theological and ecclesiological reject that notion), as well as explore how Christians in various times bases of each specific facet of their worship experience, and explain and contexts have drawn on their faith and their understanding of these to the class. what it means to faithfully follow Christ in order to “proclaim good news to the poor…proclaim freedom for the prisoners and recovery INTG 532 The Word and Words in Worship...... 3 of sight for the blind [and] to set the oppressed free. Church pastors are responsible for sharing words in many ways, Foundations of Christian Community from leading liturgy to reading Scripture aloud, offering prayers to INTG 625 Development in Appalachia and Beyond...... 3 presiding at rites. The class will offer students the opportunity to This course is designed to cover the principles of Christian explore and practice each of these. Students will prepare Scripture community development and their practical application that have

EASTERN.EDU/ACADEMICS GRADUATE PROGRAMS emerged from a wide range of practices over time and have proven • How can I take care of myself while I engage pastoral so helpful to ministries in West Virginia and beyond. Drawing on situations, which are often draining and overwhelming? 100 readings from leading practitioners such as John Perkins, Wayne Gordon, Soong-Chan Rah, Bob Lupton, Ron Sider, Kretzmann and • How do I hold onto my faith and hope as I encounter human McKnight, and Michelle Warren, this interdisciplinary course realities, which seem un-redeemable and hopeless? reviews cultural competencies; economic development concepts • How do I develop a plan of care, which helps me respond and strategies and the role of competition and government and anticipate the needs of my congregations? intervention within those; and congregational leadership and community empowerment with an eye towards asset-based Students will learn the theological and historical foundations of community development, advocacy, and the roles of place, privilege, pastoral care and counseling, in the context of congregations and and community leadership in that process. communities of faith. They will practice together skills necessary to offer basic care and counseling, such as listening, presence, INTG 630 Interseminary Seminar...... 3 crisis intervention and assessment, boundary setting, pastoral Each year in the fall semester, four Palmer students who have assessment, brief counseling, appropriate referrals, etc. They will been chosen by the faculty take part in this seminar with students develop models of self-care so that abuse of self and other can be representing other area Protestant and Roman Catholic seminaries. prevented. They will engage in ongoing critical reflection about the Students are selected on the basis of academic achievement and variety of pastoral practices available so that the complexity and their perceived ability to constructively interact with diverse diversity of human realities and experiences can be adequately theological and social viewpoints. The topic of the seminar varies assessed, engaged, and respected. each year and is usually an interdisciplinary subject selected by students and faculty representatives. By invitation only; at least 52 PRMN 520 Introduction to Homiletics ...... 3 credit hours of coursework completed. PRMN 520A/B ...... 1.5,1.5 The foundational course in homiletics. Homiletics is the study of INTG 650 Independent Study in Integrative Topics. . . . . 3 the history, theory (including homiletic theology), and practice of A guided course intended for advanced students who wish to do preaching. As such, the course builds on fundamentals of biblical intensive, independent research in a topic integrating multiple interpretation, classical rhetoric, skills in understanding needs disciplines. Credit hours determined with professor. Free elective: and behaviors of individuals and groups, and the best in modern Seminary Students must meet current criteria for pursuing independent communication studies. With an awareness that at least some studies as outlined in Student Handbook preaching is required of most persons in practically every ministry (pastoral ministry naturally, hospital and military chaplaincies, Practice of Ministry national and international missions, campus ministries, and PRMN 510 Foundations of Pastoral Care more), the course seeks to give students opportunities to establish and Counseling...... 3 or enhance their developing expertise with preparing as well as PRMN 510A/B ...... 1.5,1.5 delivering sermons, meeting them wherever they may be in terms This course introduces students to the theology and practice of of preaching experience. Students will construct sermon outlines pastoral care and counseling, both in their theoretical and practical and preach at least one in-class sermon. Reading and/or viewing dimensions. Some of the questions it will address are: the sermons of noted preachers past and present is often a part of the course. • What is pastoral care? How do we counsel people in times of need? PRMN 521 Preaching Practicum...... 3 • When is it appropriate to counsel, and when is it better to This course builds on “Introduction to Homiletics.” The primary goal refer people to those who are professionally trained? of the course is to give students as many opportunities to preach as many different types of sermons (such as communion sermons, • What practical skills do I need to have in order to minister funeral sermons, lectionary-based sermons, social crisis sermons, to people who are struggling with a crisis in their life, who wedding sermons, etc.) as class size and time permit. Students have are grieving the loss of a loved one, who are considering opportunities to develop their skills more fully both in preparation getting married or divorced, who live in a violent and delivery of sermons. Attention may be given in this course household, etc.? to the timing of sermons, advanced public speaking skills, and/ or multiple traditional and contemporary approaches to sermon design (inductive preaching and sermon “moves,” for example).

EASTERN UNIVERSITY 2021/2022 ACADEMIC CATALOG As sermons are preached in class, faculty members and student of the history of Christian education in the United States and an peers join in supportive, constructive critique; a spirit of mutual envisioning of Christian education for the 21st century. encouragement for each member of the class is a major course goal. 101 PRMN 540 Organizational Management and Leadership...... PRMN 528 Engaging Grief and Loss: Resources for 3 Pastors, Congregations, and Lay Pastoral PRMN 540A/B ...... 1.5,1.5 Care Givers...... 3 This course builds upon students’ learning in SFRM 506 Nurturing This course provides pastoral care education on traumatic and Life and Character II with focus on the practical “nuts and bolts” natural losses and on the grieving processes associated with them. of leading and managing in both congregational and other Course participants will be introduced to spiritual, theological, organizational contexts. Corequisite: SFRM-506. THLE-520 or cultural, and scientific resources to better understand the complex THLE-521 is recommended. effects of short and long term grief and grieving and the healing potential of appropriate pastoral care and counseling. Besides PRMN 580A/B/C Kerygma: Communicating the Gospel 2 credit hours each segment, 6 credit hours total receiving theoretical material, course participants will be able to The primary purpose of this module is to guide the learner toward acquire tools and skills for spiritual guidance and pastoral care the development of a biblical foundation for the study, research, and to share with their congregations, their families, and the larger practice of proclamation. Learners will be introduced to different community in need (such as those communities which have been theories and modes of communication and exposed to the challenges hit by natural disasters). identified by communication scholars and faced by those working PRMN 529 Pastoral Counseling Through in the field of communication. The emphasis of this module will be the Stages of Life...... 3 on understanding the role and function of communication in and Pastors and pastoral counselors are often called upon to minister from the life of the church and other ministry settings. Special to people in their congregation and community over a broad attention will be given to the primary message of the Church and spectrum of ages and issues. This course will examine individual the options by which it can be contextualized in various cultures. and family development stages and identify selected pastoral Seminary counseling issues that coincide with these stages. While some of PRMN 581A/B/C Leitourgia: Leading People in the Presence of God these counseling issues are by nature crisis-oriented, students will 2 credit hours each segment, 6 credit hours total also learn to respond to normal “everyday” situations experienced This module will assist the learner to appreciate the cultural in congregational and family life. The course will draw from contexts of Christian worship within local churches and other developmental psychology, systems theory, and pastoral counseling ministry settings. It will explore biblical principles and historical principles to equip students for effective ministry within a biblical traditions of worship as well as current cultural forms and and theological context. perspectives. Learners will develop their own theologies of worship and gain skill in developing worship for their own cultural PRMN 530B African American Preaching Tradition...... 3 contexts. Learners reflect theologically on the essential elements of This course will be built upon these units: the slave preachers, the Christian worship and on their capacity to shape faith communities trailblazing preaching of African American women, the relatively and engage culture. The module will include a strong practical recent study of the “phonograph preachers,” and African American component, offering principles, methods, and skills for both the preachers in the modern era to include among others, Katie Geneva design and leadership of worship. Cannon, Suzan Johnson Cook, Creflo Dollar, Wilda Gafney, Peter Gomes, Prathia Hall, Barbara Harris, Reverend Ike, Martin Luther PRMN 586A/B Teaching the Faith...... 1.5,1.5 King Jr, Eddie Long, Ella and Henry Mitchell, Pauli Murray, Carlton This course is designed to help students move beyond their Pearson, Samuel DeWitt Proctor, Gardner Taylor, and Renita Weems. personal formation as followers of Christ to developing a comprehensive approach to the formation and education of the PRMN 530D Teaching the Faith...... 3 individuals and community within their context. It seeks to equip This course is designed to help students move beyond their students with educational tools useful for the teaching ministry of personal formation as followers of Christ to developing a the church. While practical in nature, it will include an exploration comprehensive approach to the formation and education of the of the history of Christian education in the United States and an individuals and community within their context. It seeks to equip envisioning of Christian education for the 21st century. students with educational tools useful for the teaching ministry of the church. While practical in nature, it will include an exploration

EASTERN.EDU/ACADEMICS GRADUATE PROGRAMS PRMN 611 Coaching Skills for Today’s Leaders...... 3 PRMN 631 Teaching Controversial Subjects in This course will equip students with basic coaching skills that the Gospels ...... 3 102 can be integrated and incorporated into their ministry setting. The course looks at the difficult passages in the gospels and leads Coach training can dramatically enhance the ministry leader’s students to interpret and struggle with conflict stories in the effectiveness as a leader and greatly increase the impact within gospels. Students will study the stories of Jesus that involve conflict their faith community and the larger local community. as well as interpret the stories of Jesus in relation to conflict in local congregations over issues. The goal is to provide students with PRMN 612 Personal Growth and Transformation practices for articulating and dealing with conflict in Christian Through Movies...... 3 ways. The hope is that students will develop alternative politics to This course introduces movies and clips from movies as a ministry the politics of the world grounded in the teachings of Jesus tool for growth and transformation in oneself and others. Teaching and learning strategies include viewing and reflecting on selected PRMN 632 Preaching As Communication...... 3 movies, readings in transformation and group facilitation, Pastors, Christian educators, denominational workers, individual and small group work, and brief classroom presentations. worship leaders, missionaries, and all church leaders engage in Each student will identify his or her primary leadership style and communication every day. This course is designed to help church how it encourages transformative growth in others. The class will leaders communicate clearly in every possible setting. Persuasion also investigate a variety of styles linked with transformational is the real authority of a leader, and learning the art of persuasion growth including a Midwife Leadership Style. Includes individual is an essential skill for church leaders. The course will include and small group work during and after the intensive. practical aspects of communication such as directing small groups, making budget presentations, articulating a vision for a PRMN 624 The Preaching of Women church executive council, teaching Sunday School, and preaching. in American History...... 3 Persuasion, argument, communication, and all the tools of rhetoric Women have been preaching, whether called that or not, from will be employed to aid the student in learning how to clearly give the beginning days of this country. They have been and are direction, vision, encouragement, and power to the church. This contributing to all facets of the preaching ministry: pastoral, social, course will satisfy the requirement for a preaching practicum and prophetic, educational, and evangelistic. This course focuses on provide skills for students who will work in the church in positions how women were given or denied pulpits, what women who were other than pastor. permitted to preach said, and how they said it. Beginning with the

Seminary widespread preaching of Quaker women in England before the PRMN 638 Birthing & Growing Small Groups...... 3 American Revolution, the course takes us from Anne Hutchinson Ministry is full of small groups but they are not the same. We need a through noted women preachers in modern American church variety of strategies and a variety of leadership styles to effectively history. We will attend to women from various ethnic and cultural nurture groups. We will explore questions like: What theoretical groups, and from various denominational traditions and theological knowledge and strategies inform our decisions in leading groups? perspectives. The course empowers women called to preach and in What strategies and behaviors can be learned (or unlearned) to search of their pulpits, and also encourages men to affirm more fully increase my “toolbox” for effectively leading a group? In what the gifts, callings, and rights of women preachers. ways does the type of group or the purpose of the group inform my strategy? Does it make a difference if the group is volunteers PRMN 629 Biblical Storytelling...... 3 or staff? What are effective strategies with different generations as “Biblical Storytelling is a spiritual discipline that entails the lively well as effective strategies that bridge generations? These are some interpretation, expression and animation of a narrative text of the of the questions that will be explored in this course. Old and New Testament that has been first deeply internalized and is then remembered, embodied, breathe and voiced by a teller/ PRMN 642 Counseling Skills for Ministry...... 3 performer as a sacred event in community with an audience/ Becoming a more effective counselor in a ministerial context congregation.” (Master Storyteller, Dennis Dewey). The story once requires the development of specific counseling skills such as embodied and shared beyond the four walls of sanctuary enables listening actively and reflectively, reframing, paraphrasing, etc. us to share the gospel. It becomes in essence a “storied spirituality” It also requires learning about specific models that provide a in which the teller and listener become engaged in a “language framework of reference to the counseling process. This intensive event,” which acts as an experiential vehicle of God’s Kingdom. course will focus on the development and practice of counseling Prerequisite: BIBL-501 or BIBL-503. BIBL-513 is recommended. skills for ministry. Throughout this course students will not only learn about the theoretical aspects that support the development of

EASTERN UNIVERSITY 2021/2022 ACADEMIC CATALOG specific counseling skills but will have the opportunity to practice PRMN 647 Managing Conflict within Congregations ...... 3 them to gain more confidence in their counseling ministries. Conflict has been present among God’s people from the beginning, and the Bible describes numerous situations dealing with conflict Dealing with Anger in Self and Ministry...... PRMN 643 3 that reoccur often within our contemporary church experiences. 103 All of us deal with anger individually, in our relationships, and in Conflict can be destructive, and conflict can lead to exciting ministry situations. While some Christians respond well to these change! This course will equip students to better understand the challenges, others experience confusion and anxiety, and respond nature of conflict, understand different conflict management styles in ineffective ways. This course, designed for those training to (including their own preferred styles), and respond effectively become pastors or counselors, will examine biblical principles when conflict is present in their church. This course will also regarding anger and develop a theological framework to understand explore how our personal and professional responses to conflict are God’s response, and our own behavior regarding anger. We will tied to our past and present relationships, and gain healthy ways to explore our personal experiences and responses to anger from deal with our own anger. a family systems approach and identify where and how we can grow as individuals. We will also explore how anger can manifest PRMN 650 Independent Study/Readings in other Christians and congregations, and how we can facilitate in Parish Ministry...... 3 others to turn these into learning experiences. This course offers opportunity for individual involvement in a significant research project or readings in a specialized area of PRMN 645 Counseling Individuals and Families ministry. Students must also meet current criteria for pursuing with Addictions...... 3 independent studies as outlined in Student Handbook. Addictive behaviors are very prevalent in our culture and in our churches. We are becoming more aware of and openly PRMN 651 Independent Study/Readings in acknowledging the many forms that addictive behaviors can Christian Education...... 3 take and the extreme damage it brings to individuals and those Student will design a learning contract with the professor utilizing around them. Christians are not immune from these behaviors, and readings, research papers, and conferences to gain insights on Christian education theory and practice. Students must meet

pastors are called on more than ever to respond with compassion Seminary and effective counsel to those struggling with addictions and current criteria for pursuing independent studies as outlined in those affected by the addictions of others. In this course we will Student Handbook identify common behaviors and root causes of addictive behaviors, Spiritual Formation including alcohol, substance abuse, gambling, and sexual addictions. The course will include presentations, guest speakers, videos, SFRM 505 Nurturing Spiritual Life & Character 1: Introduction to Spiritual Formation...... 3 field trips, and experiential learning. The issue of addictions and This course will familiarize students with the foundational aspects recovery will be examined through both theological and systemic of spiritual formation and spiritual disciplines so that their journey lens, with the goal of equipping pastors and counselors to provide of formation and transformation will be intentional, meaningful, effective counsel and discernment about appropriate referral. and grounded in our rich Christian tradition. PRMN 646 Healing from Trauma: Psychological and Spiritual Resources...... 3 SFRM 506 Nurturing Spiritual Life & Character 2: Journey to Wholeness...... 3 What constitutes trauma? What is the impact of trauma on our Building upon their learning and work in NSLC I, students explore bodies, minds, souls, and communities? Given the pervasive and the implications of spiritual and emotional health in the context of systemic nature of violence in our world, could we ever imagine their call to leadership. living free of trauma? This course will explore trauma theory and its effects in the lives of people and communities as it relates to SFRM 507 Nurturing Spiritual Life & Character 3: a myriad of issues (i.e. war, migration, poverty, gun and family The Christian Leader...... 3 violence, etc.). Throughout the course and the practice of basic In this course, students explore and demonstrate their ability skills, participants will identify spiritual, psychological and to integrate their personal faith and spiritual growth with their emotional resources that help us to break away from the endless understanding of the practice of ministry in context. cycle of violence, and to reclaim our presence in the world in ways that promote God’s peace rooted in justice. The course will include SFRM 530A Spirituality in Social Justice...... 3 and exploration of resources that are available in our Christian “He has told you, O mortal, what is good; and what does the Lord tradition and invite us to overcome evil with good (Rom. 12:21) for require of you but to do justice, and love kindness, and to walk ourselves and our communities. humbly with your God?” (Micah 6:8) What does it mean to “walk

EASTERN.EDU/ACADEMICS GRADUATE PROGRAMS humbly with God” as we “do justice and love mercy?” How do we SFRM 612 Spiritual Formation in Congregations...... 3 104 discern our part in the struggle and not become overwhelmed by the This course will explore holistic approaches to spiritual formation magnitude of the societal issues that need to be addressed? How do in congregations. Working from a “micro” to “macro” view, students we “ground” our spiritual journeys in ways that help us to act from will consider how to create an atmosphere for healthy spiritual a place of love and wholeness as we embody Christ to bring healing growth; how to facilitate a sense of integration and wholeness to a broken world? Using Scripture, as well as the works of ancient that encompasses life at home, work and church; how to move and contemporary writers, students in this course will explore beyond looking for the “perfect” program; and how to develop a the intersectionality of healthy spiritual formation and positive comprehensive strategy appropriate for their context. social action as they reflect on their own roles in the Church and in society. SFRM 615 Faith and Fiction...... 3 For centuries, writers have used (and misused) themes from Christian SFRM 580A/B/C Paideia: Spiritual Formation theology and history in service of the plot lines of popular fiction. 2 credit hours each segment, 6 credit hours total These works can be inspiring and engage us in ways that deepen our The module focuses on the meaning of biblical Christianity and its faith, or they can be controversial and foster misunderstanding and relationship to faith and practice within contemporary cultural error (sometimes a little of both!). Also, when an author touches on contexts. Special attention is given to the corporate dimensions a sensitive or controversial topic, the reaction of many Christians of spirituality and spiritual formation as patterned in the Old and has been to condemn the work—often without careful reading or New Testaments. Learners will develop a paradigm of spiritual meaningful critique—or to dismiss the book as “just fiction.” Yet growth and maturity that focuses on the community rather than these books (especially when they become bestsellers) can heavily the individual. In this study, spiritual direction is identified as influence the thinking of both believers and non-believers alike. a spiritual discipline that has been used from an early Christian Focusing on selected examples of modern popular fiction, students church to the present. Consideration is given to its relationship to in this course will explore and think critically about the use of culture, its expression in religious communities, and to insights for theology and church history/tradition in fiction (mostly secular), pastoral care from the field of psychology. and how the material may influence popular culture. Students will be evaluated, in part, on their ability to formulate thoughtful, effective SFRM 611 Traditions of Christian Spirituality for Today’s Church...... 3 ways to either make use of the material in preaching/teaching/ “Today...” writes Richard Foster, “...a mighty river of the Spirit engaging believers and unbelievers in the faith journey, or to Seminary is bursting forth from the hearts of women and men, boys, and effectively articulate appropriate responses to material that provides girls.” We find ourselves living in a unique time in church history. inadequate/inaccurate views of Christian life and faith. This “river” Foster refers to is the bringing together of Christian SFRM 650 Independent Study in Spiritual Formation. . . . 3 traditions and practices of spirituality across barriers that have separated them in the past. There is a new kind of ecumenicalism A guided course intended for advanced students who wish to do forming through spiritual practices. Where as in former days, intensive, independent research in a topic related to Spiritual certain disciplines defined a denomination or group, today spiritual Formation. Credit hours determined with professor. Students must practices are finding new audiences. Ancient practices such as also meet current criteria for pursuing independent studies as walking a labyrinth, prayer beads, divine reading, contemplative outlined in Student Handbook. Prerequisite: SFRM-505. worship, anointing with oil, and spiritual direction are being Supervised Ministries reclaimed and reenergized. Within the wide variety of Christian SUPV 522 Clinical Pastoral Care Practicum...... 3 tradition, each community has made meaningful contributions Pastoral visitation in a hospital or other institutional setting to the practicing of our faith. We have much to learn from our under clinical supervision. Verbatim reports, reading critiques, brothers and sisters. This course will provide a historical overview supervision, peer discussion and in-service learning experiences of the rich depth of spiritual practices found in our vast Christian are included in the program. At least 160 hours of supervised tradition (the contemplative tradition; the Holiness tradition; the learning is required. Offered during fall or spring semesters and in charismatic tradition; the social justice tradition; the evangelical Summer terms. SUPV 532 may be taken in place of SUPV 522. tradition; and the Incarnational tradition), exploring how these practices can spiritually form individuals and communities of SUPV 525/526 Theological Field Education 1A/1B faith today. Students will learn more about the practices of their 1.5 credit hours each semester–3 credits total own tradition as well as learn and engage in the practices of other The first year of theological field education is comprised of traditions. supervised ministry in a church-based setting. Faculty-led seminar

EASTERN UNIVERSITY 2021/2022 ACADEMIC CATALOG groups utilize an integrative reflective and practice model. Students cogently to life and ministry. Prerequisites: THLE-510, BIBL-501, must begin theological field education courses with the fall semester and BIBL-503. CHHM-510 is recommended. and remain in the same seminar group and site placement through 105 fall and spring semesters. THLE 521 Systematic Theology and Ethics: Reign of God...... 3

SUPV 532 Clinical Pastoral Education...... 3 or 6 This course probes several major themes in Systematic Theology A basic ½ or full CPE unit of supervised clinical pastoral education with the intention of cultivating the student’s ability to think in certified CPE centers. The program includes verbatim writing, deeply and carefully about their beliefs in dialogue with Christians lectures, visitations, on-call involvement, peer process group, past and present, from the Mediterranean basin to global points individual supervision, and in-service learning experiences. At of view. A critical component of this exploration engages the least 400 hours of supervised learning is required (240 in ½ unit). ethical implications of Christian theology. This course will discuss Offered in a variety of formats such as 12 weeks in the summer or as major themes within the framework of two major focal points: an extended experience throughout the academic year. the Trinitarian God and the eschatological Reign of God as God’s encompassing vision for creation. Within those two major themes, Students on Pastoral Leadership Track must complete either SUPV the course will examine more closely the Persons of the Trinity—the 522 CPC or ½ unit of CPE; Some students will be required by their Creator as the Dabar of the Reign, Jesus Christ as the Embodiment denomination to complete a full 400 unit of CPE to be ordained. of the Reign, and the Holy Spirit as the Ruach of the Reign—as well Supervised Ministries Office and institutional chaplain. as the doctrines of salvation (soteriology), the church (ecclesiology), and the “last things” (eschatology). In all of this, the course attends to SUPV 535/536 Theological Field Education 2A/2B 1.5 credit hours each semester–3 credits total the student’s ability to think, articulate, and apply beliefs and ethics The focus of this elective is on enhancing and identifying personal clearly and cogently to life and ministry. Prerequisites: THLE-510, and professional areas of growth for ministry in weekly seminar BIBL-501, and BIBL-503. CHHM-510 is recommended. groups. Students must begin theological field education courses M.T.S. Summative Research Project THLE 550/550A Seminary with the fall semester and remain in the seminar group and site in Theology...... 3 placement through fall and spring. This course represents the first of two summative projects required Theology for the MTS in Theology, in which the student, with the help of a faculty member, designs a research project in the form of an THLE 510 Theology and Ethics of Congregational Life. . . 3 independent or directed study that is relevant to the student’s This course explores the nature and mission of the church through area of interest. The project typically produces a research paper of its identity as people of God who are called to bear witness to 30-40 pages in length. There is room for flexibility and creativity if the good news of God’s reign. Giving priority to self and the local other formats are integral to achieving the learning outcomes of the congregation, participants address questions asked by contextual project. Prerequisite: THLE-520 or THLE-521. methodologies from several disciplines, especially theological ethics and congregational studies. THLE 551/551A M.T.S. Internship in Christian Faith and Public Policy...... 3 to 6 THLE 520 Systematic Theology and Ethics: Prerequisites: All foundational and most concentration work must Vision of Community...... 3 be completed; for full-time students some concentration work may This course probes several major themes in Systematic Theology be taken concurrently with the approval of the Dean’s Office with the intention of cultivating the student’s ability to think deeply and carefully about their beliefs in dialogue with Christians Professors in Christian Faith and Public Policy, and internship site past and present, from the Mediterranean basin to global points supervisors. of view. A critical component of this exploration engages the THLE 552 M.T.S. Summative Research Project ethical implications of Christian theology. This course will discuss in Christian Faith and Public Policy...... 3 major themes within the framework of two major focal points: the This course represents the first of two summative projects required Trinitarian God and vision of God expressed as God’s Reign. Within for the MTS in Faith and Public Policy, in which the student, with those two major themes, the course will discuss Scripture, the the help of a faculty member, designs a research project in the form doctrine of Creation, theological anthropology, the problem of sin, of an independent or directed study that is relevant to the student’s and the gift of grace. In all of this, the course attends to the student’s area of interest. The project typically produces a research paper of ability to think, articulate, and apply beliefs and ethics clearly and 30-40 pages in length. There is room for flexibility and creativity

EASTERN.EDU/ACADEMICS GRADUATE PROGRAMS if other formats are integral to achieving the learning outcomes of options for Christians as they participate in the political order. the project. Prerequisites: All foundational and most concentration Prerequisite: THLE-520 or THLE-521. 106 work must be completed; for full-time students some concentration work may be taken concurrently with the approval of the THLE 623 Christian Social Ethics...... 3 Dean’s Office An introduction to ethical discourse, this class will survey the field of theological ethics so that Christians may engage the ethical THLE 580A/B/C Theologia: Doing Theology in Context issues of the common life, shape the institutions of society, and aid 2 credit hours each segment, 6 credit hours total persons in forming faithful and objective moral judgments about The purpose of this module is to explore critically the constructive public matters. Special attention will be given to the relationship relationship between theological reflection and articulation on the between Christian faith and economics, politics, and law. A sub- one hand, and the socio-cultural contexts in which such reflection theme will be ecclesiology, a critical examination of the mission and articulation take place on the other. The fundamental questions and purpose of the Church. guiding the exploration are: (1) what are the dynamics of doing theology in context; (2) in what ways are theology and context THLE 624 Truth & Transformation: mutually influenced and determined; and (3) how do we do theology Ethics of the Visionary...... 3 in context? The goal of this course is to explore ethical and philosophical dimensions of projects of social and political transformation. The THLE 581 Doing Theology 1: Theological Method and category of “vision” will be developed and deployed metaphorically; Reflection...... 3 used as a trope to describe how moral actors receive, review and The course focuses on the nature, method, and sources of relate messages to their constituencies. Attention will be paid to theological method and reflection, helping students to understand how specific moral actors were “educated” by these messages, the relationship between Christian confessions, historical how specific moments and stages in their lives were formative influences and method. Students begin to “exegete” the theology of for their emotional, intellectual and “spiritual” maturation, and their context as well as beginning to identify their own theological how this maturation impacted broader social dramas. An attempt presuppositions. This course also provides and overview of the six will be made to probe the critical interplay between the individual classical church practices. moral subject and the social dramas and currents that shaped their eras. Selected historical personages will be viewed as religiousis THLE 582A/B Doing Theology 2: Exploring the Doctrines of Seminary the Christian Faith...... 1.5,1.5 homoiousios, as prismatic figures embodying certain constitutive This course introduces Christian theology as a critical discipline features of their time, people or civilization. in the church and in relation to wider society. It serves as a basic THLE 625 The Church as Community of Compassion. . . . 3 introduction to some of the traditions and diversity of Christian This class will identify, explore, and interrogate strategies by understandings for students both unfamiliar and familiar with the which local faith communities enact moral and aesthetic resources various expressions of Christianity. to create cultures of compassion and technologies of concern. The THLE 611 Theology and Public Policy...... 3 class rests upon the assumption that compassion is a central feature A theological/biblical analysis of the problems involved in moving of our discipleship and an inexpungeable dimension of Christian from biblical revelation and theological concepts to concrete public ethics. In a world in which many of our differences are settled in policy proposals. a theatre of violence – military, legal, economic, political, religious or domestic – how does the church serve as a healing agent, as a THLE 612 Political and Public Theologies...... 3 community of reconciliation? What does a compassionate church This course is designed to provide theological and ethical reflection look like? What does a compassionate disciple look like? on political thought and action. Representative doctrines for the Christian faith will be discussed with their implications for THLE 627 Ethics and Politics in the African-American Community...... 3 responding to government and politics. Participants will explore This course examines ways in which select African-American leaders classical and contemporary formulations of the relationship as well as religious communities and sub-cultures have appropriated between the church and the socio-political order. Biblical, historical, ethical norms in an effort to respond to the American social order. and philosophical resources will be examined and interrogated. Students will be asked to engage in creative and critical reflection In addition, students will be asked to question two divergent yet on representative leaders, practices, and movements in the African- related schools of thought: political theology and public theology. American community from the foundations of the Republic to the Our chief objective will be to consider sound theological-ethical present day. Though the primary focus is on select African-American

EASTERN UNIVERSITY 2021/2022 ACADEMIC CATALOG moral leadership as well as particular and specific religious THLE 637 Theology and Ethics of communities and sub-cultures, these “subjects” will be studied Martin Luther King, Jr...... 3 prismatically and as representations of broader religious social and This class will examine the theological and philosophical 107 political movements. Hence, the intersection between ethics, ethnicity, foundations of the life and work of Dr. Martin Luther King, Jr. class, and gender will be explored. Finally, participants will be asked Attention will be paid to King’s understanding of God, Christ, the to explore resources for leadership development by examining Church, and humanity, and how the interplay of these themes different approaches to social problems and various responses to the informed his quest to critique, contest, and transform North social order. American civilization and the emerging global order. Students will be asked to probe into King’s identity as a minister of the gospel, THLE 630 Theology of Romantic Love...... 3 explore his role and significance in the history of the Church, and The word ‘love’ is used in imprecise ways in present American examine his international theological legacy. Finally, students culture. This fact becomes uniquely problematic when speaking will be invited to discover the implications of King’s work for imprecisely about the love of God. With what kind(s) of love does contemporary ministry. God love us? With what kind(s) of love ought we to love God and one another? This course will examine one approach to answering these THLE 646 Molders of Theological Thinking...... 3 questions by placing the interpretation of the Song of Songs and This is an elective course exploring the writing of extraordinary related texts in biblical and historical theological perspective. It is church leaders during the past two thousand years. It offers anticipated that we will find that there is a lively biblical “theology students an opportunity to interact with the writings of Augustine, of romantic love” and that an exploration of this theme may serve Aquinas, Calvin, and Bonhoeffer in their context and also in our as a corrective on the one hand to stoic and on the other hand to contemporary contexts. The class will collectively study the four sentimental understandings of divine-human and inter-human leaders, but the students will have an opportunity to focus on relationships. In essence, this course will be an exploration of one leader for their major paper. We will listen to speakers who covenant theology in its most intimate expression. Prerequisites: have written on these four leaders, watch how they are portrayed BIBL-501 and BIBL-503. in videos and movies and see how our individual lives and Seminary denominational thinking has been affected by them. THLE 631 Persevering Hope: The Problems of Evil and Suffering...... 3 THLE 650 Independent Study in Theological Issues. . . . . 3 The daily news is filled with reports that may provoke questions An independent study course for advanced students who about the goodness of God. If God is good, then why does God allow desire to undertake intensive, independent research in one or people to do evil things? If God is good, then why does God allow so several theological issues. By permission and agreement with an much suffering? People in professional ministry are regularly faced appropriate instructor. Students must also meet current criteria with these and related questions arising both from our personal for pursuing independent studies as outlined in Student Handbook. experiences and the personal experiences of those whom we serve. Prerequisite: THLE-520 or THLE-521. The purpose of this course is to equip the participants and those they serve in ministry to persevere in hope in the face of personal THLE 651 Independent Study in Christian Ethics...... 3 encounters with evil and suffering. Prerequisites: BIBL-501 and An independent study course for advanced students who desire to BIBL-503. THLE-520 or THLE-521 is recommended. undertake intensive, independent research in one or several issues related to Christian Ethics. By permission and agreement with an THLE 635 Difficult Topics in Theological Studies...... 3 appropriate instructor. Students must also meet current criteria for The purpose of this course is to periodically examine different pursuing independent studies as outlined in Student Handbook. theological doctrines that have been deemed difficult to teach and preach in our churches. The course will begin by reviewing effective THLE 652 Independent Study in Christian Faith and Public Policy...... 3 teaching strategies that can be applied in church environments. An independent study course for advanced students who desire Students will learn how to prepare lesson plans with emphasis on to undertake intensive, independent research in issues related to creative teaching methods. A major doctrinal topic will be reviewed. Christian Faith and Public Policy. By permission and agreement Students will then develop a lesson plan for this topic and present a with an appropriate instructor. Students must also meet current short sample of it in class. Prerequisite: THLE-520 or THLE-521. criteria for pursuing independent studies as outlined in Student Handbook. Prerequisite: THLE-520 or THLE-521.

Other electives are offered as opportunities become available.

EASTERN.EDU/ACADEMICS GRADUATE PROGRAMS FACULTY AND STAFF 108 EASTERN UNIVERSITY

FACULTY AND STAFF

Eastern’s vibrant community of dedicated faculty and staff work to create a transformative educational experience rooted in faith, reason, and justice. Our faculty and leadership serve because they are passionate about Eastern’s mission and love being part of your journey. Faculty and Staff 109

, Enon , Enon Pastor Center , MS ’08, CEO, Center Lemoyne, PA ), Lemoyne, , Senior , (retired) Doctor , Medical Olson Research Group, Group, Research Olson , CEO, Denominational Executive , Denominational Executive retired Elkins Park, PA ’03, Elkins Park, Kistler-Tiffany Kistler-Tiffany Partner, , Managing United , United President Vice , Senior 1867 Capital, and CEO, , President (retired), and Builder , Land Developer Minaris Site Head, , Operations Marketing, (retired), President Vice Owner of Assisted Living Assisted Living of , Owner , JLL, President Vice , ’01, Executive (retired), Therapist and Family , Marriage Spring Branch, TX FL Park, Dowling PA International, Radnor, Trust PA Malvern, PA Spring City, (retired), TX Worth, Fort Communities (retired), Concordia Companies ( Berwyn, PA D.C. Washington, Justice, Public for PrincetonIM, Laramie, WY PA Wellsboro, Physicians, Country North Regenerative Medicine, Edgewater, NJ Edgewater, Medicine, Regenerative State University; College; M.A., Michigan Providence State University) Michigan Ph.D., Drexel M.S.N., University; Villanova B.S.N., University; University) PA Wayne, of the Saviour, Church Inc., Yardley, PA Inc., Yardley, M.S.N., University; Jefferson Thomas College; B.S.N., University) Messiah Towson State University; B.A., University of Maryland; of Maryland; University B.A., University; State Towson Widener University) M.S.W., Berwyn, PA Advisors, Philadelphia, PA Philadelphia, PA Baptist Church, Philadelphia, Tabernacle  Huff Lucy Mrs. Leon E. Lombard Mr. Chairman, Fiduciary , Vice Merriman Richardson T. Mr.  Thomas M. Petro Mr. ’54 Richard E. Rusbuldt Dr. Street Malcolm Mr. Mr. Adam K. Shute Adam Mr. Summers A. Maier Stephanie Mrs. , Dennis Tanner Dr. ’63 Ardell Thomas, M.D. F. Dr. Hill, , Clark , Member Esq. Tomilson, W. Robert Mr. (B.A., (B.A., Education of Erin Rappuhn ‘21, Assistant Professor Villanova Nursing (B.S., of ‘21, Lecturer Rosenbluth Alyssa , (retired) Director R. Sauchuk, ’81, Executive Stacey Dr. K. Seltenheim Jon Mr. Mr. Charles A. Olson, III ’90 A. Olson, Charles Mr. Gettysburg (B.A., Nursing of ‘21, Lecturer Phillips Molly Price, ’18 Kara R. Dr. (B.S., (B.S., Work Social of , Lecturer (‘21) Dianna Montgomery Morrison A. Jeffrey Mr.  Mulhearn W. Leah Mrs. Rev. Dr. Alyn E. Waller MDiv ’98 MDiv Waller E. Alyn Dr. Rev.

(retired), , President, Dechert, LLP, Dechert, LLP, President, Vice Executive , Impact Health, Wayne PA Wayne Impact Health, Partner, Senior Pastor Pastor , Senior Former Pennsylvania State Pennsylvania , Former Chair of the Board of of the Board of , Chair CEO, Wisdom , Wisdom Member , Managing Pastor, Executive , Regional MMBB Financial Service, MMBB , CEO, , M.D., P.C., P.C., Doctor, M.D., , Medical Trustees, of Board of Chair , Past Eastern University, St. University, Eastern , President, US Member, Staff , Professional Mt. Calvary Baptist Baptist Calvary Mt. Pastor, , Senior H.R. (retired), Director, , Executive Owner and Operator , Owner Ion Advisors, Advisors, LLC, , Ion , ‘93, President P&R Publishers, Publishers, , Consultant, P&R Lexington Lexington (retired), , Headmaster Former Vice President and Academic Dean, Academic and President Vice , Former , Huntingdon , Huntingdon CIRQUARE Director, , Managing

Christian Academy, Spruce Head, ME Spruce Head, Academy, Christian Chapel Hill, NC KPMG, Gough Management Management Gough President, University, Eastern Castle, NH New Company, Philadelphia, PA Philadelphia, Representative, , (retired) Officer Operating Associates; Chief Brisbon PA Philadelphia, Hospital, of Pennsylvania University New York, NY York, New on Committee of Representatives, House MD Appropriations, Hyattsville, New York, NY York, New PA Wayne, Baptist Church, Memorial Pinn (retired), Church, Ardmore, PA University; Eastern Trustees, PA Esperanza, Philadelphia, Wayne, PA Wayne, PA Baptist Churches, Mechanicsburg, American Capital, King of Prussia, PA PA Davids, Amachi, Inc., Philadelphia, PA Amachi, Inc., Philadelphia, NJ Amboy, Cathedral International, Perth CEO, PA Valley, PA Conshohocken, College, Berwyn, PA Eastern PA Philadelphia,  Jr. C. John Honor, Mr. Mr. Arthur W.  Hill W. Arthur Mr. Mrs. Delores Brisbon Mrs.  Bishop Williams Louise Hon. Mr. W. Donald Gough ’67 W. Mr.  Louis Barbarin, C.P.A. Mr. ’68 Chatman M.Div. Jacob Dr. Mr. Jared Bass, Esq. ’07 Jared Mr. ’87 ’83, M.Div. Cortés Danny Rev.  B. Evans Ronald Mr.

 Jr. G. Davis, Albert Rev. THE BOARD OF TRUSTEES OF BOARD THE Esq. ’91 Clemens, Steven Mr.  Frischkorn Frank Dr. Rev. ’00 D.Min. Goode, Sr., Wilson W. Dr. Rev.  A. Matthews Ronald Dr.  McNamara Michael J. Mr.

Senior Pastor and Pastor ’79,, Senior D.Min. Jr., Bishop Donald Hilliard,  Aljit Joy Mr. Kane D. Matthew Mr. B. Kim Jean Dr.  Mandarino J. Michael Dr. ’15, Martinez, R. Mario Mr. TRUSTEES EMERITI TRUSTEES 110 Faculty and Staff Caroline Campbell(’14),Lecturer of Social Work (B.A., Rhonda Burnette-Bletsch (’14),Professor of BiblicalStudies Jeanne W.Bundens (’93), Professor of Chemistry(B.A., B.S., Ryan Brown (’21), Visiting Lecturer of Philosophy (B.A., F. David Bronkema (’06), Associate Professor ,Ph.D. in Frieda E.Brinkmann(’16), Assistant Professor of Donald J.Brash (’97), Associate Professor of Historical David H.Bradstreet(’76),Professor of Astronomy, Mary T. Boylston (’85), Professor of Nursing (B.S.N.; Steven D. Boyer (’98), Professor of Theology (B.A., Thomas J.Bonerbo (’07), Senior Lecturer of Education (B.A., Nancy H.Blackburn(’18), Assistant Professor of Nursing J. Christopher Bittenbender(’98), Professor of English E. Alfaro(’21), AssistantProfessorRachael of Biology G. Alexander(’16), Alexios Assistant Professor of Political Adetokunbo Adelekan Lois Abdelmalek EASTERN UNIVERSITY FACULTY Millersville University; M.S.W., Temple University) (B.A., Duke University; Ph.D., Duke University) Eastern College;M.A.,Ph.D., Bryn Mawr College) College) B.S., B.A.H., Villanova University; M.A.,Ph.D., Boston M.A., Ph.D., Yale University) Organizational Leadership(B.A., Swarthmore College; University, Ph.D., Temple University) Languages (B.A., Eastern College,M.A., Villanova Drew University) Theology (B.A., Westminster College;M.Phil, Ph.D., M.S., Ph.D., University ofPennsylvania) Observatory/Planetarium Director (B.S., Eastern College; Pennsylvania; Ed.D., ImmaculataUniversity) C.C.R.N. Villanova University; M.S.N., University of University) Conwell Theological Seminary;Ph.D., Boston University ofSouth Carolina;M.A.T.S., Gordon- Columbia University; M.A.,Idaho StateUniversity) Seminary; M.S.N., Wilmington University) (B.S.N., Eastern University; M.A., Trinity Theological Bucknell University; Ph.D., University ofSt. Andrews) (B.A., Middlebury College;MA.,Bloomsburg; M.A., University of New Mexico) of Oxford; M.Sc.,University ofKentucky; Ph.D., (B.Sc., Washington &LeeUniversity; M.Sc.,University Maria SchoolofLaw) Science (B.A., ClaremontMcKenna College; J.D., Ave Seminary)Princeton Theological Andover Newton Theological School,M.Div., Ph.D., Theology andEthics(B.A. Morehouse College,M.A. of Louisville) The Pennsylvania StateUniversity; M.F.A., University EASTERN UNIVERSITY (‘19), Associate Professor of Theater (B.A. (’01), Associate Professor of Elaine Fuguet(’15), Lecturer of Nursing(B.A., Eastern StevenFord (’17), A. Assistant Professor of Music (Chair) Eric G.Flett(’04),Professor of Theology and Culture Patrizia L.Fitzgerald(’20), Associate Professor of Nursing Maria E.Fichera Paul M.Felker (’20), Associate Professor of Social Work Peter Enns(’12), Abram S. Clemens Professor of Biblical Susan Edgar-Smith(’05), Professor of Counseling Eckert (’20),Sarah Anne Assistant Professor of Education Patrick W.Duthie (’20), Associate Professor of Business Wynand deKock (’11), Professor of Leadershipand Whitney Collins(’13), Assistant Professor of Business(B.A., Walter Sing-wa Chung(’02), Professor of Counseling Diane Chen(’04),Professor of New Testament (B.S., Heewon Chang(’97), Professor, Ph.D. in Organizational Phillip Cary Walden University) University; B.S.N., West Chester University, M.S.N., Arts) Eastern University; M.F.A., Vermont CollegeofFine and Executive Director of FineandPerforming Arts (B.A., Seminary; Ph.D., University ofLondon) (B.R.E., PrairieBibleCollege;M.A.Fuller Theological D.N.P., The Pennsylvania State University) (B.S.N., Neumann College;M.S.N., Drexel University; College; Ph.D., University ofPennsylvania) University) (B.S.W., Eastern University; M.S.W., Ph.D., Widener Harvard University) M.Div., Westminster Theological Seminary;M.A.,Ph.D., Studies (B.A., Messiah College,Rutgers University; Connecticut College;Ph.D., Bryn Mawr College) Psychology; Dean,Collegeof Education(B.A., M.A., State University) (B.A., New York University; Ph.D., The Pennsylvania University) (B.A., M.A.,Boston University; Ph.D., Northwestern University ofSouth Africa) M.Div., Church ofGodSchool Theology; Th.D., Formation (B.A., Randse Afrikaanse Universiteit; Lafayette College;M.B.A., Lehigh University) Illinois University) M.A., Biblical Theological Seminary;Rh.D., Southern Psychology (B.A., M.S., Southern IllinoisUniversity; Seminary) Institute of Technology; M.A., Ph.D., Fuller Theological University ofCalifornia, Berkeley; M.S., Massachusetts University ofOregon) Leadership (B.A., Yonsei University; M.A.,Ph.D., University; M.A.,Ph.D., Yale University) (’98), Professor of Philosophy (’98), Professor of Biology(B.S., Manhattan 2021/2022 ACADEMICCATALOG (B.A., Washington Faculty and Staff 111 GRADUATE PROGRAMS GRADUATE Assistant Professor of Music Music of Professor Assistant (’19) (B.M., The Pennsylvania State University; M.M., M.M., University; State Pennsylvania The (B.M., of Maryland) University D.M.A., Arts; of the University M.Div., M.A., University; Joseph’s St. Studies (B.A., Westminster Seminary; D.Min., Theological Biblical Seminary) Theological C.P.A., College; B.S., Junior Christian Northeastern of Kentucky; University College; M.S., Lipscomb David of Evansville) University M.B.A., M.A. Chung- University; Northeastern Studies (B.A., Austin) at Texas of University Ph.D., Ang University; State University; Pennsylvania The (B.A., Psychology University) Lehigh Ph.D., University; Villanova M.S., College of Baylor Ph.D., University; LeTourneau (B.S., Medicine) Theological M.A., Gordon-Conwell University; Yale Dame) of Notre University Seminary; Ph.D., Washington George Ed.D., Virginia; of University University) University; Taylor (B.A., Leadership Organizational in Massachusetts Ph.D., University; Harvard M.U.P., Institute of Technology) Polytechnic Virginia Ph.D. M.S., College; Wabash (B.A., Institute) University) Saint Joseph’s South in of Natal University M.S., (B.S., Mathematics of Illinois) University Africa; Ph.D., M.A., University; Eastern Studies (B.A., Communication University) Villanova M.A., Washington; of University (B.A., Anthropology Diego) San of California, University Ph.D., M.A., Ph.D., University; Villanova (B.A., Justice Criminal University) Temple Queens College, Biblical Studies (B.A., of Professor Seminary; M.Phil, Theological Alliance M.Div., CUNY; University) Drew Ph.D., Edward R. Jakuboski, Jr. Jr. Edward R. Jakuboski, Urban of Professor Assistant (’07), Johnson Kimberlee (A.S., Business of Lecturer (’96), Senior Jones Jo Mary Communication of Associate Professor (’17), Jung Hyeri School of Associate Professor (’13), Catherine Kunsch Biochemistry of Professor (’05), Alan Lawton Jeffrey (B.A., History of Associate Professor Lee (’10), J. Michael M.A., (B.A., Education of Assistant Professor Lee (’19), Mun Ph.D. Assistant Professor, (’17), Christa R. Lee-Chuvala Mathematics of Associate Professor S. Longo (’18), Gregory M.S., (B.S., Education of Lecturer (’13), McKeown Nicole of Lecturer Senior (’00), McLallen Whitley Nicola of Assistant Professor (’13), Susannah Cobb McMonagle and Missiology of Professor (’92), Meneses Eloise Hiebert of Assistant Professor Visiting (’19), M. Miamidian Helen Associate Chaplain, University (’93), B. Modica Joseph Associate Professor of English and English of Professor Associate (’07),

Director of Center for Teaching, Learning & Technology Technology Learning & Teaching, for Center of Director Dominion Old M.F.A., University; Eastern (B.A., University) State University) Pennsylvania The M.B.A., of University M.S.W., University; Atlanta Clark (B.A., University) Atlanta Clark Ph.D., Pennsylvania; M.A., University University, Duke Science (B.A., Political University) Temple Ph.D., of Pennsylvania, Joseph’s St. M.S. of Delaware; University (B.S., University) Temple Ph.D., University; University) Widener College; M.S.W., Eastern Gordon-Conwell College; M.Div., Wheaton (B.A., Theological Th.M., Seminary; Theological Princeton International University) Trinity Seminary; Ph.D., State College; M.A., Colorado State Western (B.A., University) Regent Ph.D., University; University) Chester West M.A., University; of University Ph.D., M.S., Millersville University; Delaware) of South University (B.A., Counseling Psychology Psy.D., M.S., University; Carolina; M.A., Eastern College of Osteopathic Medicine) Philadelphia University) Temple Ph.D., University; Eastern (B.A., Leadership (B.A., Organizational M.A., Andrews University) Temple Ph.D., University; Indiana University) M.S., University; Eastern University; Chester West College; M.A., King’s The College) Mawr Bryn Ph.D., of University M.S.W.; University; Eastern (B.S.W. Pennsylvania) Ursinus College; Ph.D., Temple University) Temple College; Ph.D., Ursinus (B.S., (B.S., Business of Lecturer Senior H. Gilmore (’07), Tod Work Social of Associate Professor (‘21), Cherese Godwin of Associate Professor (’05), Sharon Gramby-Sobukwe Kinesiology of (’06), Associate Professor Greenwood Tracey (B.S.W., Work Social of Lecturer Senior Leslie Gregory (’95), History Church of Professor (’01), George Hancock-Stefan Studies Communication of Professor (’11), Hatch John Eastern (B.A., English of Lecturer (’08), Katrina Hayes (B.S., Biology of Associate Professor (’11), Hays Rebecca of Assistant Professor (’21), Henderson W. Jarrett Mathematics of Assistant Professor (’21), Brandi Henry in Ph.D. (’04), Professor, Hernandez Kathy-Ann Kinesiology (B.S., of Lecturer (’04), Senior Horton Douglas J. (B.A., Mathematics of Professor III (’00), B. Huddell, Walter Work Social of Assistant Professor (’16) Shelita L. Jackson L. Gidjunis Rebecca (B.S., (B.S., Physics of Professor M. Giammarco (’07), Joseph EASTERN.EDU/ACADEMICS 112 Faculty and Staff Jacquelyn M.Raco(’16),Lecturer of Nursing (B.S.N. Frederic C.Putnam(’12), Professor in the Templeton Honors Kristen B.Poppa (’16), Associate Professor of Marriage and Mayra G.PicosLee(’05), Senior Lecturer in(B.A. Counseling Molly Phillips(’21), Lecturer of Nursing (B.A., Gettysburg Darrell Pearson (’99), Associate Professor of Youth Ministry Joon-Seo Park (’09), Professor of Chemistry(B.S., M.S., Ruth Baugher Palmer (’02), Professor of Counseling Franklin Oikelome (’11), Professor, Ph.D. in Organizational M. CatherineNeimetz (’08), Director, Early Childhood Mike Mtika (’01), Professor of Sociology(B.S., Bunda Julie W.Morgan (’92), Professor of Communication Michael J.Morabito (’19), AssistantProfessor of Computer Dianna Montgomery (’21), Lecturer of Social Work (B.S., Joao M.Monteiro (’05), Professor of Sociology(B.A., M.A., University) University ofPittsburgh,M.S.N., M.Ed.Eastern Annenberg Research Institute) College for Hebrew &CognateLearning, Ph.D. The M.Div. Biblical Theological Seminary, M.A. The Dropsie College (B.S., Philadelphia CollegeofBible,S.T.M., Evangelical Seminary;Ph.D., Eastern University) Family Therapy Theological Seminary) de Tamaulipas, M.Div, D.Min., Eastern Baptist Universidad delNoreste, B.A. Universidad Autonoma Messiah University) College; B.S.N., Thomas Jefferson University; M.S.N., Eastern University) Theological Seminary;D.Min., Palmer Seminary of (B.S., ColoradoStateUniversity; M.Div., Bethel Sogang University Seoul;Ph.D., University ofHouston) University) Psychology (B.A., Messiah College;M.Ed.,Ph.D., Temple London SchoolofEconomics) Leadership (B.S., University ofLagos;M.Sc.,Ph.D., Ph.D., University ofPittsburgh) University ofPennsylvania; M.Ed.,Rutgers University; Education, Associate Professor of Education (B.S., Clarion Washington StateUniversity) M.S., Reading University, United Kingdom;Ph.D., College of Agriculture, University ofMalawi Southeastern University) Studies (B.S., M.S., Radford University; Ed.D., Nova University) Science (B.A., Eastern University, Ph.D., Lehigh M.S.W.,University) Widener Towson StateUniversity; B.A., University ofMaryland; University) Olivet Nazarene University; M.Phil., Ph.D., Drew EASTERN UNIVERSITY (B.A., University of Valley Forge; M.A., Michael Thomas(’10), Assistant Professor of Psychology William Storm(’15), Assistant Professor of English (B.A., Tara Stoppa(’09), Associate Professor of Psychology (B.A., Sally Stern(’18), Lecturer of Nursing (B.S.N., Bloomsburg Kenton L.Sparks (’00), Professor of BiblicalStudiesand Cheryl Sparks (’14), Assistant Professor of Marriage and Albert C.Socci(’04), Associate Professor of Business; Cynthia K.Snyder (‘21), Assistant Professor of Nursing (B.S., Kathryn N.Smith(‘19), AssistantProfessor of Liberal Wendell H.Scanterbury(’21), AssistantProfessor of George (Jo) Saba(’09), Senior Lecturer of Psychology (B.S., Alyssa Rosenbluth (‘21), Lecturer of(B.S., Nursing Villanova Melanie L.Rodriguez (’20), Lecturer of Nursing (B.S.N., Jonathan M.Reimer (’20), Assistant Professor of Patricia Reger (’06),Professor of Kinesiology;Dean,College Erin Rappuhn(‘21), AssistantProfessor of Education (B.A., University; M.A.,Psy.D., Regent University) and Communications(B.S., Philadelphia Biblical and Associate Vice President for Marketing, Enrollment, Ph.D., Marquette University) Marquette University; M.A.,University ofMississippi; Ph.D., The Pennsylvania StateUniversity) Moravian College;M.S., MillersvilleUniversity, M.S., University; M.S., Villanova University) Ph.D., University ofNorth Carolina,ChapelHill) State University; M.A.,ColumbiaBibleSeminary; Provost (B.A., Johnson BibleCollege;M.B.A., Kennesaw Eastern University) M.A., ColumbiaInternationalUniversity; M.A.,Ph.D. Family Therapy Southeastern University) College; M.A.,Framingham StateCollege;D.B.A., Nova Dean, Collegeof BusinessandLeadership(B.S., Bentley Ph.D., The Pennsylvania StateUniversity) Moravian College;B.S., M.S., GrandCanyon University; University ofDallas, Irving, TX) Studies (B.A., University ofNew Mexico; M.A.,Ph.D., Eastern University) M.Div., Westminster Theological Seminary;Ph.D., Marriage andFamily Therapy (B.S., Nyack College; M.A., Eastern University) University) University; B.S.N., Villanova University; M.S.N., Drexel Grand Canyon University; M.S.N., Drexel University) Th.M., Regent College;Ph.D., University ofCambridge) History,(B.A., University ofBritish Columbia;M.A., University) of Health andSocialSciences(B.S., M.S., Ph.D., Temple Ph.D., Michigan StateUniversity) Providence College;M.A.,Michigan StateUniversity; (B.S., University ofNorth Carolina; 2021/2022 ACADEMICCATALOG Faculty and Staff 113 GRADUATE PROGRAMS GRADUATE Liberal Studies; Dean, College of Arts and Humanities Arts and Humanities Dean, College of Studies; Liberal Christian Ozark College (B.A., Honors Templeton and D.Phil., M.Phil., College, Regent Th.M., College; M.A., of Oxford) University M.Div, University; Chester West (B.S., Testament Seminary; M.A., PhD., Theological Baptist Eastern University) Temple Eden M.Div., University; Ottawa (B.A., Ministry Theological Lancaster D.Min., Seminary; Theological Seminary) (B.A., West Chester University; M.Ed., Ed.D., Widener Widener M.Ed., Ed.D., University; Chester West (B.A., University) M.Eng. University; Temple (B.A., and Education State University) Pennsylvania M.Div., Bucknell University; and Counseling (B.S., D.Min., Seminary; Theological Gordon-Conwell Seminary) Theological Baptist Eastern Cabrini University) M.S.N., Immaculata University; Virginia) of University M.A., Ph.D., University; Eastern University; Eastern College; M.B.A., Joseph’s St. (B.S., University) Family Holy M.S.N., East Carolina Univeristy; (B.M., Music of Professor of University D.M.A., of Maryland; M.M., University Maryland) University) Lehigh College; M.B.A., Gordon Temple College; M.Ed. King’s The Counseling (B.A., University) Gordon (B.S., Theological Seminary Chaplain and Palmer Theological Baptist Eastern M.T.S., College; M.Div., England) of Durham, University Seminary; Ph.D., Eastern D.Min., M.Div., of Delaware; University (B.S. Baptist Theological Seminary) Assistant Professor of Ethics and Ethics and of Professor Assistant (’17), Brian A. Williams Old of Professor Associate (’99), Deborah Winters Christian in Lecturer Senior (’94), Marsha Woodard Brown Affiliate Professor of Education of Education Professor Affiliate (’95), Mercurio Harry Mathematics of Professor Affiliate (’11), Carol Nigro Care Pastoral in Professor Affiliate Pretz (’99), S. Timothy Nursing (B.S.N., of Professor Affiliate (’19), B. Reape Rebecca (B.A., Philosophy of Assistant Professor (’11), Richards Amy Nursing of Professor Affiliate (‘21), Antonia Scanterbury Affiliate Music (‘21), of Professor Affiliate Scott (‘21), Karla of Business (B.A., Professor Affiliate Lorie Thomas (‘18), of School Professor Affiliate (’99), Horn Van Kathy Testament New of Professor Affiliate (’95), Deborah Watson Leadership Pastoral of Professor Affiliate (’87), Wool Peter Affiliate Professor of Marriage and of Professor Affiliate (’21),

Affiliate Professor of School Professor Affiliate (’21),

(B.A., M.A., Ph.D., Rutgers University) Rutgers Ph.D., M.A., (B.A., Indies; M.A., West of University (B.A., Psychology Theological Baptist Eastern M.T.S., College; Eastern University) Immaculata Psy.D., Seminary; University) Temple College, M.F.A., Swarthmore The M.Ed., State University; Pennsylvania The (B.S., Pennsylvania The Ph.D., State University; Pennsylvania State University) (B.A., National Missionary Seminary of Seminary Missionary National (B.A., Therapy Family University; Saint Mary’s Mount Abuja; M.Div., St. Paul, Ph.D., Central Connecticut State University; M.S., England) New University Antioch M.A., Jersey; of New College The (B.A., Psychology Temple Colorado Springs; Ed.D., Colorado University, University) Theological Palmer M.T.S., University; Joseph’s Saint University) Eastern Seminary; D.A., Eastern M.Div., University; Temple (B.A., Ministry Northern Seminary; D.Min., Theological Baptist Baptist Theological Seminary) of North College; M.Ed., University Catawba (B.A., Immaculata University) Carolina; Ed.D., LaSalle University) (B.A.,M.A., of Pennsylvania) College; M.A., University Wheaton College; M.M., Oakland Lenoir-Rhyne (B.A., Music Conservatory) Shenandoah D.M.A., University; Psy.D., University; Eastern M.S., University; Eastern College of Osteopathic Medicine) Philadelphia College of Palmer College; D.C., Muhlenberg (B.A., Chiropractic) Associate Professor of Criminology Criminology of Professor Associate (’15), Horne Van Sheryl Counseling of Associate Professor (’95), Walters Randolph Dance(B.A. of Lecturer Senior (’12), Stephen A. Welsh Education of Assistant Professor (‘21), Wiggs Nicole Jennifer Antoni Jennifer Psychology(B.S., of Professor Affiliate Lori E. Banfield (’21), in Christian Professor Affiliate (’05), Phaedra Blocker of Education Professor Affiliate Christman (’09), Ronald of Education Professor Affiliate Cipollone (’17), Q. Jennifer of Business (B.A., Professor Affiliate (’13), Leslie Elken of Professor Affiliate (‘21), Stephanie Esposito-Olcese of Education (B.A., Professor Affiliate (‘21), Harne Alexander of Biology Professor (’06), Affiliate H. Lutz Wayne

Collins I. Anaeche AFFILIATES OF THE FACULTY OF AFFILIATES EASTERN.EDU/ACADEMICS Faculty and Staff 114 EMERITI FACULTY J. SamuelEscobar,Professor in Missiology (B.A., M.A., James Engel,DistinguishedProfessor of Marketing and J. Nathan Corbitt,Professor of Urban Studies(B.M.E., Caroline L.Cherry,Professor of English(A.B., Randolph Anthony Campolo,Professor of Sociology (A.B., Eastern Andrew F. Bush,Professor of Missiology (B.A., Princeton Darrell F. D. Boyd, Professor of Urban Studies(B.A., Duke Frederick J.Boehlke, Jr. , Professor of History (B.A., Gordon C.Bennett, Sandra L.Bauer,AssociateProfessor of Social Work (B.A., Universidad ComplutensedeMadrid) Universidad Nacional Mayor deSan Marcos; Ph.D., of Illinois) Research (B.S., Drake University; M.S., Ph.D., University Theological Seminary) Theological Seminary;D.M.A., Southwestern Baptist Mars HillCollege;M.C.M., Southern Baptist North Carolina) Macon Woman’s College;M.A.,Ph.D., University of Theological Seminary;Ph.D., Temple University) Baptist College;B.D., Th.M., Eastern Baptist Seminary) et Archéologique; DMin., Princeton Theological Diplôme Eléve Titulaire, Honors, EcoleBiblique University; M.A., Alliance BiblicalSeminary; Seminary; Ed.D., Nova Southeastern University) University; M.Div., Gordon Conwell Theological Pennsylvania) Theological Seminary;M.A.,Ph.D., University of University of Pennsylvania; B.D., Eastern Baptist Divinity School;M.A., Temple University) (A.B., Dickinson College;M.Div., Berkeley Baptist Ph.D., Bryn Mawr College) Miami University, Ohio; M.S.W., Tulane University; EASTERN UNIVERSITY Associate Professor of Communications Edward G.Kuhlmann, Professor of Social Work (A.B., Glenn Koch, Professor in New Testament (B.D., Th.M., Christina Jackson, Professor of Nursing (B.S.N., M.S.N., A. GilbertHeebner, DistinguishedProfessor of Economics Hall, DistinguishedProfessorChristopher A. of Theology David C.Greenhalgh,Founding Director, Ph.D. in Donald C.Gray, AssociateProfessor of Sociology Peter Genco,Professor of Philosophy (B.A., Houghton Elouise Renich Fraser,Professor of Systematic Theology Fraser, ProfessorDavid A. of Sociology(B.A., Columbia Pennsylvania) Wheaton College;M.S.W., D.S.W., University of University ofPennsylvania) Eastern Baptist Theological Seminary;Ph.D., and University) University ofPennsylvania; Ph.D., The Union Institute Pennsylvania) (B.A., University ofDenver; M.A.,Ph.D., University of Ph.D., Drew University) Theological Seminary; TH.M., Regent College;M.Phil., (B.A., University ofCalifornia, Los Angeles; M.A.,Fuller University) M.A., M.Ed.RhodeIsland College,Ed.D. Boston Organizational Leadership(B.A., Barrington College, Kentucky; M.S., Villanova University) Theological Seminary;M.A.,Ph.D., University of (B.App.Math., University ofMinnesota;B.D., Fuller College; M.A.,Ph.D., New York University) University) Fuller Theological Seminary;M.A.,Ph.D., Vanderbilt (B.A., ColumbiaInternationalUniversity; M.A., Seminary; M.A.,Ph.D., Vanderbilt University) A.M., Harvard University; M.Div., Fuller Theological International University; A.B., Stanford University; 2021/2022 ACADEMICCATALOG Faculty and Staff 115 GRADUATE PROGRAMS GRADUATE (B.A., Houghton College; M.Div., Gordon Divinity Divinity Gordon College; M.Div., Houghton (B.A., Ph.D., Seminary; Theological Princeton Th.M., School; Psychology) Graduate School of Fuller Waterloo (B.A., & Public Policy Ministry Holistic University) Yale Ph.D, M.A., B.D., University; Lutheran Illinois M.A., Southern University; Denison (B.S., of Delaware) University Ph.D., University; University) Villanova College; M.A., of Southern University College; M.S., Gordon (B.A., State University) Pennsylvania The Ph.D., California; of University Ph.D. Illinois University; Southern Minnesota) M.A., Ph.D., University; Queen’s (B.A., and Philosophy University) Northwestern Theological Calvin College; B.D., Calvin (B.A., of St. Michael’s University Seminary; M.A., Ph.D., College) M.Div., University; Oral Roberts (B.A., Development Seminary; Ph.D., Theological Baptist Eastern of Chicago) University M.A., Eastern Riverside; of California, University (B.A., Immaculata University) Psy.D., University, State University) Pennsylvania The Ph.D., Professor in Pastoral Care and Counseling and Counseling Care Pastoral in , Professor Schreck G. Peter Theology, of Professor Sider, Distinguished Senior J. Ronald Economic Development of , Professor E. Stapleford John (A. English Wheaton of B., Lecturer Thomas, Senior Nancy Psychology of , Associate Professor Tyson J. David M.A., (B.S., Biology of , Professor Unander W. David Psychology of , Professor Leeuwen Van Stewart Mary Biblical Studies of , Professor Leeuwen Van C. Raymond Ethics and Economic of , Professor B. Weigel Van Therapy and Family Marriage of Gwen M. White, Professor College; Geneva Biology (B.S., of , Professor David L. Wilcox

University; Ed.M., Temple University; Ph.D., Bryn Bryn Ph.D., University; Temple Ed.M., University; College) Mawr Fuller College; M. Div., Simpson Biblical Studies (B.A., Theological Seminary; Th.M., Theological Princeton Theological Baptist Southern Seminary; Ph.D., Seminary) Eastern of Richmond; B.D., University (B.A., of Seminary; M.A., University Theological Baptist University Hopkins John Ph.D., Pennsylvania; M.S., State University; Pennsylvania The Biology (B.S., University) Temple Ph.D., of Pennsylvania; University University) Northwestern College; M.A., Ph.D., M.S., University; Christian Texas Ball State; M.R.E., of Chicago) University of Illinois; Ph.D., University Carolina; of North Baptist College; M.A., University University) Drew Ph.D., University) Villanova M.A., University; Gordon-Conwell College, M.Div., Nazarene Bethany University) Duke Seminary; Ph.D., Theological de Moron, Aires; M.A. Universidad Buenos IBBA, College; M.A. and Ph.D., Wheaton Aires; M.A. Buenos University) Temple of Oxford) University M.A., Ph.D., University; London Azusa Pacific M.A., College; Houghton (B.A., Family Seminary) Theological Palmer D.Min., University; Abram S. Clemens Professor of of Clemens Professor S. , Abram H. Maahs Kenneth Testament Old in , Professor McDaniel Thomas F. Science and Exercise of Professor L. Mercier, Wendy Wabash Biology (B.A., of , Professor Meyer W. Marvin College (B.A., Esperanza of Dean , Founding Miles Sara J. Eastern (A.B., English of Elizabeth A. , Professor Morgan Eastern (B.A., English of Lecturer , Senior C. Munro Joyce (B.A., Biblical Studies of , Professor Peterson Dwight N. (Th.B., Spanish of E. Ramirez, Associate Professor Elvira Theology (B.D., Historical in , Professor Russell O. Horace and Marriage in Carol M. Schreck, Associate Professor (B.S., Rowan Rowan (B.S., Education of Loeb, Professor W. Helen EASTERN.EDU/ACADEMICS 116 Faculty and Staff M.ThomasRidington(B.A., M.A.,Ph.D.), Interim Vice Advancement Andréa L.Ruth (B.S., M.B.A.), Director of Financial Aid Kelly Goddard Michael Thomas Admissions, Enrollment andMarketing A. WilliamsBrian (B.A., M.A.and Th.M., M.Phil., D. Phil.), Albert Socci(B.A., M.A.,D.B.A.), Dean,CollegeofBusiness Patricia Reger (B.S., M.S., Ph.D., Temple University), Dean, Marilyn Marsh (B.S., M.S., MT.S.) Executive Dean, Susan Edgar-Smith(B.A., M.A.,Ph.D.), Dean,Collegeof Kenton Sparks (B.A., M.B.A., Ph.D.), Provost and Vice Academic Affairs MatthewsRonald A. (B.Mus., Westminster Choir College; President ADMINISTRATIVE LEADERSHIP President for Advancement Communications President for Marketing, Enrollment, andCommunication Honors College Dean, Collegeof Arts andHumanities and Templeton Assistant Professor of EthicsandLiberal Studiesand and Leadership College ofHealth andSciences Esperanza College Education President for Academic Affairs College ofMusic), President M.Mus., Temple University; D.Mus.Arts, Combs EASTERN UNIVERSITY (B.A., M.A.),Director of Marketing and (B.S., M.A.,Psy.D.), Associate Vice Jeffrey Gromis Meggin Capers Kacey Bernard J.Pernell Jones Finance andOperations Eric McNelley (B.A.,Director M.A.), of Athletics Athletics Sarah A. Roche Sarah A. Registration andRecords Carly Sewell (B.A., M.S.L.I.S.), Technical ServicesLibrarian Chelsea Post (B.A., M.S.L.I.S.), Systems Librarian Joy Dlugosz Library Dahlstrom Thomas A. Christine Mahan PlanningInstitutional andEffectiveness Lisa Weller Vincent Vuono Eric McCloy Logistics Conferences andSpecialEvents,SchedulingEvents Officer and Operations Director of Institutional Research President for Institutional Planning and Effectiveness, and Institutional PlanningandEffectiveness Finance Services (B.S., M.A.),Senior Director of Student Accounts (B.S., M.L.S.), Director of theUniversity Library (B.A., M.Div., M.B.A.), Chief Information Officer (B.A., M.B.A.), Chief of Human Resources (B.S.), Executive Director of Facilities (B.S., M.B.A.), Director of Accounting and (B.A., M.A.,M.B.A.), University Registrar (B.A., M.S.), Executive Director of (B.B.A., M.B.A.), Vice President for Finance (B.A., M.A.,Ph.D.), Vice President for (B.S., M.B.A.), Assistant Vice 2021/2022 ACADEMICCATALOG Faculty and Staff 117 - -

Before the first day day first the Before University policies policies University GRADUATE PROGRAMS GRADUATE Eastern is commited to provided “military “military provided to commited is Eastern – Eastern University Campus Security Report Report Security Campus University Eastern request the amendment of education records that are are that records education of amendment the request misleading. or be inaccurate to believed information identifiable personally of disclosures to consent that extent the to except records, in education contained consent. without disclosure authorizes law) (the FERPA of Education U.S. Department the with file a complaint requirements the with comply to alleged failures concerning U.S. Department Office, Compliance Policy Family FERPA: of Washington, SW, Avenue, 600 Independence Education, of 20202-4605 D.C. review education records within 45 days of the day the the day the of 45 days within records education review access. for a request receives University friendly” procedures to servicemen and women who seek who women and servicemen to procedures friendly” or duty reserve duty, active If programs. degree to admission student’s prospective in the a delay cause affairs issues veteran’s Eastern University honors the service and sacrifices of our na of sacrifices and service the honors University Eastern - re by or www.eastern.edu/campus/studev Handbook Student the 610.341.5822. Development Student for President Vice the to quest University and College Pennsylvania the with compliance In Right-to-Know Student 1988 and 73 of Act Information Security the 1990, of Act www.eastern.edu/universi site Web Eastern’s on is available office security the to respect by or ty_wide_services/index/html 610.341.1720. personnel. military active and veterans tion’s or Eligibility of Certificate their submit must students classes, of of the the Office to assistance educational to entitlement of proof & Military for and the Center ([email protected]) Registrar to encouraged are Students ([email protected]). Students Veterans program/ to their enrollment, changes of any these offices inform status. benefit or address, mailing major, challenges unique and experiences educational rich the recognize programs. degree to admitted women and servicemen faced by GI Bill Post-9/11 under assistance educational receiving Students be assessed will not & Employment Rehabilitation Vocational or due funding additional to secure required or penalties financial not are Students VA. the from funds of disbursement delayed to or courses enrolled in currently participating from prevented student an outstanding to due facilities accessing institutional balance account Requests for Reviews by the Executive Director Director Executive the by Reviews for Requests of Enrollment • • • • Eastern’s VA representative certifies enrollment for recipients of recipients for enrollment certifies representative VA Eastern’s via VA-ONCE. benfeits educational Veterans and Active military and Active Veterans for Services Certification Enrollment Benefits Educational The Family Educational Rights and Privacy Act Rights Privacy and Educational The Family to: right the have Students Security and Campus Know Right to Student -

Under the provisions of Title VI of the Civil Rights Act of 1965, of Act Rights Civil the VI of Title of provisions the Under the 504 of 1972, Section of Amendments Education the IX of Title 1975, of Act Age Discrimination 1973, and of Act Rehabilitation policies, its of in any discriminate does not University Eastern handicap, race, age, sex, basis of the on activities or programs, Details origin. ethnic or national or color, status, parental or marital in included are discrimination sex prohibiting IX policy Title the of and Family Engagement and Family Engagement Philanthropic Student Development and Title IX Coordinator Coordinator Title IX and Student Development Services Scholar Student and Student Engagement Support Academic and Counseling for Chaplain Development

Equal OpportunityEqual DISCLOSURES stu prospective providing to is committed University Eastern dents and their families with ready access to student consumer consumer student access to ready with families their and dents is resources to links listing with A comprehensive information. Go to site. Web University Eastern the page of home the on located . www.eastern.edu/about/student-consumer-information Alumni AdvisoryAlumni Board Chair Board ‘00, Tim April ‘83, Bwint Mel ‘83, Secretary/Treasurer Bwint (Wilcox) Sherry ‘78 Don MacNeill ‘83 McPheeters (Sargent) Jean Alumni Association Alumni Alumni for President Vice ‘15, Associate Jr. Tim Wortham, Alumni & Family of Charuk, Director Rebecca eastern.edu/alumni email: [email protected] 610.341.1548 Vice Provost for for Provost Vice Ed.D), M.S., (B.S., Irving Jacqueline International of Director M.B.A.), Allen (B.A., Augusta and Life Residence of M.A.), Director Krista Barnett (B.A., Public Safety of Director (B.A.), Bicking Michael Cushing Center of Director Ph.D.), M.S., (B.S., Lisa Hemlick University Ph.D.), M.Phil., M.Div., (B.A., B. Modica Joseph Career for Center M.Ed.), Director, (B.A., Sarah E. Todd Students of M.A.), Dean (B.A., Ashlee Williams Services Student Health of Director (L.P.N), Damona Wilson Student Development Development Student and DepartmentDirectors Heads EASTERN.EDU/ACADEMICS 118 Faculty and Staff Information Security • security of student information: considered when assessingthe risksto the confidentiality and to any student. information that could result insubstantial harmor inconvenience intent isto guard against the unauthorized accessto, or useof, such Union (GDPR) and the Identity Theft Prevention Program. The Bliley Act), General Data Protection Regulation of the European Educational Rights and Privacy Act (FERPA), the Gramm-Leach- information security. Thisplancomplies with the Family The University Registrar provides oversight for the University’s website. grams of study are among the many resources located on Eastern’s financial aid information, forms, policies, procedures and pro- vices are available via www.eastern.edu. Costs, course offerings, Website Resources meeting. processes, but allmaterials must bereceived before the firstclass time to provide documents related to enrollment and financial aid the application for admission. Military personnel may need more sent to the e-mail account the prospective students specifies in All announcements relevant to the upcoming enrollment will be e-mail accounts to correspond with university representatives. admitted to degree programs are welcome to use their private Convenient Communication without penalty. reasonable efforts to offer opportunities for future enrollment a review of the individual circumstances. The University willmake planned enrollment, the applicant may submit awritten request for  Employee trainingand management EASTERN UNIVERSITY n n • • • • • • • • • • • • • • •

The following have beenidentified asoperational areas information include: Offices with access to confidential student Student Health Center Student Development Student Accounts Security Registrar Institutional Research Human Resources Financial Aid Faculty Alumni Office Advising Office Advancement Admissions Administrative Computing Academic Computing intrusions, or other information system failures Detection, prevention and response to attacks, transmission and disposal design, aswell asinformation processing, storage, Information systems, including network and software – Online application and payment ser – Military personnel -

Drug andAlcohol Prevention Information Financial Support Athletic Program Rates Participation and Student Images Athletics 610.341.5961 Alumni Relations [email protected] Advising Office FAX.610.341.1723 610.341.5967 Undergraduate FAX:610.341.1468 610.341.5972 Graduate Admissions, Program Information consult thefollowing directory. For prompt and personal attention to specific questions, please www.eastern.edu 610.341.5800 1300 EagleRoad, St. Davids, PA 19087-3696 Eastern University Correspondence Directory Graduation Retention Trends 610.341.1736 610.341.5822. PDF or by request to the Vice President for Student Development lic-safety/clery-reporting, Public Safety Policies and Procedures www.eastern.edu/offices-centers/pubDevelopment Office - Annual notification to enrolled students is provided by the Student Development 610.341.5822. Development Office or by request to the Vice President for Student Annual notification to enrolled students is provided by the Student submitting awritten request to the Director of Communications. permission to bephotographed unlessthey request exclusion by tions and media. Enrolled students are considered to have given both inclassand out, for useininternal and external publica Photographs are taken of students engaged in various activities, Director of Institutional Research 610.341.5898. ern.edu/centers/ir/Graduation-Retention.html or by request to the Facts compiled by the Office of Institutional Research www.east Annual retention and graduation rates are included inUniversity contract with them to provide adequate safeguards. customer information inthe normal course of business and will will selectappropriate service providers that are given accessto in accordance with allprivacy guidelines. Eastern University Each relevant area is responsible to secure student information 2021/2022 ACADEMICCATALOG

- - Faculty and Staff 119

- cultural center. There There center. cultural GRADUATE PROGRAMS GRADUATE King of Prussia Plaza and The Court, one of the largest shopping largest the of one Court, The Plaza and Prussia King of

thropological interest are displayed in the University of Pennsylvania Pennsylvania of University in the displayed are interest thropological Planetarium Fels and Institute Franklin the of Facilities Museum. Natural of Academy the of those and sciences, physical the promote of exhibits The sciences. biological the Institute, Wistar and Sciences Academy Pennsylvania the of and Parkway the Art on of Museum the is Orchestra Philadelphia The public. the open to Arts are Fine of at students to available are concerts its to Tickets renowned. world special rates. Philadelphia colleges, medical five its and hospitals fine many its With leading medical country’s the of as one position an enviable occupies centers. National Forge Valley drive. a ten-minute east coast, is only the malls on King of the of north is just landmark, national a famous Park, Historical area. Prussia Location Philadelphia’s on is Pennsylvania, Davids, St. in University Eastern Lancaster of north mile one-half is area This residential Line. Main Wayne. of town the edge of eastern the at 30) Highway (U.S. Pike 13 of exit from minutes is just setting suburban convenient Eastern’s trains SEPTA Philadelphia. of city the easy access of within and I-476 half-hour every of average the on run Local) Mawr-Paoli Bryn (the The Philadelphia. of area downtown the to station Davids St. the from thirty minutes. is under time traveling Hall, as Independence such sites historic are there Philadelphia In “Cradle name the won which Hall old Congress the and Hall Carpenters’ city. the for Liberty” of and as an educational is unique Philadelphia an and historical of collections Rare city. the in 1300 churches are

610.341.5831 610.341.1492 FAX: 610.341.5827 610.341.5826 610.341.1707 FAX: 610.341.5837 610.225.5102 610.225.5651 FAX: 610.341.5853 and 610.341.1379 610.341.1707 FAX: 610.341.1492 FAX: 610.341.5840 610.341.1705 FAX: Studies Professional and Graduate of College Campolo 1.800.732.7669 Development Career Activities Christian Life Transcripts Records, Matters, Curricular 610.225.5011 Support Academic and Counseling for Center Cushing Sciences and Arts Dean of 610.341.5893 Students Dean of 610.341.5822 Aid Financial Programs First-Year 610.341.5414 Services Student International 610.341.5870 Study Off-campus 610.225.5010 Relations Public 610.341.5930 Registrar Accounts Student 610.341.5831 Center Health Student 610.341.5955 Housing Student Billing EASTERN.EDU/ACADEMICS

30

1 76 322

30 76 Harrisburg 322 120 Faculty and Staff From PittsburghandPoints West South. Follow directions “From I-476.” From Philadelphia is on your left. left on Kingof Prussia Road. Turn lefton EagleRoad. University entrance 30 West (Lancaster Avenue). Turn right on Radnor-Chester Road. Turn From I-476 ST. DAVIDS, PENNSYLVANIA DIRECTIONS TO EASTERNUNIVERSITY directions “From to Exit 326(Valley Forge). Continue on I-76 Eastto 476 South. Follow 202 EASTERN UNIVERSITY Pennsylvania , Take Exit 13(St. Davids/Villanova) and follow U.S. Route I-476.” , Schuylkill Expressway

322

Lancaster Avenue Lancaster 76 202 St. Davids, PA

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Fairview Drive. From the Train Exit 13(St. Davids/Villanova). Follow directions from I-476. Take I-95 North into Pennsylvania to I-476 North. Follow I-476 North to From Washington, D.C., Baltimore, MD and Points South Take Mid-County Exit, 476 South. Follow directions “From I-476.”

Turnpike, From New York City and New England Extension (I-476 South) Follow directions “From 476.” From Northern PA and New York 276 202 322

continue south. Exit at I-276 West (Exit 359, 476

, getoff at St. Davids and follow Chamounix Road to

76 295 , Take I-81 South to the Northeast ,

Take I-95 South to the NJ 2021/2022 ACADEMICCATALOG Philadelphia PA Turnpike).

, 276 30

New Jersey 295 Faculty and Staff 121

P D A

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1 FAIRVIEW DRIVE 3

FENIMORE LANE GRADUATE PROGRAMS GRADUATE

P P 1

1 0 3 8 2 9 Adams Hall Adams 2 Gate House McGraw Lake McGraw Historic Waterwheel Historic Sand Volleyball Court Sand Volleyball Lower Lake Lower Ott Hall Walton Hall Walton Lake Willow Hall Doane Residence Operations Services/Plant Campus and Business Relations, Alumni Office Advancement Office, Finance Eastern Eagle Rooms, Conference Library, Baird and Counseling for Cushing Center Dining (CCAS), Support Academc Mail Shop, ZIME Coffee Commons, Faith of Office Center, and Copy Career for Center and Practice, Security Chapel, Prayer Development, Offices, Development Student Office, Office Government Student Nursing of Department Center Health Student P

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G N I ST. DAVIDS CAMPUS DAVIDS ST. K EASTERN.EDU/ACADEMICS Academic Appeals and Grievances...... 29 Graduation...... 35 122 Academic Calendars...... 26 Green Energy Program Fee...... 21 Academic Petitions...... 30 Handbook...... 33 Academic Policies and Procedures...... 26-35 History...... 6-8 Academic Probation...... 33 ID Cards...... 18 Accelerated Courses...... 29 Inactive Status...... 28 Accreditation and Memberships...... 4 Inclement Weather and School Closing Procedures. . . . 18 Additional Financial Requirements for Incomplete...... 31 International Students...... 21 Individualized Instruction...... 29 Admission to Graduate Programs...... 13 Information Security...... 118 Admissions Statuses and Definitions...... 14 Late Payment Fee...... 21 Advance Deposit...... 21 Late Registration...... 21 Advising...... 17, 28 Leadership and Development...... 62 Alumni Association...... 10, 117 Leave of Absence...... 24 Brightspace (see online courses)...... 19 Library...... 19, 20 Business and Management...... 36, 44-46 Maps...... 120-121 Campus Security...... 117 Marriage and Family Therapy...... 42, 66-69 Career Development...... 17,119 Mission Statement...... 3 Certification Program...... 23 Notification...... 22- 24 Change of Major After Admission...... 27 Nursing...... 41, 69-72 Chaplaincy Services...... 17 Online Courses...... 19 Class Attendance...... 28 OpenSeminary™...... 85-86 Counseling and Psychology...... 37-38, 46-50 Parking Permits...... 20 Course Load...... 26 Penalties for Academic Dishonesty...... 33-34 Course Repeat Policy...... 29 Policy on Release of Academic Credentials Data and Identity Security...... 17 for Past Due Accounts...... 22

Index Delinquent Accounts...... 21 Practice of Ministry...... 90 Directed Study...... 29 Programs and Course Descriptions...... 36 Directions...... 120 Readmission Policies...... 13 Disability Services...... 17 Registration...... 20 Dismissal...... 34 Retention...... 118 Doctrinal Statement...... 10-11 Return of Federal Title IV Funds...... 24 Drug and Alcohol Prevention...... 118 Satisfactory Academic Progress...... 33 Eastern University’s Core Values...... 4 Satisfactory Academic Progress for Financial Aid. . . . 23-24 E-mail Services...... 18 Student Account Information...... 21-22 Education Programs...... 37,38- 41 Student Classifications and Definitions...... 14-15 Emergency and Crisis Information...... 18 Student Financial Aid...... 22-24 Equal Opportunity...... 117 Student Images...... 118 Faculty/Course Evaluations...... 18 Student Responsibility...... 17 Family Educational Right and Privacy Act...... 117 Student Services...... 17-20 Federal Direct Loan Program...... 23 Time to Complete Programs...... 28 Financial Responsibility...... 21 Transfer of Credit...... 26 Fitness Center...... 18 Tuition...... 21- 22 Foundation Courses...... 23 Unacceptable Academic Behavior...... 33 Grade Change Policy...... 31 Veterans and Active Military...... 117 Grade Point Average (GPA)...... 31 Vision...... 4 Grade Reports...... 32 Withdrawal...... 22, 24

EASTERN UNIVERSITY 2021/2022 ACADEMIC CATALOG

1300 Eagle Road, St. Davids, PA 19087-3696 1-800-452-0996 | [email protected] | eastern.edu