HLC Accreditation Evidence Document
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Saint Mary Seminary and Graduate School of Theology Master of Divinity and Faculty Handbook
Saint Mary Seminary and Graduate School of Theology
Academic Guidelines & Program Policies
2018-2019 Edition This page intentionally left blank.
ii TABLE OF CONTENTS
Chapter 1 BACKGROUND AND DOCUMENTATION ...... 1
HISTORY OF SAINT MARY SEMINARY...... 1 THE MISSION STATEMENT OF SAINT MARY SEMINARY ...... 2 ARTICLES OF INCORPORATION OF SAINT MARY SEMINARY (OUR LADY OF THE LAKE) ...... 4 CERTIFICATE OF SECRETARY OF STATE ...... 5 CERTIFICATE OF AMENDMENT OF ARTICLES OF INCORPORATION OF SAINT MARY SEMINARY (OUR LADY OF THE LAKE)...... 6 APPOINTMENT OF STATUTORY AGENT OF SAINT MARY SEMINARY (OUR LADY OF THE LAKE), ...... 7 CODE OF REGULATIONS OF SAINT MARY SEMINARY AND GRADUATE SCHOOL OF THEOLOGY ...... 8 Article I: Members ...... 8 Article II: Powers of The Members...... 9 Article III: Meetings of The Members ...... 9 Article IV: Board of Trustees ...... 10 Article V: Trustee Membership ...... 10 Article VI: Officers ...... 12 Article VII: Meetings ...... 13 Article VIII: Committees ...... 14 Article IX: Executive Committee ...... 16 Article X: Indemnification ...... 16 Article XI: Fiscal Year ...... 16 Article XII: Provisions in the Articles of Incorporation ...... 16 Article XIII: Amendments to this Code of Regulations ...... 16 Article XIV: Effective Date ...... 16 RECORDS DIRECTORY: POLICIES AND PROCEDURES ...... 17 Confidentiality of Faculty Records ...... 17 Confidentiality of Student Records ...... 18 Confidentiality of Seminarian and M.Div. Student Records...... 20 CENTER FOR PASTORAL LEADERSHIP (CPL) ...... 24 Introduction ...... 24 Administration ...... 24 CPL Resident And User Guidelines ...... 25
Chapter 2 POLICY STRUCTURE ...... 27
PHILOSOPHY OF ADMINISTRATION ...... 27 POLICY STRUCTURE SCHEMA ...... 28 BOARD OF TRUSTEES ...... 29 THE SEMINARY COMMUNITY ...... 29 President-Rector, Student Dialogue ...... 29 Dean of Students, Student Dialogue ...... 29 House Conference ...... 29 The Faculty Committee ...... 30
iii The Academic Life Committee ...... 30 The Spiritual-Liturgical Life Committee ...... 31 The Social Concerns Committee ...... 32 Global Awareness and Interfaith Committee ...... 32 Institutional Assessment Committee ...... 33 Committee on Admissions ...... 34 Evaluation Faculty Committee ...... 34
Chapter 3 ADMINISTRATIVE STRUCTURE ...... 35
ADMINISTRATIVE STRUCTURE SCHEMA ...... 35 OFFICERS OF THE SEMINARY ...... 36 The President-Rector ...... 36 The Vice President-Vice Rector ...... 37 The Dean of Students ...... 38 The Academic Dean ...... 38 The Assistant Academic Dean ...... 39 The Registrar ...... 40 The Treasurer ...... 40 The Spiritual Director ...... 41 The Director of Liturgy And The Director of Liturgical Music ...... 42 The Archivist ...... 43 The Director of The Library ...... 44 The Department Representative ...... 44 The Director of Field Education ...... 45 The Faculty Secretary ...... 45
Chapter 4 THE ACADEMIC FACULTY ...... 47
ACADEMIC FREEDOM ...... 47 APPOINTMENTS AND FACULTY STATUS...... 48 Appointments to the Faculty ...... 48 Conditions of Full-time Commitment/Contract And Maintenance Quality ...... 49 Faculty Rank ...... 50 Promotions ...... 50 Salary Scale ...... 51 Termination ...... 51 Dismissal Of Faculty Members ...... 51 Resignations From The Faculty ...... 52 Retirement ...... 52 DUTIES OF THE ACADEMIC FACULTY ...... 52 General Principles ...... 52 Specific Applications ...... 54 Teaching Responsibilities ...... 55 Additional Duties ...... 56 Research and Publication ...... 56 Sabbatical Leaves of Absence ...... 57 Student Counseling ...... 57 Professional Conduct - Conflict of Interest (cf. p. 197) ...... 57 Professional Exchange ...... 58
iv FACULTY DEVELOPMENT ...... 58 Corporate Development ...... 58 Individual Development ...... 58 Facilities And Services ...... 59
Chapter 5 THE PROGRAM OF INSTRUCTION ...... 60
GENERAL ACADEMIC INFORMATION ...... 60 Academic Year ...... 60 Unit of Credit ...... 60 Student Credit Hour Load ...... 60 Withdrawal and Credit/Audit Change ...... 60 Class Attendance ...... 60 Quality of Writing ...... 60 Breaks during periods of instruction ...... 61 Class Assignments ...... 62 Examinations ...... 62 Grading System ...... 62 Academic Probation ...... 64 Independent Study ...... 65 Courses At Other Institutions ...... 65 Transfer of Credit ...... 65 Academic Honesty ...... 66 Course Evaluation ...... 67 ADMISSION POLICIES ...... 67 Master of Divinity Program ...... 67 Master of Arts Program ...... 68 Doctor of Ministry Program...... 69 Transient And Continuing Education Students ...... 69 ACADEMIC DEGREE PROGRAMS...... 69 Master of Divinity Program (M. Div.) ...... 69 Master of Arts Program (M.A.) ...... 80 The Doctor of Ministry Program (D.Min.) ...... 86 NON-RESIDENT STUDENT GUIDELINES ...... 100 LIBRARY SERVICES ...... 102 OTHER PROGRAMS ...... 106 DIACONATE PROGRAM OF THE DIOCESE OF CLEVELAND ...... 106
Chapter 6 THE FIELD EDUCATION PROGRAM ...... 107
GENERAL OBSERVATIONS ...... 107 Operative Definition ...... 107 Operative Principle ...... 107 Objectives Of The Field Education Program ...... 107 Principles Of Operation ...... 107 Supervision ...... 108 The Role of the Pastoral Supervisor ...... 109 The Training Of Supervisors ...... 109 Implications For Supervision ...... 109 The Learning Agreement ...... 110 Criteria For Parish And Institutional Placements ...... 111
v MINISTERIAL EXPERIENCES ...... 111 FIELD EDUCATION WITHIN THE ACADEMIC CURRICULUM ...... 114 THE FIELD EDUCATION PROGRAM ...... 116 First Theology ...... 116 Second Theology ...... 116 Third Theology – Pastoral Internship Experience ...... 116 Fourth Theology – Institutional/Agency Placements...... 122 Fifth Theology – Marriage And Family Ministry; Diaconal Ministry ...... 123 DOCUMENTATION AND RECORD KEEPING ...... 125 Process Of Evaluation ...... 125 Faculty Evaluation Of Students ...... 126
Chapter 7 COMMUNITY LIFE ...... 127
FACULTY EXPECTATIONS ...... 127 Meals ...... 127 Special Occasions ...... 127 Funerals ...... 127 Request For Seminarians To Help ...... 128 Liturgy ...... 128 Opening Day And Graduation ...... 128 Ordinations...... 128 Committees ...... 128 Meetings...... 128 Teaching Assignments ...... 128 Absences ...... 128 First Masses ...... 128 Spiritual Care ...... 129 REGULATIONS AND PROCEDURES: COMMUNITY ORDER ...... 129 Quiet Time ...... 130 House Schedule ...... 130 Leisure Time ...... 130 Extended Absences ...... 131 Funerals ...... 131 Visitors ...... 131 Permissions -- Reports ...... 131 Time of Return from Holidays ...... 131 Time of Return at the Beginning of the Academic Year ...... 131 ADMINISTRATIVE GUIDELINES FOR RESIDENT STUDENTS ...... 131 Scheduling ...... 132 Restricted Areas ...... 132 In-House Communications ...... 132 Relationship With CPL Staff ...... 132 Smoking ...... 132 Dining Room...... 133 Food And Beverages ...... 133 Illness ...... 133 Attire ...... 133 Formal Attire...... 133 Less Formal Attire ...... 133 Liturgical Attire ...... 133
vi General House Attire ...... 134 Off-Campus Attire ...... 134 Clerical Attire ...... 134 Personal Appearance ...... 134 Room Furnishings ...... 134 Storage ...... 135 Laundry ...... 135 Guests And Meals ...... 135 Telephone Service ...... 135 Textbooks...... 135 Fees And Other Costs ...... 135 House Jobs ...... 136 Security ...... 137 Use Of Seminary Facilities ...... 137 Employment during School Time ...... 138 Transportation ...... 138 A Responsible Approach To Alcohol And Other Chemical Substances ...... 138 Policy For Alcoholism And Other Chemical Dependencies ...... 139 Pornography ...... 140 Disciplinary Sanctions ...... 141 ADMINISTRATIVE GUIDELINES FOR VISITING GROUPS ...... 142 APPENDIX I -- COPYRIGHT GUIDELINES ...... 143 APPENDIX II -- POLICY STATEMENT ON STUDENT RESIDENCE IN PARISHES 145 APPENDIX III -- STUDENT FINANCIAL RESPONSIBILITY...... 146 APPENDIX IV -- POLICY AGAINST SEXUAL HARASSMENT ...... 147 APPENDIX V -- INTERNET POLICY ...... 148 APPENDIX VI -- IPAD ACCEPTABLE USE POLICY ...... 149
Chapter 8 THE SPIRITUAL FORMATION PROGRAM ...... 152
THE OBJECTIVES OF SPIRITUAL FORMATION ...... 152 THE SPIRITUAL FORMATION PROGRAM ...... 153 The Role Of The Seminary ...... 153 The Role Of The Formation Faculty ...... 153 The Role Of The Seminarian ...... 154 Spiritual Direction ...... 154 Changing Spiritual Directors ...... 154 Formation Advisor Direction ...... 155 SPIRITUAL FORMATION COMPONENTS ...... 155 Special Formation Times And Events ...... 155 Theological Reflection ...... 156 Peer Review ...... 156 FORMATION IN PRAYER ...... 157 Meditation And Contemplation Of Sacred Scripture ...... 157 The Eucharist ...... 157 The Liturgy Of The Hours...... 158 The Sacrament of Reconciliation ...... 158 Devotion To Mary, The Mother Of God ...... 159 Retreats ...... 159 Days Of Recollection ...... 159 Penance And Asceticism...... 160
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Chapter 9 LITURGICAL LIFE ...... 161
ORDINARY LITURGICAL CELEBRATIONS ...... 162 The Eucharist ...... 162 Sunday Eucharist ...... 162 The Celebration of the Eucharist on Solemnities and Feasts ...... 164 Weekday Eucharist ...... 164 Liturgy Of The Hours ...... 165 Guidelines for Morning Prayer and Evening Prayer ...... 165 Other Liturgical And Devotional Celebrations ...... 167 SPECIAL LITURGICAL CELEBRATIONS ...... 167 Institution Of Acolytes And Readers, Admission To Candidacy, And Ordinations. 167 Roles And Responsibilities Of Acolytes, Readers, And Candidates ...... 168 Guidelines For Ordinations And Institutions Into Ministries ...... 169 APPENDIX I: INCLUSIVE LANGUAGE AND THE LITURGY ...... 171 APPENDIX II: PROGRAM FOR HOMILETIC PREPARATION ...... 172
Chapter 10 HUMAN FORMATION OF STUDENTS………………………………… ..... 175
EVALUATION AND RECOMMENDATION OF STUDENTS AS CANDIDATES FOR HOLY ORDERS ...... 175 THE PURPOSE OF EVALUATION -- IN GENERAL ...... 175 THE PURPOSE OF EVALUATION -- IN PARTICULAR ...... 176 RESPONSIBILITY FOR INTEGRATION AND EVALUATION ...... 176 In The Internal Forum ...... 176 In The External Forum ...... 176 PROCESS FOR THE INTEGRATION AND FACULTY EVALUATION OF SEMINARIANS ...... 178 THE EVALUATION PROCESS ...... 179 THE EVALUATION PROCESS FOR PRE-THEOLOGY SEMINARIANS ...... 182 NON-CONTINUING SEMINARIANS ...... 183 LEAVES OF ABSENCE ...... 183 PROFESSIONAL COUNSELING AND REFERRALS ...... 184 GENERAL CRITERIA FOR EVALUATION ...... 185 SPECIFIC CRITERIA FOR EVALUATION ...... 186 Intellectual Development ...... 186 Emotional Development ...... 187 Interpersonal Development ...... 188 Professional Development ...... 188 Human Development ...... 189 Spiritual Development ...... 189 PEER EVALUATION ...... 191 APPENDIX I -- EVALUATION FORM...... 193 APPENDIX II -- DISCERNMENT PROCESS FOR TRANSFERS TO OR FROM RELIGIOUS COMMUNITIES OR OTHER DIOCESES ...... 194
APPENDIX I (Chapter 4) --DIOCESAN CONFLICT OF INTEREST POLICY ...... 197
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CHAPTER 1 BACKGROUND AND DOCUMENTATION
HISTORY OF SAINT MARY SEMINARY
The founding of this seminary was very nearly coincident with the founding of the Diocese of Cleveland. Bishop Amadeus Rappe was consecrated the first Bishop of Cleveland on October 10, 1847. After living for a short time in a rented house near the old Haymarket, the Bishop purchased in his own right a property on East 6th Street and St. Clair. The brick house on the property became his residence, and in 1848 the adjacent frame buildings were made into classrooms and became Cleveland's first diocesan seminary. By July of that year there were eight students enrolled all of whom lived with the bishop in the episcopal residence. In the second year of its existence, the seminary had eighteen students and larger quarters were needed. In September 1850, Bishop Rappe purchased, as a new site for his seminary, a three-story frame building on a plot of ground 225 feet square, with frontage on Lake and Hamilton Streets. In 1853 a two story brick structure was added to the west end of the building, and in 1856 another two story brick structure was added to the west end of the building to serve as quarters for a classics department. In 1859 Bishop Rappe began building a new seminary on the same site. A brick building with the main part three stories high and with two flanking wings of two stories, the new seminary was occupied in September, 1860, by the philosophy and theology departments, while the older buildings became the site of the classics department, Saint Mary College. Ground for a new seminary building on Ansel Road was broken on March 19, 1924, by the Ordinary Bishop Joseph Schrembs; the cornerstone was laid in May. It had been Bishop Schrembs' intention to make the new institution an undergraduate college seminary with the theology students being sent to Cincinnati in 1922. In 1929, however, the theology department was returned to Saint Mary, which then became Cleveland's major seminary, consisting of a senior college department and a theologate. In 1954 Archbishop Edward F. Hoban transferred the senior college from Saint Mary to the newly established Borromeo Seminary of Ohio in Wickliffe, Ohio; since then, Saint Mary seminary has been exclusively a graduate theologate. On February 24, 1962, the seminary became an affiliate of the Catholic University of America in Washington, D.C., and students were eligible to receive the ecclesiastical degree, S.T.B. This arrangement continued from 1965 to 1970. On August 16, 1968, Saint Mary Seminary was incorporated by the State of Ohio as a distinct corporation and on September 13, 1968, it was granted a "Certificate of Authorization received from the Ohio Board of Regents" to grant degrees in theological studies (resolution 1969--13). The members of the Association of Theological Schools (ATS) voted associate membership status to Saint Mary Seminary on January 15, 1969 and full accreditation was granted on January 14, 1971. On April 24, 1981, the seminary was accredited by the Commission on Institutions of Higher Education of the North Central Association of Colleges and Schools. In 1989, Bishop Anthony M. Pilla, Bishop of the Diocese of Cleveland, inaugurated a thorough and lengthy consultative process to determine the future direction of priestly formation within the Diocese of Cleveland. After examining all the available options, the Presbyteral Council of the Diocese, the consultative body of priests for the bishop, recommended the establishment of a ministry training
1 center to prepare not only priesthood candidates, but permanent deacons and pastoral ministers as well. The Bishop accepted this recommendation and he appointed a Transition Committee to oversee the establishment of what is now known as the "Center for Pastoral Leadership, Diocese of Cleveland." On September 5, 1991, therefore, Saint Mary Seminary moved to the site of Borromeo Seminary of Ohio in Wickliffe, Ohio, to join the newly established entity, which embraces Saint Mary Seminary, Borromeo Seminary, which is now a formation program for college students, the Diocese of Cleveland Diaconate Office, the Diocese of Cleveland Pastoral Ministry Office and the Diocesan Office of Continuing Education and Formation of Ministers. At the present time, each program housed at the Center for Pastoral Leadership has its own integrity and unique purpose. While real collaboration and mutual support are fostered among all the participants, each program operates in an environment that is free of undue interference or encroachment. In November 1994, Bishop Pilla approved the incorporation of the Office of Continuing Education into the Center for Pastoral Leadership.
THE MISSION STATEMENT OF SAINT MARY SEMINARY
The primary mission of Saint Mary Seminary and Graduate School of Theology is to prepare candidates for the diocesan priesthood. This mission includes proclamation of the Word and celebration of the Sacraments in the midst of building community within the local diocesan Church. Within the diocese, the priest is called to serve in a variety of ministries. In order to prepare individuals for future presbyteral ministry, the seminary program incorporates the current edition of the Program for Priestly Formation as the benchmark for vocational discernment, which addresses the spiritual, human, intellectual and pastoral components of ministerial development. Seminarians are required to demonstrate knowledge of biblical, historical, systematic, liturgical, sacramental and pastoral theologies together with an aptitude and desire for continuing theological education. To assess its primary mission, the seminary is committed to ongoing evaluation of its priestly formation program in view of the changing demands of diocesan and parish ministry as well as the varying intellectual generations of seminarians. While a program of diocesan priestly formation is the primary mission, Saint Mary Seminary and Graduate School of Theology recognizes itself as a unique resource for graduate Roman Catholic theological studies in Northeastern Ohio. As its secondary mission, to a wider ecclesial community, the seminary offers the Master of Arts degree and the Doctor of Ministry degree. In addition, individual courses are open for credit or audit to those interested in continuing education or who are transient students, regardless of race, color, creed, or sex. The applicants should have bachelor’s degree and the ability to do graduate level studies. The participation of diverse learners in these academic programs introduces a healthy pluralism into the seminary’s community life. Seminarians, lay ecclesial ministers and adult learners create a broader learning environment that incorporates lived and ministerial experiences into theological education. Saint Mary Seminary and Graduate School of Theology appreciates contributions made by other seminaries and schools of theology, particularly those in the Midwest area. Faculty and administrators attend annual meetings and discussions with administrators, faculty members and students along with attendance at meetings of regional and national accrediting agencies. The seminary recognizes the academic resources provided by Cleveland’s private and public schools of higher learning. The seminary subscribes to the principles of inter-institutional cooperation and
2 collaboration. Consequently, Saint Mary Seminary and Graduate School of Theology participates yearly in such programs as the Jewish-Catholic Colloquium and dialogues on a regular basis with the Catholic college presidents and faculty from the Religious Studies departments of John Carroll University, Notre Dame College and Ursuline College. The seminary invites to its yearly lectures the faculties of religion from Case Western Reserve University, Cleveland State University, Oberlin College, and Baldwin Wallace College. This networking of relationships has established the sharing of resources, collegial friendships and scholarly exchanges.
3 ARTICLES OF INCORPORATION OF SAINT MARY SEMINARY (OUR LADY OF THE LAKE)
The undersigned, a majority of whom are citizens of the United States, desiring to form a corporation, not for profit, under section 1702.01 et seq., Revised Code of Ohio, do hereby certify: First. The name of said corporation shall be SAINT MARY SEMINARY (OUR LADY OF THE LAKE). Second. The place in Ohio where the principal office of the corporation is to be located is 1227 Ansel Road, Cleveland, Cuyahoga County. Third. The purpose or purposes for which said corporation is formed are: "To place and vest in said corporation not for profit, in order to promote education, religion, morality and the fine arts, the sole, final control, direction and supervision of the administration and manner and method of SAINT MARY SEMINARY (OUR LADY OF THE LAKE) and such other institutions of higher learning that may now or hereafter be operated within Cuyahoga County, Ohio, under the auspices of the Roman Catholic Church; and to possess and exercise all powers conferred on educational corporations by the laws of the State of Ohio; and to do any and all things reasonable and necessary to carry out the aforesaid purposes." Fourth. (Re. The appointment of trustees pro tempore.) Fifth. The following named persons are to be the members of this corporation upon organization: Most Rev. Clarence G. Issenmann, Bishop of Cleveland Rt. Rev. Charles J. Ritty, Chancellor, Diocese of Cleveland Rt. Rev. Michael J. Murphy, Rector, Saint Mary Seminary Sixth. Membership in said corporation shall be limited, restricted and qualified as follows: That membership in said Corporation shall consist and be comprised of only the Most Rev. Bishop of the Roman Catholic Diocese of Cleveland, Ohio, for the time-being incumbent, and such other persons as he may from time to time, select and designate as members of this Corporation, by issuing to said persons a Certificate of Membership, in such form as may be prescribed by the Code of Regulations of the Corporation. Further, that all membership in said Corporation shall terminate at the will and direction of said Most Rev. Bishop of the Roman Catholic Diocese of Cleveland, Ohio, for the time-being incumbent, the same to be effected in such manner as may be prescribed in the Code of Regulations of the Corporation. IN WITNESS WHEREOF, we have hereunto subscribed our names, this 16th day of August 1968. Most Rev. Clarence G. Issenmann; Bishop of Cleveland RT. Rev. Charles J. Ritty Chancellor, Diocese of Cleveland Rt. Rev. Michael J. Murphy
4 Rector, Saint Mary Seminary (Our Lady of the Lake)
STATE OF OHIO ) ) SS: COUNTY OF CUYAHOGA )
Personally appeared before me, the undersigned, a Notary Public in and for said County and State, this 16th day of August, 1968, the above-name Most Rev. Clarence G. Issenmann, Bishop of Cleveland; Rt. Rev. Charles J. Ritty, Chancellor of the Diocese of Cleveland; and Rt. Rev. Michael J. Murphy, Rector of Saint Mary Seminary (Our Lady of the Lake), each of whom acknowledged their execution of the foregoing Articles of Incorporation, to be his free act and deed, for the uses and purposes therein recited. WITNESS my hand and official seal on this 16th day of August, 1968. Leo E. Ratty Notary Public
CERTIFICATE OF SECRETARY OF STATE
United States of America, State of Ohio, Office of the Secretary of the State
I, Ted W. Brown, Secretary of State of the State of Ohio, do hereby certify that the foregoing is an exemplified copy, carefully compared by me with the original record now in my official custody as Secretary of State, and found to be true and correct, of the Articles of Incorporation of SAINT MARY SEMINARY (OUR LADY OF THE LAKE), filed in this office on the 16th day of August, A.D., 1968, and recorded in Roll B-571, Frame 681, of the Records of Incorporation. WITNESS my hand and official seal at Columbus, Ohio, this 16th day of August, A.D., 1968.
Ted W. Brown Secretary of State
5 CERTIFICATE OF AMENDMENT OF ARTICLES OF INCORPORATION OF SAINT MARY SEMINARY (OUR LADY OF THE LAKE)
A Nonprofit Corporation Organized Under the Laws of The State of Ohio
1. The corporation was organized on August 16, 1968. 2. The corporation, on the proposal of its members, by resolution unanimously adopted by the membership as provided by law, does hereby, by the Most Reverend Anthony, M. Pilla, D.D., M.A., its Chancellor of the Board, of 1027 Superior Ave., Cleveland, Ohio (44114), Rev. Allan R. Laubenthal, S.T.D., its President-Rector, and Mr. Brian F. Houlahan, its Secretary-Treasurer, both of 28700 Euclid Ave., Wickliffe, Ohio (44092), execute, acknowledge and certify the following amendment to its articles of incorporation: That the principal place of business shall be located in Lake County at: 28700 Euclid Ave. Wickliffe, Ohio 44092-2585 3. The above amendment has been adopted by all of the members entitled to vote thereon at a special meeting held on December 15, 1990, as required by the laws of the State of Ohio, and the Articles of Incorporation and the Code of Regulations of Saint Mary Seminary (Our Lady of the Lake). 4. Executed by the undersigned in duplicate original on July 13, 1992. Saint Mary Seminary (Our Lady of the Lake) Most Rev. Anthony M. Pilla, D.D., M.A. Chancellor of the Board Rev. Allan R. Laubenthal, S.T.D. President-Rector Mr. Brian F. Houlahan Secretary-Treasurer
6 APPOINTMENT OF STATUTORY AGENT OF SAINT MARY SEMINARY (OUR LADY OF THE LAKE),
A Nonprofit Corporation Organized Under the Laws of The State of Ohio
1. The undersigned officers of Saint Mary Seminary (Our Lady of the Lake) do hereby appoint Rev. Gerald J. Bednar, JD, Ph.D., of 28700 Euclid Avenue, Wickliffe, OH, Lake County, Ohio (44092), a natural person resident in Ohio, as the person on whom process, notices and demands, required or permitted by statute to be served upon said Saint Mary Seminary (Our Lady of the Lake) may be served. 2. Executed by the undersigned on October 9, 2014.
Saint Mary Seminary (Our Lady of the Lake) Most Rev. Richard G. Lennon, MTh, MA Chancellor of the Board Rev. Mark A. Latcovich, Ph.D. President-Rector Rev. Gerald J. Bednar, JD, Ph.D. Vice-Rector Mr. Philip Guban Secretary-Treasurer
* * * I hereby accept the appointment as the agent of Saint Mary Seminary (Our Lady of the Lake) upon whom process, notices, or demands may be served.
Rev. Gerald J. Bednar, JD, Ph.D.
7 CODE OF REGULATIONS OF SAINT MARY SEMINARY AND GRADUATE SCHOOL OF THEOLOGY
Article I: Members 1.1 List of Members The Members of Saint Mary Seminary and Graduate School of Theology (hereinafter "Seminary") shall consist solely of the: a) Bishop of the Roman Catholic Diocese of Cleveland, (hereinafter "Bishop"); b) Secretary and Vicar for Clergy and Religious of the Roman Catholic Diocese of Cleveland; and c) President-Rector (hereinafter “Rector) of Saint Mary Seminary and Graduate School of Theology for the Diocese of Cleveland. 1.2 Meaning of Members The terms "Members" or "Membership" in this Code or in the Articles of Incorporation shall refer to the above-described Members, unless another meaning is evident from the context of the provision. "Members" or "Membership" shall not be construed to mean the Members or Membership of the Board of Trustees of the Seminary. 1.3 Termination of Membership Status Termination of Membership status shall occur when a Member no longer holds one of the offices named above in Section 1.1 (a), (b), or (c). 1.4 Successors Or Replacements If Named Offices Are Vacant Or Impeded If the governance of the Diocese of Cleveland passes temporarily from the Bishop of the Roman Catholic Diocese of Cleveland to another Church official in accord with the laws of the Roman Catholic Church due to death, resignation, removal, incapacity, or for any other reason, such Church official shall be a Member of the Seminary in the place of the Bishop until such time as a diocesan Bishop again assumes governance of the Diocese of Cleveland, at which time such Bishop will become a Member of the Seminary in place of such Church official. If the Secretary and Vicar for Clergy and Religious cannot carry out his duties due to death, resignation, removal, disability, or incapacity, or for any other reason, then a priest appointed by the Bishop of the Roman Catholic Diocese of Cleveland shall be a Member of the Seminary in place of the Secretary and Vicar for Clergy and Religious until such time as the Secretary and Vicar for Clergy and Religious is able to carry out his office as a result of his appointment or recovery, at which time such Secretary and Vicar will become a Member of the Seminary. If the President-Rector of the Seminary cannot carry out his duties due to death, resignation, removal, disability, or incapacity, or for any other reason, then the Vice President-Vice Rector of the Seminary shall be a Member of the Seminary in place of the President-Rector until such time as a President- Rector is able to carry out his office as a result of his appointment or recovery, at which time such President-Rector will become a Member of the Seminary.
8 Article II: Powers of the Members 2.1 Reserved Power The following powers are reserved exclusively to the Members of the Seminary and no attempted exercise of any such powers by anyone other than the Members shall be valid or of any force or effect: a) to approve or disapprove the Trustees of the Seminary and to remove them; b) to appoint or remove the President-Rector and Vice President-Vice Rector; c) to amend the Articles of Incorporation or to amend these Regulations; d) to merge or dissolve the Seminary or to establish a new corporation without any such merger or dissolution. All of the foregoing powers are reserved exclusively to the Members of the Seminary and the Board of Trustees shall not exercise any of the foregoing powers; provided, however, that the Board may review and discuss any matter relating to any of such powers and make recommendations to the Members with respect to the exercise of such powers. 2.2 Manner Of Exercising Powers All of the above powers of the Members can only be exercised upon a two-thirds vote of the Members consenting to the exercise of the power, providing that one of the affirmative votes is cast by the Member who is Bishop of the Roman Catholic Diocese of Cleveland.
Article III: Meetings of the Members 3.1 Quorum The presence of two-thirds (2/3) of the Members of the Seminary at a meeting of the Members shall constitute a quorum. 3.2 Manner Of Action At any meeting of Members at which a quorum is present, the Members may take action by the affirmative vote of at least two-thirds (2/3) of all the Members of the Seminary, except where a different proportion is required by law, the Articles or these Regulations, provided that one of the affirmative votes is cast by the Member who is the Bishop whenever the vote involves exercise of any statutory power or a reserved power described in Section 2.1. 3.3 Chair The Member who is the Bishop or his designee shall act as Chair for any meeting of the Members. 3.4 Annual Meeting The Annual Meeting of the Members of the Seminary for the purpose of approval of Trustees, consideration of reports and other business shall be held at the principal office of the Seminary or at such other place selected by the Members and at such date and time as may be selected by the Members or by the Member who is the Bishop. 3.5 Special Meetings Special meetings of the Members may be called by any Member of the Seminary. The business to be transacted at any special meeting shall be limited to that set forth in the notice of the meeting, unless all Members waive such notice requirement.
9 3.6 Place Of Meetings And Electronic Meetings Meetings of the Members may be held at the principal offices of the Seminary or at any other location that the Members or the Member who is Bishop may select. Notwithstanding anything to the contrary, any meeting of the Members may be held through any form of electronic communication pursuant to which each Member is able to hear each other Member who is participating or in any other manner permitted under the laws of the State of Ohio. Such participation shall constitute attendance at such meeting. 3.7 Notice Of Meetings Except as provided in these Regulations, notice of each annual meeting or special meeting of the Members shall be served on each Member by personal delivery or by mail delivered to his official address not less than two (2) nor more than thirty (30) days prior to the commencement of such meeting. Any Member may waive notice of any meeting in writing either before or after such meeting, and, by attending any meeting without protesting the lack of proper notice prior to the commencement of the meeting, shall be deemed to have waived notice. Unless otherwise limited in the notice, any business may be transacted at any Annual Meeting of the Members. 3.8 Action By Members Without Meeting Any action that may be authorized or taken at a meeting of the Members may be authorized or taken without a meeting through an action in writing signed by all of the Members. 3.9 Proxies And Voting By Mail a) At any meeting of the Members, any Member may be represented at such meeting, and cast such votes, sign such consents, waivers or releases, and exercise any other Member's rights, by proxy or proxies appointed in a writing signed by another Member. b) Voting by Members in elections or on other matters may be conducted by mail.
Article IV: Board of Trustees 4.1 Functions Of The Board Under the leadership of the Chancellor of the Seminary, the Board of Trustees is responsible for the governance of the Seminary except as provided in Article II or as otherwise provided by the Articles, these Regulations or the Ohio non-profit corporation law. It is responsible for the integrity and vitality of the Seminary. It recommends the President-Rector and the Vice President-Vice Rector to the Members for appointment. It appoints the Academic Dean, Spiritual Director, Treasurer, and Dean of Students. It confers degrees; approves contracts; approves budgets and oversees monetary affairs; approves purchase or sale of Seminary personal property; approves new degree programs; and conducts such other business, as it deems proper. It assists the Seminary administration and faculty by making recommendations and offering advice and counsel as appropriate so as to encourage and promote academic excellence and priestly formation.
Article V: Trustee Membership 5.1 Number The total number of Voting Trustees shall not exceed fifteen (15) nor be fewer than eight (8).
10 5.2 Qualifications Of Trustees All Trustees who are elected by the Members must be mature individuals of recognized prominence in the community who have an interest in the Seminary and its purposes and missions and who have experience or interests that would be valuable to the Seminary. In addition, commitment to recruitment and financial development are important qualifications. Although a Trustee may be of another faith tradition, no one may be elected a Trustee or continue as a Trustee who espouses views that are contrary to the teachings of the Catholic Church. 5.3 Classification Of Trustees The Board has two (2) classes of Trustees, elected and ex officio. Both elected and ex officio Trustees are voting Trustees. Ex officio Trustees are the following: The Bishop of the Diocese who is Chancellor of the Board; The President-Rector of the Seminary; The Secretary and Vicar for Clergy and Religious; The Diocesan Financial and Legal Secretary; The Rector of Borromeo Seminary. Elected Trustees. Up to ten (10) Trustees can be elected, representative of the following areas (one Trustee could represent one or more area): A Pastor or Parochial Vicar of the Diocese; A Faculty Member nominated by the faculty; A Trustee with a ministerial background and experience (other than a priest); A Trustee who is representative of minority concerns; A Trustee(s) who is/are representative of educational, canonical, legal, financial and development backgrounds and experience.
5.4 Election Of Trustees On an annual basis elected Trustees shall be nominated by the Board of Trustees which will appoint a Nominating Committee for this task. A majority of the Trustees present is necessary for submission of the candidate’s name to the Members. New Trustees of the Board of Trustees will be appointed by the Members at their annual meeting or at the special or regular meeting or in any other way that Members can act.
The following procedure will be followed in the nomination of new Trustees:
1. The Nominating Committee will assess the need of the Board of Trustees including skills, talents or abilities that would be desirable among new members. The Committee will share this information with the entire Board and encourage ALL members to surface names of potential candidates.
11 2. Board members would submit the name(s) of potential candidates to the President-Rector who would do a background check and then submit the name(s) to the Bishop for approval to approach the person(s) regarding Board membership. 3. If permission is received, the Trustee who submitted the name would approach the candidate to determine if he or she is interested in serving as a member of the Board of Trustees. If the answer is positive, the President-Rector will send a written invitation to the candidate asking him or her to submit a resume or curriculum vitae to the President Rector. 4. If the candidate submits a resume or curriculum vitae to the President-Rector indicating that he or she wishes to be considered as a Trustee, the Nominating Committee will present a report to the Board of Trustees that will include the following An indication of whether all requisite approvals required by this procedure have been obtained A summary of the candidate’s background Input by the Board member who originally suggested the candidate for membership on the Board of Trustees An indication of whether the candidate is recommended by the Nominating Committee The suggested effective date of the candidate’s initial term of office 5. After having reviewed the report of the Nominating Committee, the Board of Trustees will vote whether or not to submit the name to the Members of the Seminary.
5.5 Term Of Elected Trustees The term for elected Trustees of the Board of Trustees shall be four (4) years, with at least two Trustees being replaced each year after the initial terms which shall be staggered. Elected Trustees may serve a maximum of two (2) full terms. 5.6 Termination Of Trustees Termination of membership shall be effected by a letter of resignation, by removal by the Members (after receiving a recommendation of a majority of the Board of Trustees), and by death. 5.7 Replacement Of Trustees A vacancy shall be filled by the Members having received a recommendation from a majority of the Trustees present. The appointment is for the remainder of the vacant term.
Article VI: Officers 6.1 List Of Officers The officers of the Board of Trustees of the Seminary shall be: the Chancellor, the Chairperson, Vice- Chairperson, and Secretary. 6.2 Chancellor The Chancellor shall preside at all meetings of the Board of Trustees. 6.3 Chairperson The Chairperson shall conduct the meetings of the Board of Trustees. The Chairperson shall be elected by a majority of the Trustees for a term of one (1) year. Such Chairperson is eligible for re-election for a maximum of two (2) consecutive terms. An ex officio Trustee may not be elected Chairperson. A Trustee with less than one (1) year of service is not eligible for the position of Chairperson.
12 6.4 Vice-Chairperson A Vice-Chairperson shall be elected by a majority of the Trustees for a term of one (1) year to conduct meetings in the absence of the Chairperson. 6.5 Secretary The Secretary shall be elected by a majority of Trustees for a term of one (1) year. The Secretary can be elected for successive years. The Secretary: a) Shall keep or cause to be kept an accurate record of the proceeding of all meetings, issue notice of meetings and perform such other duties as may be incident to the office, subject to the direction of the Board of Trustees. b) Shall file or cause to be filed all documents required to maintain the corporate status of the Seminary. c) The Secretary shall be assisted by a recording secretary who shall be appointed from the Seminary secretarial staff.
Article VII: Meetings 7.1 Number Of Meetings The Board of Trustees shall meet at least three (3) times per year, in September, in February and in April of the academic year. 7.2 Annual Meeting The April meeting shall be considered as the Annual Meeting for purpose of elections and organization. 7.3 Special Meetings Special Meetings may be called by the Chancellor or the Chairperson. It shall be the duty of the Chancellor or the Chairperson to call a special meeting at the request of one-third (1/3) of the Trustees. The meeting shall deal only with requested agenda item(s). The request for the meeting must be made in writing. 7.4 Notice Written notice of all meetings shall be sent by the Secretary to each Trustee at least two (2) weeks and not more than thirty (30) days before the date of the meeting. Emergency situations (which require attention in less than two (2) weeks) shall be handled by an Executive Committee. (cf. Article 9.1) The presence of a Trustee signifies waiver of the notice deadline. 7.5 Place Of Meetings And Electronic Meetings Meetings of the Board of Trustees may be held at the principal offices of the Seminary or at any other location the Board may designate. If no designation is made in the notice of the meeting, the place of meeting shall be the principal office of the Seminary. Notwithstanding anything to the contrary, any meeting of the Board of Trustees may be held through any form of electronic communication pursuant to which each Trustee is able to hear each other Trustee who is participating or in any other manner permitted under the laws of the State of Ohio. Such participation shall constitute attendance at the meeting.
13 7.6 Quorum A majority of the Trustees in office at the time shall constitute a quorum at all meetings. The act of a majority (defined for these Regulations as fifty percent [50%] plus one) of the Trustees at any meeting at which a quorum is present shall be the act of the Board of Trustees, unless a greater majority vote is required by the Articles, these Regulations or state law. Business can only be conducted if a quorum is present. 7.7 Action Without A Meeting Any action or exercise of power which may be authorized or taken at a meeting of the Board of Trustees may be authorized or taken without a meeting with the affirmative vote or approval of, and in a writing or writings signed by all of the Trustees. Any writing or writings shall be filed with or entered upon the records of the Seminary. 7.8 Compensation The Trustees shall not receive salaries, fees or compensation for their services as Trustees or their attendance at any meeting or committee meeting of Trustees.
Article VIII: Committees 8.1 General Provisions Committees of the Board of Trustees shall be standing or special. Members of Standing and Special Committees shall not be limited to elected Trustees, but may be drawn from appropriate Seminary faculty/student/staff personnel and, where warranted, members from the larger community. Each Committee shall have at least two (2) elected Trustees as members, one (1) of whom shall serve as Chairperson. All appointed members of Committees are voting members. All committee members shall be appointed by and serve at the pleasure of the Board. The Chairperson of each committee shall be appointed by and serve at the pleasure of the Board. The Chairperson of the Board, in consultation with the President-Rector, shall appoint the committee members and committee chairpersons. The Chairperson shall charge each committee from time to time to meet the conditions and commitments currently requiring the skills of any specific committee or its members. 8.2 Special Committees Special Committees shall consist of no fewer than two (2) elected Trustees and may be appointed by the Board or by the Chairperson for special tasks as circumstances may warrant. Such Special Committees shall limit their activities to the assignment for which they were established and shall have no power to act except for such actions as are specifically conferred by action of the Board. Upon completion of their assignments, such Special Committees shall be dissolved. 8.3 Standing Committees a) FINANCE AND DEVELOPMENT COMMITTEE. The Finance and Development Committee shall have a minimum of two (2) elected Trustees as members one of whom is appointed as Chairperson. Other members may be asked to serve by the Board as members of this Committee. It shall review the annual operating budget prepared under the direction of the Treasurer of the Seminary and make recommendations with respect to the Board of Trustees. It shall make recommendations to the Board regarding development needs and possible Board activity. It shall serve as liaison to other diocesan fund raising activities on behalf of the seminaries. The Treasurer of the Seminary shall serve as staff to the Committee and may be invited to meetings, but is not a member of the Committee and does not vote.
14 b) INSTITUTIONAL PLANNING COMMITTEE. The Institutional Planning Committee shall have a minimum of two (2) elected Trustees as members one of whom is appointed as Chairperson. Working in concert with the administration of the Seminary the Committee will review institutional planning and make recommendations with respect to the administration and the Board of Trustees. It shall review the relationship of the Seminary to other entities concerned with theological education and formation and support and make recommendations. A member, who is also an elected Trustee, will serve as liaison to such groups and advisory boards at the decision of the Board of Trustees. It shall be concerned with recruitment of students for the various Seminary programs. In this capacity it will make recommendations to the administration and the Board of Trustees and will work in collaboration with other entities concerned with recruitment of students. c) STUDENT AND ACADEMIC AFFAIRS COMMITTEE. The Student and Academic Affairs Committee shall have a minimum of two (2) elected Trustees as members one of whom is appointed as Chairperson. Working in concert with formation, academic and community affairs administrative personnel of the Seminary it will review programs, policies and procedures of the Seminary and make recommendations with respect to the administration and the Board of Trustees. d.) NOMINATING COMMITTEE. The Nominating Committee will be composed of the President-Rector and a minimum of two (2) elected Trustees as members. One of the elected Trustees is appointed as Chairperson. The work of the committee is to suggest to the Board of Trustees candidates for election as Board Members. The Committee also nominates to the Board at the Spring meeting a slate of officers for election for the next academic year.
8.4 Meetings a) Meetings of committees shall be held as often as necessary to carry out its assignments or purposes. b) Unless otherwise ordered by the Board, any such committee may prescribe its own rules for calling and holding meetings, and its own method of procedure, and may act by a majority of its members at a meeting, or by writing or writings signed by all its members. c) Resolutions for the consideration and approval of the Board of Trustees shall be submitted in writing to the Chairperson in sufficient time to be included with the agenda materials. 8.5 Reports Committees shall report their activities to the Board. 8.6 Term Committee members are appointed by the Chairperson on an annual basis at the April meeting of the Board of Trustees. Ordinarily it is expected that elected Trustees will serve as members of a standing committee for a term of four (4) years from the date of appointment as a committee member. The term of other members is determined by the Board in consultation with the Chairperson of the Committee. A Trustee elected to a second four (4) year term may continue to serve on the same standing committee. 8.7 Use Of Communication Equipment Unless otherwise directed by the Board, meetings of a committee may be held through any electronic communications media if all persons participating in the meeting can hear one another; such participation constitutes presence at a meeting.
15 Article IX: Executive Committee 9.1 Executive Committee An Executive Committee of the Board of Trustees, composed of the Chancellor and the President- Rector of the Seminary ex officio, and the three officers of the Board shall be empowered to take action on behalf of the Board between meetings of the Board. Actions taken by the Executive Committee shall be ratified by the full Board at its next meeting.
Article X: Indemnification 10.1 The Seminary shall indemnify every Member, Trustee, and Officer and every former Member, Trustee, and Officer of the Seminary (and his or her heirs, executors, and administrators) to the fullest extent provided by or permissible under, Section 1702.12(E) of the Ohio Revised Code. The indemnification rights under the preceding sentence with respect to an action, suit or proceeding referred to in Section 1702.12(E) ("Proceeding") shall include the right to be paid by the Seminary expenses, including attorneys' fees, incurred in defending any such Proceeding in advance of its final disposition if authorized by the Trustees and if the person seeking such advance payment delivers to the Seminary an undertaking to repay the amount advanced unless it shall be ultimately determined that he or she is entitled to be indemnified by the Seminary under the preceding sentence. The indemnification provided for shall not be deemed to restrict the right of the Seminary to indemnify employees, agents and others permitted by Section 1702.12(E) and shall not be deemed exclusive of any other rights of indemnification that any person may have in any capacity as a matter of law, under any vote of Members or Trustees, under any agreement or otherwise. The Seminary may purchase insurance to cover any of the indemnity obligations of the Seminary.
Article XI: Fiscal Year 11.1 The fiscal year of the Seminary shall end on the 30th day of June in each year or on such other day as may from time to time be fixed by the Board of Trustees.
Article XII: Provisions in the Articles of Incorporation 12.1 These Regulations are at all times subject to the provisions of the Articles of Incorporation, as amended from time to time.
Article XIII: Amendments to this Code of Regulations 13.1 A two-thirds (2/3) majority of the Board of Trustees is required for a recommendation to the Members concerning any alteration, change, amendment, deletion or change in these Regulations. 13.2 These Regulations may be altered, changed, or amended in any respect or superseded by new Regulations in whole or in part, only by the affirmative vote of two-thirds (2/3) of the Members of the Seminary, at any meeting called for the purpose, provided that one of the affirmative votes is cast by the Member who is the Bishop or without a meeting by the written consent of all the Members of the Seminary.
Article XIV: Effective Date 14.1 The effective date of this Code of Regulations is the date of adoption hereof by the Members of the Seminary, as set forth below (the "Effective Date"). This Code of Regulations was adopted by the action of the Members of the Seminary on the 16th day of May, 1992.
16 RECORDS DIRECTORY: POLICIES AND PROCEDURES
Confidentiality of Faculty Records Saint Mary Seminary recognizes that individuals have a right to their good name and reputation and privacy. At the same time, in order to carry on effectively its mission as an institution for both priestly formation and theological education, the seminary must gather and retain -- at least temporarily -- certain highly personal and sensitive information about its faculty. The seminary wishes to hold such information in trust and looks to traditional Church values and practice to help it to safeguard this trust in a responsible Christian manner. These policies and procedures are published here so that both faculty and administrative personnel may understand and mutually respect the rights and responsibilities of the parties involved. Categories of Information And Records President-Rector's (hereinafter ‘Rector’) File This file contains the following materials: any correspondence leading to appointment to the seminary faculty; appointment materials; official correspondence from the Chancellor (Bishop), appointment to the faculty; records of promotion; records pertaining to sabbaticals; for diocesan priest faculty members, materials relating to the five- year assessment; for other faculty members, materials relating to appointment and continuation. Academic Dean's File This file contains the following materials: course syllabi; course evaluations; for faculty members other than diocesan priest faculty, copies of contracts and any special arrangements; contracts for adjunct faculty members. Business Office File The Business Office keeps certain information on file for the sake of administrative procedures. This information includes, in addition to directory information, data which might be valuable in case of emergency, such as the names and telephone numbers of persons to contact in case of an emergency, personal physician's name, medical history, medical insurance data, etc. Confidentiality and Access to Faculty Records Because of the personal and sensitive nature of much of this material access to it is limited to the faculty member, the President-Rector, (or the Vice-Rector in the absence of the Rector) and where pertinent to the Academic Dean during the tenure of the faculty member. The seminary will exercise due care to protect the confidentiality of this material. The files are kept until the departure of the faculty member. At that time the materials from the Rector's File and the Academic Dean's File are given to the Archivist. Access to the file is then limited to the Archivist, the Rector and the former faculty member. A copy of the appointment letter and the termination materials, however, are kept as part of the archives of the seminary. Materials from the Business Office File are destroyed with the departure of the faculty member.
Confidentiality of Student Records Saint Mary Seminary recognizes that individuals have a right to their good name and reputation and privacy. At the same time, in order to carry on effectively its mission as an institution of graduate theological studies, the seminary must gather and retain -- at least temporarily --certain personal and sensitive information about its students. The seminary wishes to hold such information in trust and looks to traditional Church values and practice to help it to safeguard this trust in a responsible Christian manner.
17 These policies and procedures are published here so that both students and seminary personnel may understand and mutually respect the rights and responsibilities of the parties involved. In order to ensure that a student's right to privacy remains inviolable, sensitive records will be retained only as long as the student is pursuing a course of action that is focused on receiving the conferral of an academic degree or is actively engaged in a continuing course of studies for personal or professional enrichment. Thereafter, the sensitive records will be destroyed as described below. Categories of Information and Records Directory Information The following data is considered as directory information: a student's name, address, telephone number, date and place of birth; social security number; names of previous schools attended with corresponding dates, degrees earned, major field of study; dates on which ministries, candidacy, or Orders were received. This information is accessible to the general public at the discretion of seminary officials, unless a student specifically requests that any or all of this data be withheld from release. Such a request must be filed with the Administration within sixty days of enrollment at the seminary. Admissions File This file contains the following materials: any correspondence leading to application for admission; the admission application form; transcripts of academic work; Graduate Record Aptitude Examination results. All materials in the Admissions File may be reviewed by each member of the Admissions Committee in carrying out that committee's responsibility. The discussions of the Admissions Committee are held in confidence by its members. A summary of the discussion is prepared by the committee secretary. After the completion of the committee's work and an applicant is accepted, the Admissions File becomes the basis of the Academic File and is held by the Academic Dean until the student completes the program, withdraws, or is dismissed. If an applicant is rejected, the Admissions File for the applicant is destroyed. Academic File Once an applicant is accepted, a permanent academic file is opened for that student. In addition to holding transcripts of previous academic work and, where applicable, GRE scores, this file will contain a record of all courses in which a student is enrolled and a note of withdrawal or the grade given for the course. The record also contains a cumulative grade point average and designates the academic program in which the student is enrolled. Dates on which degrees are awarded are also recorded. These records along with paper and microfilm backups are held permanently by the seminary and kept in fireproof cabinets under the supervision of the Registrar, the Academic Dean and the Archivist. While registered for courses at the seminary students are given an unofficial copy of their transcript at the end of each term as a grade report. Business Office File The Business Office keeps certain information on file for the sake of administrative procedures. This information includes, in addition to directory information, material which might be valuable in case of emergency, such as the names and telephone numbers of persons to contact in emergency, personal physician's name, medical insurance data, auto insurance data, etc. The Business Office also keeps a record of a student's financial responsibilities to the seminary and payments thereof, and a record of requests for certification of student status. These records are kept as long as the accounts are active and as long as is necessary for the seminary to conduct its regular audit of financial records.
18 Confidentiality and Access to Student Records Because of the personal and sensitive nature of much of this material access to it is limited on the part of students, faculty and administrative personnel. Limiting access to this material is an effort to safeguard the confidential nature of the material as well as to assure that the information given in the records will be honest and accurate. Much of the information contained in the files has been seen by the student; to some the student is required to waive the right of access, to some the student may choose whether he or she waives the right of access. The seminary will exercise due care to protect the confidentiality of this material. Admissions File The gathering and safeguarding of this material is the responsibility of the President-Rector and the Faculty Secretary. Access to all this material is given to the members of the Admissions Committee so as to aid them in their corporate decision on an applicant. Knowledge of this material is held in confidence by the members of the Committee. The student hereby agrees to waive access to all the material in the admissions file other than the application; transcripts of academic work; Graduate Record Aptitude test scores; and recommendation forms unless the student has specifically waived the right of access to the recommendation in question. Academic File The Academic File is the responsibility of the Academic Dean, Registrar, and Archivist. Along with President-Rector and the Faculty Secretary, these would be the only persons who have normal access to this file. Transcripts of grades will not be released unless a person requests such in writing. Normally official transcripts are sent from the institution, not through a student. The date and recipient of each transcript are noted in the file. Upon occasion of an accreditation visit, random access to student academic records is permitted to appropriately authorized members of the evaluation team. The student hereby grants such access so as to allow for the evaluation of the institution's academic and administrative program. Students may receive upon request a review of their Academic File from the Academic Dean. Business Office File This material is the responsibility of the Treasurer of the seminary who will see that it is kept confidential and that access is given only to authorized Business Office personnel. Students have access to all the materials in their Business Office File. Statement of Acceptance Having read and understood the Policies and Procedures for Safeguarding Confidentiality of Student Records I support the seminary's policy. I agree to abide by these Policies and Procedures. I hereby waive access to certain records as stated in the Procedures and Policies and offer my signature in support of my intent.
______
Signature and Date
19 Confidentiality of Seminarian and M. Div. Student Records Saint Mary Seminary recognizes that individuals have a right to their good name and reputation and privacy. At the same time, in order to carry on effectively its mission as an institution for both priestly formation, and for the development of ministerial competence in its M. Div. students, the seminary must gather and retain -- at least temporarily -- certain highly personal and sensitive information. The seminary wishes to hold such information in trust and looks to traditional Church values and practice to help it to safeguard this trust in a responsible Christian manner. These policies and procedures are published here so that both seminarians and seminary personnel may understand and mutually respect the rights and responsibilities of the parties involved. In order to ensure that a seminarian's right to privacy remains inviolable, sensitive records will be retained only as long as the seminarian is pursuing a course of action that is focused on receiving a call to priestly Orders in due course. Henceforth, whenever seminarians are mentioned, M. Div. students are also included for the purposes of this policy statement where applicable. Categories of Information and Records Directory Information The following data is considered as directory information: a student's name, address, telephone number, date and place of birth; social security number; names of previous schools attended with corresponding dates, degrees earned, major field of study; dates on which ministries, candidacy, or Orders were received. This information is accessible to the general public at the discretion of seminary officials, unless a student specifically requests that any or all of this data be withheld from release. Such a request must be filed with the Administration within sixty days of enrollment at the seminary. Admissions File This file contains the following materials: any correspondence leading to application for admission; the admission application form; sacramental records; transcripts of academic work; Graduate Record Aptitude Examination results; letters of recommendation (including a letter of recommendation from the Rector of Borromeo Seminary for graduates of that institution); report of the physical examination; applicant's autobiography; and reports of the faculty interviewers. The report of the psychological testing is also a part of the admissions process but is treated as a separate category. All the materials in the Admissions File are reviewed by each member of the Admissions Committee in carrying out that committee's responsibility. The discussions of the Admissions Committee are held in confidence by its members. A summary of the discussion is prepared by the committee secretary. After the completion of the committee's work and an applicant is accepted, the Admissions File becomes the basis of the Rector's File and is held by the Rector until the student completes the program or withdraws. Academic transcripts and test scores are transferred to the student's Academic File. If an applicant is rejected, the Admissions File is sealed and filed. Psychological Reports Applicants for the formation program of Saint Mary Seminary are required to undergo a routine psychological evaluation conducted by a licensed psychologist approved by the seminary. The applicant is invited to review the results of the evaluation with the psychologist. The psychologist, with the applicant's permission, sends a written evaluation to the seminary's Rector who is Chairperson of the Admissions Committee. The report is shared with the committee as a part of the admissions process. Once the admissions process is completed, if an applicant is accepted into the seminary, the psychological report is retained as a part of the Rector's File. If in the course of a seminarian's formation further psychological evaluation may be required by the seminary, written
20 reports of such evaluations will be added to this file with the seminarian's permission. Once a seminarian completes the program and is ordained, or withdraws or is dismissed, the file is archived.
Academic File Once an applicant is accepted for the seminary a permanent academic file is opened for that seminarian. In addition to holding transcripts of previous academic work and GRE scores, this file will contain a record of all courses in which a seminarian is enrolled and a note of withdrawal or the grade given for the course. The record also contains a cumulative grade point average and a note of the academic program in which the student is enrolled. Dates on which degrees are awarded are also recorded. These records along with paper and microfilm backups are held permanently by the seminary and kept in fireproof cabinets under the supervision of the Registrar, the Academic Dean and the Archivist. While registered for courses, seminarians are given an unofficial copy of their transcript at the end of each term as a grade report. Rector's File As the chief administrative officer of the seminary it falls principally to the Rector to safeguard the confidentiality of a seminarian's records. Consequently, apart from the Academic File, the Field Education File and financial and seminarian loan material, all other records and documentation on a seminarian are held in security in the Rector's Office. The following materials are contained in the Rector's File: materials retained from the admissions file including the psychological report; any further psychological reports; copies of official correspondence between the Rector and the seminarian; any correspondence received relative to a seminarian by the Rector; materials from the most recent faculty evaluation of a seminarian; copies of correspondence between the Rector and a seminarian's bishop or religious superior (generally these are letters of recommendation in support of a seminarian's petition for ministries, candidacy, or Orders). Finally, the Rector keeps a register of all ministries, admission to candidacy, and ordinations conducted under the jurisdiction of Saint Mary Seminary. Faculty evaluation materials are held until they are supplanted by a new evaluation. These materials serve the Rector as a basis for his recommendations to the bishop or religious superior. Field Education File To facilitate the process of placing seminarians in appropriate field assignments and of making a summary report of a seminarian's field education progress at the annual faculty evaluation session the Director of Field Education retains certain files on each seminarian. The following materials are contained in this file: the Work Experience Profile filled out by each seminarian when admitted to the seminary; Learning Agreements signed by the seminarian and supervisor at the beginning of each semester; and evaluations from both supervisors and seminarians at the end of each field education program signed by both seminarian and supervisor, after mutual dialogue on the assessment tools. This material is held on file until a seminarian is ordained, or withdraws, or is dismissed from the program, at which time the file is archived. Internship File The seminarian file relative to his internship in a parish contains evaluations from each of the two sessions that comprise the internship experience. Included also in the file are two Learning Agreements, one, which guides the first session’s learning, and a second which guides the final session's learning. Such evaluations include a seminarian's self-evaluation, a supervisor's evaluation, evaluations from individual members of the parish staff and the support staff as well as evaluations from individual members of the seminarian's laity formation board. Each document is signed after mutual dialogue between the evaluator and the seminarian.
21 These files are kept in the office of the Rector and are available to members of the evaluating faculty only. Such materials are held on file until a seminarian's ordination, withdrawal, or dismissal from the program, at which time the file is archived. Business Office File The Business Office keeps certain information on file for the sake of administrative procedures. This information includes, in addition to directory information, material which might be valuable in case of emergency, such as the names and telephone numbers of persons to contact in emergency, personal physician's name, medical insurance data, auto insurance data, etc. The Business Office also keeps a record of a seminarian's financial responsibilities to the seminary and payments thereof. Finally, under the direction of the Treasurer who acts as the Student Loan Officer, records are kept for those seminarians who apply for seminarian loans while at Saint Mary Seminary. These records would include copies of all applications for loans as well as copies of all grants and any necessary correspondence which would take place. These records are kept as long as the accounts are active and as long as is necessary for the seminary to conduct its regular audit of financial records. Confidentiality and Access to Seminarian Records Because of the personal and sensitive nature of much of this material access to it is limited on the part of seminarians, faculty and administrative personnel. Limiting access to this material is an effort to safeguard the confidential nature of the material as well as to assure that the information given in the records will be honest and accurate. Much of the information contained in the files has been seen by the seminarian; to some the seminarian is required to waive the right of access, to some the seminarian may choose whether he waives the right of access. The seminary will exercise due care to protect the confidentiality of this material. Finally, respect for and the preservation of the confidentiality of the material in these files must be balanced with the seminary's responsibility to the Church in presenting suitable candidates for ordination, and with its responsibility for certifying the professional ministerial competence of M. Div. students. Admissions File The gathering and safeguarding of this material is the responsibility of the Chairperson of the Admissions Committee, the seminary Rector. Access to all this material is given to the members of the Admissions Committee so as to aid them in their corporate decision on an applicant. Knowledge of this material is held in confidence by the members of the Committee. Seminarians hereby agree to waive access to all the material in the admissions file other than the application; sacramental records; transcripts of academic work; Graduate Record Aptitude test scores; autobiography and results of the physical examination, and recommendation forms unless the seminarian has specifically waived the right of access to the recommendation in question. President-Rector's File The material of the President-Rector's File which includes the psychological reports is supervised by the President-Rector of the seminary. In his absence during extraordinary circumstances, the Vice-Rector may have access to these student files. The President-Rector alone will normally have access to this material. However, evaluation faculty members, the seminary Spiritual Director and, at times, other Spiritual Directors, can request access
22 to this file from the Rector to aid them in their formational and spiritual direction responsibilities. The Rector will note in the file the date and name of the person to whom information was passed on or who was given access to the file. Seminarians hereby agree to waive access to all the materials in the Rector's File other than the material noted earlier that is transferred from the Admissions File; copies of official correspondence between the Rector and the seminarian; records of ministries; candidacy and ordination to diaconate and priesthood. Academic File The Academic File is the responsibility of the Registrar, Academic Dean and Archivist. Along with a designated secretary and the Rector, these would be the only persons who have normal access to this file. To assist the evaluating faculty in its responsibility the Academic Dean will see that members of the evaluating faculty receive the data of a seminarian's GRE scores, undergraduate average, GPA at Saint Mary Seminary at the end of each term, as well as a record of grades for all courses each term. Transcripts of grades will not be released unless a person requests such in writing. Normally official transcripts are sent from the institution, not through a seminarian. The date and recipient of each transcript are noted in the file. Upon occasion of an accreditation visit, random access to seminarian academic records is permitted to appropriately authorized members of the evaluation team. The seminarian hereby grants such access so as to allow for the evaluation of the institution's academic and administrative program. Seminarians may receive upon request a review of their Academic File from the Academic Dean. Field Education File This material is for the use of the Field Education department. A summary of this material is presented orally to the evaluating faculty at the time of evaluations of seminarians. The seminarian may also receive an oral summary of the material in the file. In addition to the Director of Field Education and the Rector, other members of the evaluating faculty have access to this file upon request. The seminarian hereby agrees to waive access to all the materials in the Field Education File other than materials previously seen and signed by the seminarians. Internship File This material is for the use of the evaluation faculty. A summary of this material is presented orally to the evaluating faculty at the time of seminarian evaluations. The oral summary may also be given to the seminarian and his supervisor. Members of the evaluation faculty have access to this file upon request. The seminarian hereby agrees to waive access to all the materials in the Internship File other than materials previously seen and signed by the seminarian. Business Office File This material is the responsibility of the Treasurer of the seminary who will see that it is kept confidential and that access is given only to authorized Business Office personnel, and, upon request, to members of the evaluating faculty. Seminarians have access to all the materials in their Business Office File. Statement of Acceptance Having read and understood the Policies and Procedures for Safeguarding Confidentiality of Seminarian and M. Div. Student Records, I support the seminary's policy. I agree to abide by these policies and procedures. I hereby waive access to certain records as stated in the procedures and policies and offer my signature in support of my intent. ______Signature and Date
23 CENTER FOR PASTORAL LEADERSHIP (CPL)
Introduction In 1989, Bishop Anthony M. Pilla inaugurated an in-depth consultative process to determine the future direction of priestly formation in the Diocese of Cleveland. After examining all the available options, the Presbyteral Council recommended the establishment of a ministry training center to prepare not only priesthood candidates, but permanent deacons and pastoral ministers as well. A Transition Committee was appointed by the bishop to oversee the establishment of what is now known as the Center for Pastoral Leadership, Diocese of Cleveland (hereinafter referred to as CPL). The CPL consists of Borromeo Seminary, Office of Continuing Education and Formation of Ministers, Pastoral Ministry Office, Diaconate Program, and Saint Mary Seminary. By bringing together in one location all the resources involved in the preparation of lay and ordained ministers, the diocese is exercising good stewardship and creating an atmosphere for mutual respect and collaboration among all those engaged in ministerial formation. Each program housed at the CPL has its own integrity and unique purpose. While real collaboration and mutual support is fostered among all the participants, each program remains independent and operates in an environment that is free of undue interference or encroachment. Guidelines have been established for the sake of house order and mutual convenience. Suggestions that will enhance cooperation among the entities or improve interpersonal relationships are most welcome and should be addressed to the appropriate administrator.
Administration Council of Leaders The purpose of the Council of Leaders is to coordinate the five constitutive programs and offices for the effective functioning of the CPL. The Council of Leaders makes the necessary decisions to ensure that the purpose of the CPL is accomplished, namely, to provide a setting for enhancement of collaborative ministry. Membership of the Council of Leaders consists of the Director of the Continuing Education and Formation of Ministers, the Director of the Pastoral Ministry Office, the Director of the Diaconate Program, the President-Rector of Saint Mary and Borromeo Seminaries, the Treasurer of both seminaries, the Vicar for Clergy, and the Secretary for Parish Life. The Council of Leaders meets periodically. Decisions are reached by consensus. A chairperson selected by the Council conducts the meetings for a term of one year. Joint Worship Committee The membership of the Joint Worship Committee is comprised of one representative from each program and the Director of Liturgy and the Director of Liturgical Music of the seminaries. This group meets as needed to discuss liturgical matters and to prepare liturgical celebrations that involve the five CPL entities. Center for Pastoral Leadership Services, Inc. The CPL has been incorporated in the State of Ohio under the title, Center for Pastoral Leadership Services, Inc. The purpose of CPL Services, Inc. is to maintain the campus and provide support, services, and facilities for its tenants. The Chairperson of the Council of Leaders is the president of the corporation.
24 All of the authority and powers of the CPL Services, Inc. are exercised by the Board of Trustees. There are five standing committees: Executive Committee, Nominating Committee, Finance Committee, Personnel Committee, and Facilities Committee. The Board meets quarterly or more often as needed.
CPL Resident and User Guidelines Scheduling The use of any CPL facility (Aula, Founders Room, classrooms, meeting rooms, chapel, recreation areas) must be scheduled in advance. No one should presume that space would be available for an event. A common calendar will be maintained in the business office. Restricted Areas The attic areas, the third floor residence corridor, the Communications Center, and the Faculty Lounge/Dining Room are off limits to all students. The west wing second floor residence area and lounge are reserved for the exclusive use of Borromeo seminarians. The east wing second floor residence area and lounge are reserved for the exclusive use of the Saint Mary Seminarians. Given the different lifestyles of both seminary communities, the college seminarians should be sensitive to the need for privacy and quiet space of the theology students. All residence corridors are off limits to outside visitors. The second floor should be considered the private residence of faculty members and seminarians. Guests are to be received in the common areas of the first floor or the recreation areas. Common areas include the chapel, dining room, the Caske and Crosse, classrooms, meeting rooms, the front parlor, and the Field House. In-House Communications Faculty member Papers or messages should be given to a secretary during business hours to be placed in his/her mailbox. After business hours, papers or messages should be left at the faculty member’s office or suite. In case of an emergency, the phone intercom may be used. Student Messages may be left with the receptionist to be placed in the student’s mailbox. The phone intercom also may be used. Seminarians are expected to check voice mail, email, and text messages promptly. Communications from a member of the administration, faculty, and staff are to be given highest priority of attention and response. Relationship with the CPL Staff Every staff member working at the CPL should be treated in a friendly and courteous manner. However, visiting in the offices of any staff member should be restricted to business. A seminarian or group of seminarians should not occupy the time a staff member needs to complete his/her responsibilities. Non-Smoking Area The entire Center for Pastoral Leadership has been designated a non-smoking area. That includes classrooms, meeting rooms, the dining room, offices, lounges and private rooms and courtyards. Smoking is permitted 50 feet away from the main buildings on campus.
25 Dining Room A policy of open seating will be followed at all meals. CPL staff members often join the seminary community for lunch. Seminarians are encouraged to sit with different groups and not segregate themselves at meals. They are to save one seat at table for a faculty member. Meals provide an excellent opportunity to expand one’s friendships and knowledge. Any beverage taken from the dining room must be carried in a closed container to one’s room or classroom.
26 CHAPTER 2 POLICY STRUCTURE
PHILOSOPHY OF ADMINISTRATION The first and obvious responsibility of the administration of an academic institution is executive. The administration is expected to move the institution towards its objectives within the pattern of policy determined by the Bishop and the Board of Trustees. The administration cannot, nor is it explicitly expected to think "for" the entire institution, but it will find itself bearing that burden to the degree that it fails to engage every sector of the educational enterprise in thinking "about" the institution. Thus, there is a second and somewhat less obvious responsibility of administration; it must be catalytic or constructively provocative. The administration must stir the institution itself, students, faculty and staff, as well as the Bishop and the Board of Trustees to a continuous assessment of the institution, its purposes, its operations in the context of present and anticipated academic, ecclesial, and social change. In the fulfillment of these responsibilities to be executive and catalytic, the administration should: Recognize the principle of subsidiarity by allowing decisions to be made and responsibility assumed at the level of competence closest to the problem; Proceed collegially, enabling all members of the institution to contribute to the decision-making process in a manner proportioned to their competence, experience, concern, and responsibility; Give evidence of sincere personal concern, sensitive to human individuality and the varying needs of faculty members and students for recognition, encouragement, challenge and reinforced motivation; this element of manifest personal concern is of particular importance in the seminary situation today where students expect that the seminary will provide them with a satisfying and encouraging experience of Christian community life and where they may be quick to interpret any lack of personal concern on the part of the administration as "typical establishment"; Finally, be characterized by the modest awareness that an administration is most successful when, unobtrusively, it achieves an order and a climate in which faculty excellence can respond creatively to the challenge offered by qualified and concerned students.
27 POLICY STRUCTURE SCHEMA
MEMBERS
PRESIDENT- BOARD OF RECTOR TRUSTEES
FACULTY COMMITTEE (FULL TIME FACULTY)
ACADEMIC LIFE COMMITTEE
GLOBAL AWARENESS COMMITTEE
SPIRITUAL- LITURGICAL LIFE COMMITTEE
SOCIAL CONCERNS COMMITTEE
INSTITUTIONAL ASSESSMENT COMMITTEE
28 BOARD OF TRUSTEES The Board of Trustees of Saint Mary Seminary establishes, with the assistance of the administration, and faculty, the basic policy of the school in accordance with Church law, The Program of Priestly Formation of the United States Conference of Catholic Bishops, standards of the Association of Theological Schools and the Higher Learning Commission, and sound educational practice. The Board develops its own bylaws to determine scope, and procedures.
THE SEMINARY COMMUNITY "Policy is ordinarily proposed at the level of the seminary community where concrete needs and problems occur. After review by the seminary faculty and administration, policy proposals of major importance will be presented by the President-Rector to the seminary board and appropriate ecclesiastical authority for approval. Direct involvement and participation by the seminary community, including seminarians themselves, should be characteristic of policy making in seminaries.” (PPF 5th ed. #454) Saint Mary Seminary has sought to follow this directive of The Program of Priestly Formation. The implementation of this directive for policy-making and faculty-student dialogue has taken many forms with continued adaptations according to the needs and characteristics of the seminary community. The present structure of this dialogue was established with the consent of the faculty and students in June, 1977 and modified in June, 1980. It takes the following form:
President-Rector, Student Dialogue The President-Rector will meet once each term with the class chairpersons. These meetings will serve as an open channel for sharing student and faculty concerns relative to the seminary community.
Dean of Students, Student Dialogue The Dean of Students may meet once each term with each class if the class or the Dean of Students deems it necessary. At times the Dean may invite the President-Rector or other appropriate faculty members. These meetings will provide a further channel for sharing concerns relative to the seminary community.
House Conference The President-Rector holds a regularly scheduled house conference, an assembly of the faculty and student body, a minimum of two per semester. This conference is consultative on both policy making and administrative affairs and serves as an open forum at which student and faculty concerns may be expressed and discussed. Decision for agenda items is made by the Chairpersons Committee composed of the President-Rector and the class chairpersons in a meeting held prior to the meeting of the house conference. The President-Rector votes with the class chairpersons on issues to be considered. Each of the members of the Chairpersons Committee has one vote. After the vote has been taken the President-Rector has veto power over an item. The President-Rector also has the right to add agenda items after the agenda has been set. If no major issues emerge from the meeting of the Chairpersons Committee, the next meeting is canceled. Items may arise out of the regular meetings of the Faculty Committee, out of President-Rector-student meetings, out of the concerns expressed by the Board of Trustees or out of class meetings.
29 Class Chairpersons share pending issues among themselves prior to class meetings in preparation for the meeting of the house conference. General communication among Class Chairpersons is recommended on developments arising at any time within the individual classes. A place on the agenda of every meeting of the house conference is reserved for individual input from the floor. A maximum of ten minutes discussion is given to such issues. Items needing special consideration or action will be sent to an ad hoc committee established by the President-Rector. Such committees report back to the house conference at the next meeting. No item will be received by such committees which has not first been introduced on the floor of the house conference. Items which need to be enacted into policy will be referred to the Faculty Committee for action after having been discussed at the house conference.
Minutes of the house conference are kept by a recording secretary determined from the first theology class by the seminary administration. These minutes are filed in the President-Rector's office.
The Faculty Committee It is the task of the Faculty Committee to decide particular policy in all areas of the internal life of the seminary. Its competency extends to the spiritual-liturgical, academic, and community life programs of the seminary and seeks to implement, evaluate, and modify seminary policy in accord with current Church and civil norms and the needs of the times. The President-Rector serves as ex officio chairperson of this committee, of which all full-time faculty personnel are its members. Items for consideration by the Faculty Committee may come from the Board of Trustees, the House Conference, the Academic Life Committee, the Global Awareness and Interfaith Committee, the Spiritual-Liturgical Life Committee, the Social Justice Committee, the President-Rector-student dialogue, or from the Faculty Committee itself. Before a final policy vote is taken by the Faculty Committee, items judged appropriate by the President-Rector will be referred to the House Conference. The Faculty Committee meets regularly during the academic year, ordinarily on the third Friday of each month. The President-Rector holds veto power in the Faculty Committee. He has two weeks in which to respond to policy decisions of the Committee.
The Academic Life Committee The Academic Life Committee provides a forum for student and faculty input concerning the academic life of the seminary, where the evaluation, alteration and innovation of policies and structures may be proposed to the Faculty Committee or the Academic Dean, as appropriate, with personal academic issues and day-to-day Academic Life handled by the Academic Dean. The Committee consists of the Academic Dean, the Department Chairs, the Director of the Library, and student representatives from the seminary, the Master of Arts candidates and the Doctor of Ministry candidates. Goal: The goal of the Academic Life Committee is to ensure a vibrant academic life in the seminary.
30 Objectives: to hold Academic Life Committee meetings twice each semester to receive input concerning the academic life of the seminary, including the evaluation, alteration and innovation of policies and structures to see that relevant information is disseminated over the Seminary Web Site to review and make suggestions concerning library policies and procedures
The Spiritual-Liturgical Life Committee The Spiritual-Liturgical Life committee is a standing committee which recommends particular policy to the Faculty Committee in those matters which relate to the spiritual and liturgical life of the seminary. In this it assists the Spiritual Director, the Director of Liturgy, and the Director of Liturgical Music in fulfilling their respective responsibilities. This committee reviews the general orientation and implementation of the spiritual and liturgical programs, as needed, and recommends policies and procedures necessary for these programs. In particular it will: receive and review suggestions and recommendations for the betterment of the spiritual and liturgical programs; facilitate consultation and discussion within the seminary community on such matters; and make recommendations for implementing the results of this consultation offer suggestions and recommendations to the appropriate Administrative Staff persons relative to their areas of responsibility and, when necessary, refer policy recommendations to the Faculty Committee serve as a vehicle for evaluating, when necessary, the policies and functioning of the various aspects of the spiritual and liturgical programs, as well as provide for an annual assessment of the seminary’s spiritual-liturgical life, which will be presented to the Faculty Committee at its final meeting at the end of each academic year coordinate resources, practices, and oversight for liturgical, devotional, and spiritual celebrations appropriate for the seminary community in accord with Church norms provide suggestions, support, and assessment for those involved with preparation for liturgical celebrations (e.g., those who house jobs involve liturgical art and environment, liturgical preparation groups for Sunday and major celebrations, etc. Its membership shall include the Spiritual Director, the Director of Liturgy, and the Director of Liturgical Music, ex officio, and four students: one from classes I & II, and IV & V Theology. It is the responsibility of the members to inform and to consult their respective constituencies on all matters to be discussed by the committee. The Spiritual Director serves as Chairperson, ex officio. Meetings should be held with sufficient frequency so that the items which are presented may be treated adequately. Items to be presented should be submitted to the Chairperson prior to the scheduled meeting and the meeting's agenda is to be published prior to the meeting.
31 All meetings are considered open to the Seminary community. Any non-members, including non- resident students who wish to address the committee at a meeting are to consult with the Chairperson prior to the meeting.
The Social Concerns Committee The goal of the Social Concerns Committee is to assist the community of Saint Mary Seminary in integrating into its faith life an awareness of the social justice issues of the day and in making some contribution to the alleviation of poverty, injustice, and neglect in our society. Ordinary meetings are held twice per semester at a time and place announced by the Chairperson after consultation with the members. Special meetings are called as needed. This committee recognizes three steps in achieving its goal: the identification of social justice issues the provision of information concerning those issues the provision of a meaningful opportunity to contribute to a more just society by concerted action concerning one or more of those issues. The Committee recognizes that as one moves from step one to step three, there is a decreasing ability to claim certainty, and an increasing need to allow for the decision of the individual conscience. Openness to community discussion of an issue should pervade all three steps. This committee also deals with the Saint Mary Seminary Outreach Trust Fund. The members of the Committee serve as advisors to the Board of Trustees of the Saint Mary Seminary Outreach Trust Fund. The chairperson of the Committee also serves as a trustee. It is hoped that service in this capacity will help the community to learn about the needs of others, and how those needs may be addressed in creative ways. The chairperson will see to it that each member of the Committee receives a copy of each proposal for funding so that he or she may prepare to discuss and vote on the merits of each proposal at a meeting. The chairperson will communicate to the Trustees the advice of the Committee, and will keep the Committee informed about the workings of the Trust Fund. Its membership shall include one faculty member who is appointed as the Chairperson one seminarian from classes I & II, and IV & V Theology two seminarians at-large
Global Awareness and Interfaith Committee This committee exists to provide education and experience for the Saint Mary community in issues which affect pastoral life and care in the Church, particularly in the Diocese of Cleveland. Given the growing population of Hispanic peoples in the diocese, special attention is directed toward Hispanic language studies and the diocesan mission in El Salvador. The committee provides opportunities for seminarians to participate in various programs of immersion and inculturation in El Salvador and other foreign missions. Annually, the committee facilitates cooperation of the Saint Mary Seminary
32 faculty and student body in diocesan-level interfaith efforts through the Jewish-Catholic Colloquium and the ecumenical week for Church Unity among Cleveland-area Churches. The Committee seeks, through quarterly meetings, to accomplish its goals in these ways: identifying global and interfaith/ecumenical issues to be addressed planning and announcing of opportunities in global and interfaith education opportunities for the community facilitating the participation of the Saint Mary Seminary community in global awareness projects as well as local interfaith and ecumenical projects acquiring funds through the writing of grants to enable inculturation and immersion experiences for seminarians sponsorship of activities that financially aid the poor of developing countries Its membership includes: two faculty members, one of whom is appointed as Chairperson two students
Institutional Assessment Committee The Institutional Assessment Committee works with the Faculty Committee and the Academic Life committee to ensure that the Institutional Outcomes remain linked to each degree program. This committee maintains, reviews, and revises student assessment strategies and degree program outcomes for the school. Assessment takes place on a yearly basis through such instruments as course and instructor evaluation, faculty and peer reviews of student formational growth, exit interviews and bi-semester committee meetings to discuss and review policy and programmatic structures.
The Institutional Assessment Committee accomplishes its work through focusing on the following goals: collects data and facilitates discussion among the faculty and students for the ongoing review of degree programs and their relationship to the mission of the Seminary guides faculty in assessing institutional outcomes and convictions (Such supervision includes the development of syllabi and rubrics that correspond to degree outcomes, the monitoring of criteria used in student assessment) provides faculty assessment workshops reviews degree programs, monitors the M.Div Portfolio that provides data for yearly seminarian evaluations, reviews with the Academic Dean the course evaluations, and synthesizes data for the Fall and Spring faculty workshops yearly reviews and analyzes juried assessments from Seminarian yearly evaluations, degree program capstone projects and artifacts collected from MA and Dmin students. reviews exit interview data and provides a general report to the faculty committee surveys graduates every five years to provide feedback from the field in order to update and enhance curriculum and degree programmatic elements organizes and communicates data to close “the assessment loop”
33 Membership includes: Four faculty representatives Registrar ex officio Academic Dean ex officio
Committee on Admissions The Committee on Admissions is established to consider all applications of students for the seminary. The members of this committee are: the President-Rector, Chairperson, ex officio; the Academic Dean, Secretary, ex officio; three faculty members appointed for a two year term by the President- Rector. The Committee reviews the written application and documentation of each applicant and then arranges for a personal interview. The Committee considers the applicant's academic record to determine his or her suitability for graduate study in theology. If the applicant is studying for the priesthood, it will also consider his personal record and his potential for working as a priest in the Diocese of Cleveland.
Evaluation Faculty Committee The Evaluation Faculty Committee is comprised of diocesan priest faculty members who serve as Formation Advisors and who are considered to be part of the evaluating faculty and other faculty members who serve as Formation Advisors by appointment of the President-Rector. This Committee suggests policy regarding its own method of operation and provides counsel and advice to the bishop regarding the retention and dismissal of students and advancement to Orders.
34 CHAPTER 3 ADMINISTRATIVE STRUCTURE
35 OFFICERS OF THE SEMINARY The efficient operation of any institution depends upon an adequate understanding by the members of the institution of their role in the institution and of the roles of their colleagues. Effective communication and cooperation in an institution demand a delineation of roles and duties, especially at the administrative level. It is for the achievement of these goals that the following descriptions are given.
The President- Rector The President-Rector of Saint Mary Seminary is the immediate representative of the Board of Trustees in the administration of the seminary and is its chief administrative officer. He is responsible for the internal administration of the institution and for the interpretation of the philosophy, purposes, and problems of the seminary to the Board of Trustees, to the faculty, to the students, and to the alumni and the general public. Although he bears the responsibility personally for all action taken, he consults with the members of the faculty and shares the execution of these responsibilities with the respective officers. These officers should have freedom to fulfill their tasks while at the same time, informing the Rector about their aspects of seminary administration. The President-Rector is appointed to the office by the Bishop of Cleveland after appropriate consultation with the Board of Members and the Board of Trustees. In addition, a search committee may be appointed by the Chancellor to assist in the process. Specific Duties To be ultimately responsible for all aspects of the seminary and to receive reports from appropriate staff. To report periodically to the Board of Trustees on the conduct of the seminary, its present status, its projections for the future, and its major policy decisions. To work with the Board of Trustees in devising and executing programs for seminary development and oversee the strategic plan. To present annually to the appropriate Ordinary at the time of installation in Ministries or Ordination, a report on each seminarian’s personal, academic and professional progress. After consultation with the appropriate Ordinary, to inform applicants about their acceptance or rejection and to inform students who are to be dismissed from the seminary. To provide for the preparation of the documentation required for the Admission to Candidacy, for the conferral of instituted ministries, and for Sacred Orders; to present the seminarians’ petitions to the Ordinary and to advise them of his response; and after consultation with the faculty to schedule with the Ordinary the liturgical celebrations for the Admission to Candidacy, the instituted ministries, and Sacred Orders. To act as Chairperson of the Committee on Admissions and to provide for the investigation into the intellectual, moral, and psychological qualifications of prospective candidates. To act as the only member of the seminary administration or faculty to write letters or recommendations for former students seeking admittance to another seminary or sponsorship by another bishop.
36 To hire full-time teaching faculty members after consultation with the Academic Dean and the appropriate department chairpersons. To appoint chairpersons of departments upon recommendation of the Academic Dean. To act as Chairman of the House Conference. To meet once each term with class chairpersons. To provide for the preparation of reports of the status of the institution to external agencies entitled to such reports. To provide for the maintenance and centralized housing of all non-academic records; for the custody of all contract documents and other legal documents. To work with the Treasurer on the preparation of the seminary budget. To meet regularly with the Administrative Staff. To assume responsibility for all duties not otherwise assigned or to delegate such duties to others. To offer final approval to any commitments involving seminary personnel (including students) and resources outside the school’s programs. To serve as a trustee for the Saint Mary Seminary Outreach Trust Fund of the Diocese of Cleveland. To serve as Chair of the Evaluation Faculty Committee and oversee the “Rule of Life” of the seminary community (Master of Divinity and Faculty Handbook). To serve as a member of the Center for Pastoral Leadership’s Council of Leaders. To serve as a member of the inter-seminary staff. To serve as the Principal Designated School Official (PDSO) for verification of immigration status for the Student & Exchange Visitor Information System (SEVIS).
The Vice President-Vice Rector Upon the recommendation of the Rector and the Board of Trustees, the Vice President-Vice-Rector is appointed by the Members of the Corporation and shall assume the duties of the President-Rector in the absence of the latter; he shall also perform such other duties as assigned and report directly to the President-Rector. Specific Duties To provide for daily and extraordinary schedules for seminary living; To be custodian of the official master calendar of events held at the seminary. To handle non-academic student and faculty grievances.
37 Dean of Students (Director of Human Formation) The Dean of Students is responsible for the discipline, general student conduct, and approves social and recreational activities. He will be guided by the statement in the Decree on Priestly Formation for the norms for community (PPF 5th ed. #265-266) Specific Duties To enforce student disciplinary rules as are stated in the student Rules and Procedures (Student Handbook) and in the Catalog To be available at designated times to consider student requests, concerns, absences and tardiness To review the students' disciplinary records and to notify students of status, e.g. disciplinary probation, after appropriate faculty consultation To assign students to student offices within the seminary community in consultation with the President-Rector and other administrators To oversee the orientation schedule at the beginning of the year. To perform the role of faculty liaison with the student body and the student body liaison with the faculty: i.e., to present suggestions, criticisms, appeals, etc. from faculty to students and from students to faculty To serve as an ex officio member of the Admissions Committee To meet with the Administrative Staff.
The Academic Dean (Director of Intellectual Formation) The principal function of the Academic Dean of Saint Mary Seminary is the maintenance of representative standards of instruction and scholarship among the faculty and student body and the promotion of the academic growth of the faculty. In the exercise of his or her office, the Academic Dean is assisted by the Department Chairpersons. Upon the recommendation of the Rector, the Academic Dean is appointed by the Board of Trustees and reports directly to the Rector. Specific Duties To direct the academic program of the seminary; its general content and scheduling; and the assignment of faculty to courses. To oversee and work with the faculty in areas of the curriculum of the seminary. To gather academic documentation of new faculty members and to provide academic orientation for them. To evaluate the scholastic records of applicants to the seminary and to make recommendations to the Committee on Admissions relative to the applicant's scholastic aptitude. To act as Secretary of the Committee on Admissions.
38 To provide for the orientation of new students to the academic program of the seminary; to provide for special programs of study as circumstances require. To act as liaison for academic sections of official reports to be made to outside agencies, such as the Association of Theological Schools (ATS), the Higher-Learning Commission (HLC) of the North Central Association of Schools, the U.S. Department of Education, etc. and to coordinate various sections of the same. To act as academic advisor to students whose performance is unsatisfactory; to approve admission to courses and to authorize withdrawal from courses, and transfers. To prepare the annual academic calendar; to schedule classes and examinations; to gather grade reports from professors for courses offered each term; and to certify to the Rector that students have fulfilled the scholastic requirements for advancement to Orders and graduation. To provide for the preparation and distribution of the Catalog. To provide for publicity on courses offered at the seminary to clergy, religious, and pastoral ministers in the area as well as to other interested and qualified parties. To provide for adjunct faculty members after consultations with the Rector and the department chairpersons. To assure the evaluation of courses and to keep on file these evaluations. To prepare the budget for the academic program of the seminary and to submit the budget to the Treasurer. To work with the Registrar regarding academic protocol with the regulation of transcripts, credit analysis and files. To meet with the Administrative Staff. To act as ex officio chairperson of the Academic Life Committee and serve ex officio on the Institutional Assessment Committee To act as custodian of the seminary seal.
Assistant Academic Dean Upon recommendation of the Academic Dean, the Assistant Academic Dean is appointed by the Rector of the seminary and reports directly to the Academic Dean. Specific Duties to assist students in the admission and registration process. to provide academic counseling to serve as the Accreditation Officer and maintain the ongoing evidence files for the Association of Theological Schools and the Higher Learning Commission of the North Central Association of Schools to assist the Academic Dean in preparing the semester course schedules to assist in publicity of degree program and course information
39 to maintain the seminary website to coordinate faculty and student training in educational technology to represent the Academic Dean in his/her absence
The Registrar The Registrar is responsible for maintaining and certifying the students' scholastic records and documents. Upon recommendation of the Academic Dean, the Registrar is appointed by the Rector of the seminary and reports directly to the Academic Dean. Specific Duties to be responsible for conducting course registration for all students at the seminary; to certify such registration to assign classrooms for instruction to assure the security and confidentiality of student academic records to issue official transcripts for courses taken at the seminary to certify students' records for the granting of degrees and other requests for educational verification to organize recorded data for statistical study, such as student grades, assessment data, enrollment, etc. to act as the Certifying Official on behalf of the Veterans Administration or student loan deferments to prepare diplomas for graduation to archive graduate records, both in the seminary and the Diocesan Archives to serve as the ex officio secretary of the Academic Life Committee and an ex officio member of the Institutional Assessment Committee to serve as the Designated School Official (DSO) for verification of immigration status for the Student & Exchange Visitor Information System (SEVIS)
The Treasurer The Treasurer is responsible for the administration of the finances of the seminary. He administers the approved budget with responsibility for the receipts and disbursements of funds. Upon the recommendation of the Rector, the Treasurer is appointed by the Board of Trustees and reports directly to the Rector. Specific Duties to manage funds of the seminary under the direction of the Board of Trustees to supervise all accounts, balances, and audits and provide the Rector and staff at the end of each quarter a report on the budgetary status of their departments
40 to provide for the collection of student fees, tuition, and other sources of income from the students to have responsibility for the payroll account, current expenditures, salaries, withholdings and insurance payments for faculty and staff in coordination with the Center for Pastoral Leadership Services, Inc., to provide for insurance for the seminary and its properties to provide for the preparation of an annual budget and to submit it to the Rector to collaborate with the Rector on projects for seminary development to meet with the Administrative Staff and to serve as its recording secretary to handle employment, financial, and administrative staff grievances to work directly with those students whose offices involve the use of seminary equipment or property and/or which involve the purchase of materials in the seminary’s name to supervise the student’s health care program by arranging for medical insurance and required physical examinations to provide sufficient Center for Pastoral Leadership support staff to maintain all seminary programs to be responsible for all purchases for the seminary, responding to the needs brought by faculty members and authorized personnel to see that the entire community lives strictly within the budget limitations that have been decided upon to review the budget monthly with the Rector. to serve as a Trustee of the Saint Mary Seminary Outreach Trust Fund of the Diocese of Cleveland.
The Spiritual Director (Director of Spiritual Formation) The Spiritual Director has the role of spiritual leadership in order to draw the whole community into a more generous response to the Gospel message. He will do this in exercising his office for the community as a whole and for each individual student. His office as well as Church legislation requires that he be a man distinguished by learning and prudence, as well as experience, sanctity and charity. He is to possess a comprehensive knowledge of ascetic and dogmatic theology, Sacred Scripture and experimental psychology. Upon the recommendation of the Rector, the Spiritual Director is appointed by the Board of Trustees and reports directly to the Rector. Specific Duties to see that each seminarian has a personal Spiritual Director whom the student has chosen from an approved group of priests, and to hold the seminarian and Spiritual Director accountable to be available himself for the personal spiritual direction of students
41 to seek out priests who are suitable and willing to serve as Spiritual Directors for the seminarians to coordinate, at least in general, the goals, approach, and skills of all the priests involved in the spiritual direction of the seminarians and to keep them informed about official matters, e.g., Roman documents on seminarians, seminary policy, NCCB directives, etc. to provide for the orientation of new seminarians to the spiritual life program and to the evaluation process at the seminary to provide for the spiritual direction of the community by periodic conferences given by himself or by those he may delegate to schedule times for the sacrament of Penance, Eucharistic Devotions, Day of Recollection, etc. to arrange for the annual community retreat; to arrange for the retreat prior to ordination to arrange and supervise an intensive period of spiritual preparation for the Pastoral Internship Experience to facilitate the students' peer evaluation process to serve, ex officio, as Chairperson of the Spiritual-Liturgical Life Committee to prepare the budget for this area of the seminary program and submit it to the Treasurer to meet with the coordinators of the Seminary’s Director of Liturgy and Director of Liturgical Music on a regular basis in order to maintain a comprehensive vision for spiritual formation. to meet with the Administrative Staff
The Director of Liturgy and the Director of Liturgical Music The Director of Liturgy and the Director of Liturgical Music are responsible for “the careful preparation and execution of liturgical celebrations” (PPF, 118) and for the integration of the Church’s liturgy into the total life of the seminary community. In addition, the directors collaborate with staff personnel from other entities at the Center for Pastoral Leadership in providing joint liturgical celebrations and activities. These directors are appointed by the Rector of the seminary and report directly to the Spiritual Director. Specific Duties to arrange for the daily celebration of the Liturgy and the Liturgy of the Hours to oversee the work of liturgy preparation in general and of the teams who prepare liturgical celebrations at the seminary; and, in cooperation with the Director of Liturgical Music, to schedule student liturgical ministers to supervise the training of students for serving at ceremonies to supervise the sacristy staff in preparing for ceremonies and to oversee the upkeep and refurnishing of liturgical articles and the replacement or acquisition of liturgical articles to schedule the priest faculty members for seminary Masses
42 to supervise liturgical ceremonies involving the seminary when these are held outside of the seminary to serve, ex officio, as a member of the Spiritual-Liturgical Life committee to submit an appropriate budget to the Spiritual Director to serve, ex officio, as a member of the Joint Center for Pastoral Leadership Worship Committee to serve, ex officio, as a member of the Inter-Seminary committee to serve as a consultant to the CPL entities
The Director of Liturgical Music
Specific Duties to prepare the community for musical participation in liturgical celebrations to assist in liturgical and music preparation for special liturgies to review liturgy plans, especially for special occasions to supervise the student music staff and be available for consultation to schedule student liturgical music ministers in cooperation with the Director of Liturgy to submit an appropriate budget to the Spiritual Director to purchase music and other supplies as well as provide maintenance of the organ and other instruments to direct the seminary choirs to provide or arrange for musical accompaniment and worship aids for seminary liturgies to acquire copyright permissions and licenses to serve, ex officio, as a member of the Spiritual-Liturgical Life committee to serve, ex officio, as a member of the Joint Center for Pastoral Leadership Worship committee to serve as seminary liaison to the Diocesan choir
The Archivist The Archivist is responsible for the collection and preservation of certain documents, papers and memorabilia. Upon recommendation of the Academic Dean, the Archivist is appointed by the Rector of the seminary and reports directly to the Rector. Specific Duties to collect and preserve all written documents and papers vital to the ongoing life of the institution
43 Director of the Library The Director of the Library at Saint Mary Seminary is a professional office and the officer holds faculty status. The Director of the Library is the custodian of the library and is responsible for its general supervision, administration, and development. The Director of the Library provides the library with a balanced collection of books, periodicals, microforms, and audio-visual materials, within the limitations of the budget, as are in keeping with the stated purposes of the seminary and the desired intellectual and scholarly growth of the students and faculty. The Director of the Library is appointed by the Rector for a specified term of one year and reports to the Academic Dean. Specific Duties to administer the library in such a manner as to make it a vital part of the institution's educational program to analyze the needs of the library and to provide for meeting those needs by procuring and cataloguing books, periodicals and audio-visual materials to weed the collection as necessary and provide for the necessary binding of books to act as an ex officio member of the Academic Life Committee to take care of the library computers and work toward their maximum utilization to provide for the orientation of new students to the library system to provide support as needed for the audio-visual equipment of the seminary to represent the seminary at meetings of the American Theological Library Association (A.T.L.A.), the Ohio Theological Library Association (O.T.L.A.), and the OhioLINK Consortium of Academic Libraries to prepare and submit an annual budget and data reports to the Academic Dean
The Department Representative The Department Representative is to assist the Academic Dean and the Academic Life Committee in the formation and execution of policy for a specific area of the curriculum. A chairperson is assigned to the following departments: Biblical Studies; Historical Studies; Systematic Theology; Sacramental and Liturgical Theology; and Pastoral Ministry. Upon the recommendation of the Academic Dean, a Department Chairperson is appointed by the Rector and reports directly to the Academic Dean. Specific Duties To suggest additions to the faculty -- full-time and adjunct -- with special emphasis on meeting departmental needs. To serve as a member of the Academic Life Committee. To supervise library acquisitions.
44 To work with the faculty to mentor Masters of Arts and Doctor of Ministry candidates in their respective areas of specialization.
The Director of Field Education (Director of Pastoral Formation) This officer has a particular responsibility for the pastoral education and formation of students which occur in the context of field placements. This will involve not only the execution of tasks by the students but also their reflection upon this activity, its meaning and relation to the mission of the Church in the modern world. Upon the recommendation of the Bishop, the Director of Field Education is appointed by the Rector and reports to the Academic Dean. Specific Duties to select, in consultation with the Rector, and the Academic Dean, appropriate field placements and to assign students to them to select, in consultation with the Rector, and the Academic Dean, a number of qualified persons - - priests, religious, and lay persons -- to act as pastoral supervisors for the students to provide for supervisory training of all pastoral supervisors to provide in-service education for pastoral supervisors to provide for on-site visitation of the placement of each student to supervise and monitor the learning of pastoral ministry of individual students in internships and in field placements. to evaluate strengths and weaknesses of the student's pastoral learning through quarterly evaluations in consultation with the pastoral supervisors, and to present these at the student evaluation sessions to act as custodian of the field education evaluation of the students, and dispose of them at the end of the individual student's matriculation to submit an annual budget to the Academic Dean
The Faculty Secretary The Faculty Secretary shall keep a roll of the members of the faculty and the minutes of all faculty meetings. The Secretary shall provide the members of the faculty with copies of the minutes of each meeting. The Secretary is appointed by the Rector. Specific duties include: to prepare, copy, and file correspondence, annual reports, etc. for the President-Rector maintaining appropriate files to provide diocesan offices and parishes with information pertinent to the celebration of instituted ministries and ordinations to record instituted ministries and Orders in permanent records of seminary to prepare and provide faculty, and seminarian pastors, Spiritual Directors, etc. with information needed for student evaluations
45 to prepare and distribute publicity for annual Mullen Lecture, Jewish Catholic Colloquium, the Seminary Outreach Fund, and other seminary events to prepare and distribute invitations to seminary events (i.e., Wickliffe Civic Evening, Boards of Trustees Appreciation evenings, etc.) to give assistance, as needed, to the Treasurer’s office to assist the faculty, as needed, with correspondence, projects, etc.
46 CHAPTER 4 THE ACADEMIC FACULTY
ACADEMIC FREEDOM The freedom of expression required by the exigencies of theological science should be respected as well as the ability to do the research required for its progress. Seminary statutes should provide for appropriate academic freedom that allows and encourages study and reflection in teaching and publishing. This freedom must be understood in the context of the purpose of the seminary and balanced by the rights of the students, the institution, and the Church. (PPF 5th ed. #365) Saint Mary Seminary understands that the wisdom of this recommendation lies not only in its formulation but also in its practical implementation and practice. To this end the seminary subscribes to the statement on Academic Freedom and Tenure of the Association of Theological Schools. That statement reads in part: "The concern of theological schools for freedom in teaching and learning arises from the Christian faith with its promise of freedom in Christ to know the truth which is from God, which judges all human forms and institutions, and which will set men free. (John 8:32) Theological schools strive to be communities of teaching and learning in which freedom of mind and spirit are accepted as fundamental to the work in which they are engaged.” The following assertions are fundamental to a Christian view of academic freedom: I. The Christian faith directs all thought and life toward God who is the source of truth, the judge of all human thoughts, and the ultimate end of all theological inquiry. II. The freedom of the Christian always involves a commensurate responsibility toward God and neighbor. It is never the freedom merely to be left alone or to ignore basic obligations. III. Christian freedom exists within the confession of Christian faith. Theological schools may acknowledge specific confessional adherence as laid down in the charters and constitutions of the schools. A concept of freedom appropriate to theological schools will respect this confessional loyalty, both in the institutions and their individual members. At the same time, no confessional standard obviates the requirement for responsible liberty of conscience in the Christian community and the practice of the highest ideals of academic freedom. IV. While freedom must ultimately be realized through the spirit and loyalties of men, it must take form and be protected through concrete standards of institutional practice. Every statement of such standards moves somewhat in the sphere of law and regulation. We recognize that the effectiveness of stated principles depends finally upon the dedication within the Christian theological school to a genuine concern for liberty of mind and spirit in theological teaching." Among the specific principles governing the freedom to teach and to learn, Saint Mary Seminary holds that: Theological teachers and their students have the inquiry for truth central to their vocation and they are free to pursue this inquiry.
47 Members of the faculty should be mindful of the varying degrees of theological certainty and carefully should distinguish between their own insights and other theological developments or opinions on the one hand and Catholic doctrine on the other. (PPF 5th ed. #366) Faculty members should have a firm foundation in the teaching of the Church. A fundamental task of the faculty is to set forth Catholic doctrine as formulated by the authoritative teaching office of the Church. (PPF 5th ed. #364) Any unresolved challenge to the doctrinal regularity of faculty members will be subject to a hearing before their colleagues and before the Board of Trustees as well as before ecclesiastical tribunals which may have jurisdiction. So long as teachers remain within the accepted constitutional and confessional basis of their school, they are free to teach, carry on research, and to publish, subject to the adequate performance of their academic duties as agreed upon with this school. Teachers have freedom in the classroom to discuss their subject in which they have competence and may claim to be specialists, without harassment or limitations. Teachers are free to express and act upon their conscientious convictions as individual citizens although they must realize that there is always the tacit representation of one's institution in whatever one says or does; they should also be aware of the role they play in the priestly formation of the seminarians. Faculty members must take care lest they violate each other's academic freedom by covert interference with their colleagues' work or through bypassing the orderly processes of full faculty discussion of curriculum, appointments, and other basic matters.
APPOINTMENTS AND FACULTY STATUS
Appointments to the Faculty Saint Mary Seminary has been staffed traditionally by priests of the Diocese of Cleveland. This presents a unique case in the questions of appointments. The Catholic diocesan priest is ordained to the service of a diocese. Teaching at the seminary is one form of that service and may be initiated or terminated as the needs of the diocese dictate. Nevertheless, every effort is made to assure the continuity and quality of theological education at the seminary as well as to safeguard the welfare of the faculty member. It is in this context that the following policy statements must be considered. Priest faculty members from the Diocese of Cleveland are appointed by the Chancellor of the seminary (the Bishop of the Diocese of Cleveland) with the Board of Trustees on the recommendation of the Rector who will consult with the Academic Dean and the Chairperson of the appropriate department. Each priest will receive a letter of appointment as a diocesan appointment from the bishop. Lay persons and priests and/or religious who are not directly subject to the Bishop are appointed by the Chancellor with the Board of Trustees upon the recommendation of the Rector after consultation with the Academic Dean and the Chairperson of the appropriate department. The precise terms and conditions of every appointment of this kind will be stated in writing and be in the possession of both the institution and the teacher at the time the appointment is
48 made. These contracts will include salary terms, faculty rank, length of service, fringe benefits, and expectations of the institution. It is normally expected that all full-time faculty members hold a doctorate degree or its equivalent. Arrangements for obtaining Adjunct Faculty will be made by the Academic Dean in consultation with the Rector. Normally Adjunct Faculty members will hold at least a Master or Licentiate degree. Adjunct Faculty will serve under yearly written contracts which will include salary terms, length of service, and expectations of the institution.
Conditions of Full-time Commitment/Contract and Maintenance Quality To safeguard the faculty's freedom to teach, to inquire, and to organize its academic programs, Saint Mary Seminary adopts the following policies. Realizing that clerics or religious have a prior commitment to the Church's general apostolate, to which they may be called at any time by their competent superior, the seminary also recognizes its commitment to a quality program of priestly formation. The implementation of these policies offers a reasonable safeguard for the continuity and quality of the seminary program. Priest Faculty Members from the Diocese of Cleveland Priest faculty members from the Diocese of Cleveland will ordinarily be assigned to the seminary faculty in terms of five years, exclusive of time involved in formal education; Priest faculty members from the Diocese of Cleveland will ordinarily be expected to renew their commitment for service to the seminary for a second five year period. The seminary is firm in its recognition that seminary teaching is a valid life-long ministry. However, it also recognizes the legitimate desires and needs of the individual and of the diocese. Therefore, toward the end of each five-year term after the first two, priest faculty members are asked to consider their position on the faculty. In the light of their administrative position at the seminary (if applicable) and the needs of the diocese, they will consider renewing their commitment of service to the seminary. At the end of each five-year term, the seminary authorities will also review the faculty member's position in respect to the faculty member's performance and the needs of the seminary using the instrument approved by the faculty for this purpose. The bishop will do the same with regards to diocesan needs. Acceptance of a priest faculty member's renewal of commitment to serve another term indicates a commitment on the part of the seminary and/or the diocese to honor the priest's commitment for another five years unless special and/or unusual circumstances arise during that period. For Faculty Members Who are Not Directly Subject to the Bishop: The terms of service to the seminary will be stated in the contracts made with these faculty members. Long term contracts (longer than two years) will be reviewed at the proper time by the Rector and Academic Dean in view of renewal or non-renewal. Notice of renewal or non-renewal will be given one year before expiration of the contracts.
49 One or two year contracts will be reviewed at the proper time by the Rector and Academic Dean in view of renewal or non renewal. Notice of renewal or non renewal will be given by April 1 of the year in which the contract expires. Saint Mary Seminary does not have an indefinite tenure policy. In lieu of this, it may award long-term contracts.
Faculty Rank The following titles are an indication of a teacher's academic formation and service to the seminary. Instructor This rank normally applies to new members of the faculty for the first three years of service. New faculty members who have held a higher rank in other accredited schools of higher learning may be started with a higher rank upon recommendation of the Rector and Academic Dean. Assistant Professor After Instructors have finished three years of full-time service, they will ordinarily be promoted to the rank of Assistant Professor. This is normally the highest rank for those who do not hold a doctoral degree or its equivalent. Associate Professor To be promoted to this rank, one should have completed eight years of full-time service as a faculty member and hold a doctoral degree or its equivalent. Professor This is the highest faculty rank. The Professor should have completed twelve years as a faculty member and hold a doctoral degree or its equivalent. Adjunct Faculty Member This title is given to all part-time faculty members.
Promotions Promotion within the ranks of the faculty does not come automatically to all who have fulfilled the temporal and academic requirements. Rather, consideration must be made of the faculty member's own academic growth and of his or her contribution to the academic growth of the seminary as well as the fulfillment of duties as described below. The faculty member is recommended for promotion in each case by the Rector and Academic Dean after consultation with the Chairperson of the Department to the Board of Trustees for its Confirmation. Among the specific criteria to be considered in making such a recommendation for promotion are normally the following: participation in yearly, on-going continuing education within one's discipline. The expectation is attendance at conventions, professional meetings, seminars, workshops, etc. teaching excellence evidenced by such indicators as student evaluations, course syllabi, suitable methodologies, etc. evidence of wider professional participation within the diocese, e.g., adult education presentations, diocesan committee work, programs for continuing education of priests and pastoral ministers
50 evidence of cooperation in the administrative aspects of the seminary operation, e.g., library, community and committee responsibilities, work with registrar, etc. publications relative to one's discipline or related work in seminary education and formation Salary Scale Full-time Priest faculty members from the Diocese of Cleveland receive their salary based on the Diocesan scale for base salary and years of ordained service. Lay and religious full-time faculty members’ salaries are calculated according to their years of experience and faculty rank. Contracts are offered on a yearly basis and calculated through the average measures provided by Association of Theological Schools Fact Book.
Termination Termination of position on the faculty may come for one of these reasons: expiration of a term commitment/contract prior commitment of a priest of the Diocese of Cleveland to the service of the Diocese because of special and/or unusual circumstances resignation retirement dismissal for adequate cause
Dismissal of Faculty Members Grounds for dismissal are: teaching doctrine opposed to the faith of the Catholic Church academic incompetence as a scholar and/or as a teacher moral delinquency failure to perform duties properly Procedure for Dismissal It is hoped that in a Catholic seminary an atmosphere of Christian charity might prevail to the extent that in differences between the administration and individual faculty members, personal attempts at negotiations and reconciliation will succeed. In the event that such attempts fail (and, when the case involves a cleric, safeguarding the right of the Bishop to act upon privileged information which he may hold as the Ordinary of the diocese) the following procedures are to be observed under the direction of the Rector or, when this is impossible, the Vice-Rector. The Rector initiates a process by giving written notice to the faculty member. The written document will contain a clear statement of grounds for dismissal. After written notice has been given, the Rector will establish a committee which will normally consist of the Academic Dean, the Chairperson of the appropriate department and adequate representation of the faculty. This committee will conduct a hearing and act as a fact-finding body.
51 Upon reception of a request from the committee, the Rector will decide the issue. His decision is subject to appeal to the Board of Trustees as the final judge in the case. The Rector will grant permission for the person under notice of dismissal to continue faculty duties until proceedings are complete unless immediate harm to self or others is threatened by such continuance. Any suspension will be with pay and in the case of the priest and/or religious, consideration must be given to his or her relation to the diocese and/or community. The formal process will begin within ten (10) days from the time written notice is given and the final decision will come within thirty (30) days after the completion of the formal process of investigation.
Resignations from the Faculty Except for unusual or special circumstances, it is hoped that resignations will not take place within the five year commitment policy for priests from the Diocese of Cleveland and the contract terms for other faculty members. Sufficient time should always be allowed in a resignation so that the academic program of the school does not suffer unduly. Thus, the minimum length of notice should be one academic year.
Retirement Faculty members who are priests of the Diocese of Cleveland will follow the policy of retirement for priests of the diocese. Arrangements for retirement of other faculty members will be made in view of the foreseen possibility and will be a part of that faculty member's contract of service.
DUTIES OF THE ACADEMIC FACULTY
General Principles The seminary adopts as a general policy the statement of the Association of Theological Schools on Professional Ethics for Teachers which was adopted by the Association in Alexandria, Virginia, on June 9, 1966. Even though theological teachers are known for their profession and teaching of religious faith, they are susceptible to the temptations common to all men and especially to those which are prominent in the academic setting. A high degree of Christian moral integrity is expected of them in consonance with their faith. By their actions and words they should demonstrate that the work of teaching or administering in a theological school is an authentic form of ministry, a true vocation to the service of God. In addition to the general expectation of moral character and virtue in a person who is called to teach in a seminary there is still a manifest need for the definition of standards of excellence and rectitude with regard to this work. The following propositions are proposed as an attempt to set forth such a definition. They are applicable in the main to full-time teachers on theological faculties. Six Dimensions of Ethical Responsibility I. To One's Academic Specialty in Respect to the Intellectual Search for Truth and the Testing of It: 1. distinguishing knowledge which can be universally demonstrated from convictions which come by faith and opinions which cannot be proven
52 2. maintaining intellectual honesty and encouraging it by personal example 3. refining of professional competence and skill throughout one's lifetime by keeping abreast of current thought and using all appropriate teaching methods, as well as wisely using weekends, summers, and sabbatical leaves 4. seeking supervision and expert counsel without losing one's own independence 5. not thinking of one's own specialty more highly than one ought to think: that is, regarding it, like all other parts of the theological curriculum, as indispensable but not all-inclusive, and not presuming to pose as an expert in all fields 6. maintaining a proper balance of working-time between research and class preparation, insofar as these may not always be identical II. To One's Students: 1. giving adequate amount of time, attention, and energy to students 2. respecting the students' integrity and individuality as persons and helping them face personal problems 3. respecting students' religious faith and vocation, whether or not these agree with those of the professor himself/herself 4. being concerned for the nurture and maturation of the student's motivation as a minister 5. remaining impartial towards one's students, avoiding both favoritism and hostility toward particular students, and avoiding preoccupation with "problem students" at the expense of others 6. avoiding extreme forms of permissiveness and authoritarianism in teaching and personal relations with students 7. reading and evaluating papers, theses, and examinations with care and constructive criticism. 8. sharing decisions concerning the total academic and/or professional destiny of students with appropriate faculty colleagues and committees 9. protecting professional confidences and information that should remain the sole possession of the administration and faculty III. To One's Academic Institution (Seminary, College, University) as a Community of Colleagues: 1. accepting a fair share of teaching assignments in accord with agreed curricular policies 2. assuming a proper share -- neither too little nor too much -- of committee and administrative work 3. restraining personal ambition for advancement, promotion, or other preferment at the expense of a colleague's position; and also showing due concern for the personal interests of colleagues 4. respecting the academic specialties and viewpoints of colleagues while maintaining the right to disagree; refraining from disrespectful discussion of them in classrooms or elsewhere in the presence of students
53 5. showing due regard for those in administrative position and for their procedures and policies; expressing legitimate disagreements in an honest and open manner without encouraging factionalism; willingly accepting supervision and helpful criticism 6. abiding by all terms of a contract or agreement with the institution, as well as by faculty rules 7. avoiding the misuse of the right of resignation by not indulging in threats thereof without real decision and consequent action; and by the same token, if an administrator, not threatening punitive or retaliatory action against faculty members 8. deporting oneself in relation to persons outside the institution so as to bring credit, rather than disrepute, to the seminary; and not presuming to represent the mind of one's colleagues or to involve them in controversies without prior consultation with them IV. To the Kingdom of God, the Church, and One's Own Parish and Denomination: 1. maintaining the priority of one's ministry as a teacher in accord with the specifications of his own position; observing faithfully the regulations of one's own denominations regarding ordination 2. supporting one's own denomination and other churches, and refraining from falling into either cynicism or apathy towards them when expressing just criticism of their mistakes and failures 3. with respect to outside engagements and responsibilities, holding the factor of personal financial need in balance with that of one's duties to his institution, it being understood that the institution has a duty to the teacher to provide such adequate compensation that full-time service may justly be expected 4. doing ecclesiastical work in such a way as to contribute to effective academic work and not to militate against it V. To One's Social and Civic Community: 1. recognizing and (where possible) fulfilling one's responsibilities as a citizen in a democratic society 2. relating where appropriate the values and insights of one's study, knowledge, and special talents to the well-being of society VI. To One's Self as a Person 1. not allowing the intellectual or functional elements of one's profession to hamper growth towards the wholeness of Christian life 2. not allowing preoccupation with academic routine to hinder one's care for physical and mental fitness and social maturity 3. fulfilling to the best of one's ability the responsibilities of family life
Specific Applications Since the above statement is open for interpretation and adaptation to local conditions, the norms in the following section are regarded as specific applications of certain points to the situation at Saint Mary Seminary. Renewal or non-renewal of commitment/contract will be heavily conditioned upon their fulfillment.
54 Teaching Responsibilities Teachers are expected to accept a fair share of teaching assignments. This teaching load will correspond, in general, to that of their peers in other accredited theological schools. While the teaching of theology is the primary concern of each faculty member, necessity dictates that some members of the teaching faculty will also exercise an administrative position. Due consideration is given in these cases. Faculty members are free to develop their area of course content within the general lines set by the curriculum. Likewise, faculty members are free to use the class hours assigned to a course in any normally accepted mode of teaching which they judge to be best suited to the subject matter, to the preparation of the given student group, and to the abilities of the instructor. Among such methods are: lecture, full seminar, modified seminar with or without lecture, reading programs, field work, and team teaching techniques. Faculty members are also free to explore other techniques which they may develop for effective teaching. However, in order that the Academic Dean may carry out his supervisory responsibilities which are to coordinate the efforts of his colleagues, to preclude overlapping of areas, and to prevent any imbalance in the use of the student's time, the following norms are expected to be observed. Faculty member will: provide the Academic Dean with an accurate and acceptable course description for the catalog by the deadline set in view of publication dates provide the Academic Dean with a template syllabus for each course to be taught by the deadline date in advance of class sessions (This syllabus is to include, reference to specific institutional outcomes and specific department outcomes, indicators of how those outcomes will be measured, rubrics for assessment, the texts to be used, the required and suggested readings and/or assignments, and the dates when these assignments are due.) arrange for any guest speakers or field trips during class time in consultation with appropriate stipend through the Academic Dean’s Office be willing to review their syllabus with the Academic Dean, the Chairperson of the department and/or other members of the department with a view to assessing and developing the area offerings collaborate with the Academic Dean and Academic Life Committee in assessing the suitability of current offerings and in curriculum development when using classroom situations as a teaching method, meet with their class for the full class period on assigned days in the assigned place and at the assigned time if using an alternate method of teaching, e.g., reading programs, etc., provide a balance between the work assigned and the opportunity for the student to complete adequately the assignment advise the Academic Dean of any desired changes in class schedule or place in order to avoid conflicts advise the Academic Dean of necessary cancellations of scheduled classes
55 arrange for adequate announcement of class cancellations, especially where non-resident students are involved, and provide for continuous progress of the class despite cancellations cover adequately the material indicated in the syllabus; in no case should the instructor fail to cover at least 80% of the indicated material either return or review with the students completed examinations and assignments within a reasonable length of time (If the examination or assignment cannot be returned, then the student will at least be informed of the grade for that examination or assignment.) provide the registrar with a booklist to be used in each course in sufficient time so as to have the materials available at the beginning of the course provide the Library Director at the beginning of each course with a list of readings which will be required for each course and which ought to be placed on the "Reserved Shelf" in the library review student course evaluations and meet at the end of the Academic Year with a completed self assessment with the Academic Dean Additional Duties
In view of the multi-faceted program of academic formation at Saint Mary Seminary, faculty members are expected to share the duties which may arise apart from the traditional classroom context. Thus, after consultation with the Academic Dean, faculty members will assume a responsibility for: acting as facilitators or theological consultants in Theological Reflection groups serving as Symposium and Colloquium Advisors for students in the M.A. and D.Min programs serving as a Formation Advisor for the M.Div. Program tutoring students in an Independent Study program participate in the assessment process of students and all three degree programs participating in other programs as time and needs dictate
Research and Publication
The relation between the science of theology and the spiritual welfare of people places a serious obligation on teachers of theology and its allied students to continue their own personal study and research. Moreover, professional teachers of theology must not believe that they are adequately serving the Church if they limit their talents and efforts to the student in the classroom. Thus the professional teacher of theology undertakes a ministry of Proclamation and Service through writing, publication, and public lecturing. To facilitate the undertaking of a program of research, study, and writing, Saint Mary Seminary endeavors to provide an opportunity for its faculty members to receive a sabbatical leave of absence.
56 Sabbatical Leaves of Absence
The sabbatical leave of absence is an extended period of time during which the faculty members are freed from obligations at the seminary so that they might devote themselves to a program of intense professional development. Such a program may be for personal development, i.e., the upgrading of one's own competence; or the program may be more task oriented, i.e., for the production of some work; or the program may be a combination of both. In any case, the sabbatical leave should be well planned so as to utilize the time available in the best possible way. Saint Mary Seminary seeks to follow the policy agreed upon by the member schools of the Midwest Association of Theological Schools; namely, that: After completing seven years of service as a full-time member of the school, a person is qualified to request a study leave of one semester and a summer, or a full year if circumstances allow. A written proposal is to be submitted to the Rector's Office, outlining the rationale for the person's interest, the scope of the project and its value to the seminary program, at least one year prior to the requested semester(s). In case of several applicants, judgment will be made by the Rector and the Academic Dean on the basis of the value of the proposal, seniority of the faculty member, and resources available. It is understood that at least two full years of service will be given to the seminary upon the completion of such a study leave. Full salary will be granted for any approved study leave, and an adequate living allowance will be allocated to priest members of the Faculty. Student Counseling
Realizing that classroom contact with the student is only one aspect of the educational process, Saint Mary Seminary follows a policy whereby the members of the faculty are readily available to students apart from class hours for discussion of class work and endeavor to be of assistance to students who appear to be encountering difficulty in studies. Students should not hesitate to approach faculty members to make appointments for consultation. A teacher should provide on a weekly basis a minimum of one hour of academic counseling time for every three credit hours of class time. Professional Conduct – Conflict of Interest
The seminary follows the Conflict of Interest Policy of the Diocese. See p. 197 of this Handbook.
The life of teachers of theology should be marked by a deep personal commitment to the faith which they propose to others and by a high degree of professionalism in the realization of the task of transmitting that faith. A high degree of moral integrity is expected of them in consonance with their faith. By their actions and their words they should demonstrate that the work of teaching or administration in a theological school is an authentic form of ministry, a true vocation to the service of God. The seminary will always be identified as the official and authentic representative of the Catholic faith. As long as persons are associated with the seminary, they will always be identified with it. Thus, while their personal conduct is a matter of their constant concern while at the seminary, faculty members must be equally conscious of their conduct outside of the seminary context. The witness value of their words and actions, of their very life, extends far beyond their daily contact with seminarians and students of theology.
57 Professional Exchange Saint Mary Seminary has been most fortunate to develop a warm and friendly relationship with the other schools of theology of the Ohio region. The cooperative effort of these schools opens a wealth of resources in terms of library facilities and faculty. As opportunities for the sharing of faculty resources become available, faculty members are expected to participate when reasonably asked to do so and to carry on their teaching activities with the same degree of professionalism as they would at Saint Mary Seminary. In turn, visiting instructors at Saint Mary Seminary are expected to participate as fully as possible in the academic program of the seminary. Specific expectations are spelled out in each contract.
FACULTY DEVELOPMENT The faculty of Saint Mary Seminary is dedicated to a policy of continuous faculty development, both as a group and on an individual basis.
Corporate Development The seminary is in continual contact with other theological schools, especially those in the Ohio region and with professional organizations which assist with the continued upgrading of the seminary. Individual faculty members will be expected to participate at various times in meetings as representatives of the faculty and the seminary. Meetings of the entire faculty are held each month during the academic year. Faculty workshops are held annually for evaluating the past and preparing for the future. These are usually held at the conclusion of the academic year and prior to the beginning of the Fall Term.
Individual Development Each faculty member is expected to maintain active membership in appropriate professional associations and to participate as fully as possible in their meetings. Delivering a scholarly paper at such meetings (even when the paper is not published) is strongly encouraged and affords the teacher an excellent opportunity to test his or her competence among peers. The seminary finances attendance at one professional meeting each year. Attendance at such meetings during the academic year will normally call for approval of the Academic Dean who has the responsibility for the continuity of the total academic program. In addition, each fulltime faculty member is awarded an annual $2000.00 continuing education allowance. Faculty members are expected to collaborate with other faculty members in identical or allied fields from other institutions of higher learning in the area. The seminary desires the finest quality program of education for its students. It has, then, a special interest in the education of its own faculty members. Every effort will be made to assist the faculty members in their formal training and to encourage the completion of their own degree work. In order to maintain and promote the quality of professors' teaching, it is mandatory that every course have a written evaluation from each student which will be distributed during the last 15 minutes during the final class meeting of the term. The Registrar’s office will provide a standardize evaluation form. The forms are kept in the Dean’s office until all grades are
58 submitted. Faculty members have an opportunity to review their course evaluations and return them to the Academic Dean to be kept on file. All faculty members will complete a standardize self-assessment of their teaching and personal growth at the end of the spring term. The assessment will be used as part of a yearly dialogue with the Academic Dean. The assessment will be kept on file with the Dean’s office. Each faculty member will have access to his or her file at anytime. Specific issues, ideas or concerns raised by faculty are summarized by the Academic Dean and discussed at the fall faculty workshop. All faculty members will meet with the President-Rector at the end of the spring term for a personal interview.
Facilities and Services The Library
Faculty members may place books on reserve by giving a list to the Library Director. These books are kept on a special shelf and marked with a blue reserve slip which is to be signed when used by the student. They will remain on reserve until the instructor notifies the Library Director or until the end of the term. The Library Director will arrange interlibrary loans of those books which are unobtainable in the seminary library. Each teacher is expected to take an active interest in the growth of the library and to submit to the Library Director requests for new books and periodicals. Order forms are supplied by the Library Director.
The library maintains the audio-visual equipment for the seminary: disc and tape players, tape recorders, movie projector, film strip projector, and video tape machines. Requests to use this equipment should be made to the Library Director.
Duplicating Facilities The seminary has a photocopying machine. Faculty members may copy materials themselves or bring material which can be copied to the administrative secretary's office where it will be copied as soon as possible.
Copyright guidelines are found in the appendix I of chapter 7.
Office Supplies Ordinary school supplies, paper, envelopes, etc. are available through the administrative secretary's office for school use.
Secretarial Services Secretarial service is available to the faculty from the secretaries. All requests are channeled through the administrative secretary's office.
Telephone Service and Postage Long distance phone calls for personal purposes are charged directly to a faculty member's phone number. A postage meter is located in the mail room. Mail to be stamped should be separated as to "personal" or "official". Professors will be billed at the end of the month for personal mail.
59 CHAPTER 5 THE PROGRAM OF INSTRUCTION
GENERAL ACADEMIC INFORMATION
The following material includes information of a general nature and faculty policy appropriate to specific areas of the academic program of Saint Mary Seminary. Academic Year Saint Mary Seminary operates on an academic calendar of two semesters. Beginning usually at the end of August, each semester lasts for approximately fifteen weeks. A general summer term begins the week after ordination and concludes by mid-August, primarily designed for Doctor of Ministry students. Summer term may offer an occasional accelerated course in an eight-week format, or provide opportunities for independent study for Master of Arts students. Unit of Credit The unit of credit is the semester hour and is based on the number of 50 minute class periods or equivalent devoted to a particular subject. One semester hour credit is granted for approximately 14 class periods. Student Credit Hour Load Students in the M.Div. Program will normally carry a minimum load of 14 credit hours. They are expected to apportion a sufficient amount of study for each credit hour. Master of Arts students carrying at least 6 credit hours (three courses) are considered full-time students. All Doctor of Ministry Students carry four hours of credit a semester, including summers. Withdrawal and Credit/Audit Change To withdraw from a course or to change registration from credit to audit or the reverse without penalty, a student must obtain permission from the Academic Dean and then inform the Registrar of the fact before the date published in the school calendar. Failure to attend class or merely giving notice to the instructor will not be regarded as official notice of withdrawal. Class Attendance Class attendance is expected in every course in which the students are registered unless they enjoy the privilege of optional attendance. Normally, illness or other sufficiently serious circumstances are the only legitimate reasons for missing class. In case of absence, the student is responsible for class work, assignments, and/or examinations and must, with personal initiative, ascertain what is expected from the professor. Quality of Writing Since creative yet disciplined thinking and clear communication are essential elements of theological and ministerial practice, the ability to write clearly and expressively is an indispensable requirement for any student of Saint Mary Seminary. Applicants must possess suitable competence in English grammar and composition prior to their admission to the seminary. This competence must be demonstrated according to the instruments utilized by the seminary. In order to ensure that this suitable competence is achieved and maintained, each faculty member will:
60 commit him/herself to assist students who need to improve their writing skills. Such assistance may consist of:
providing numerous opportunities for the students to write throughout the course of the semester
providing opportunities for students to discuss their own written assignments with other students, attending not only to content, but to how the paper was written
making written assignments in "stages," requiring the students to submit drafts that will be critiqued and discussed with them by the faculty member and/or other students
asking the students to evaluate their own drafts prior to their discussion with the faculty member
discussing assignments the students have written with a view toward its overall composition, structure, grammar, style and spelling
providing written comments on papers that are clear and explicit
referring students with more serious writing problems to their Formation Advisor or to the Academic Dean, who will in turn assist the student in finding professional assistance.
comparing with other professors their assessment of the writing skills of the students they have in common (This comparison should be ongoing and happen naturally, but in the first year of a student's participation in the program the Academic Dean will facilitate this discussion in a more formal way.) commit him/herself to the consistent application and enforcement of the seminary standards and policy on writing This means including on all course syllabi the following note:
"Grading will reflect attention to writing mechanics."
Each professor will determine how the grade will be affected and will specify this determination in writing using a rubric in the course syllabus. While the above refers to all students, special attention will be given to identifying and remedying writing deficiencies in first year students. The seminary provides academic tutorial assistance for students whose primary language is not English, as well as for students who demonstrate writing deficiencies. Normally, students are referred to the tutor through their Formation Advisor or the academic dean. In addition, because writing skills are so important to priestly ministry, priesthood candidates must consistently demonstrate suitable competence in them. Therefore, the absence of such competence becomes a formational concern and is appropriate subject matter for student evaluation. Breaks during periods of instruction for two and three credit hours For classes that are two credit hours or more, the instructor is expected to provide a short break. For two credit classes the break is generally taken after the first 50 minutes of instruction and may be extended to no more than ten minutes. In a three credit hour course, the professor may elect to take two short breaks of ten minutes or provide one break not to exceed 20 minutes.
61 Class Assignments As a general guideline, the amount of work assigned to a student in a given course should be weighed to the number of credit hours of the course. For example, one credit hour should have no more than 500 pages of reading and no more than 5-10 pages of writing. For a two-credit hour course, 1000 pages of reading and 15-20 pages of writing is the norm. In a three-credit course, 1500 pages of reading and 25-30 pages of writing may be expected. In any course, reading will vary according to the type and difficulty of text, e.g., biblical commentaries, ritual texts, theology texts, etc. Professors are encouraged to prepare syllabi with these guidelines in mind. Examinations Students undergo examinations in all subjects at the end of each semester. At the discretion of the professor, these examinations may be written or oral. Written examinations last a maximum of two hours for each subject and will be scheduled by the Academic Dean. A copy of the final examination questions is to be filed with the Academic Dean; in the case of an oral examination, the professor will advise the Academic Dean of the fact in writing. Tests may be given at mid-term and/or from time to time during the term at the discretion of the professor although no specific days are set aside for such exams. Special symposia and colloquia for the Master of Arts and Doctor of Ministry degree programs are scheduled two times each year on specific dates listed in the school calendar.
Grading System Grade reports are given to the students at the end of each term. Term grades are based on oral and written class work and examinations. The grade received is an evaluation of actual performance and the degree of mastery which the student has manifested to the instructor. Grades are to be filed with the Academic Dean within seven days after the final examination. The following grading system is employed:
Grade Quality Points A 4.00 A- 3.667 B+ 3.333 F Failure B 3.00 I Incomplete B- 2.667 NR Grade not reported C+ 2.333 P Pass C 2.00 AD Audit C- 1.667 W Withdrew with permission D 1.00 F 0.00
62 The following descriptions of the various grading letters serve as an evaluative measure of the professor’s assessment of student work. The use of pluses and minuses in the grading scale allows for an accurate evaluation of the student’s performance within the range of each letter grade. A - Outstanding achievement: exceptional aptitude, interest and performance....4 quality points The student has demonstrated a number of the following characteristics: an exceptionally good grasp of the course material; evidence of self-initiated reading; cooperation in course activities; manifestation of exceptional capability and originality; a command of appropriate vocabulary and superior ability to integrate and make associations with other material studied. B - Good achievement: a significantly higher grasp of the course material which goes beyond the required basic elements....3 quality points The student has demonstrated a number of the following characteristics: a significantly more effective command of the material than is generally required; a demonstrated ability to perceive applications of principles and relate them to other material; work distinctly above the average; investment in extra-curricular work on his own on course material; a personal grasp of principles so they can be discussed with ease. C - Satisfactory achievement: a grasp of the basic content which enables the instructor to certify the required mastery of the material of the course....2 quality points The following characteristics are usually present: a command of the basic course content and demonstrated ability to make generally correct applications of principles; demonstrated ability to express knowledge intelligibly; the standard performance expected. D - Poor achievement: a minimal grasp of course content and limited ability to apply principles learned....1 quality point The following may further characterize this level: substandard achievement as related to graduation; the instructor believes the student would not profit materially by repeating the course; the student may advance to course or courses to which the given course is a prerequisite but with dubious prospects of success. F - Failure: inability to meet minimal requirements as specified by the instructor...... 0 quality points An Incomplete (I) given for serious reasons, such as absence from a final examination because of illness, must also be made up within the time designated in the calendar but there is no restriction on the type of grade to be given. An Incomplete (I) not fulfilled within the designated time becomes an "F". When students fail a required course, they must repeat the subject. Any failing grade is computed in the cumulative grade average after a successful repetition of the course. Honor Students Students whose cumulative point average is 3.50 or above are classified as "Honor Students". They may be granted, at the discretion of the individual professor, the privilege of optional class attendance so that they may acquire a more thorough knowledge of a subject through independent study under scholarly direction. Where professors judge that an honor student would gain more by class attendance, they may require attendance for a particular lecture, exercise, or the entire course. The student must be present for all announced tests and is held responsible for all class materials and major assignments.
63 Academic Probation Master of Divinity Program At the close of each term, a student is placed on academic probation when the cumulative grade point average is less than 2.00. The student is removed from probation that term in which the grade average rises to or above the stated value. Placement on, retention on, or removal from probation is noted on the term grade report and the permanent record. The following rules govern a student on academic probation: A student who remains on probation for three consecutive terms will be required to withdraw for unsatisfactory performance. A student who remains on probation for two consecutive terms may choose: to continue the regular class hour load and attempt to remove the probation the third term, or to reduce the class hour load and lengthen the time of the course of studies Upon the recommendation of the faculty a student on probation may be presented with one or more of the following: may be required to submit a progress report to the Academic Dean may have extracurricular activities curtailed, in the case of candidates for the priesthood may not be permitted to be admitted to Candidacy, to receive Ministries/Orders, or to enter the internship during that term in which he is on probation may be required to lengthen the time of the course of studies Students who have withdrawn because of academic probation may seek re-admission. To be considered, however, they must demonstrate to the Committee on Admissions that they can do graduate work, usually by successfully completing graduate courses at another school. Master of Arts Program At the close of each term, a student is placed on academic probation when the cumulative grade point average is less than 3.00. The student is removed from probation that term in which the grade average rises to or above the stated value. Placement on, retention on, or removal from probation is noted on the term grade report and the permanent record. The following rules govern a student on academic probation: a student who remains on probation for three consecutive terms or upon accumulation of 24 semester hours will be required to withdraw for unsatisfactory academic performance a student who remains on probation for two consecutive terms may choose
to continue the regular class hour load and attempt to remove the probation the third term, or
to reduce the class hour load and lengthen the time of the course of studies Doctor of Ministry Program At the close of each term, a student is placed on academic probation when the cumulative grade point average is less than 3.00. The student is removed from probation that term in which the grade average rises to or above the stated value. Placement on, retention on, or removal from probation is noted on the term grade report and the permanent record.
64 The following rules govern a student on academic probation: A student who remains on probation for three consecutive terms or upon accumulation of 12 semester hours will be required to withdraw for unsatisfactory academic performance. A student who remains on probation for two consecutive terms may choose:
to continue the regular class hour load and attempt to remove the probation the third term, or
to reduce the class hour load and lengthen the time of the course of studies
Independent Study The aim of independent study programs is to provide the student with opportunities to pursue a problem or a project in depth and to obtain academic credit for such study. It is hoped that such studies would encourage originality and enrich the atmosphere of the seminary as a community of learning. Independent study programs are open only to those who have completed two semesters of study and have the appropriate cumulative average in their degree program. Independent study is not to take the place of a required course in the curriculum, and may not be contracted if a course in that area is taught in a given semester. Exceptions to this must be discussed with the Academic Dean. A maximum of 6 credits will be accepted toward elective requirements. A student should carry no more than 2 credits of independent study in any one term with the exception of the D.Min program. Students are required to seek permission from the Academic Dean for independent study. He/She will provide a list of faculty members available for independent study for each term. Due to course load, a given faculty member may not be available for any independent study program. On the other hand, ordinarily, no faculty member will accept more than two students per semester for independent study without permission from the Academic Dean. The study project is to be discussed with and approved by the faculty member who will sponsor the project in advance of registration. At the time of registration, students must register for the independent study just as they would for any other course. At the time of registration, the student is to secure from the Registrar the Independent Study Registration Form, complete, and return it to the Academic Dean within four days after registration. Final report forms and grades are to be submitted by the faculty member to the Academic Dean at the time final grades are due at the end of the term in which the student is registered for independent study. If the project is not completed at this time, the student will receive the grade of "I" for the project. The usual procedure for make-up work will then be followed.
Courses at Other Institutions Transfer of Credit Students who have taken courses at other institutions before application to the seminary should submit all transcripts for review by the Academic Dean. Credit for advanced standing applied to a degree program is based on the following criteria: (1) they have taken graduate level courses from an accredited college or university; (2) the courses transferred are equivalent in description and content to those required in the given degree program and course of study they are matriculating toward; (3) the student has received a passing grade and evaluation from the institution where the course was taken. Students may be required to submit a copy of course syllabi for final judgment by the
65 Academic Dean.
Master of Divinity Program Saint Mary Seminary regards its M.Div. program of formation and study as a full-time occupation calling for the engagement of all of a person's time, talent, and ability during the academic year. Accordingly, no student may enroll for any degree program, course of studies, or program leading to certification at any other institution during the academic year. Because of special needs and interests, a student may enroll at another institution during the academic year for a single non-theological course according to the following provisions: There must be prior approval of the Academic Dean. No permission will be given to a student with an average below a "B" (3.00). Non-credit language courses pursued during free time as a particular interest or hobby do not fall under the above provisions unless a student is under academic probation. Master of Arts Program Participants in the Master of Arts program may take up to six semester hours of graduate theology completed in graduate institutions. Permission is needed from the Academic Dean along with a course description and syllabus. Transcripts must be sent to the Registrar’s office at the completion of the course.
Doctor of Ministry Program Participants in the Master of Arts program may transfer up to six semester hours of graduate theology completed in graduate institutions. Permission is needed from the Academic Dean along with a course description and syllabus. Transcripts must be sent to the Registrar’s office at the completion of the course.
Academic Honesty Academic honesty is expected of every student involved in the seminary's academic program. The goals and purpose of Saint Mary Seminary and its special relationship to the training of ecclesial leaders demands that students exhibit personal integrity and high ethical standards. Therefore, unless other sources are appropriately indicated, all material which a student offers for a course must represent only his or her own work. Claiming the work of others as one's own or falsifying materials (e.g., term papers, exams, or reports) can result in failure for the specific assignment or the entire course, as well as suspension or expulsion from the seminary program. If a teacher determines that academic dishonesty has occurred, a written report of the incident should be made to the Academic Dean, including the action that the teacher has taken in response. The Academic Dean will keep the report in the student's file and may also take further disciplinary action, if it is deemed necessary. For students preparing for ordination, the student's integrator should be informed of the incident. An appeal by a student should first be made to the teacher in whose course the alleged dishonesty has occurred. If the student is not satisfied with the appeal to the teacher, he or she may appeal to the Academic Dean. If a mutual resolution to the dispute cannot be achieved through the intervention of the Academic Dean, the Dean's own judgment on the matter will prevail. If the Academic Dean is the teacher involved, the appeal should be made to the Rector and if a mutual resolution of the dispute cannot be achieved through the intervention of the Rector, the Rector's own judgment on the matter will prevail.
66 Course Evaluation It is mandatory that every course have a written standardized evaluation from each student which will be distributed during the last 15 minutes of the last class. The evaluations are submitted on a secure website, and verification of completion is sent to the registrar’s office either in writing or by e-mail within 24 hours of the last class. Professors do not receive their course evaluations until their grades have been submitted. All field education final reports are turned into the Field Education Secretary by the last day of class which is scheduled on the Academic Calendar.
ADMISSION POLICIES Master of Divinity Program General Academic Requirements A bachelor's degree or its equivalent from an institution accredited by a regional accrediting association is required for admission. College courses prior to theological studies should provide the cultural and intellectual foundations essential to an effective theological education. They should furnish the student with the tools of learning proper to an educated person and result in increased understanding of the world. Admission Requirements for the M.Div. program include: at least 12 semester hours of Theology in courses distributed normally over the areas of Old and New Testament History and Literature; World Religions; Catholic Theology; and the Principles of Liturgical and Ascetical Theology at least 36 semester hours of Philosophy normally including courses in logic or epistemology, ethics, metaphysics or natural theology, and the philosophy of the human person and contemporary philosophy test scores from the Graduate Record Aptitude Furthermore, the seminary reserves the right to give entrance or qualifying examinations in any of the above categories. A student, however, with a bachelor's degree who needs fewer than 36 semester hours to acquire the competencies above may be admitted with the understanding that it is necessary to fulfill them through a two-year Pre-Theology Program. This would obviously lengthen the seminary program to six years (two years of philosophy, four years of theology). Under special circumstances, the Committee on Admissions may waive or modify at its discretion any of the above academic admission requirements, e.g. waive the GRE for someone who has begun graduate level work or enters with a Masters’ Degree in another field. Candidates for the Roman Catholic Priesthood Applicants should understand that diocesan priesthood vocation is a call to service of the local Church that comes from the local Church and, therefore, on-going formation is subject to the scrutiny of that local Church of which the seminary is an integral part. The applicant should be open to developments in Church life and practice and be desirous of exercising a leadership role in the Church. They are expected to prepare themselves for a life-long commitment to the priesthood. Prospective students who intend to prepare themselves for ordination must be sponsored by a Bishop or a Religious Superior. To the extent permitted by its primary mission, the seminary will make efforts to accommodate candidates for the priesthood from religious communities and other rites.
67 These applicants must provide, in addition to the documents required of all full time, degree seeking students, Baptismal and Confirmation certificates; Marriage certificates of parents from Church records; character testimonials from the pastor and the administrative official from the school last attended; and letters of recommendation. These applicants are required to provide an autobiography or personal history which includes a vocation discernment statement. Students from a college seminary are required to have a positive evaluation and recommendation from the seminary faculty. Each applicant whether from the Diocese of Cleveland, other dioceses or religious communities, must be considered by the Admissions Committee. Before final acceptance, the applicant will be interviewed individually by five members of the Committee. Prior to final acceptance by the Admissions Committee, the applicant will be expected to undergo a physical and psychological examinations by professionals approved by the seminary.
Applications are generally due prior to June 1st. However deadlines may be adjusted due to late applicants and circumstances unforeseen by the Admissions Committee.
Master of Arts Program While the primary purpose of Saint Mary Seminary is the formation of men for the priestly ministry in the Diocese of Cleveland, the seminary recognizes that its academic program may be of service to those who are engaged in other forms of ministry. Upon request, prospective students will be provided with a personal application form which should be completed and forwarded to the Academic Dean. As indicated on the application, the applicant must request that an official transcript of credit earned from ALL colleges and graduate schools previously attended by sent directly to the seminary as well as the results from the Graduate Record Aptitude Examination. Students should make their application to the program prior to the start of the semester they wish to enroll. After the application and other records have been received, letters of recommendation may be requested from former professors or others familiar with the applicant's ability and probable performance as a graduate student. Master of Arts Program Prerequisites: a Bachelor of Arts degree or its equivalent from an institution accredited by a regional accrediting association suitable test scores from the Graduate Record Aptitude Examination (if no graduate work has been previously done) an undergraduate background supported by undergraduate achievement which would indicate the ability to engage successfully in graduate theological studies (It is most desirable that this background include courses in philosophy and religious studies as well as courses in languages.) for those pursuing a double degree program (both the Master of Divinity and the Master of Arts degrees), completion of at least one year in the Master of Divinity program while maintaining at least an accumulative "B" (3.00) average Application deadlines are August 1 (prior to Fall admissions); December 1 (prior to Spring admissions). After the application and other records have been received, letters of recommendation
68 may be requested from former professors and others familiar with the applicant’s ability and probable performance as a graduate student.
Doctor of Ministry Program (D.Min.) Any ordained minister, religious, or layperson who has been engaged in full-time ministry for at least three years, may apply for admission to the D.Min. program provided the following academic, professional, and ecclesial requirements are met: Academic The possession of a M.Div. degree or its educational equivalent is required. Those possessing a M.Div. degree should have a “B” or 3.0 cumulative average. For applicants possessing a Master of Arts Degree, a transcript assessment will determine what areas of theology will be required to achieve equivalency. Ordinarily, equivalency requires additional courses in the areas of Systematic Theology, Scripture, Pastoral Theology, History, and Liturgical/Sacramental Theology. Professional After completing a minimum of three years of full-time ministry, an applicant must currently be assigned to a place of ministry that can serve as a field context throughout the duration of the program. Ecclesial Applicants are to present a memorandum of understanding to co-workers and ecclesial superior(s) stating their intentions to pursue doctoral studies. A letter of recommendation from one’s ecclesiastical superior is required.
Transient and Continuing Education Students Those students who meet the academic requirements may apply for admission to specific courses. They may enroll as Continuing Education or Transient students for credit or audit. In these cases, persons interested in enrolling in Saint Mary Seminary will follow these procedures: Upon request, prospective students will be provided with a personal application form which should be completed and forwarded to the Registrar. The applicant must request that an official transcript of credits earned from ALL colleges previously attended be sent directly to the seminary unless the person intends to enroll as a Transient student. Transient students must have the written permission of the Academic Dean or other official of their school before they will be admitted to pursue courses at Saint Mary Seminary.
ACADEMIC DEGREE PROGRAMS
Master of Divinity Program (M.Div.)
The Master of Divinity (M.Div.) program is the basic program of graduate professional education. The basic sequence of 113 semester hours is organized into 5 general areas: Biblical Studies, Historical Studies, Systematic Theology, Pastoral Theology, and Liturgical/Sacramental Theology. The course sequence is so arranged that there is a progression from revelation to a systematic understanding and application of principles to the mission of the Church as required in parochial ministry.
69 The program is professional in orientation, yet truly academic in that it demands extensive integrative study and the adequate use of research methods. The student is prepared to carry out ministry in a creative and responsible fashion.
The Master of Divinity degree is the normative degree to prepare men for ordained ministry and for general pastoral and religious leadership responsibilities in congregations and other settings, following guidelines of the Association of Theological Schools. The Master of Divinity Program incorporates the components from The Program for Priestly Formation.
Master of Divinity Degree Program Goals Linked to Institutional Outcomes
Saint Mary Seminary and Graduate School of Theology established five institutional outcomes: Christian Discipleship, Formation, Theological Thinking, Communication, and Collaboration that over-arch all three degree programs. These outcomes define our reflective identity and vocation as a seminary and are linked to specific programmatic goals for the Master of Divinity program.
Master of Divinity Degree Program Goals Linked to Institutional Outcomes
Institutional Outcomes Goals of the Master of Divinity Program Christian Discipleship The student: Transforming one’s person into an image of Jesus in response ● exhibits a commitment to the Church in its mission, to the Word of God and one’s ecclesial tradition and role manifested in respect for the Word of God, Tradition within it, to appropriate a Christian worldview that influences and the Magisterium of the Church actions and interactions ● demonstrates an appropriation of the Church’s tradition of Pastoral, Liturgical and Servant Leadership ● values the ethical and moral principles of the Christian life Formation The student: Integrates various components of the program to achieve an ● develops a disposition and skills for human, intellectual, authentic renewal of one’s mind and heart for personal, and spiritual development and pastoral application professional and ecclesial growth ● values, integrates, and uses assessment feedback from faculty, Spiritual Directors, field education, and peers ● engages in self-assessment based on the PPF and recognizes the need for ongoing formation ● demonstrates an ability to live a life: - permeated by the charge to teach, to sanctify and to govern; - of prayer centered in the Eucharist, the Liturgy of the Hours, and the liturgical cycles - of obedience that is apostolic, communal and pastoral in communion with one’s bishop and the - of celibate chastity ● adheres to professional and ethical norms of conduct
Theological Thinking ● demonstrates a knowledge of the biblical, historical, Analyzes and critically responds to the various expressions of systematic, liturgical/sacramental and pastoral Christian faith traditions and presbyterate praxis and uses the theologies of the church insights other fields of study contribute to the understanding ● engages in critical thinking and ministerial practice of those expressions. which includes: -engagement in theological research -employment of a variety of theological and pastoral methodologies -analysis of a variety of theological texts and traditions -synthesis of insights from a variety of theological disciplines in light of pastoral situations -evaluation of theological texts and pastoral situations ● engages in theological reflection (formal and in-class)
70 Communication ● demonstrates an ability to read and reflect critically Uses oral and written communication skills to meet the needs ● demonstrates an ability to speak clearly and of various audiences. In this process the student utilizes meaningfully: appropriate theological language and develops frameworks in - preaching, oral proclamation which to express theological ideas. - social-interpersonal communication - articulation of an accurate understanding of the biblical, historical, systematic liturgical / sacramental and pastoral theologies of the Church - development of a verbal and non-verbal liturgical presence
Collaboration ● participates and engages in a productive way with co- Develops and uses personal and interpersonal skills that can workers in ministry (i.e., pastoral staffs, diocesan enhance the quality of ministry and style of leadership in the structures, ecumenical-interfaith relationships, etc.) service of community building and in the achievement of ● appropriately values diverse ecclesiologies, theological common goals. positions, cultures and global perspectives and responds with prudence to erroneous positions ● demonstrates leadership skills to achieve common goals of the community
Candidates for the Roman Catholic Priesthood
Applicants should understand that the diocesan priesthood vocation is a call to service that comes from the local Church, and therefore, on-going formation is subject to the scrutiny of that local community of which the Seminary is an integral part.
Applicants should be open to developments in Church life and practices to prepare them for a lifelong commitment to the priesthood.
A Bishop or a Religious Superior must sponsor prospective students who intend to prepare themselves for ordination. To the extent permitted by its primary mission, the Seminary will make efforts to accommodate candidates for the priesthood from religious communities and from other rites.
Applicants must provide, in addition to the documents required of all full-time, degree-seeking students, Baptismal and Confirmation certificates; Marriage certificates of parents from Church records; character testimonial from the pastor; and letters of recommendation. In addition, applicants are required to provide an autobiography or personal history, which includes a vocational discernment statement. Students from a college seminary are required to have a positive evaluation and recommendation from their seminary faculty.
The Admissions Committee must consider each applicant, whether from the Diocese of Cleveland, other dioceses or religious communities. Prior to acceptance by the Admissions Committee, each applicant will be expected to undergo physical and psychological examination by qualified professionals approved by the Seminary and appropriate background checks
Applications are generally due prior to June 1st. However deadlines may be adjusted due to late applicants and circumstances unforeseen by the Admissions Committee. Candidates for the Roman Catholic priesthood are to have access to a vehicle.
71 Master of Divinity (M.DIV.) Curriculum
Curriculum Requirements: 113 semester hours Sacred Scripture hours 18
Biblical Hermeneutics 2 Hebrew Scriptures Pentateuch and Historical Books 3 Prophetic Literature 2 Psalms and Wisdom Literature 2 Christian Scriptures Synoptic Gospels and Acts 3 Pauline Literature & Catholic Epistles 2 Johannine Literature 2 Scripture Area Elective 2
Ecclesiastical History hours 10
Church History I 3 Church History II 3 Area Electives 4
Systematic Theology hours 25
Fundamental Theology 3 God: One and Three 2 The Paschal Mystery 3 Christian Anthropology 3 The Christian Church and Churches 2 Fundamental Moral Theology 3 Christian Sexuality 2 Justice and Christian Moral Life 3 Bioethics 2 Mary and the Saints 2
Liturgical and Sacramental Theology hours 22
Sacramental Theology Hours 14
Liturgical-Sacramental Theology 3 Baptism and Confirmation 2 Eucharist 3 Holy Orders 2 Marriage 1 Penance and Anointing (with practicum) 3
Liturgical Theology Hours 8
Oral Interpretation & Proclamation 1 Liturgy and the Art of Ritual 2
72 Theories and Models of Preaching 2 Preaching in the Parish 0 Liturgical Preaching in a Pastoral Setting 1 Basic Music Skills 0 Liturgical Leadership 2
Pastoral Theology Hours 32 (including Pastoral Theology and Field Education)
Pastoral Theology Hours 18
Pastoral Counseling 3 Pastoral Skills for Parish Ministry 1 Introduction to Christian Spirituality 3 Seminar on Spiritual Direction 2 Christian Education Principles and Practice 3 Canon Law I 3 Canon Law II 3
Field Education hours 14
F.E. Parish Ministry Practicum 2 F.E. Pastoral Care of the Sick 1 F.E. Christian Education Practicum 1 Internship at Parish 6 F.E. Social Ministries 2 F.E. Marriage Practicum 1 F.E. Parish Liturgical Practicum 1
Elective hours (General) 6
Total Hours: 113 semester hours Total required courses: 101 semester hours Total electives 12 semester hours (6 area electives)(6 general electives)
Portfolio Assessment and Capstone Project
Students enrolled in the Master of Divinity degree program maintain an electronic academic portfolio for the duration of their studies. The portfolio benchmarks writing skills, performance abilities in preaching and liturgical presiding, and leadership qualities. The portfolio gives evidence of the student’s integration of the human, spiritual, intellectual, and pastoral domains that document his personal growth and development toward priestly ministry.
At the end of each semester, the student posts the required assignment to the portfolio and writes a reflection on the required artifact based on the particular assignment’s criteria. The instructor (or F.E. supervisor) responds to the written student assessment by posting his/her evaluation and constructive comments. The student and his Formation Advisor access this material to discuss areas for growth and identify future learning goals.
The following academic courses are targeted for the portfolio assessment:
73 First Theology Fall Semester TH 330 Fundamental Theology: paper SC 310 Biblical Hermeneutics: final paper HIS 322 Church History I: paper
Spring Semester LIT 360 Liturgical/Sacramental Theology: final paper that presents the student’s personal spirituality of liturgy and sacraments LIT 371 Oral Interpretation and Proclamation: videotape
Second Theology Fall Semester LIT 388 Baptism and Confirmation: Easter Vigil Project TH 333 The Paschal Mystery: Self-reflection - how has the student addressed goals from TH 330 FE 360 Pastoral Care of the Sick: Self-reflection journal
Spring Semester FE 361 Christian Education Practicum: lesson plan, reflection on the lesson TH 332 Fundamental Moral Theology: paper
Third Theology: Internship Year Project in the parish that demonstrates various skills Video tape of homily Reflection on homiletic style Reflection on board input (2 pages)
Fourth Theology Required: TH 342 Christian Sexuality: presentation or debate Video of homily Student also chooses entries from each of these categories in his fourth or fifth year: History paper that reflects historical methodology Scripture paper Project from LIT 380 Holy Orders, LIT 390 Eucharist, or LIT 389 Penance and Anointing Canon Law case study
Fifth Theology Required: Reflection on liturgical style TH 338 Bioethics: paper
Portfolio Capstone Symposium
Toward the end of the first semester of the fifth year, the student, working with his Formation Advisor, edits his portfolio to create a 20-minute presentation that synthesizes areas of growth and challenge as he completes the degree program. A board comprised of the student’s Formation Advisor and two assigned faculty members react to the presentation and engage the student in a guided discussion on questions such as: Where have you seen interplay and integration in the four pillars of formation? Cite examples from your portfolio. What mentoring do you still need as you prepare to begin ministry? What areas of ongoing formation have you identified in your portfolio synthesis? The board will render a “pass,” or “fail” decision on the overall quality of the student’s presentation, analysis and responses to questions by the faculty.
74
Preparation for the Capstone Symposium
During the seminarian’s fourth year of theology, under the supervision of his Formation Advisor, the seminarian begins to reflect on his growth in integrating the four domains: human, spiritual, intellectual and pastoral in preparation for priestly ministry. In monthly meetings with his Formation Advisor, the seminarian may begin to prepare for his fourth year evaluation using the following guided questions. This reflection should be summarized in his written self-evaluation for the formation faculty addressing his qualities for ministry, skills and accomplished goals that can be presented in the external forum as evidence for readiness for priestly ordination. This reflection also serves to begin proximate preparation for the Capstone Symposium for the month of November in his Fifth Year.
The following guided questions are categorized using the “Four Pillars or Domains” outlined in the Program for Priestly Formation (Fifth Edition) which are based on Pastores Dabo Vobis. They also include the five institutional convictions and the outcomes for the Master of Divinity Degree Program.
Human and Spiritual Formation
Human formation leads to and finds its completion in spiritual formation. Human formation continues in conjunction with and in coordination with the spiritual, intellectual, and pastoral dimensions of formation. It steadily points to the center, which is spiritual formation. “For every priest his spiritual formation is the core which unifies and gives life to his being a priest and his acting as a priest” (Pastores dabo vobis, no. 45). The basic principle of spiritual formation is contained in Pastores dabo vobis, no. 45, and is a synthesis of the teachings in Optatam totius: to live in intimate and unceasing union with God the Father through his Son, Jesus Christ, in the Holy Spirit. This is the foundational call to discipleship and conversion of heart.
-- Program for Priestly Formation (5th Edition), 106-107
Christian Discipleship Transforming one’s person into an image of Jesus in response to the Word of God and one’s ecclesial tradition and role within it, to appropriate a Christian worldview that influences actions and interactions.
--First Institutional Outcome for Master of Divinity Degree (2007)
Formation Integrates various components of the program to achieve an authentic renewal of one’s mind and heart for personal, professional, and ecclesial growth.
--Second Institutional Outcome for Master of Divinity Degree (2007)
The following questions or issues for reflection must be answered in light of that which is treated in the external forum. Matters that are treated exclusively in the internal forum, considered ordinarily only in the context of spiritual direction or sacramental reconciliation, are not to be utilized in discussing what follows.
75 In what ways has your engagement in the four pillars of priestly formation shaped your understanding of and ability to act out of living in intimate and unceasing union with God the Father through his Son, Jesus Christ, in the Holy Spirit?
In preparing your answer, consider the following:
Give examples of how your theological studies, liturgical and spiritual practices, pastoral assignments, and personal development (e.g., growth in self-knowledge, use of assessment feedback from formation sessions, peer reviews and formation faculty evaluations, friendships, a life of virtue, etc.) have assisted you to understand what it means to live in intimate and unceasing union with God and to be able to communicate this understanding to others.
Give examples of how your theological studies, liturgical and spiritual practices, pastoral assignments, and personal development (e.g., growth in self-knowledge, friendships, a life of virtue, etc.) have assisted you to act out of your relationship with God, valuing the ethical and moral principles of the Christian life. In what ways has this acting out revealed or supported a distinctly priestly way of being in comparison to what every Christian is called regarding discipleship and conversion of heart?
Are you willing to commit yourself to a life of service in the Church’s ministry of teaching, sanctification and pastoral leadership?
As an ordained priest, what do you envision yourself building upon from your seminary formation in order to develop further your intimate and unceasing union with God? Give examples in each of the four pillar areas of formation. The PPF identifies the seminarian’s and the priest’s spirituality as being “a spirituality of communion rooted in the mystery of the Triune God and lived out in practical ways in the mystery of ecclesial communion” (PPF, 108).
How have you developed as “a man of communion” in each area of the four pillars of formation? How has this development specifically assisted you in understanding and living out a spirituality of communion? What are the practical ramifications of your spirituality of communion as a baptized member of the Church, as an official minister and representative of the Church, and as an ordained priest of the Church? Are you willing to commit yourself to celibate chastity for the rest of your life? Cite examples for the formation program (coursework, liturgical life, field education, personal prayer) that shaped your decision. Are you willing to adhere to the professional and ethical norms of conduct for ministry? Are you willing to exhibit a commitment to the Church in its mission, manifested in respect for the Word of God, Tradition and the Magisterium of the Church, specifically obedience to the diocesan bishop?
The PPF indicates that the spirituality and lifestyle of the priest, who is configured to Christ, Head and Shepherd of the Church, must be conformed to “the self-sacrificial path of Jesus” (PPF, 109).
Give examples of how your theological studies, liturgical and spiritual practices, pastoral assignments, and personal development (e.g., growth in self-knowledge, friendships, a life of virtue, etc.) have assisted you to understand the meaning of this “self-sacrificial path” and to embrace it?
76 How is the Paschal Mystery uniquely disclosed in the spirituality of the ordained priest? How has this been evidenced in the development of your spiritual formation? In particular, how has this been realized in the integration of ministry (e.g., pastoral assignments, involvement at your home parish, participation in the life of the seminary community, etc.) and spirituality in your life?
The PPF identifies a number of characteristics and practices that are meant to foster growth in priestly spirituality (PPF, 110): the Eucharist, the Sacrament of Penance, the Liturgy of the Hours, spiritual direction, scripture reading, retreats and days of recollection, personal meditation, devotions, apostolic dimensions, asceticism and penance, obedience, celibacy, simplicity of life, reconciliation, solidarity, solitude, and ongoing spiritual formation. These foster growth in the basic dimensions of priestly spirituality that are noted in the previous sections and questions.
Give examples of how your theological studies, liturgical and spiritual practices, pastoral assignments, and personal development (e.g., growth in self-knowledge, friendships, a life of virtue, etc.) have assisted you to understand, embrace, and utilize the above characteristics and practices in the development of a priestly spirituality?
Are you willing to live a life of steady prayer centered in the Eucharist, the Liturgy of the Hours and the liturgical cycles?
Intellectual Formation
Intellectual formation is closely related to the other three pillars of formation. As it develops the gift of human intelligence and so enables it to be in service to one’s brothers and sisters in faith, intellectual formation complements and guides human formation. Intellectual formation applies not only to a comprehensive understanding of the mysteries of the Catholic faith, but also to an ability to explain and even defend the reasoning that supports those truths. In this way, it provides those who are being formed spiritually with a knowledge of the Lord and his ways which they embrace in faith. Finally, intellectual formation through the study of theology enables priests to contemplate, share, and communicate the mysteries of faith with others. In this way, it has an essentially pastoral orientation. -- Program for Priestly Formation (5th Edition), 164
Theological Thinking Analyzes and critically responds to the various expressions of Christian faith traditions and praxis and uses the insights of other fields of study contribute to the understanding of those expressions.
--Third Institutional Outcome for Master of Divinity Degree (2007)
Communication Uses oral and written communication skills to meet the needs of various audiences. In this process the student utilizes appropriate theological language and develops frameworks in which to express theological ideas.
--Fourth Institutional Outcome for Master of Divinity Degree (2007)
The academic curriculum as a whole should have a discernable and coherent unity. (PPF, 194) Drawing on the portfolio that you have developed over the past three and a half years, discuss how you have mastered and integrated knowledge of the sacred sciences (i.e., specifically Biblical, Historical, Systematic, Liturgical-Sacramental and Pastoral Theologies of the
77 Church).
How has the study of Sacred Scripture and its interpretation helped you in the task of preaching homilies? (PPF, 198, 200)
What evidence can you show of applying appropriate hermeneutical and exegetical methods? (Cite examples from select Scripture courses, projects, papers, homilies as well as professors’ comments contained in your portfolio.)
How have your classes in Church History helped you reflect on the Church’s multicultural origins and ecumenical contexts. (PPF, 210) (Cite examples from select historical courses, projects, papers, interviews, as well as professors’ comments contained in your portfolio.)
How has the study of Systematic Theology prepared you for the pastoral duty of evangelization, apologetics and catechesis? How has the analysis of theological texts assisted you in evaluating pastoral situations or engaging in theological reflection? (PPF, 203) (Cite examples from select Systematic courses, projects, papers, formal theological reflection sessions, or supervisory sessions, as well as professors’ comments contained in your portfolio.)
Moral theology should be taught in a way that draws deeply from Sacred Scripture and Tradition, refers to the natural law and absolute moral norms, and gives consideration to the natural and human sciences. The close link between moral, spiritual and dogmatic (systematic) theology should be evident. (PPF, 205) (Cite examples from select Moral Theology courses that demonstrate an understanding in the principles of medical-moral ethics, (PPF, 206) sexual ethics, (PPF, 207) and the social encyclicals of the Church, (PPF, 208). (Provide an example for each of these areas using papers, case studies, as well as professors’ comments contained in your portfolio.)
In liturgy, the core should include studies in the theological, historical, spiritual, pastoral and juridical aspects of liturgy. (PPF, 213) Seminarians must learn to celebrate all of the Church’s sacred rites according to the mind of the Church without addition or subtraction. Liturgical practica should include the celebration of the Eucharist and other sacraments. . ., introductions to official liturgical books, and the Church’s directives for music, art and architecture. (PPF, 214). (Cite examples from select Liturgical-Sacramental courses, projects, papers, performance enactments, practica, homilies, as well as professors’ comments contained in your portfolio.)
How has your study of canon law, especially liturgical and sacramental law prepared you for pastoral ministry? (Cite examples from select Canon Law courses, project case studies as well as professors’ comments contained in your portfolio.)
Pastoral Formation
All four pillars of formation are interwoven and go forward concurrently. Still, in a certain sense, pastoral formation is the culmination of the entire formation process. . .(PPF, 236). The aim of pastoral formation – the formation of a “true shepherd” who teaches, sanctifies, and governs or leads – implies that such formation must include a number of essential elements (PPF, 239): Proclamation of the Word – understands the intersection of God’s Word and human experience through communication skills so that God’s Word can be effectively expressed in preaching and teaching.
78 The sacramental dimension – appreciates the sacraments as a central part of priestly ministry and how they nourish and sustain God’s people. The missionary dimension – opportunities to become acquainted with the missionary work of the Church through participation with Catholic Relief Services and the diocesan mission team. The community dimension – understands that pastoral ministry is primarily directed to a community and then to individuals within that community for care, guidance and leadership. Skills for effective public ministry – acquisition of certain skills to communicate the faith in clear, comprehensible language with personal integration that enables one to relate to people across a number of different cultures and theological/ecclesial outlooks. A personal synthesis for practical use – uses field education experiences to link the elements of human, spiritual, and intellectual formation in such a way that they can be put to practical use of others. An initiation to various pastoral experiences, especially in parishes – experiences pastoral life firsthand with a mentor who gives feedback and provides opportunities for personal synthesis, clarification of motivations and the development of directions for life and ministry through theological reflection and evaluation. Cultural sensitivity – appreciates the diversity that marks the Catholic Church and society, particularly with ministry to migrants, refugees and ethnic cultures that preserve their identity. Religious pluralism – sensitivity to the ecumenical and interfaith context that forms a backdrop for life in the United States and for the Catholic Church in this nation. Formation for a particular presbyterate and a local Church through a cultivation of bonds of affective communion with priests with whom one will serve. The poor – cultivates a preferential option for the poor, marginalized, sick and suffering within the social contexts and structures that can breed injustice. Leadership development – learns how to take initiatives and direct a community into action or movement through basic administration skills, continuing education and ongoing formation, management of physical and financial resources, stewardship and evangelization. Cultivation of personal qualities – collaborates with others in ministry (permanent deacons, men and women religious, lay ecclesial ministers, volunteers, parishioners and diocesan consultative bodies).
Collaboration
Develops and uses personal and interpersonal skills that can enhance the quality of ministry and style of leadership in the service of community building and in the achievement of common goals.
--Fifth Institutional Outcome for Master of Divinity Degree (2007)
Based on your own pastoral experiences within your field education assignments thus far, choose three of the above areas highlighted in the Program of Priestly Formation and comment on how these experiences have prepared you for future priestly ministry.
79 Master of Arts in Theology Program (M.A.)
The Master of Arts (M.A.) degree program is designed for ordained clergy, seminarians, and lay ecclesial ministers to study the basic elements of the Catholic tradition. The primary aim of the program is to foster a personal integration of faith that supports a solid theological foundation in the Roman Catholic tradition.
Students are provided the opportunity to study theology with the depth and breadth of the faith tradition. In addition to core courses, students choose four elective courses in one of the following areas —Biblical, Historical, Liturgical/Sacramental, Systematic, or Pastoral. While there is a specific ministerial thrust to this program, a desire to become a pastoral minister is not required.
The Master of Arts degree is distinct from the Master of Divinity degree that is required of students who are preparing for the ordained ministry and that is oriented to the practice of that ministry.
Master of Arts Degree Program Goals Linked to Institutional Outcomes Saint Mary Seminary and Graduate School of Theology established five institutional outcomes: Christian Discipleship, Formation, Theological Thinking, Communication, and Collaboration that overarch all three degree programs. These outcomes define our reflective identity, and vocation as a seminary, and are linked to specific programmatic goals for the Master of Arts degree program.
Master of Arts Degree Program Goals Linked to Institutional Outcomes
Institutional Outcomes Master of Arts Christian Discipleship The student: Transforming one’s person into an image of Jesus in response ● exhibits an understanding of the Church in its to the Word of God and one’s ecclesial tradition and role mission, manifested in an appreciation for the Word within it, to appropriate a Christian worldview that influences of God, Tradition and the Magisterium of the Church actions and interactions ● exhibits an understanding of the Christian world view in a variety of contexts ● demonstrates intellectual growth and development resulting from the study of various theological disciplines ● values the ethical and moral principles of the Christian life Formation ● develops a disposition and skills for human, Integrates various components of the program to achieve an intellectual, and spiritual development and pastoral authentic renewal of one’s mind and heart for personal, application professional and ecclesial growth ● values, integrates, and uses assessment feedback from faculty, Spiritual Directors, field education, and peers ● engages in self-assessment based on criteria for academic growth Theological Thinking ● demonstrates a knowledge of the biblical, historical, Analyzes and critically responds to the various expressions of systematic, liturgical/sacramental and pastoral Christian faith traditions and praxis and uses the insights theologies of the Church other fields of study contribute to the understanding of those ● engages in critical thinking which includes: expressions. engagement in theological research employment of a variety of theological and methodologies analysis of a variety of theological texts and traditions synthesis of insights from a variety of theological disciplines in light of pastoral situations evaluation of theological texts ● engages in theological reflection (in-class)
80 Communication ● demonstrates an ability to read critically Uses oral and written communication skills to meet the needs ● demonstrates an ability to speak clearly and of various audiences. In this process the student utilizes meaningfully appropriate theological language and develops frameworks in ● articulation of an accurate understanding of the which to express theological ideas. biblical, historical, systematic, liturgical/sacramental and pastoral theologies of the Church ● demonstrates an ability to write with clarity and insight and adheres to standards of academic integrity Collaboration ● appropriately values diverse ecclesiologies, Develops and uses personal and interpersonal skills that can theological positions, cultures and global perspectives enhance the quality of ministry and style of leadership in the and responds with prudence to erroneous positions service of community building and in the achievement of ● works well in class projects and discussions common goals.
Master of Arts in Theology (M.A.) Program Curriculum
Prerequisites: ● A Bachelor of Arts degree or its equivalent from an institution accredited by a regional accrediting association.
● Suitable test scores from the Graduate Record Examination (GRE).
● An undergraduate background supported by undergraduate achievement, which would indicate the ability to engage successfully in graduate theological studies; it is most desirable that this background includes courses in philosophy and some introductory undergraduate courses in Scripture and Catholic doctrine
● For those pursuing a double degree program (both the Master of Divinity and Master of Arts degree), completion of at least one year in the Master of Divinity program while maintaining at least an accumulative “B” average is required.
Curriculum Requirements: 44 semester hours
Core Courses hours 36 (36 semester hours of core courses)
Biblical Studies hours 10
Biblical Hermeneutics 2 Pentateuch and Historical Books 3 Synoptic Gospels and Acts 3 Pauline Literature and Catholic Epistles 2
Historical Studies hours 6 Church History I 3 Church History II 3
Systematic hours 14 Fundamental Theology 3 Paschal Mystery 3 The Christian Church, Churches and Mary 3 God: One and Three 2 Moral Theology 3
81 Liturgical and Sacramental Theology hours 6
Liturgical-Sacramental Theology 3 Eucharist 3
Elective hours 8
(8 semester hours of elective courses):
Area Electives 6 (6 hours of course work in one of the following: Biblical, Historical, Liturgical-Sacramental, Systematic or Pastoral Studies)
General Elective 2 (2 hours of course work outside the student’s area of specialization in an elective.)
Total Hours 44 semester hours
Total core courses 36 semester hours
Total electives 8 semester hours (6 area electives) (2 general electives)
The Master of Arts Symposium
At the completion of all course work, the student is required to select and complete a symposium from one of three formats: a written take-home exam, a developed thesis statement, or a written research paper. A student must meet with the Academic Dean prior to beginning any of the three formats. The student must submit the name of the faculty mentor and title of the project focus to the Registrar by November 1 or March 1.
A student may choose his or her format for concluding symposium from one of the following:
Format A: A written take-home question
Part I
A student who selects Format A meets with his or her advisor who is approved by the Academic Dean at least one month prior to the proposed symposium date. After some discussion with the student, the Advisor, in consultation with two additional faculty readers, prepares a general question that requires the student to use a specific methodology or interpretative framework. The student is to prepare a written response that demonstrates the integration and competence of his or her theological concentration and study. The question is given to the student at a time jointly agreed upon by the professor and the student. The focus question invites the student to synthesize his or her learning within the broader context of other theological areas. The written response by the student is no less
82 than 8 and nor more than 12 typed-written, double-spaced pages completed within a period of 48 hours after having received the question.
The student may use the following outline to develop his or her written answer:
● a summary statement of the approach and scope of how the question is answered
● a structured format with the use of appropriate subtitles that present biblical and/or systematic foundations pertinent to the focus of the questions or a historical framework that provides a context for the development of the question
● a synthesized response that addresses the scope of the focus question and demonstrates both the depth and breadth gleaned from theological study; the student incorporates references to seminal works from his or her theological discipline and presents his or her ideas with summative clarity and description
● a conclusion that identifies insights gained from this task
● citations and footnotes of theological resources consulted (Turabian 7th or 8th ed. style manual)
● a bibliography of consulted resources
The Preliminary Process - The student submits his or her finished take-home question to the Advisor at the conclusion of the 48-hour period. The student, after discussion with the Advisor and Readers, schedules the date and time of the symposium with the Registrar.
The Committee evaluates the written response to the question using the following criteria: the student’s approach and organization of the question, the use of salient theological-historical literature, personal integration, and the student’s overall creativity in developing the written answer within a 48- hour period. The Committee may meet before the scheduled date of the symposium to shape a strategy for their discussion.
Part II
Presentation format—The student presents a 5-minute summary of his or her response to the exam question followed by a 50-minute discussion with the Committee.
Discussion Process—Faculty readers give feedback and engage the student in a discussion of the written material. The student should be prepared to answer any questions by the Committee or to elaborate on his or her theological convictions or pastoral concerns reflected in the written answer.
Evaluation—The student’s written answer and oral presentation is evaluated and given one of three grades: “pass with honors,” “pass,” or “fail” based on the rubrics for the format and degree program.
83 Format B: A developed thesis statement
Part I The student develops a thesis statement that reflects his or her focused area of concentration. The statement should be composed from the student’s course work and demonstrate sufficient integration, insight, research, and theological development.
Thesis statement overview:
● the thesis statement is a 50-word summary paragraph
● the thesis statement reflects one or several theological perspective(s) that is (are) clearly defined with a particular focus
● the thesis statement is supported by a detailed outline
● the thesis statement and outline should not exceed one single-spaced typed page
● the thesis statement has an attached bibliography of sources consulted
● the thesis statement reflects contemporary scholarship, research, personal insight and integration. it represents a composite of the student’s critical assessment and thinking within the theological enterprise
● although the advisor is the primary consultant and is responsible for the final approval of the thesis statement, the student is free to call upon other faculty members for assistance and direction
The Preliminary Process - When the Advisor has approved the thesis statement, outline, and bibliography, the student submits these materials to the two Readers. After consultation with the committee, the student schedules the date and time of the symposium with the Registrar.
The Committee evaluates the thesis statement, outline, and bibliography using the following criteria: the student’s approach and organization of the topic, the use of salient theological-historical literature, personal integration, and the student’s overall creativity in developing and presenting the material. The Committee may meet before the scheduled date of the symposium to shape a strategy for their discussion.
Part II
Presentation Format - During the symposium, the student presents a 5-minute overview of his/her thesis statement followed by a 50-minute discussion/question period.
Discussion Process - In his/her discussion with faculty members, the student is expected to demonstrate an understanding of theological methodology, an awareness of the important literature- documentation and contemporary scholarship in of the following areas: Biblical, Historical, Systematic, Pastoral and Liturgical-Sacramental Theology. The student demonstrates the ability to integrate theological and pastoral convictions. The student’s area of focus must also demonstrate the interdisciplinary nature of the theological enterprise.
84 Evaluation—The student’s thesis outline and oral presentation is given one of three grades: “pass with honors,” “pass,” or “fail” based on the rubrics for the format and degree program.
Format C: A written research paper
Part I
The student choosing Format C approaches the Academic Dean three semesters before his or her projected date of graduation (even though course work may not be completed). The student is appointed an Advisor who will mentor the student through the completed project. The research paper’s topic evolves from the student’s current area of study and does not require research in an entirely new area. The paper is intended to broaden and deepen the student’s knowledge and understanding of an already familiar topic.
In order to help the student achieve the objectives for a written research paper, the following format is recommended that:
● The student submits a one-page prospectus with a preliminary bibliography to his or her Advisor.
● The student receives approval of the topic and focus of the paper from the Advisor at least two semesters before graduation. At this time, the student, in consultation with the Advisor, selects two additional faculty Readers.
● In some instances, the Advisor may have the student consult the wider faculty for guidance and assistance.
● The Advisor serves as the writing mentor for the student. Thus, the student should work out a schedule to meet with the Advisor during the course of the semester. It is in the student’s best interest to submit drafts of the paper to the Advisor for feedback and direction.
● The paper should be at least 25 pages in length, but not exceed 40 pages.
● The research paper follows the format and style of A Manual for Writers of Term Papers, Theses, and Dissertations by Kate L. Turabian (7th Edition).
The Preliminary Process - The student presents the final draft of the paper to the Advisor five weeks before the anticipated date of the symposium. During that time, the Advisor may meet with the student and make minor revisions to the paper. Once the paper is approved, the student in consultation with the Advisor and Readers, schedules the date and time of the symposium with the Registrar. Faculty readers should be given at least two weeks to read the paper. The Committee may meet before the scheduled symposium to prepare their comments for the student.
Part II
Presentation Format - During the symposium, the student is expected to give a 5-minute synopsis of his/her paper. This will be followed by a 50-minute discussion/question period.
Discussion Process - The student may be asked by the Committee to clarify or further develop an area represented in his or her paper. The student will be asked to discuss certain points, areas, or sections within his or her paper, explain his or her theological or historical methodology, and discuss
85 the literature reflected in the bibliography. The student’s research demonstrates the interdisciplinary nature of the theological enterprise reflected in the treatment of the topic. The Committee will evaluate the student’s overall organization of the paper, the quality of the written work, the development of the topic, and the student’s ability to discuss and support his or her written work.
Evaluation - The student’s written paper and his/her oral presentation is given one of three grades: “pass with honors,” “pass,” or “fail” based on the rubrics for the format and degree program.
Protocol for all Formats
All scheduled symposia will be posted on the Faculty and Student Bulletin boards and on the Saint Mary Seminary website [www.stmarysem.edu] with names of committee members, time and location.
The symposium is a public forum. Faculty, students, and invited guests may attend any of the scheduled symposia. The student should notify the Registrar of the number of guests expected. The student will also need to contact the library to arrange for the use of any audio-visual equipment if any is needed.
At the symposium, students may use the following resources: (a) the final copy of the work (i.e., the written exam, the thesis outline or the research paper), (b) appropriate resources or materials approved by the Advisor (e.g., a Bible or a theological work by a given author), and (c) in special cases, audio-visual equipment (i.e., PowerPoint) that may enhance the student’s presentation.
At the end of the 50-minute symposium, the Committee meets for a short time to discuss and grade the student’s overall project. The student meets with his or her Committee after their deliberations to receive his or her final vote, using the degree program rubric:
● When a student’s work reflects outstanding integration, exceptional aptitude, excellence and originality both in the written and oral presentations, the Committee may award “pass with honors.” ● When the student has demonstrated above average integration, aptitude, and competence in the respective field, both in the written and oral presentations, the Committee may award the vote of “pass.” ● A student who receives a failing vote by the Committee must reschedule a symposium during one of the next two semesters. The student will have the option to (1) choose a new format for the symposium, (2) change his or her Advisor and have a new Committee appointed, or (3) continue to work with the same format but address concerns and implement recommendations from the previous symposium. A student receives only one opportunity to reschedule a symposium.
The Doctor of Ministry Program (D.Min.) The Doctor of Ministry (D.Min.) program at Saint Mary Seminary and Graduate School of Theology provides a generalist orientation in the various areas of pastoral ministry. The purpose of the Doctor of Ministry degree is to enhance the practice of ministry, hone competencies in pastoral analysis and ministerial skills, integrate these dimensions into the theological reflective practice of ministry, and acquire new knowledge about the practice of ministry, all of which lead to continued growth in spiritual maturity and ministerial competence.
86 Degree Design and Requirements
Goals and Objectives
The program is designed to develop a minister’s understanding of the contexts of his or her ministries within the Christian community, and to help the minister situate his or her ministries within the total life of the Church. The participants are given the opportunity not only to study various aspects of ministry but also to focus on a specific area of ministry and to develop in depth a particular ministerial project. Doctor of Ministry Degree Program Goals Linked to Institutional Outcomes Saint Mary Seminary and Graduate School of Theology established five institutional outcomes: Christian Discipleship, Formation, Theological Thinking, Communication, and Collaboration that overarch all three degree programs. These outcomes define our reflective identity, and vocation as a seminary, and are linked to specific programmatic goals for the Doctor of Ministry degree program.
Doctor of Ministry Degree Program Goals Linked to Institutional Outcomes
Institutional Outcomes Doctor of Ministry Christian Discipleship The student: Transforming one’s person into an image of Jesus in response ● enhances their praxis of ministry in varying contexts to the Word of God and one’s ecclesial tradition and role and ecclesial communities within it, to appropriate a Christian worldview that influences ● exhibits a renewed commitment to intellectual growth actions and interactions and development resulting from a focused study of theology and pastoral practice ● refines leadership skills in light of ongoing theological and pastoral reflection ● demonstrates an understanding and sensitivity to the needs of the community they serve ● enhances the integration of Christian ethical and moral values
Formation ● enhances a disposition and skills for intellectual Integrates various components of the program to achieve an development and pastoral application authentic renewal of one’s mind and heart for personal, ● values, integrates, and uses assessment feedback from professional and ecclesial growth faculty and peers ● engages in self-assessment based on personal, academic and ecclesial criteria
Theological Thinking ● incorporates a knowledge of the biblical, historical, Analyzes and critically responds to the various expressions of systematic, liturgical/sacramental and pastoral Christian faith traditions and praxis and uses the insights theologies of the Church into their pastoral setting other fields of study contribute to the understanding of those ● engages in critical thinking, built upon previous expressions. education, pastoral experiences, course content and peer interaction that includes: ● engagement in theological research ● utilization of a variety of theological methodologies ● analysis of a variety of theological texts and traditions ● a synthesis of insights in light of pastoral situations ● engages in theological reflection (in-class) ● designs and executes a pastoral project that contributes to the field of practical theology and ministry
87 Communication ● demonstrates an ability to read critically Uses oral and written communication skills to meet the needs ● demonstrates an ability to speak clearly and of various audiences. In this process the student utilizes meaningfully appropriate theological language and develops frameworks in ● preaching, oral proclamation which to express theological ideas. ● social-interpersonal communication ● articulation of an accurate understanding of the biblical, historical, systematic, liturgical/sacramental and pastoral theologies of the church ● enhancement a verbal and non-verbal liturgical presence ● demonstrates an ability to write with clarity and insight and adheres to standards of academic integrity
Collaboration ● Participates and engages in a productive way with co- Develops and uses personal and interpersonal skills that can workers in ministry (i.e., pastoral teams, ecclesial enhance the quality of ministry and style of leadership in the structures, ecumenical-interfaith relationships, etc.) service of community building and in the achievement of ● values diverse ecclesiologies, theological positions, common goals. cultures and global perspectives and responds with prudence to erroneous positions ● promotes one’s place of ministry by nourishing both the community served by the minister as well as the minister
Eligibility
Any ordained minister, religious or layperson, who is engaged in full-time ministry for at least three years, may apply for admission to the D. Min. program provided the following academic, professional and ecclesial requirements are met:
1. Academic: A Master of Divinity degree or its educational equivalent (70 graduate semester hours that include a master’s degree representing broad-based work in theology and biblical studies, and which includes the supervised practice of ministry and substantial ministerial leadership). Those possessing a Master of Divinity degree should have a “B” or 3.0 cumulative average. For applicants possessing Masters’ Degrees, a transcript assessment will determine what areas of theology may be required to achieve equivalency. Ordinarily, equivalency requires additional courses in the areas of Systematic Theology, Scripture, Pastoral Theology, History and Liturgical-Sacramental Theology. Saint Mary Seminary has the right and responsibility to determine if it will accept credits for work completed at other accredited graduate institutions.
2. Professional: After completing a minimum of three years of full-time ministry, an applicant must currently be assigned to a place of ministry that can serve as a field context throughout the duration of the program.
3. Ecclesial: Applicants are to present a memo of understanding to co-workers stating their intentions to pursue doctoral studies. A letter of recommendation from one’s ecclesiastical superior is required.
Overview of the Program Requirements (30 semester hours)
The degree requires the completion of 30 semester hours of academic course work along with successful participation in yearly Project Forums scheduled each semester.
88 Curriculum overview: ● six core area courses (12 hours) ● elective courses (12 hours) ● D.Min. Project (6 hours) ● Project Forums ● Liturgy and prayer opportunities ● yearly evaluation and assessment
Program Components
Academic Requirements
Core Area Courses (12 credit hours). The core curriculum reflects the breadth of pastoral competencies necessary for contemporary ministry and provides possible areas for student concentration. In the first three semesters, students participate in two seminar courses each semester at the professional (ministerial) and doctoral (academic) level that integrate areas of Spirituality, Systematic Theology, Scripture, and Liturgy, with applications to ministerial leadership.
Theological Research and Writing (12 credit hours) Courses generally include: PAS 959 Studying Congregations, Methods, and Research (2 credits) PAS 980 Review of Theological Literature I (2 credits) PAS 981 Review of Theological Literature II (2 credits) PAS 982 Theological Writing I (2 credits) PAS 983 Theological Writing II (2 credits) PAS 9-400 Independent Study (2 credits)
These courses are intended to assist the student in the preliminary theological or theoretical grounding of the project, as well as project design, methods of for analysis, and evaluation techniques.
Students may take up to 6 credit hours of graduate course work in theology of a related field that may assist them in their project area.
Pastoral Project for the Doctor of Ministry (6 credit hours) PAS 990 and PAS 991 focus on completion of the written project with their faculty Mentor.
Pastoral Project Extension (0 credit by semester) In the first semester of the third year, the student and faculty mentor may determine that an extension will be necessary to complete the project. In this case, the student registers for PAS 992-a, -b, -c, or – d, as a continuance of the academic program, but without additional credit. The student must complete the project in no more than four additional semesters, i.e. three years after the prospectus has been approved.
Developmental Standards for the Colleague Experiences Students enrolled in the Doctor of Ministry Program participate in all of the scheduled Colleague Experiences. The behavioral objectives listed above enable students to develop skills that enhance their current ministry. The in-depth description of each of the colleague seminars follows in the next section. The following outcomes present the expectations and standards for each seminar.
89 First Year Orientations The First Year Orientation is for all newly accepted students. This orientation at the beginning of the program defines the parameters, philosophy and overview of the Doctor of Ministry Program. The first year orientation provides the following outcomes: a time management plan in order to integrate the demands of the D.Min. program into personal schedules an understanding of the D. Min process, course expectations and program components familiarity with the seminary library and specific resources that will assist the learner in his/her research an introduction of the program administrators, faculty and staff group introductions, faculty–student discussion and opportunity for questions and answers Theological Development and Evaluation At the end of each academic year, the student’s yearly performance is assessed and evaluated. This evaluation provides an opportunity for the learner to receive input from the faculty regarding the quality of his/her work and integration of course material with their colleague experiences. The student submits a one page written assessment to the Director describing in summary form a self- rating of his/her theological development. The student assessment considers the learning objectives of all course work, individual feedback from peers, faculty academic evaluations, personal learning goals and objectives. Those faculty members who taught the student for that particular year, or who facilitated a Colleague Experience, will have an opportunity to contribute to the student assessment and provide a written response to the candidate’s self-assessment form at the conclusion of their semester course. The feedback given to the student provides affirmation of his/her work and participation in the program. It offers professional suggestions and feedback for any changes the candidate may need to make to successfully complete the program. The Director summarizes faculty comments and presents them to each student. The year’s end evaluation provides the following outcomes: affirmation and support from faculty mentors self-assessment of one’s theological and pastoral development faculty assessment of student’s theological and pastoral development self-reflection on personal accountability to the overall program self-rating of one’s new learning and skills honed define and redefine specific learning objectives identify theological and pastoral strengths gleaned from the past year’s learning experiences address problems that inhibit professional development recognize proficiencies or deficiencies in computer literacy make necessary adjustments in one’s personal life, ministerial setting, or study schedule to successfully meet program requirements
90 Components of the Project Forums
Year I –Pas 966- First and Second Semester In the first year, students receive a basic orientation of the anatomy of a D.Min Project over the first two semesters. Each student is guided to begin to materialize their ideas into a prospectus format for their project. Students use the two semesters to produce a draft of their prospectus. The summer term offers a methodology seminar that discusses research design, data collection, and methodology (qualitative, and quantitative approaches). Students also begin to research sources they will review for their theological grounding. The Project Forum in Year I provides the learner with the following outcomes: introduction to computer basics and software (if needed) review the model and format of the Doctor of Ministry Project opportunities to explore project ideas with their peers study research methods as a developmental process format (i.e. focus or problem to be examined, focus groups, surveys, pilot studies, pre and post test, surveys, etc.) inventory types of questionnaires to gain information for data analysis examine research models for a particular ministerial context to ensure the feasibility and focus of the study review of basic methods for data analysis: qualitative and quantitative methods Year II –Pas 967 - First and Second Semester By the end of the first semester students review their prospectus with their symposium committee (faculty mentor and two readers). Students begin working on an outline and chapter that serves as the theological and theoretical basis for their project. In the second semester students in their elective concentration review pertinent literature into their writing that provides an academic grounding for their project design. Throughout this year, the mentor guides the student through his/her focused theological research through independent studies, selects elective courses at Saint Mary Seminary or another graduate school. Students continue to compare and revise their project ideas. Students begin to create a timeline for their project and plan implementation strategies during the second semester and throughout the summer term. The Project Forum seminar in Year II provides the learner with the following outcomes: a draft of their second chapter that serves as a theoretical basis for the Doctor of Ministry Project with a biblical basis and a theological focus an integrated introduction that weaves personal ministerial goals and objectives into clear aims and focus for creating this project an expanded research design advanced discussion and study of project methodology and design through the creation of a formal instrument of evaluation and assessment avenues for critical discussion and feedback in the developmental stages of their project
91 a strategic plan that includes an implementation timeline with clearly stated and organized modes of evaluation and assessment a forum to implement the project’s study, timeline, and type of research design within their place of ministry a developed annotated bibliography Year III – Pas 968 - First and Second Semester The student and advisor attend this forum that is specifically designed to discuss issues surrounding the writing process of the final project. Students are able to learn from each other as they prepare the final sections of their paper. The Project Forum seminar in Year III provide the learner with the following outcomes: guidance and mentoring by a faculty team that assists the student in the writing of his/her project opportunity to interact with peers discuss issues surrounding their project implementation participate in critical discussion and feedback while writing their project The Colleague Experience facilitators, who are designated members of the faculty, will integrate student-learning needs; receive input by students for course syllabi, provide guidance in student initiated reading, as well as, share their own ideas and expectations in a specific seminar experience.
Colleague Experiences Table One: Peer Accountability in the Colleague Experiences
Colleague Components Student Cohort Requirements/Time Commitment Program Orientation I Year Students Attend a 3 hour orientation workshop Evaluation & Assessment I, II & III Year Students Write and submit self-assessment Receive faculty feedback and assessment with Program Director (1 hour meeting) Project Forum I Year Students Complete 8 - seventy-five minute sessions within the first year. Project Forum II Year Students Complete 8 - seventy-five minute sessions within the second year. Project Forum III Year Students Complete 5 sessions within the third year prior to the final colloquium.
Each of these colleague experiences creates a peer learning dynamic that originates in a post-graduate formation process. The stages of the Project Forum assist the student in the formation of their Doctor of Ministry Project early in the program. Each year requires specific educational outcomes to enhance the student’s personal growth. The collective dynamics cultivated within the Colleague Experiences create an academic learning community with built-in network support systems. This
92 particular aspect allows each student to learn at his/her own pace, while remaining part of a challenging and motivating group process. The schedule and structure of the Doctor of Ministry Program makes it possible for the minister in full-time ministry to pursue doctoral studies while remaining in his/her place of ministry. The student is required to spend about 6 hours on campus, one day a week Classes are scheduled at 1:30–3:20 p.m. and 3:30–5:20p.m. On select class days, evening forums may be scheduled from 6:45 - 8:35 p.m. This structure minimizes the candidates’ time away from their place of ministry but maximizes their participation in a weekly pedagogic process.1 The overall credit hours for the Doctor of Ministry student would be four graduate hours per semester in addition to his/her participation within the Colleague Seminars. Grades And Student Evaluation Doctoral students at the end of the semester receive a letter grade for each of their courses rated on the following scale: A (4.0), A- (3.6), B+ (3.3), B (3.0), B-(2.6), C+ (2.3), C (2.0), C- (1.6) , D (1.0) and F (0.0) for all academic courses . Students must maintain a “B” (3.0) cumulative average for continuance within the program. Students whose fail to maintain a 3.0 G.P.A. are placed on academic probation and must remove the probation within two semesters. Doctor of Ministry students earn a grade of “F: in a course are subject to dismissal from the Doctor of Ministry program. Students do not receive a letter grade for the Project Forums, however, a Pass/Fail grade noted on the transcript for their participation in the forum. Students must attend 80% of the forums to receive a passing grade. Students who receive a Fail notation for the forum must complete the work of the forum in order to remain in good standing and be able to participate in the next level forum. The Symposium and Colloquium The Prospectus Symposium serves as the first meeting with the student’s committee to begin work on the project. The Symposium is held generally in the first semester of the second year of the program. The student is asked to present a prospectus of 10-15 pages with annotated bibliography to his /her faculty advisor and the two readers. The committee meets with the student in a 45-minute symposium to discuss the prospectus. The prospectus symposium is an exchange of ideas between the student and the faculty. It serves as a checkpoint to review all of the necessary components of the project and address areas, issues, and references that may have been overlooked in the initial design. The student uses this meeting as a sounding board to percolate ideas and solicit the creative insights from faculty and peers. He or she may also invite members from his/her ministerial context who will be closely involved in the project. During the symposium, the student presents: (1) an overview of his/her project, (2) a synopsis summary of the theoretical grounding, (3) the design of the project (how it will be accomplished), (4) methodology (how it will be studied and evaluated) and (5) the annotated references that make up the bibliography. The advisor and committee members advance the student to candidacy after a careful review of the project components by signing and returning the candidacy form to the dean. Students are awarded candidacy by the vote of the mentor-advisor and faculty readers at the Candidacy Symposium. There is no letter grade awarded for “candidacy”. However, a notation is placed in the students file. Students complete their final project within one or two semesters after candidacy. The maximum period from candidacy to the Project Colloquium is three years or six semesters.
1 In the two initial surveys conducted by Saint Mary Seminary and Graduate School of Theology, area constituents highly recommended a D.Min. Program that would meet weekly, rather than meet for an intense period a few times per year. Several ministers valued network support within a pedagogic environment that meets weekly for course work and peer interaction. The current program structure reflects this need and would permit individuals outside the Cleveland radius to participate in the program by driving in for one day a week and if the need arises, stay overnight.
93 The Project Colloquium is the summative seminar that concludes phase of the ministry project. The objective of this colloquium is to evaluate the project’s merits and enumerate the specific contribution it has made to the field of practical theology. This colloquium serves as the culmination of the candidate’s academic work and serves to evaluate his/her professional growth in ministry. The candidate, who in this forum demonstrates excellence in theological education and integrative learning, presents a critical analysis of their project’s focus, but more so, evaluates its strengths and weaknesses. The mentor and faculty readers evaluate the candidate’s paper and recommend to the Academic Dean that the student has demonstrated the program’s objectives in both the implementation and design and in the presentation that unpacks the candidate’s experiential synthesis of how his/her project contributed to their context of ministry. The Project Colloquium is the last formal meeting the candidate has with his/her advisor and committee. This is a public meeting scheduled by the Dean, the Mentor-advisor, the Project Committee and members of the learning community. The colloquium is scheduled for an hour and a half. It is meant to be a dialogue rather than a defense. The student should be able to be conversant about his/her project and in the symposium engage the learning community in lively exchange. The advisor facilitates the meeting. The protocol for the colloquium consists of a half hour presentation by the student; followed by a discussion with the student by the advisor and committee members for about one hour. Guests present for the colloquium may discuss the project with the student after the committee has exhausted all questions. The project committee awards the candidate, one of the following overall votes: A Pass vote requires a vote of at least two members of the committee. The committee approves the student’s written project that demonstrates: (1) a clearly written text that meets the overall requirements of the program, (2) adequate theological reflection and pastoral analysis, (3) an oral presentation that demonstrates that the student has understood the focus of their reflection and study, (4) satisfactory answers to questions by the committee with suitable candor and appreciative integration of pastoral issues. A Non-pass vote by two members of the committee is given when a colloquium experience is judged to be deficient. A non-pass vote is given when two or more of the following are evident: (1) the student did not follow the suggestions and recommendations of the advisor or members of the committee, (2) the project lacks significant theological reflection and pastoral analysis, (3) the project appears to be missing major connections between the chapters, (4) it demonstrates a professional appearance with many grammatical errors, (5) the student presents an unorganized oral presentation and (6) the student exhibits an inability to answer questions by the committee. The committee may decide that candidate’s project and colloquium deserve special merit and award a pass with honors vote. A Pass with honors vote requires the unanimous vote of the committee to grant honors on the project and colloquium. Honors are given when (1) the written project demonstrates exceptional writing with outstanding ability, solid theological reflection and astute pastoral analysis, (2) the student’s submitted copy of the project to the committee demonstrates a professional written quality, (3) the student’s oral presentation is clear and succinct, and (4) the student answers the committee’s questions with accuracy, creativity and clarity.
Students who receive a non-pass vote may address the committee’s judgments of deficiencies to the written project and schedule another colloquium with the committee when the advisor determines the deficiencies have been addressed. The student has up to one full year to address the recommendations of the committee. A non-pass vote is a rare occurrence. The advisor should not allow the student to schedule a colloquium when the project has not met the proper standards listed in the program.
94 The Candidacy Symposium gives the student the “green light” to implement his/her Project Design. The Symposium’s educational objective is to help the student prepare for the project’s phase of implementation and evaluation. The Symposium provides the learner with the following outcomes: an organized prospectus of their project with clearly articulated goals and objectives a completed chapter reflecting the theological grounding of the project a bibliography that represents the student’s academic integration and research a definition of the focus of the project appropriate research methods that will be used to collect data a synopsis of how the implementation of the project will be accomplished a synopsis of how the project will be evaluated input from committee members and other colleagues in the learning community regarding the proposed plan affirmation and support from the mentor, the committee and other members of the learning community The Project Colloquium represents the final integrative forum for the student. The colloquium’s educational objective allows the Doctor of Ministry Candidate to present his/her findings and research as a unique contribution to practical theology. While the project’s focus has centered on his/her ministerial context, the project’s findings and evaluation serves to advance the broader ministerial landscape. The student’s written project contributes to the larger body of theological and pastoral literature. The Colloquium provides the learner with the following outcomes: a solid Doctor of Ministry project that reflects the standards and educational objectives of the program a comprehensive application of theoretical principles to a ministerial site an implementation plan that was created through a specific research strategy within a particular context of ministry a written project that demonstrates theological and pastoral refection on a new program or ministry or an evaluation of an existing model of ministry that has been improved an evaluation and assessment of the project’s strengths and weaknesses a bibliography that supports the study an opportunity to present the findings of the project before a community of mentors and peers The Parameters of the Project As suggested in the article by Miller-McLemore and Myers (1989)2, the “final paper or project must focus upon a particular practice, whether a person’s own ministry, that of others, or even an historical
2 Miller-McLemore, Bonnie J. and Myers, William R., “The Doctorate of Ministry as an exercise in practical theology: qualitative research with living human documents.” Journal of Supervision and Training in Ministry. 11:5-24 1989.
95 instance – in short, on a living human document, and contribute to the ongoing theological conversation. (The project should) …strive to enhance the practice of ministry, critically assessing the implications of its discoveries as they evolve in actual encounters (7).” The parameters for the project design at Saint Mary Seminary and Graduate School of Theology are shaped by the student’s personal encounters within their ministerial context. The theological and professional dynamics of the program help students examine the landscape of their ministerial environment and initiate conversations with their tradition, personal experience, vision, and pastoral style of ministry. The support systems for the Ministry Project include each student’s cohort along with their mentor, who guides and directs the ministry project, serving as the liaison to the Program Director. The mentor prepares the student to facilitate his/her Candidacy Symposium and informs the director when the student is ready for the symposium. In addition to the faculty mentor, two faculty readers participate in the symposium. This faculty team will support the candidate in the final process of the project’s implementation and evaluation. The Ministry Project – Outline of the Project The ministry project is to be completed under the supervision of the candidate’s advisor using the following format as an outline for the project’s structure (see Kate L. Turabian, 7th or 8th ed., A Manual for Writers. The University of Chicago Press, 2007). The title page of the project A table of contents that reflects the organization and sequence of chapters. List of Illustrations (if applicable). List of Tables Chapter I: The introduction of the project goals, objectives, as well as, the situation the project addresses within the candidate’s ministerial context that is being created or reviewed. The introduction answers these questions: What does this project hope to bring to the ministerial context (i.e. the pastoral setting, the group it hopes to minister to). How does this project contribute to the ministerial field? What is the landscape of the project? What methodology is employed to implement the project? What do you as a minister hope to learn from the project? What specific outcomes do you as a minister anticipate for the success of the project? Chapter II: Theoretical overview and theological grounding: This section frames the project within a theoretical context. It links the particular ministerial context to a wider body of literature that supports the project’s foundation. The issues (needs, areas of concern) surrounding the project are presented within a biblical, theological or pastoral body of knowledge that substantiates supports and further develops the outcomes or goals of the project in a broader “universal” perspective. The overview also incorporates empirical literature that sheds light on pertinent studies and findings that the project hopes to build upon or develop further in the future. Chapter III: Research Design and Methodology: This section includes a clear description of the research model. It presents a structured format using specific methodology to explore, test, and study the proposed outcomes or hypotheses identified through the projects design as well as the theological or theoretical grounding for the project’s focus. This chapter presents a detailed summary of the process of the project in all phases of development and implementation. Chapter IV: Analysis and summary of the project outcomes: This chapter presents the analysis of the process and implementation of the project. The data collected for the project is presented as an evaluative measure of the project’s success (or weakness). This section takes the reader through a descriptive narrative of the methodology used in the study with appropriate tables that display the findings. It discusses the expected and unexpected outcomes from the findings.
96 Chapter V: Reflection and Conclusion: This section paints a portrait of what was gained through the project’s implementation from the data and outcomes of the project. Critical evaluations of the project’s strengths and weaknesses are discussed. What new learning emerged for the pastoral leader and the congregation? What did the evaluations tell you about the project? Were the aims of the project met? Were the expected outcomes met? If you did this project again for another congregation, what would you do differently? The student writes a conclusion that summarizes the contribution of this project to the wider ministerial community. How has this project enhanced his/her ministry? What ramifications does it have for those in ministry? How has it contributed to the field of practical theology? An annotated bibliography of the sources used in the written document. An appendix of pertinent materials that support the projects implementation (letters, bulletin announcements, raw data, interviews, etc) The following criterion serves as a guide for judging the adequacy of a ministry project by the committee: 1) The issue addressed in the ministry project is clearly related to the student’s ministry setting and reflects his or her theology of ministry. 2) The project demonstrates the student’s capacity to function as a reflective practitioner, which includes substantial integration of theology, relevant theories, methods and ministry skills. The student is evaluated on the integrity of the project’s design, implementation and evaluation. 3) The student utilizes the format of the Project Colloquium for sharing project learnings, insights, and conclusions in an organized, articulate and professional manner demonstrating excellence in pastoral reflection and research. Length: The project should be no more than 150 pages in length, excluding appendices and bibliography. Methodology for the Doctor of Ministry Project The purpose of this section discusses various methodology and research that may be employed within the ministry project. While no project utilizes all of these specific procedures, many projects may incorporate multi-methodologies as evaluative tools and measurements. Evaluation The scope of evaluation research is to measure the effects of a program against the goals it set out to accomplish as a means of contributing to subsequent decision making about the program and improving future programming. A good number of D. Min. projects involve program evaluation because most projects in ministry involve doing something in the life of the parish, the community or ministerial work. As a project, it is not sufficient to simply plan and execute a program or initiate a new model process in ministry. A project of this nature includes a relatively objective assessment of how well it functioned, where it might be improved, and how an existing program is reshaped or how the reimplementation worked. The project includes social science methodologies as instruments of evaluation. Quantitative and Qualitative Methodologies Quantitative methods attempt to measure available data using statistical programs. In this method of research, controlled experiments are often set up to isolate and measure contrasting sets of variables. Key to such measurement is a true random sample and the identification of experimental or control groups with pre- and post-testing. Subjectivity on the part of the researcher is avoided whenever
97 possible; objectivity is sought. However, pastoral reflection is used to interpret the data collected and will be done from the perspective of the minister’s theology of ministry and Church community. A theoretical base supports and drives the researcher’s hypotheses, identifies specific variables and proposes an experiment. A Doctor of Ministry project uses theology as a theoretical base with special consideration given to the ministerial context (praxis) where the project is implemented and evaluated. When the project is grounded within a tradition that is biblically based, and dialogues within an applied theological framework, the objective findings can make certain assertions that tell a story that is verified by quantitative statistical data. Qualitative method study phenomena or brings problematic issues into focus through specialized nonmathematical techniques such as observation, interviews or perused documents. These techniques offer an interpretation of the data at levels of explicitness, abstraction and systematization. The results of a qualitative method provide a descriptive analysis of the areas or concerns studied that may be linked to broader theoretical and grounding (i.e. theological and pastoral concerns). Qualitative methods employ one of the following research techniques: (a) open-ended questionnaires and interviews, (b) films, photographs and videotapes, (c) projective and psychological testing, (d) proxemics, (e) kinesics, (f) ethnography, (g) elite interviewing, (h) historical analysis, (i) life history, and (j) content analysis.3 Most qualitative studies combine several data collection techniques over the course of the research. The researcher can assess the strengths and limitations of each technique, then decide if the technique will work with the particular issues and questions and in a particular setting for a given study. Qualitative methodologies are honed from a conviction that persons are not just question-answerers, but also interpreters of their lives.4 The Place of Field Research in the Project Within the gamut of D.Min. projects, every student identifies their contextual setting in ministry within which the problem (i.e. the issue of focus for their project) and the informing theories (e.g. biblical model, theological tradition, pastoral affects) will be intentionally addressed and evaluated. 5 These contextual descriptors may include: (a) The site’s demographic peculiarities and characteristics (i.e. age, gender, length of years within the congregation, etc.) that identify the group, (b) the ministerial environment and the social influences, values, and theological beliefs that faith community; (c) The pastoral practices currently employed that need to be evaluated; (d) The purposive selection of persons comprising a particular group, such as, a focus group or control group; (e) A specific pastoral issue that is perceived to have positive or negative effect on a community; (f) A phenomena within a community that is explored with greater theological and pastoral emphasis. The above contextual descriptors are studied as subjects-in-the-field and represent possible avenues that may be identifiable by students in their ministerial situation. Students are encouraged to identify the variables of their ministerial context through different modes of research in order to understand both the cultural and social dynamics that affect the praxis of their ministry and their pastoral orientation. The Process of Completing the Doctor of Ministry Project The Doctor of Ministry Program is ultimately a process about the individual student’s ministerial growth and development. The focus of the individual project, the guided theological and pastoral study, the mentoring and the integration of social science methodologies are incorporated into the
3 For further explanation and development of this type of qualitative research see Marshall, Catherine and Rossman, Gretchen B., Designing Qualitative Research Sage Publication: Newbury Park: California, 83-105: 1989. 4 Frake, Charles D., “Plying Frames can be Dangerous: Some Reflections on Methodology in Cognitive Anthropology,” The Quarterly Newsletter of the Institute for Comparative Human Development, 1:3: (June) 1977. 5 Ibid. Miller–McLemore and Myers, p.14.
98 cyclical process of the program. Students will be guided through this process but it is their personal commitment toward excellence that brings their project to completion. This format seems to work for most students, however, students are encouraged to work at their own pace to implement and complete the project. Assistance is available by professional editors to help the student develop their writing skills and achieve a professional formatted document. The faculty mentor and the two readers of Saint Mary Seminary and Graduate School of theology guide the content of the project, its theological and pastoral reflection. Students may include a third reader to their committee from their particular denomination in circumstances where Church polity or theological tradition might merit their expertise. However, an agreement must be worked out with the Academic Dean at the time of the Prospectus symposium.
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NON-RESIDENT STUDENT GUIDELINES Because of the quasi-residential nature of the building within the Center for Pastoral Leadership, the following guidelines have been established in an effort to protect the rightfully expected privacy of the resident students and to allow for the effective use of the seminary facilities by the Doctor of Ministry and Master of Arts students. In general, all corridors where resident student rooms are located are restricted areas and are open to use by resident students only. Therefore, non-resident students should confine their activities and movements within the building to the public areas (e.g. the Administrative corridors, Chapel, the Student Dining Room, and the Library). Entering the Property and Parking To enter the seminary property, the Center for Pastoral Leadership, please use the main entrance facing Euclid Avenue. Parking is available in the lot on the East Side of the main building. Upon entry, students must sign the registry at the front desk. Archbishop Lyke Lounge The Archbishop Lyke Lounge is for non-resident student use. It is located in the classroom corridor on the East Side of the Center and is easily accessible from the east parking lot where commuting students are to park. The lounge is across from Liturgy Planning Room and has a coat rack, tables and chairs, and a sofa for studying or relaxing between classes. Times on Campus Non-resident students are welcome in the Center for Pastoral Leadership facility from 8:00 A.M. until 10:00 P.M. After 10:00 P.M. it is expected that students will have exited the building for the night. On weekends the facility is normally open from 8:00A.M. until 4:00P.M. Holiday and summer schedules post specific hours. It is advisable for students to check with the front desk before they arrive on campus. Seasonal library hours are posted on the side entrance door. Security Students are always to be conscious of the security needs of the facility. All doors should be closed securely when entering and leaving the building. Ground floor windows should be locked when rooms are vacated. Any criminal action or emergency situation must be reported immediately to available administrative staff or faculty personnel. All students and staff should make themselves aware of emergency assistance procedures and be able to quickly contact police, fire, or medical emergency help when the need arises. The local police and fire departments of the City of Wickliffe have immediate access to the campus. The facility is in compliance with fire and safety codes and the campus is regularly inspected for safety. Student ID Card If requested, students are issued a Student Identification Card. The card is often necessary to gain access to other libraries in the Cleveland area. Meals in the Student Dining Room Students are welcome to take meals in the Student Dining Room. Doctor of Ministry Students receive meal privileges as part of their tuition. Master of Arts Students may purchase meal tickets at the front desk in the main lobby. To indicate the meals desired, students are asked to sign the sign-in book located in the Student Dining Room. For lunch, please call the receptionist before 9:00 A.M. the same day (Lunch is at 12:30 P.M.). Dinner is served at 6:00 P.M. Students may also help themselves to
100 beverages and coffee from the kitchen annex. Please use your own containers for transporting beverages to the lounge or classrooms. Bulletin Board The Bulletin Board for Saint Mary Seminary and Graduate School of Theology is located outside the Student Dining Room. This Bulletin Board provides the essential communication for Saint Mary students at the CPL. Class schedules, classroom assignments, registration announcements, exam schedules, weekly liturgy schedules, recreational information, etc. are all posted on this Bulletin Board. Students should check the Bulletin Board for important announcements each visit to the seminary. Persons wishing to post an announcement should contact the Academic Dean. Texts for Class Saint Mary Seminary issues a book list on line www.stmarysem.edu . Many students order books on- line have their books shipped directly to their homes with some discount savings. Henninger’s Religious Goods is also a local supplier of texts for Saint Mary Seminary if necessary. Students are expected to have the necessary texts and materials for the first class. Mail Each student will have a mailbox off the front lobby. This mailbox is an essential means of communication between the seminary administration and faculty and the non-resident student. Students should check their mailbox regularly. E-mail is the main way the seminary communicates with students. All students should inform the registrar’s office of any changes in their e-mail address. Finances Tuition statements are mailed to your home the first week of class. Tuition should be paid in full as soon as possible and before the end of the semester. Checks should be made payable to Saint Mary Seminary. Grades and transcripts will be available after all fees are paid and after all Library materials are returned. Students with a past due balance may not register for the next semester unless they have received permission from the finance office and the dean. Tuition and expenses are subject to change on a yearly basis. Students are encouraged to talk about their financial concerns with the business office. Students in conjunction with the seminary finance office and the Academic Dean may create a special payment plan to meet their budgetary restrictions. A memo of understanding regarding the frequency of payment and the amount per month is signed and kept on file with the business office. Leave of Absence A student may request a leave of absence from the program for one year. The student needs to speak with the program director to obtain permission. The student must put the request in writing so that it can be placed in his/her academic file. During the leave the student is considered enrolled in the program but will not be charged tuition or fees. Library privileges are not revoked and communication is encouraged with the Academic Dean, faculty mentors and colleagues. After the one-year leave, the student must register in the proximate semester or may be asked to withdraw from the program. Any outstanding fees or tuition payments will need to be paid in full. Seminary Activities and Events Non-resident students are welcome to participate in the various activities and events of Saint Mary Seminary and Graduate School of Theology, including daily Eucharist, Liturgy of the Hours, Communal Prayer Services, and special celebrations as designated throughout the year.
101 Non-resident students are encouraged to attend community building events such as the Mullen Lecture, Jewish-Catholic dialogue, Christmas Party, Faculty-Student Annual Cookout as well as other events listed on the academic calendar. Thank You for Not Smoking The Center for Pastoral Leadership is a non-smoking facility.
LIBRARY SERVICES
Philosophy
The goal of the Library is to support the Saint Mary Seminary and Graduate School of Theology in its mission of preparing men for Holy Orders. The Library also collaborates with and serves as a theological resource for Borromeo Seminary, the Permanent Diaconate program, the Pastoral Ministry program, the Continuing Education office, and, more generally, for patrons across Ohio.
In pursuit of its goal, the Library has five primary objectives:
1. to assemble a strong collection of materials adequate to support graduate work in theology at the Masters and the Doctor of Ministry levels 2. to create and provide the tools necessary to allow patrons to efficiently identify and obtain materials required for their study 3. to maintain inventory and circulation control of the collection 4. to provide assistance to patrons in effectively using the Library 5. to provide physical facilities adequate for housing the collection, for the staffing of the Library, and for the creation of a hospitable place to study
The Collection
The Library owns over 80,000 items, making it the largest theological library in northeast Ohio. Its collection of 63,000 books, and 17,000 bound journals emphasizes philosophy (particularly that related to St. Thomas Aquinas), scripture, systematic theology, ecumenism, moral theology, spirituality, pastoral theology, religious education, liturgical theology, canon law, Church history, and patristics.
Periodicals The Library subscribes to approximately 250 periodicals. Current issues are on display in the balcony. Back issues of the current volume/year can be found in alphabetically arranged boxes behind the display shelves in the balcony. Bound periodicals are shelved alphabetically on mobile shelving in the basement. All periodicals, both current issues and bound volumes, are Library Use Only and may not be checked out.
Microforms The Library owns a number of resources in microfilm and microfiche format. Notable among our holdings are a complete run of the Catholic Universe Bulletin on microfilm. Also available are a microfilm reader and a film/fiche reader/printer. Please request assistance from the Library staff if you wish to make use of these resources.
102 Library Tools
The Catalog The catalog is the primary means by which patrons can locate books within the collection. The catalog is accessible at http://catalog.stmarysem.edu. It is also available via a link at the Saint Mary Seminary web site at http://www.stmarysem.edu. The catalog can be searched by author, title, subject, keyword, and call number. Search results will include the location of the book, the call number, and the status (such as available, library use only, due on ____, etc.).
The Library is also a member of a consortium of 90 academic libraries in Ohio called OhioLINK. Together, the central catalog of all members offers access to more than 50 million items statewide. Students, faculty, and staff can use the OhioLINK central catalog to find and request materials online, and have them delivered to their home library. The central catalog is accessible at http://olc1.ohiolink.edu/search/.
Periodical Indexes Periodical indexes provide access to the periodical literature. The primary periodical indexes in the Saint Mary Seminary Library are: the ATLA Religion Database with ATLASerials, the Catholic Periodical and Literature Index, the New Testament Abstracts, the Old Testament Abstracts, and the Philosophy Index.
To access these databases, on the Library computers, click on the desktop icon labeled “EBSCOhost SMS databases”. Next, click on the first link labeled “EBSCOhost Research Databases”, then scroll to the bottom of the list to find the five databases mentioned above. Using the checkbox next to each title, you can select one or more databases to search at one time. Other periodical indexes of interest are available through OhioLINK. From the main OhioLINK site (www.ohiolink.edu), click on the link for “Library Databases”. Of the more than 140 databases available, a few are of particular interest to SMS students:
Academic Search Complete Dissertation Abstracts Humanities International Complete Religion and Philosophy Collection
These databases include both citations and full-text resources.
Other OhioLINK Resources From the main OhioLINK webpage, there are other resources available: Digital Resource Commons – The DRC archives and provides access to a variety of multimedia material, including 3,000 digital educational films and documentaries.
E-Book Center – OhioLINK has a growing collection of over 81,000 e-books covering a wide variety of subjects and including encyclopedias, dictionaries and other reference works.
Circulation
Valid library cards are required to check out books. All library cards expire on the last day of August (as indicated by the expiration sticker on your library card), so each year patrons will need to revalidate their library card. This is the means by which the Library can collect updated patron
103 information, whether it be a new address, a new phone number, a new email address, etc. Please see a member of the Library staff if you need to update your library card.
The loan period for SMS books is 3 weeks for students, and 90 days for faculty, and books are renewable two times. The loan period for OhioLINK books is also 3 weeks, but 1 week for other formats (CD’s, DVD’s, etc.). OhioLINK books can be renewed up to four times, but other formats may not be renewed.
If students wish to renew the books they have checked out, they may do so within 5 days of the due date. Earlier than this, the system will respond that it is too early to renew. Later, and the system will not permit it because they are overdue. To renew both SMS and OhioLINK books, visit the SMS catalog, and click on the login button, or go to My Record. Access your record by entering your last name as the username, and your library card number as the password. You will then see a list of items you have checked out, and you can select those items you wish to renew.
All periodicals, both current issues and bound volumes, are “Library Use Only” and may not be checked out.
The Saint Mary Seminary Library follows the policy of confidentiality recommended by the American Library Association. The confidentiality of all patron records will be upheld.
Patron Assistance and Services
Orientation & Bibliographic Instruction To assist patrons in finding materials in the Library, orientation sessions are conducted for new students at SMS and Borromeo Seminary. Bibliographic instruction sessions are also conducted upon request for other groups, such as the Permanent Deacons, Doctor of Ministry students, or at the request of an individual instructor.
Reference Collection The reference collection includes books like encyclopedias, dictionaries, or other titles you might consult for information, but not necessarily read from cover to cover. They are designated by the letter “R” at the beginning of the call number. Reference books are non-circulating.
Reserve books At the beginning of each semester, professors have the option of requesting that books in the circulating collection be moved to their “Reserve Shelf.” This transfer temporarily changes the book status to non-circulating or “Library Use Only” to ensure that all students in the class have access to the book, and to prevent the book from being monopolized by a single student. Reserve books can be found by locating the professor’s name, and the course abbreviation.
Interlibrary Loan If there are resources that cannot be located either in the SMS Library or within the holdings of the OhioLINK consortium, please see the Library staff to request Interlibrary Loan services. While every effort is made to borrow from libraries that do not charge a lending fee, if there is a charge by the lending library, that fee is passed on to the patron.
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Facilities
Layout of Library
There are three levels in the Library, the Main floor, the Balcony, and the Lower level or Basement.
On the Main floor you will find our Reference collection on shelves around the walls. Also along the walls are the VHS cassettes and DVDs, and the Reserve books. The other books on this level are primarily biographies, philosophy, psychology, and fiction. (The Library uses the Dewey Decimal classification system, and the books with classification numbers 0 – 199 are found on the Main floor.) The Horstmann collection is also found on the Main floor.
The circulation desk and the public catalog computers are on the Main floor, along with the offices of Library staff.
In the Balcony current periodicals on display, plus previous issues for the current volume. A reading area and study tables are available in the Balcony, as well as the Library’s microfilm resources.
The Basement houses the bulk of the Library collection, books with the classification numbers 200 – 999. Bound journals are also in the Basement, as are two computers for student use in composing papers, etc. The Library copy machine is also found in the Basement.
Copy machine The Library copy machine is located in the basement. Instead of accepting coins, the copy machine uses a copy card. Copy cards can be purchased from the receptionist in the Lobby and are available in denominations of $1.00, $2.00, $5.00, $10.00, and $20.00. Copies cost $0.05 each.
Wireless access Students with appropriately capable laptops have access to a wireless connection in the Library. Please see a member of the Library staff if prompted for a username and password.
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OTHER PROGRAMS
While Saint Mary Seminary recognizes that its primary concern is to prepare men for priestly service in the Diocese of Cleveland, it realizes that it possesses a wealth of theological resources both in its faculty and library and in its associations with other theological schools. The seminary believes that its dedication to serve the Church demands that it make available these resources. Thus, the seminary remains open to the possibility of undertaking new programs of courses leading, in a structured way, to other degrees in the field of theological study. It is also willing to co-operate in programs offered by other educational institutions.
DIACONATE PROGRAM OF THE DIOCESE OF CLEVELAND The Diocese of Cleveland has established a program for the formation of men as Deacons. This program is under the direction of a diocesan Board for the Diaconate and is administered by the Director of the Diaconate and his staff.
As a school of theology, Saint Mary Seminary participates in the academic formation of the candidates by providing classroom space, office facilities, and chapel and to the extent possible, professors for some of the course offerings.
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CHAPTER 6 THE FIELD EDUCATION PROGRAM
GENERAL OBSERVATIONS
Operative Definition Field education is the gradual and progressive involvement of the seminarian in professional practice through real acts of ministry under consistent and careful supervision
Operative Principle Theological field education promotes learning through active engagement in a pastoral situation. Seminary formation is enriched as seminarians learn to relate field education with academic and spiritual formation. Such an exchange does not take place automatically. Field Education is an enterprise as complex and educational in nature as the classroom. The latter provides the necessary theoretical background for the priest on mission; the former acts as a laboratory for learning through practice.
Objectives of the Field Education Program To provide opportunities for the individual seminarian to realistically test out his vocation in the context of the actual pastoral mission To develop or to deepen an awareness of the sensitivity, compassion and discernment needed to minister to people of various ages, cultures, temperaments and educational backgrounds. To develop the habit of theological reflection as an integrative force in combining theoretical knowledge with pastoral experience. To enable students to gain personal confidence (identity and authority) in their becoming pastoral theologians. To relate students to a competent supervisory process which will support personal and spiritual formation, critical reflection, shared ministry, and professional competence. To develop within students an ongoing self-assessment process, utilizing self-perceptions and critiques from others for the purpose of stimulating further growth. Reflection “Clearly pastoral formation not only connects with the other three pillars of priestly formation, but in itself it provides a goal that integrates the other dimensions. Human formation enables priest to be bridges to communicate Jesus Christ, a pastoral function. Spiritual formation enables priests to persevere in and give depth to their ministry. Intellectual formation provides criteria and content to ensure that pastoral efforts are directed correctly, properly, and effectively.” (PPF 5th ed. #241)
Principles of Operation The purpose of Field Education is to provide the seminarian with realistic learning experiences. Any service rendered to the parish or institution on the part of the seminarian results and flows from that understanding.
107 Seminarians participate in acts of ministry with varying degrees of responsibility and accountability. Their involvement should closely parallel that of the priest rather than that of the lay minister. The participation in any field placement is always with the careful and consistent supervision of a trained supervisor. Seminarians have the opportunity to experience the following ministries over their five year preparation:
Administration Healing ministry
Spiritual life Liturgy and worship
Adult education (RCIA process) Marriage and family
Youth education Social justice ministry
Youth ministry
Parish groups “The pastoral formation program should provide seminarians with a broad exposure to supervised pastoral service, with primary emphasis on parish ministry.” (PPF 5th ed. #246) A Learning Agreement, formal and informal supervisory sessions, a Student Self-Evaluation and a Supervisor's Evaluation are part of every Field Education elective. Members of the Field Education department make on-site visits regularly to various learning sites. The seminarian must satisfactorily complete the necessary prerequisites, so that he is prepared to bring to each elective a suitable degree of competence Once yearly, near the end of the academic year, each seminarian is interviewed by the Field Education Department to determine the learning achieved during that year and to mutually assess remaining learning needs with a view to future appropriate placements.
Supervision Supervision implies that someone oversees the activity of another. Saint Mary Seminary understands supervision to be Pastoral Supervision, an educational enterprise. Pastoral Supervision is meant to empower the learner to live and to function as a minister of the Lord. Pastoral Supervision in Field Education is a learning activity clearly designed to bring the seminarian to: theological understandings ministerial attitudes personal maturity professional skills through practice in actual acts of ministry and reflection thereupon The implications of such pastoral supervision are to teach the seminarians to ask the right questions as opposed to providing answers for them.
108 The Supervisor The supervisor is one who demonstrates competency and dedication in the ministerial act and who serves as a model for one who seeks to learn to live and function as a minister of the Lord, not necessarily for the learner to copy, but to use as a point of departure for developing a unique professional identity. The supervisor is one who has sufficient insight and sensitivity to know what happens in the process of self-awareness; who has some experience and skill in theologizing; and who values the quality of continuing growth and learning in others as well as in himself or herself. On-site supervisors should be carefully selected with an eye to their dedication to the Church and respect for the priesthood and should be taught the skills of pastoral supervision and evaluation. The Role of the Pastoral Supervisor to identify supervision as a ministry of service to treat the development and formation of a priestly candidate seriously to relate to the seminarian as a co-worker without relinquishing supervisory authority to choose experiences for the seminarian that result in growth --personal and professional to look for competencies to observe and evaluate personal and professional characteristics for ministry to be effective in communication - both in tone and in content to be reasonably available to the seminarian to reflect theologically with the seminarian to provide for supervisory sessions on a regular basis to be consistent in evaluating to model a strong authority in and of the Lord “Pastoral formation depends in great measure on the quality of supervision. To serve as a supervisor of seminarians calls for experience, competence, and generosity. Priests and others who serve as supervisors, mentors, and teachers are an extension of the faculty of the seminary. It is important that this identification with priestly formation become part of the mindset of pastoral staffs that serve to initiate seminarians to pastoral life.” (PPF 5th ed. #240)
The Training of Supervisors Pastoral Supervisors who participate in the Field Education Program are those who have successfully concluded a Supervisory Training Workshop. This training includes the supervisory process itself, the goals and objectives of priestly formation, the integration of theory and practice via theological reflection, the structure of the field education program and the purpose and plan for evaluating student learning.
Implications for Supervision Supervision is designed to help the student ask the right question and to require that the questions be asked and not avoided. The "right kind of question" includes those seeking theological dimensions in
109 the field education experience, those asking what really happened in the situation and those inquiring about the student's feelings during that encounter, and those which link the experience with the faith and the tradition of the Church. Since supervision is not interference with what actually happens, but is to help the student understand what actually did happen, then supervision is accomplished primarily in a reflective way -- the student is led to reflect on his experience in order to understand it and to recognize its meaning. Theological supervision must be concerned with growth and development of the person whose call is to ministerial service. The student ordinarily sets supervisory agenda, that is, material for discussion in the formal supervisory session, although the supervisor may set it. The student commits to writing a recent experience about which he or she still has feelings or unresolved questions. Such an incident or verbatim may be of a positive nature or a negative experience. This written agenda is presented to the supervisor no less than two days previous to the supervisory session in order to provide both the supervisor and the student with ample time for reflective preparation.
The Learning Agreement A learning agreement is a contract between the supervisor and the intern or student. It is different than a work agreement because it is aimed at the student’s growth needs, learning objectives - both personal and professional, and ministerial goals rather than solely describing the tasks a student will perform. The importance of the learning agreement is multifaceted: For the student it provides clarity about what is intended. The student is aware of his own expectations and the expectations of others. For the supervisor it provides clarity about what is intended as well. The supervisor has some assurance that the student knows the defined tasks and responsibilities. The supervisor will also know the learning intentions of the student. For the people served it provides a greater likelihood of good ministry. This agreement between the supervisor and the student will insure that confusion about responsibilities does not leave people without the ministry they have a right to expect. For the seminary it provides a means of evaluation of the student’s progress. The seminary will have a document stating the desired goals, intentions and ministerial tasks of the student. As this is lived out within the experience, evaluation provides a reasonable estimate of the progress of the student as well as his continued learning needs.
The Learning Agreement precedes each Field Education Elective. It includes: tasks and ministerial functions to be performed learning needs, goals and objectives that the student holds for this elective expectations of the supervisor for the student's performance expectations of the student regarding the supervisor's role and function agreed upon time, place, and frequency of supervisory sessions
110 method and process of evaluation place for the personal signature of student and supervisor.
Criteria for Parish and Institutional Placements A placement is a learning site. Those parishes and agencies selected to be Field Education placements are known as Teaching Parishes or teaching agencies. To insure a wider variety of pastoral approaches and experiences, and in order to broaden his knowledge of the diocese a seminarian will not be placed in his home parish. Seminarians will be assigned to a different parish or institution each year and preferably to a different locale or region of the diocese to insure a knowledge and experience of different needs, e.g., central city parish, suburban parish, ethnic parish, rural, etc. Parishes and institutions are selected whose program offerings as well as supervisory personnel indicate the provision of maximal learning situations. Individual student needs, talents and interests as well as the individual parish or institutional needs are part of this consideration. To a great degree, a parish or placement is selected because of the quality of supervision it can provide. While all supervisors are trained through the seminary's Supervisory Training program, some supervisors are selected because of qualifications acknowledged by other accreditation sources, e.g., certified alcoholic counselors, master teachers, etc. Placements are made through an examination of each student's work experience profile, evaluations from previous Field Education electives, and a once yearly student interview with the Field Education Department. A student is free to request a particular placement. Such requests should be submitted in writing accompanied by specific reasons. All placements, both parishes and agencies or institutions, are selected after consulting with the Formation Faculty and with the approval of the Diocesan Secretary for Clergy and Religious and the President-Rector of the seminary.
MINISTERIAL EXPERIENCES The following experiences are a descriptive guide to selection of worthwhile “exposures and learnings” for students. The degree of exposure and involvement will differ in each parish/agency. This listing represents the ordinary, typical types of ministry that are likely to characterize the ministry of a diocesan priest. The depth of involvement in a given area of ministry is dependent upon the readiness and preparation of the individual student. Administration
Parish Pastoral Council meetings Goal setting in a parish
Parish Finance Council meetings The taking of a parish census
Parish staff meetings Home visitation in a parish
Parish commission meetings Working with a building commission
111 Parish bulletin/communications Understanding of parish assessments
Record keeping of parish finances Enrollment procedures for new parishioners
Use and recording of sacramental records District meetings
Liturgy and Worship
Training and working with Extraordinary Assisting in planning of wedding and Ministers of the Eucharist funeral liturgies
Working with a liturgical commission Assisting with a parish music commission
Assisting musicians and cantors Assisting in parish retreat work
Assisting in Lector Training Programs Assisting with parish days of recollection
Preparation for planning of liturgical Assisting choirs seasons Assisting as leader of song at liturgy Master of ceremonies Presiding and assisting at prayer services Training of servers such as wake services, prayer meetings, days of recollection, retreats, etc.
Parish Groups
Working with adult male groups Senior citizens
Working with adult female groups Separated and divorced Catholics
Couples ministry Ecumenical/interfaith groups
Social justice groups
Social Justice
Parish services for the needy, Vincent de Care for the chemically abused; free clinics; Paul, food centers, etc. drug abuse centers, etc.
Neighborhood action programs, e.g. safety, Welfare cases - referrals housing, etc. Shelters for the homeless, e.g., battered Care of the indigent elderly, the lonely and women, children, etc. the poor Visiting those incarcerated Alcoholic counseling and care (AA meetings - ALANON – ALATEEN and Understanding social services available in a other 12 step addiction recovery programs) given parish area
Spiritual Life
Spiritual life commission work in a parish Scripture study groups
Prayer groups Parish renewal programs
112 Spiritual counseling Parish missions
Evangelization Interfaith meetings - shared prayer
Healing
Hospital visitation of parishioners Follow-up visitation of the bereaved after a funeral Visitation of nursing homes Planning the Sacrament of the Anointing of Communion to the sick the Sick for the parish
Ministry to the terminally ill - hospital and Participating in family counseling and home situations family therapy
Working with the hospice movement Participating in crisis counseling with the
Assisting a bereaved family pastoral staff
Youth Ministry
Parish youth ministry Teaching of adolescents
Life Teen & Life Nights Teaching of elementary school age children
Youth renewal programs Use of resources of the Youth Ministry Office Youth prayer groups Appropriate presence in both Catholic and Working with the parish youth minister public High Schools to provide a sense of
Social outreach - service projects parish presence
Youth counseling
Adult Education
Assisting in the planning, organizing and executing of adult education programs
RCIA and related faith-enrichment programs
Parish education commission
Working with those who teach pre-sacramental parent programs, Baptism Program, Reconciliation Program, Eucharist Program, Confirmation Program, Pre-Cana Programs
Adult Confirmation program
Generations of Faith Program
Adult Faith Formation Marriage and Family Life
Interpretation of Prepare & Enrich
Interview techniques for engaged couples
113 Pre-marriage paper work
Preparing couples for marriage; individually or Cana Program
Assistance in wedding rehearsal
Counseling of troubled families
Chancery-Tribunal forms; dispensations, annulments, interviews, case writing
Exposure to the following programs as appropriate:
Parents Without Partners
Parent-Effectiveness Training
Christian Family Movement
Couple to Couple Ministry
Marriage Encounter
Natural Family Planning
N.B. It should be noted that some forms of ministry which fall under the domain of Marriage and Family Life are not seen to be within the expertise of those not yet ordained deacons. Such areas as marital counseling, tribunal forms, annulments, etc. require more academic preparation. Therefore, dispensations, annulments, taking interviews and other forms of testimony and the writing of the marriage case as well as marital counseling and the teaching of natural family planning are a part of the field education experience after diaconate. The category of Marriage and Family Life is ordinarily reserved for the fifth year of preparation.
FIELD EDUCATION PROGRAM WITHIN THE ACADEMIC CURRICULUM “The pastoral formation program should provide seminarians with a broad exposure to supervised pastoral services, with primary emphasis on parish ministry. (PPF 5th ed. #246) “The program should include placements in which seminarians will experience the richness and diversity of the various cultural, racial, and ethnic groups that compose the Catholic Church in the United States. Such placements can also provide opportunities to sharpen language skills” (PPF 5th ed. #252) Purpose Since the goal of the seminary is to send forth a priest who has a well-rounded outlook on the pastoral needs of the community and who is ready to assume the pastoral duties which his service requires -- to that end, Field Education is a necessary part of his pastoral formation. This represents a broader approach to theological education. The purpose of such a program is to provide a place and climate where the seminarian is stimulated and motivated to learn more from the classroom setting. If seminarians are exposed to well-supervised experiences in ministry while still engaging in theological study, they have some reality factors against which to measure their theological training and to test it. Furthermore, such experiences together with opportunities for theological reflection can become the arena for integrating the Human, Spiritual, Intellectual, and Pastoral aspects of priestly formation.
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“All four pillars of formation are interwoven and go forward concurrently. Still, in a certain sense, pastoral formation is the culmination of the entire formation process: “The whole formation imparted to candidates for the priesthood aims at preparing them to enter into communion with the charity of Christ the Good Shepherd. Hence, their formation in its different aspects must have a fundamentally pastoral character” (Pastores dabo vobis, no. 57). (PPF 5th ed. #236) Seminarians have varying degrees of personal and professional abilities and formal theological training which they bring to a particular elective depending upon their own natural gifts and the years of theology they have completed. Seminarians are assigned to a parish or institution not merely to participate in valuable programs that exist there, but rather, to learn specific tasks and responsibilities in defined areas of ministry which correspond to the ten electives listed above. Each seminarian concentrates on one content area of learning per semester. This content will be set in writing on a “Learning Agreement”. Thus, the “Agreement” will be changed or adjusted each semester to take in a different or a deeper area of learning. First year students for the first & second semester are exposed to various parish ministries, most specifically the RCIA process. Second year students engage in Pastoral Care of the Sick ministry in a hospital setting and teaching ministry in a parochial school setting. Fourth year students are assigned to agencies and institutions which offer direct service to those alienated or marginalized from society in some way. Fifth year students are assigned to parishes which provide maximal opportunities for marriage and family life ministry and for the exercise of the diaconate order. It is possible for a seminarian to elect to double his Field Education elective from one elective to two electives per quarter with permission from the proper authorities. Thus, it is possible for a student to have a “free quarter” on occasion. During the summer of a student’s second or third year in the seminary, they can opt for a two week Summer Field Education placement in El Salvador under the supervision of the Diocesan Mission Team. This Field placement replaces the second semester of student’s fourth year Field Education placement. Both the student and the supervisor will submit evaluation reports at the end of each semester.
Task Responsibilities Specific tasks depend upon the content area of the elective chosen each semester and the competency level the student brings to the given ministerial enterprise. The actual hours of involvement at the parish or placement amount to a minimum of three hours per week of significant pastoral work, exclusive of preparation, analysis and transportation time to and from the assignment. (This does not pertain to PAS 364 – Parish Liturgical Practicum I and PAS 365 – Parish Liturgical Practicum II. Although these are Field Education courses, the weekend assignment of Transitional Deacons is considered to be a part of their diaconal ministry in the Diocese of Cleveland.)
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Evaluation The student is graded for each elective with the expectation that each elective has satisfactory results; otherwise, the student is required to repeat the elective at another time. Supervisory Responsibilities The supervisor is key to the Field Education Program. The supervisor should endeavor to know the student personally so that a trust level will allow the student to freely relate understandings, reactions and feelings to the supervisor. Faithfulness to the supervisory session is expected both on the part of the supervisor and the seminarian. FORMAL SUPERVISORY SESSIONS are to be held once every three weeks. In these meetings, students present a planned agenda for discussion -- something which occurred in the act of ministry in the placement. “Supervision, theological reflection, and evaluation are necessary components of an effective pastoral program. Although theological reflection can help the development of pastoral skills, its primary purpose is to interpret pastoral experience or activity in light of Scripture, Church teaching, personal faith, and pastoral practices. Reflection of this kind should become a lifelong habit in priestly ministry.” (PPF 5th ed. #248) Financial Arrangements There are no fees or stipends connected to this concurrent program. The seminarian is responsible for transportation to and from the placement.
THE FIELD EDUCATION PROGRAM
First Theology The first and second semesters of First Theology are selected ministry electives experienced within the assigned parish. The intention is to have the student experience active ministry as it is lived out in a designated parish.
Second Theology The first semester of second theology is an experience of group-supervised Pastoral Care of the Sick in a local community hospital. A required course, the components include weekly input offered by weekly visitation of the sick and suffering. Group discussion and theological reflection are components as well and are scheduled at the seminary to help the student prepare for this ministry. Hospital supervisory personnel may participate in student evaluation for this course. The second semester of second theology provide the experience of teaching religion on a weekly basis in designated parochial schools. This required practicum provides the opportunity to share faith in a disciplined systematic order. Components of this practicum include weekly lesson planning, the teaching act, immediate and on site supervision each week and group supervision every fourth week. An end of the semester evaluation by student, teachers, and by the general supervisor are the norm.
Third Theology – Pastoral Internship Experience Rationale to enable the intern to experience the significant contemporary demands on the minister and thus be in a better position to benefit from on-going formation
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to enable the intern to experience the life and lifestyle of the priest and thus assist him in learning suitable adaptability for this lifestyle to provide the intern with the opportunity to reflect on the real experiences of ministry and thus learn to increase this reflective skill and develop in the skills of self-motivated growth to provide opportunities for observation and assessment of the intern’s potential for priestly ministry to observe the intern’s ability to minister to people of all ages and backgrounds, to discern his talents and gifts for ministry, and to witness how he experiences shared ministry and accountability to have the student experience receiving constructive feedback from a variety of persons involved in ministry to facilitate the intern’s asking of the right question: “am i called to serve as an ordained priest?” General Goal The pastoral internship is designed to provide an extended and intensive experience of pastoral ministry in a parish setting with significant supervision and evaluation. Through this experience, the student and the seminary faculty will be better able to discern the gifts, skills, and attitudes of the student and to clarify their assessment of his potential for celibate priestly ministry. Through this discernment, the student will be able to make the best possible use of his remaining years of preparation for priestly ministry. Objectives To assist the student to grow in awareness of the reality of priestly ministry through:
experiencing the lifestyle of a diocesan priest(s) in rectory living and in parish activities
experiencing the relationships in the life of the priest(s) that is, with other priests, pastoral staff members, parishioners, local ministers, and friends
experiencing the parish structures of shared responsibility and accountability that is, working with parish groups, organizations, and lay ministries To assist the student toward growth in awareness of his own personal giftedness for the priestly, celibate vocation in the daily experiences of:
time management, stress and conflict in pastoral ministry and his ability to deal with these in terms of his emotional development and personal growth
maintaining a personal prayer life consistent with the demands of pastoral ministry which includes finding personal spiritual nourishment in the liturgy
integrating the gift of celibacy into the pattern of his own life and lifestyle and ministry
opportunities which indicate a healthy attitude toward authority, obedience and accountability
relating to others in a mature relationship marked by trust, dialogue and authentic communication
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To assist the student in his ability to give pastoral leadership by:
providing opportunities to integrate the traditions of our faith in response to the actual faith needs of the people he serves
providing opportunities to draw people together for worship relating the liturgical mysteries to the life of the community
providing opportunities for assisting the people in recognizing and using their gifts for the praise of God, the promotion of the gospel, and the social ministry of service, justice, and Church unity To assess the student’s potential for further growth and development through:
his interaction with others
his openness to critique from other ministers and parish members
his ability to value and learn from the pastoral internship experience
his ability to see value in patterns of life-long study in the context of ministry and professional development
his ability to appreciate and understand evaluation as necessary for priestly ministry
Components of the Pastoral Internship Intensive Spiritual Preparation for Internship A two-week period of orientation and intensive spiritual preparation with residency at Saint Mary Seminary. This orientation consists of opportunities for personal spiritual growth, group socialization, group-building skills and theological reflection. Some physical work for the community is included along with in-depth explanation of the pastoral internship. Internship The Pastoral Internship begins in mid-September for a period of six and one-half months, concluding approximately two weeks before the end of the second semester. Residency in parishes is assigned according to the learning needs of the seminarian; the ability of the teaching parish to provide the learning opportunities; and the quality of supervision available in that given site. Formation Components as Provided by the Seminary Theological Reflection takes place four to six times on a parish site or at the seminary - all sites to rotate. This provides an opportunity for each intern to host, to plan theological reflection session, and a prayer experience. Saint Mary Seminary faculty representatives and diocesan parish priests participate in these sessions to broaden the experience and reflection. Community Exercises including Acolyte, Lector, and Diaconate provide a communal experience of prayer and celebration.
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Students throughout the semester return to the seminary to participate in the Seminar on the Word, Conferences with the Bishop, and for special community celebrations. Interns work with the designated faculty Formation Advisor in the same manner as if they were in residence at the seminary. Formation Components as Provided by the Parish Opportunities to minister to the spiritual life of others within a parish context; persons of all ages and with varieties of needs Regularly scheduled weekly supervisory sessions take place with a trained supervisor Opportunities to join in prayer and other spiritual growth exercises with the priests and other members of the pastoral staffs Opportunities to share responsibility for ministry and to exercise accountability for ministry Supervision Components as Provided by the Seminary
Faculty facilitators are assigned to the theological reflection groups. The Department of Field Education personnel make two formal visits (Mid-session and Final Session evaluations) to each site at which an intern resides. The purpose of these visits is to monitor learning and includes dialogue with the supervisor, pastoral staff personnel, support staff members and members of the intern’s laity formation board. Two written evaluations are submitted by the supervisor to the seminary faculty. Written evaluations are also submitted by pastoral staff and support staff members as well as laity formation board members. A formal, regular Formation Faculty evaluation of the intern follows the conclusion of the Pastoral Internship Experience occurring in late April or May. The pastoral supervisor is present at this faculty evaluation. Supervision Components as Provided by the Parish
The pastoral supervisor meets regularly with the intern for formal supervisory sessions each week. On-site task supervision is immediate, consistent, and on-going. Lay Formation Boards are activated for each intern. These boards are comprised of parishioners who aid the intern in an informal way by offering suggestions and critique of his ministry. Such boards meet with the intern approximately once monthly during the internship. The pastoral supervisor is responsible to submit the formal evaluations to the Department of Field Education at the designated times. Administrative Components of the Pastoral Internship
The parish provides the intern with room, board, and a small stipend stipulated by the seminary. An intern, like the priest, should have one day off per week and if it is the policy of the parish, he might also be free after Sunday obligations.
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The intern is entitled to one week of vacation negotiated between himself and his supervisor. The vacation should not be taken during the season of Lent. An eight day retreat for all the interns coordinated by the Spiritual Director of the Seminary takes place in early January. An in-service workshop for Supervisors and the Lay Formation Board is provided by the seminary prior to the internship experience. An evaluation of the Pastoral Internship experience itself will be conducted by the seminary. This is not to be confused with the evaluation of the intern. Intern Re-entry to Saint Mary Seminary
The return to the seminary approximately two weeks prior to the conclusion of the academic year. The schema for that period is as follows: community Involvement including resumption of house jobs and the regular house honorarium continuation of one course: Seminar on Preaching in the Parish continuation of the Ecumenical Workshop & visitation of various denomination sites.
Criteria for Selection of Parish for Internship The following are the general criteria by which a parish is invited to participate in the Parish Internship Experience. A Parish which:
provides an environment in which collaborative or shared ministry challenges the ability to interrelate to persons of both sexes, all ages, with divergent opinions and with different degrees of authority in parish ministry provides a rectory living situation which is marked by caring relationships provides an experience of shared ministry including interaction with deacons, religious and lay ecclesial ministers has a liturgical style consistent with good liturgical principles and norms and good pastoral expression provides experience in general parish ministry sufficiently typical to test the variety of gifts needed for diocesan priestly ministry offers experience with a pastoral staff that typifies a Vatican II implementation mentality including, among others: operating out of diocesan, parish and staff goals regular staff meetings
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open communication a collaborative work style consistent assessment and evaluation of parish needs and parish ministry demonstrates a willingness to participate in the pastoral formation of a seminarian including offering prayerful support, suggestions for growth and helpful critique.
Laity Formation Boards – Interns and Deacons
Purpose
We believe that the People of God have unique insights and contributions to offer for the pastoral formation of seminarians. We believe that it is important for the seminary program to utilize the resources and the awareness of the entire community of faith in the supervision of those persons preparing for the ordained and professional ministry.
Authority
“The laity have a right, as do all Christians, to receive in abundance from their sacred pastors the spiritual goods of the sacraments. Every layman should openly reveal to them his needs and desires with that freedom and confidence which befits a son of God and a brother in Christ. An individual layman, by reason of the knowledge, competence, or outstanding ability which he may enjoy, is permitted and sometimes even obliged to express his opinion on things which concern the good of the Church. When occasions arise, let this be done through the agencies set up by the Church for this purpose.” 37, The Church, Vat.II
“Let sacred pastors recognize the promotion of the dignity as well as the responsibility of the layman in the Church. Let them willingly make use of his prudent advice. Let them confidently assign duties to him in the service of the Church, allowing him freedom and room for action. Further, let them encourage the layman so that he may undertake tasks on his own initiative. Attentively in Christ, let them consider with fatherly love the projects, suggestions, and desires proposed by the laity.” “In addition to on-site supervisors, others collaborating in the various ministries, as well as those served, should be asked to participate in the evaluation of seminarians in ministry.” (PPF 5th ed. #250) “The seminary should attempt to keep before its diocesan seminarians the prospect of their future incorporation into a particular diocese and its presbyterate. Seminarians should have opportunities and receive encouragement to learn about their diocesan structures and offices as well as to become acquainted with the priests who compose the presbyterate.” (PPF 5th ed. #254) Advantages of a Laity Formation Board
Listening to the laity encourages the use of more understandable language and terminology and provides opportunities to “test out” theological and academic language. The seminarian hears first-hand the needs of the laity in this context. Different kinds of insights emerging from different degrees of experience are provided by a mixed group of laypersons, that is, both sexes, varying ages, different stages in life, etc.
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The seminarian receives feedback as to personality, professional identity, priestly behavior, the quality of ministerial service offered, etc. The unique skills and gifts of the laity serve as resources for the seminarian’s learning. The observation/participation of the seminarian are on site and real as opposed to theoretical. The student is observed in action. Other constituent and/or community feedback relevant to the seminarian’s formation is channeled through the Laity Formation Board to the seminarian. The student learns to discern what kind of critique and advice is helpful to him. Seminary Expectations
The seminary expects that laity formation board members: offer their own personal impression and perceptions “about what they see and to tell the seminarian what they think about what they see...” offer suggestions for personal, professional, and other improvements that will enhance the seminarian’s effectiveness as a priestly leader offer their collective impressions/perceptions gained from listening to others at the parish, e.g. “what they hear others say...”
Fourth Theology – Institutional/Agency Placements Purpose The fourth year of theological preparation exposes students to those institutions, agencies, and in some instances, parishes, which deal directly with persons alienated or marginalized from society in one way or another. As an immersion into human experience, it deals specifically with the integration of academics, the spiritual life of the seminarian, and the pastoral setting where human beings experience hopelessness and loss prior to healing and resurrection. Designedly more people oriented than program oriented, this year emphasizes the fine tuning of people skills rather than the polishing of professional skills although one is not in opposition to the other, and both types of skills contribute to the well-being of the one receiving the ministry, as well as the development of the one ministering. “The Pastoral formation program should provide the seminarians with experience in working with and for the poor. Participation in ecumenical and interreligious programs of social action and outreach is also helpful.” (PPF 5th ed. #251) Plan This type of field placement is specialized and the seminarian often enters into contact with the given field without the requisite clinical or pastoral credentials. He enters it as one who is in preparation for the diocesan priesthood, that is, as one who will be a parish priest. Therefore, he enters into this experience with the intention of learning from professionals in the field how this ministry intersects with that of parish life; how the priest utilizes the professional resources for the good of the people in the community.
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Learning Posture The disposition during field education for the seminarian is that of a learning posture. Questions and observations are appropriate. Ministry offered by the seminarian is always offered under supervision. The quality and quantity of ministry offered is commensurate with the needs of the institution or faith community and the particular gifts and abilities of the seminarian. The actual hours of involvement at the institution, parish or placement amount to a minimum of three hours per week exclusive of preparation, analysis and transportation time to and from the assignment. Learning Goals to experience, insofar as is possible, the human needs of people served by the given institution or faith community to assess one’s own ability to relate to this ministry to assess one’s own limitations, personal, professional and acknowledge such for the purpose of further growth and development to learn from professionals in the field and to work collaboratively with them in service to the people to discern the intersecting points of collaboration between this professional field of service and that of parish ministry to attend to theological reflection on this ministry personally and communally with the intention of integrating the learning and experience into one’s personal and pastoral formation for priesthood to experience the outreach of the Diocese of Cleveland as it expresses itself as a healing Church to all in need, including agencies and institutions within its pastoral care but not exclusive of those outside its immediate jurisdiction Supervision All of the designated agencies, parishes and institutions have qualified and experienced professionals who supervise the work and learning of the seminarian. All ministry offered by the seminarian is always with and never without supervision. Each supervisor owns the responsibility for formal supervision once every three weeks for no less than one hour’s duration; for overall supervision of the seminarian’s learning and ministry and for the completion of evaluations at the end of each semester of fieldwork. The actual hours of involvement at the institution, parish, or placement amount to a minimum of three hours per week of significant pastoral work, exclusive of preparation, analysis and transportation time to and from the assignment. No remuneration from any agency or institution is expected or required. The experience of learning the ministry from those professional ministers in the field is valued as a gift in itself.
Fifth Theology – Marriage and Family Ministry; Diaconal Ministry Purpose Preparation for Marriage and Family Ministry and for the Sacramental and Preaching Ministry
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Plan The concentration of effort on the part of the seminarian to be ordained to the transitional diaconate is to exercise ministry to Marriage and Family for approximately the first half of the first semester in the regular three-hour per week commitment. Once ordained to the diaconate, the student continues in the parish either on Saturday or Sunday for remainder of the first semester. During the second semester, the student participates in the parish from 2PM Saturday afternoon until the last parish activity concludes on Monday evening. Learning Goals Marriage and Family Ministry
to review and implement chancery and tribunal procedures that surround marriage preparation, marriage celebration and marriage annulments to work with couples in marriage preparation individually and in groups such as Pre-Cana programs. to work with individuals or couples regarding advocacy for marriage annulments and to guide them through those procedures to work in varieties of family ministry as provided by the parish setting
Diaconal Ministry to exercise the typical weekend ministry of greeting people, registering parishioners, availability for conversation, etc. to preach in accord with the guidelines set by the diocese for the ministry of deacons to facilitate a homily board of parishioners for the purpose of receiving critique and helpful suggestions for improvement of preaching ability to exercise the diaconal ministry of administering the sacraments and serving at the altar to function as a deacon for the holy week services to assist with funerals, wakes, burial services to teach and witness in the context of the parish school, parish school of religion and programs that take place both on the weekend and into the start of the week. Structural Components weekly task supervision with the priest-supervisor formal supervision with the priest-supervisor once every three weeks homily boards: (activated upon diaconate) A deacon meets with his Homily Board- approximately three – four times during the second semester. Homily coaching process:
By the Presider of the liturgy: is an expectation and is offered at a mutually convenient time arranged by the deacon. Accountability rests with the deacon.
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By the pastoral supervisor: is an expectation and is offered in addition to the formal supervisory sessions; the setting for this critique may be informal and at a mutually convenient time. Accountability rests with the deacon. Learning agreements and supervisor and student evaluations comprise the written documentation for this learning experience.
DOCUMENTATION AND RECORD KEEPING The Director of Field Education is the custodian of those student files relative to information and experience in Field Education. During the student's residency and participation in the program for priestly formation, a cumulative file is kept. Upon ordination to priesthood, the cumulative file is retained and moved to the seminary archives (until a definitive determination is made regarding the seminary retention of the records policy.) Students who withdraw from the program for priestly formation also cease any Field Education experience; such files are retained and moved to the seminary archives (until a definitive determination is made regarding the seminary retention of the records policy.) Students who request and receive a leave of absence from the program for priestly formation have their cumulative file put into reserve until such time that they re-enter the program; the file then becomes reactivated. The documentation of the Field Education Program consists of: learning agreements self-evaluations supervisors evaluations interview summaries work experience profile supervisory agenda reflections
In the case of the third year Pastoral Internship, evaluations include those offered by the pastoral staffs, supportive staffs, and laity formation boards of the parish to which the intern is assigned.
Process of Evaluation After the completion of each semester of Field Education, a student completes a self- evaluation which is then shared with the pastoral supervisor; both parties sign the document. After the completion of each semester of Field Education, the supervisor completes a Supervisor's Evaluation which is shared with the student; both parties sign the document. After discussion of the shared documentation, both the supervisor's evaluation and the student's evaluation are given to the Field Education Office and are kept on file. Other than those working directly in the Field Education Department and charged with the pastoral formation of students, only the President-Rector and the Formation Faculty has access to the documentation.
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A student may choose to share his own documentation with his Spiritual Director but he alone takes ownership for this shared information. A student always has access to his own documentation during the time he is a student in the program for priestly formation. However, access to such information must come through the Office of the Director of Field Education.
Faculty Evaluation of Students During the yearly evaluation of the student by the Formation faculty, the Director of Field Education or an evaluating member of the Field Education Department offers a summary of the student's effectiveness or lack thereof based on the current year experience in the parish or agency. This report is made in the presence of the student so that clarification or correction is made possible. Such information becomes one part of many parts of consideration for continuance or for ordination.
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CHAPTER 7 COMMUNITY LIFE
FACULTY EXPECTATIONS
Saint Mary Seminary, like most Roman Catholic seminaries, is both a seminary and a full-time residence for most of its priest faculty members. This gives faculty members a twofold responsibility and focus to their life at the seminary: to the student and to their fellow faculty members. While the following policies apply principally to resident faculty members, they are to be given careful consideration by all who are a part of the seminary. To assist in the building up and preserving of a true Christian community within the seminary and yet to preserve the freedom and privacy of each faculty member, the following policies are set forth at Saint Mary Seminary.
Meals The following schedule of meals is to be followed Breakfast 7:35 - 9:30 a.m. (Faculty Dining Room) Lunch 12:30 - 1:00 p.m. (Student Dining Room in session) 12:30 - 1:00 p.m. (Student Dining Room in recess) Dinner 6:00 - 6:45 p.m. (Faculty Dining Room) 6:00 - (Sundays during academic year) Faculty members are asked to sign in when they will take lunch or dinner at the seminary or to indicate if a guest will join them for a meal. A sign in book for this purpose is located in the faculty dining room.
Special Occasions Faculty members who wish to entertain a number of people at one time or to host a meeting at the seminary should make the necessary arrangements through the Chief Operating Officer of the CPL.
Funerals The entire community will, if possible, attend the funeral for the parent, brother or sister of a faculty member, student, or administrative staff member. Members of a class may attend the funeral of a grandparent of a classmate. Decisions about attendance at the funerals of other relatives will be made through the Dean of Students. It will be the responsibility of the students to respond to the professors' rescheduling of all classes missed because of attendance at any of the above-mentioned funerals. The family is not obliged to entertain the community or the class when it attends a funeral.
127 Request for Seminarians to Help In the event that a faculty member wishes to have the assistance of students with a day of recollection or program that he/she is conducting at a time when there is no conflict between this program and the students' community obligations, the faculty member is asked to advise the Dean of Students of the program and the students involved as well as the time of their involvement. When others -- pastors, associate pastors, school chaplains, etc. -- ask students to assist them with any programs for parishes, institutions, or diocesan groups, the proper procedure is for the parish, institution or group involved to make a formal request for this participation from the Dean of Students. Once this has been arranged, the students are free to respond to the invitation within the limits of their obligations at the seminary. This permission is not given if the student is on academic probation and possibly not if the student has received a disciplinary sanction.
Liturgy Priest faculty members will take their turn at presiding at the community liturgies according to the guidelines given by the Director of Liturgy.
Opening Day And Graduation Faculty members are expected to participate in the Mass opening the academic year and in the graduation ceremony.
Ordinations Faculty members are expected to attend the ordination to the priesthood and when possible other ordinations during the year, as well as the Admission to Candidacy and the conferral of instituted Ministries.
Committees Faculty members are expected to take an active part in the life of the seminary community through its committee system. Thus, each faculty member is expected to be available to serve on at least two committees, either as an appointed member, an ex officio member, or as a resource person.
Meetings In addition to regular faculty meetings, evaluation sessions, and committee meetings, the Rector may request the faculty's presence at other meetings or occasions when he deems this advisable.
Teaching Assignments Faculty members who receive requests to teach or to participate officially in courses outside of the seminary, even during the summer, should clear these requests with the Academic Dean and the Rector.
Absences Faculty members who will be absent from the seminary for any length of time should notify the Rector, the Business Office and the receptionist as to their expected return and if possible, where they may be reached in an emergency.
First Masses Participation in these or similar celebrations is left to the discretion of each faculty member.
128 Spiritual Care With the exception of the house Spiritual Director, priest faculty members may not assume the role of Spiritual Director and/only in unusual circumstances serve as confessor when asked by a student. Faculty members should also consider the possibility of praying with the student community and with small groups of students on a regular basis when reasonably asked to do so and when their schedule so permits.
REGULATIONS AND PROCEDURES FOR SEMINARIANS: COMMUNITY ORDER Priestly formation takes place most effectively in community. Community is here understood as an organic network of inter-personal relationships. A seminary community gathered for the purpose of helping men prepare for the priesthood will reflect the unity of faith and love that comes from the Holy Spirit and links the seminary to the larger community of the total Church and the world. In this communal setting, students deepen their awareness of the ideals and challenges of the priesthood through their own exercise of pastoral ministry, through reflection upon revelation and its meaning for the modern world, through association with their bishops, priests, and faculty members, and in great part through the constant and sometimes even abrasive relationships with other seminarians. (PPF 5th ed. #263-271) “The experience of seminary community plays a significant role in the personal and spiritual growth of seminarians. …Such interaction provides mutual support, promotes tolerance and fraternal correction, and gives an opportunity for the development of leadership and talent among seminarians. It can also motivate seminarians to develop a sense of self-sacrifice and a spirit of collaboration. Community also should provide the context in which those qualities necessary for ministerial leadership can be nurtured and demonstrated.” (PPF 5th Edition, #262). “The seminary should create a climate for mutual respect, communication, and collaboration to the overall development of the seminarians as they interact with many other individuals and communities as well. Men and woman mingle with seminarians in a variety of settings: personal, academic, pastoral and ecumenical …” (PPF 5th ed. #270) An atmosphere of freedom, the contacts of a well-defined personal responsibility and a spirit of obedience are important media of formation. A demanding academic program, a systematic and supervised apostolic program for pastoral training, a well-ordered liturgical program, close personal contact with members of the faculty, and the demands of a life in common with other students make it possible to dispense in great part with detailed regulations. Each seminary must have a handbook based on the program of priestly formation … in which the expectations of the formation program of the seminary are clearly stated (PPF 5th ed. #265). Some regulations are necessary for day-to-day living; others contribute to the atmosphere in which the seminary objectives can be achieved. In establishing such directives it is the role of authority to listen to all the voices within the community, to appraise the facts, and then to articulate policies and standards. At the same time, all members of the community are expected to express themselves clearly, to share their insight and feelings, and to cooperate in the implementation of the regulations that form “a rule of life” (PPF 5th ed # 266). In summary, then, the program of discipline in the seminary is to be designed in such a way that seminarians, as they progress through their training for the priesthood, are given more opportunity to exercise responsibility in the use of freedom. At the same time they should grow in the realization of the need of authority and organization in the community of the Church for effective pursuit of its goals and in the realization of the values that discipline has in strengthening persons to perform
129 difficult tasks necessary for personal growth and for service to the community. The seminarians must learn to spend themselves in the service of others in the community of God's people, as Christ the High Priest did and taught. (PPF 5th ed. #270)
Quiet Time Silence must be seen as an integral part of the program of formation for the future priest. It is a basic condition for interior growth, that is, of the SPIRITUAL: intimate friendship with God and growth in charity for one another; of the INTELLECTUAL: study and firm possession of requisite knowledge; and of the MORAL: notable self-mastery and life of virtue. Certain times of the day or certain activities demand that special fraternal consideration be exercised. Therefore, times of spiritual exercises, and in the chapel area, all are expected to observe the measure of silence appropriate to the situation. The same consideration should be exercised in the library, residential areas, and throughout the house, and campus during class hours. At all times that silence should prevail which does not interfere with either the ascetical or academic atmosphere which others have a right to expect, e.g., any member of the community has the right to retire after 10:00 p.m. without being disturbed. An operative primacy must be given to charity in any and all cases. Members of the community must be constantly aware of the effect of their activity upon their fellow community members. In the event of a failure in such charitable concern, the one offended must first confront those who have disturbed him. (Mt.18:l5-l7). Only if this effort fails to achieve the desired result is an appeal to be made to the Dean of Students who will take appropriate action.
House Schedule In addition to their obligation to attend scheduled classes, students are required to be present for liturgical exercises, house programs, and individual house responsibilities unless explicitly excused.
Leisure Time The seminary encourages students to use the cultural and educational programs, libraries, educational and recreational facilities offered by various agencies of the city, neighboring universities, and the diocese as long as there is no conflict with its own program or policies, or with the study needs and other obligations of the students. Seminarians should appreciate the presence of a multicultural, multiethnic and international community within the seminary (PPF 5th ed. #271) While seminarians are encouraged to participate in pastoral activities and volunteer for service on a regular basis (PPF 5th ed. #270), any personal pastoral activities, duly authorized, are limited to those times when the students are not required to be present for a house program or house sponsored program. When pastors, associate pastors, chaplains, sisters and others involved in diocesan, parish, or institutional programs ask student assistance with these programs, proper procedure is for the parish, institution or group involved to make formal request for this participation from the Dean of Students. Students are to log the date, time of departure and destination in the sign out book before leaving for such activities. Return to the campus is to be before 12:00 a.m. Midnight on evenings preceding class days, and before 1:00 a.m. at other times.
130 Extended Absences To meet personal or family needs (weddings, anniversaries, deaths, etc.) permission to be absent from the seminary for a period of time appropriate to the situation may be arranged with the Dean of Students.
Funerals The entire community will attend the funeral for the parent, brother or sister of a faculty member, student, or administrative staff member, if possible. Members of a class may attend the funeral of a grandparent of a classmate. Decisions about attendance at the funerals of other relatives will be made through the Dean of Students. It will be the responsibility of the students to respond to the professors' rescheduling of all classes missed because of attendance at any of the above-mentioned funerals. The family is not obliged to entertain the community or the class when it attends.
Visitors Because of the quasi-residential nature of the building, visitors are ordinarily to be received in the front lobby. At times it may be advisable to show them the non-residential areas of the seminary and extend an invitation to remain for a meal. Visitors are usually not to be received in the residential areas of the building except on family night, or when ministries are celebrated in the house. Visiting priests or fellow seminarians may be received in student rooms or in the student lounge.
Permissions -- Reports Permissions are to be obtained from Dean of Students well in advance of the date of request. This may be done by e-mailing the request. Emergency permissions may be obtained at any time. If he is not available, permission may be obtained from the Rector, or any member of the faculty. Tardiness or absences from house exercises as well as tardiness in return from an off-campus activity are to be reported to the Dean of Students.
Time of Return from Holidays Seminarians are to return to the seminary before Midnight. Time of Return to the Seminary at the Beginning of the Academic Year Check –in with the Rector followed by Night Prayer at 9:15 p.m. is required. Attendance at this community exercise is mandatory. Exceptions to this regulation require permission of the Rector or Dean of Students.
ADMINISTRATIVE GUIDELINES FOR RESIDENT STUDENTS Each program housed at the CPL has its own integrity and unique purpose. While collaboration and mutual support will be fostered among all the participants, each program must be free to operate in an environment that is free of undue interference or encroachment.
131 Scheduling The use of any CPL facility (Aula, classrooms, meeting rooms, recreation facilities, etc.) must be scheduled in advance. No one should presume that space would be available for an event or gathering. A common calendar will be maintained in the business office.
Restricted Areas The attic areas, the third floor residential corridor, the Communications Center, the kitchen, and faculty lounge are off limits to all students. The west wing second floor residence area and lounge are reserved for the exclusive use of college students. The east side second floor residence area and lounge are reserved for the exclusive use of the theology students. Given the different lifestyles of college and major seminarians and the need for privacy and quiet space for study, seminarians should be considerate in the amount of time spent in each other’s rooms. The faculty reserve the right to limit such visits if necessary. Ample opportunities for socializing are available in the dining room and recreation areas. All residence areas are off limits to outside visitors. The second floor residential corridors should be considered the private domain of resident faculty members and seminarians. Guests are to be received in the common areas of the first floor or the recreation areas. Common areas include the dining room, the Caske and Crosse, the Captain's Den, classrooms, meeting rooms, the front parlor, and the field house.
In-House Communications With a faculty member: Papers or messages may be given to a secretary during business hours to be placed in the faculty member’s mailbox. After business hours, items should be left at the faculty member's office. With a fellow student: Contact may be made through the phone intercom, the student's mailbox, or e-mail.
Relationship with CPL Staff Every staff member working at the CPL should receive friendly and courteous treatment at all times. Visiting in the offices of secretaries is inappropriate unless one has business with that department or program. A seminarian or group of seminarians should not occupy the time a staff member needs to complete his/her responsibilities.
Smoking The entire CPL facility has been designated a non-smoking area. This includes classrooms, meeting rooms, courtyards and the dining room. Smoking is only permitted in outside designated areas beyond 50 feet of the building where receptacles are located.
132 Dining Room A policy of open seating is followed at all meals. CPL staff members join the seminary community for lunch. Students are encouraged to sit with different groups and not to form cliques at meals. One place at each table should be reserved for a faculty member. Meals provide an excellent opportunity to expand one's friendships.
Food and Beverages Beverages taken to a classroom must be carried in a closed container. If snacks are brought, the student is responsible for leaving the room in good order.
Illness An illness or condition that necessitates returning to bed or absenting oneself from class or house exercises is to be reported promptly to the infirmarian who will see to it that arrangements are made for medical attention and meals. Other students are asked to limit visits to students who are ill in order to reduce, as far as possible, the spread of communicable illnesses.
Attire The attire of the seminarian should reflect an awareness of his present situation as a member of a community focusing on formation for ordained ministry. He is preparing to be one who forms community, a leader after the example of Christ. The seminarian should also be aware that he is a resident in a semi-public building. His attire, therefore, should be suitable to the situation, manifesting good taste, true Christian modesty and a sensitivity to the reasonable expectations of those he is called to serve or with whom he is working. Determining what is proper attire for formal and informal occasions in and outside the seminary calls for personal responsibility and prudence. Lack of such responsibility or prudence should call for reflection between the individual seminarian and his Formation Advisor. Formal Attire Formal attire consists of a black suit, a white dress shirt, and a tie; deacons should dress in harmony with diocesan regulations on clerical attire. The Rector or Dean of Students may indicate that such attire is required for certain occasions, liturgical or otherwise. Less Formal Attire Certain occasions when formal attire might be chosen by the seminarian might also be appropriate occasions for less formal attire, that is, a suit that is not black or dress slacks and a jacket and tie. Examples of such occasions are community celebrations of the Eucharist on Sundays and holy days, certain house parties or celebrations, various off-campus activities, etc. These occasions call for the seminarian's good judgment and prudence. Liturgical Attire Congregation The Rector or Dean of Students may indicate that formal attire is required for a given liturgy. Formal attire or less formal attire may be worn for the community celebrations of the Eucharist on Sundays and holy days. For other liturgical celebrations during the week and the celebrations of the Liturgy of the Hours, general house attire, that is, a shirt with a collar and dress slacks, is appropriate.
133 Liturgical Ministries At certain liturgies celebrated outside of Saint Mary Seminary, such as ordinations, those exercising liturgical ministries, particularly that of Acolyte, are to wear an alb. At community liturgies celebrated at the seminary the expected attire for Acolytes and presiders at prayer is the alb. Liturgical vesture for the Lector is jacket and tie for Sunday and solemn liturgies. At all liturgies all non-ordained ministers are expected to dress appropriately for the occasion, considering the significance of their roles. General House Attire In class and at meals as well as during free time apart from sports or work activities, general house attire, that is, a shirt with a collar which is tucked into dress slacks, may be chosen, unless the work being performed or the expectation of others would call for more formal attire. Shorts, athletic wear, and recreational attire are acceptable on campus only while the student is engaged in sports in which these are customary attire. Students should avoid passing through the public areas of the building when so attired. Off-Campus Attire Some off-campus occasions might call for formal attire; others might call for less formal attire; still others might call for general house attire or even recreational or work clothes. These various situations present the seminarian with an opportunity to demonstrate the maturity of his own judgment. Clerical Attire Ordinarily only ordained ministers wear the clerical collar. In specific circumstances within field education assignments, however, a seminarian may wear the clerical collar with the permission of a member of the seminary administration. At present, permission to wear clerical attire is given only to seminarians assigned to jail ministry. Seminarians may wear a clerical collar with the cassock when serving in liturgical ministries within a parish setting or at appropriate liturgical functions with the permission of the seminary administration, e.g. Right to Life Mass at the National Shrine, etc. Generally, albs are the appropriate vesture for those assisting in the ministry of acolyte, both at the seminary and at the parish.
Personal Appearance Students are to be well groomed at all times. Beards and mustaches are to be kept clean and trimmed. The Rector and the Dean of Students reserve the right to determine whether a seminarian's hair style, beard or mustache is well groomed. Beards and mustaches are to be grown over summer vacation and not during the academic year. The use of jewelry should be in harmony with the diocesan regulations for clerical attire as interpreted by the Rector and Dean of Students. Students are to be particularly attentive to their appearance when they are involved in liturgical celebrations and when they participate in other functions involving the community.
Room Furnishings Inasmuch as the seminary does not supply bedding, the following items are suggested.
134 4 sheets (single bed size) 3 pillowcases Sufficient blankets (not electric) Bedspread Students may add suitable furniture to the essential furnishings supplied by the seminary. The use of a stereo, small refrigerator, and computer are permitted within the limitations of house order and electrical capacity. Other equipment and appliances (such as a heater, air conditioner, coffee maker, T.V., microwave oven, hot plate, popcorn popper, etc.) are not permitted. Furniture or additional equipment, especially items that involve multiple electrical sockets or extension cords, are subject to examination by maintenance personnel and approval of the Business Office.
Storage Limited unlocked storage space is available in designated areas of the building. Students are to dispose of boxes and cartons and to retain only such luggage as can conveniently be kept in their own room or storage space. Storage areas are subject to inspections by the Wickliffe Fire Department twice each year. Combustible items (boxes, papers, etc.) are to be discarded.
Laundry Washers and dryers are available for student use. An ironing board is available in the ironing rooms. Students must provide their own irons.
Guests and Meals Students may invite guests for meals at the seminary. A charge will be made for meals provided to visitors, guests of students, and non-resident students. Payment for meals may be made at the front desk. This charge will not be applicable for priests or seminarian guests or when the seminary is host to guest groups.
Telephone Service Phones are available in all student rooms. Even though a student may have his own cell phone, he should monitor his house phone as well for any messages left by staff or faculty. There is an annual charge for phone and internet service.
Textbooks Book lists of required texts and recommended reading for each course are distributed prior to the start of each semester. Students are responsible for acquiring these texts from the book supplier of their choice. Most students order on-line from such vendors as Amazon.Com, Booksamillion.com or from the publisher directly.
Fees and Other Costs There is an annual student activity fee which is payable to the Business Office, preferably by check, made payable to Saint Mary Seminary Student Activities Fund.
135 In addition, there is a graduation fee when applicable. Grades and/or transcripts will not be released to students who have outstanding bills owned to the seminary or who have not returned library materials. Health insurance is provided for all Saint Mary seminarians through the Health Benefits Office of the Diocese of Cleveland. The Business Office of the seminary administers the program. Dental insurance is available at an additional charge to the student. Listed below are items to be budgeted for each year. Costs may vary at institutional discretion and certainly depending on each individual’s taste and financial resources. Personal Expense (toiletries, entertainment, renter’s insurance etc.) Transportation (car payments, auto insurance, auto expenses, etc.) Books Student fees Clothing, extraordinary dental or health expenses.
House Jobs At the beginning of each year, every student will be appointed to various jobs in the house and on campus and is expected to fulfill these as a service to the community. House job appointments are made by the Dean of Students and finalized by the Rector. Students appointed to house jobs in the dining room, community activities, guest masters and infirmarians report to the Dean of Students. Students on the liturgical staff report to the Director of Liturgy. Students on music staff report to the Director of Liturgical Music. The secretary to the house conference reports to the Rector or to his secretary. The Dining Room Staff facilitates set-up and clean-up for special occasions (family night, socials for ministry liturgies, etc.) and scheduled community events by organizing student assistance. The student coordinator draws up the dishwashing schedule for each semester. On certain occasions, students will work directly with the kitchen staff, wait on tables, and enlist additional assistance in serving guests and special groups. Guest masters offer a spirit of hospitality to visitors to the seminary. Guest masters greet guests as they arrive at the front desk entrance and make sure they are escorted to the appropriate event. For student guests, guest masters will pick-up room keys for visitors and escort them to their rooms and through the building for a tour. Guest masters will pay attention to detail (take individuals to the next event, make sure they are signed-in for meals, etc.). Overnight accommodations and room assignments will be made through housekeeping and the Dean of Students. However, guest masters should make sure the visitor is comfortable and shown where restroom and shower facilities are and collect room keys when guests leave. Guest masters play an important role during vocation awareness weekends and inter-seminary sporting events. The Student Activities Staff provides for the recreational, social, and cultural life of the student body of Saint Mary Seminary. Its members provide financial support from the Student Activities Fund for socials in the student lounge, socials on family night, and special house parties (i.e., orientations, cookouts, Christmas party, etc.). Staff members provide a social after Night Prayer at the beginning of a semester. Special outings are co-sponsored by the staff to allow discount rates to be matched by interested participants (e.g. the opera and plays). Staff members work closely with student members of the dining room staff, the kitchen staff, and the seminary administration.
136 Infirmarians visit rooms that are identified by the yellow infirmarian sign. They provide juice and other liquids as well as modified meal trays to seminarians or faculty members who are ill. Infirmarians alert the Dean of Students (or in his absence, another faculty member) that a student is sick. Infirmarians do not deliver or provide medicines of any kind. Severely ill or injured students should be reported to the Dean of Students or Rector who may make arrangements to take the student to a hospital. The Secretary of the House Conference takes the minutes of the Community House Conferences. House conference minutes are typed and presented to the Rector for approval, posted on the SMS community bulletin board, and filed with the Rector's secretary. A student in I Theology holds this position and is trained by the 2nd year student who held this position the previous year. Sacristy Staff members have access to the sacristy for the purpose of set-up and clean up of all SMS liturgies. Sacristans are responsible to the Director of Liturgy with regard to special instructions surrounding ceremonies (sacristans will be given an Ordo for such purposes). If the need arises, a student master of ceremonies may be appointed to assist the Director of Liturgy. The sacristy staff works with the Borromeo sacristans in keeping the chapel and sacristy areas (vesting room and back sacristy) clean. Special assignments may be given to students as short term and long-term projects during the seasonal changes of the liturgical year. Music Staff members work with the Director of Liturgical Music in a variety of ways. They serve as musicians and cantors during special celebrations and assist the Director of Music with the daily and weekend liturgies of the house. Music staff members are asked periodically to attend rehearsals and collaborate with other entities of the Center for Pastoral Leadership. Liturgical Art and Environment Staff members assist the Director of Liturgy with the decoration and appearance of the seminary chapels and related areas, especially during the liturgical seasons and for significant seminary liturgical celebrations. Saint Mary seminarians may collaborate with Borromeo seminarians who also are assigned to this house job.
Security Students are always to be conscious of the security needs of the seminary campus. All doors should be closed securely when entering and leaving the building. Ground-floor windows should be locked when rooms are vacated. Any criminal action or emergency situation must be reported immediately to available administrative, staff or faculty personnel. All students and staff should make themselves aware of emergency assistance procedures and be able to contact quickly police, fire, or medical emergency help when the need arises. For special events private security will be hired to police parking lots and entrance areas. The local police and fire departments of the City of Wickliffe have immediate access to the campus. All fire codes are complied with and the campus is periodically inspected for safety.
Use Of Seminary Facilities Within the limits of the facilities and the basic purpose of the seminary and its program, the seminary facilities are available for appropriate groups and programs. To maximize the usefulness of these facilities and to minimize the conflicts that may arise, those intending to use any facilities of the seminary for programs or meetings involving other than community members are to follow this procedure:
137 prepare a proposal or request that will identify: . the one assuming responsibility for the event . the purpose, e.g., discussion, lecture, movie, etc. . the participants e.g., parish renewal team, PSR . the date and time; e.g., facilities to be reserved such as a classroom, projector, etc. present copies of this proposal or request to both the Dean of Students (Rector or Vice- Rector) and the Chief Operating Officer of the CPL at least two weeks in advance of the projected date; proceed with final arrangements only when the approval of the Chief Operating Officer of the CPL has been received; make no substantial alterations in the proposal, e.g., change of facilities, time, size of group, etc., without approval of the Chief Operating Officer.
Employment during School Time While school is in session students are not to engage in gainful employment or in any other kind of activity that would interfere with the purpose of the seminary program without permission of the Rector.
Transportation For fulfilling various demands of the seminary program that require students to leave the seminary campus, all students are expected to provide for their own transportation.
A Responsible Approach to Alcohol and Other Chemical Substances Christian asceticism endorses, among other values: respect for creation and especially for human life and health; a lifestyle of moderation and simplicity; service that prompts us to accept suffering for the good of others; and a way of life in relationships that is opposed to the desire for immediate gratification sometimes evident in our society. These values run counter to the attitude often evident in our culture, that social gatherings must be centered around the use of alcohol, stimulants, or other drugs and that the normal way of coping with life's challenging moments is through the ingestion of chemicals. Most chemical substances, including alcohol, are indeed foreign to the body; consequently, their effects must be considered in any discussion of their use. Alcohol, for example, is a depressant that affects feelings, judgments and moods: the body reacts to it with increasing tolerance and even more serious negative effects. Another consideration is the relative affluence of our society which contributes to the availability of drugs and alcohol. Moreover, the rapid pace of these times leads to stress and anxiety. These pressures often contribute toward a tendency to abuse alcohol and other chemical substances. The seminary provides an atmosphere for Christian formation and also involves a program for forming pastoral leaders. Hence the goals of the seminary involve the interrelationship between personal maturation and readiness for priestly leadership. It is toward the promotion and achievement of these goals that the following seminary policies are enacted in regards to a responsible approach to alcohol and other chemical substances.
138 Great caution should be exercised in considering the use of alcohol or any legal chemical substance. Any prescribed medication is to be used under the careful supervision of a doctor. Support should be given to those who, for whatever reason, choose not to drink alcoholic beverages, and no pressure or sense of expectation should be placed on anyone to drink such beverages. When alcohol is used, moderate and responsible use is expected and acceptable. Within the community the use of alcohol is not forbidden. However, several specific cautions and regulations are to be observed in this regard. . The private possession or use of alcoholic beverages on campus by students is forbidden. . Alcoholic beverages should never be the main form of refreshment; and no social event in the seminary should be promoted or advertised so as to appear that the primary purpose of the event is to drink alcohol (e.g. wine and cheese reception, `beer blast', cocktail party, etc.). . No extravagance or disproportionate amount of alcohol should mark a meal or any community gathering, and certainly a wide selection of non-alcoholic beverages should always be available. . Permission is given for seminarians to store beer and wine in The Cellar (next to the lounge) for consumption on weekends, i.e. Friday and Saturday evenings from 7:00 – 10:00 p.m. and on other occasions when permission is given by the Dean of Students. The abuse of alcohol or another legal chemical substance would be in general, causes to question a seminarian's readiness for ordination, if he does not engage in an appropriate rehabilitation program. The use of any illegal chemical substance is strictly forbidden; such use would be cause for strong disciplinary action, even dismissal.
Policy for Alcoholism and Other Chemical Dependencies Although not unrelated to the previous discussion and its resulting policies, a different issue arises when attention is shifted to the situation of alcoholism and other forms of chemical dependency. Here it is not simply a question of use or abuse, but of addiction and of serious illness. The statistical evidence for the high incidences of alcohol and chemical dependency in our society calls forth the healing concern of the Christian community. From the start and in accord with the practical unanimity of the medical profession, it must be stated that alcoholism or any other chemical dependency is a chronic, progressive and irreversible disease which cripples its victims physically, emotionally and spiritually; and if left unchecked, can lead to permanent impairment and even death. It should also be recognized from the outset that alcoholism and other chemical dependencies are social or "family" diseases. As such they may progress through the complicity of others who "enable" chemically dependent persons; and the disease will affect the family and friends of the chemically dependent person. Furthermore, a family history of alcoholism would be reason for increased watchfulness.
139 Fortunately, the disease of chemical dependency can be detected and successfully treated. While a necessary step to recovery and treatment is self-admission of the illness, the nature of the disease very frequently requires intervention and caring confrontation from the meaningful people in the dependent person's life in order to begin the recovery process. Continuing recovery and successful treatment also necessitate support and encouragement of those meaningful people. Because alcoholism and chemical dependency are "no respecters of persons", it should not come as a surprise that there are members of the seminary community who are alcoholic or chemically dependent. As a Christian community of seminarians, faculty and staff, it is important to approach these individuals not only with the resources of knowledge and understanding, but also with an attitude and stance of compassion and charity motivated by the Gospel of Jesus Christ. Because of the great significance of this issue for the seminary and its formation program, the following policies are set forth: . The recovering chemically dependent and alcoholic members of the seminary community should receive the encouragement and prayerful support of the entire seminary community. . There is need for an ongoing education and information program about substance abuse so that it might be understood and so that our community might better support those who are recovering, and so that members of the community have a more realistic understanding of this disease. . Those who wonder whether they might be alcoholic or chemically dependent are encouraged to seek evaluation and appropriate help. . Those who are concerned that a member of the community might be chemically dependent, acting in Christian charity, are advised to seek a constructive intervention by those who could most appropriately and effectively help the individual confront the addiction. Such an intervention is to be done under the guidance of a trained professional and in consultation with the seminary administration. . Those who, although not themselves chemically dependent, are affected by close association with the disease, are encouraged to participate in appropriate support groups. The fact of being a recovering alcoholic does not necessarily preclude admittance to the seminary program or a recommendation to the Bishop for ordination. It is recognized that recovery is a life- long process. At the same time, the recovering seminarian requires a suitable time of sobriety (at least one year) before a petition for Holy Orders is appropriate. Pornography Pornography consists in removing real or simulated sexual acts from the intimacy of partners, in order to display them deliberately to third parties. It offends against chastity because it perverts the conjugal act, the intimate giving of spouses to each other. It does grave injury to the dignity of participants (actors, vendors and the public), since each one becomes an object of base pleasure and illicit profit for others. It immerses all who are involved in the illusion of a fantasy world. It is a grave offense. (Catechism of the Catholic Church, #2354) A seminarian’s struggle with pornography needs to be addressed. Transparency is an important part of formation and is productive within an established system of accountability with the help of a
140 Spiritual Director and his Formation Advisor. The seminarian should create measures to address his use of pornography which may include installing blocking and safety systems on his computer, attending weekly sessions with support groups, and working periodically with a counselor.
Disciplinary Sanctions On those occasions when a student's conduct is not satisfactory, the following procedure will be followed: The Dean of Students will discuss disciplinary matters with the student and may even offer a reprimand without it reaching the level of admonition. If in the judgment of the Dean of Students, the situation calls for a more manifest form of correction, the Dean of Students will admonish the student directly, advise him of the nature of the admonition, and inform him that the fact of an admonition is being made a part of his disciplinary record. It is given in writing to the student; a copy is placed in his personal file where it remains until the end of his final year in the seminary. . Notice is given to the formation faculty, the student’s Spiritual Director, and the Vicar for Clergy. . It indicates the areas in which the student's conduct or attitude has been found unsatisfactory and the improvements that are expected. Should the previous admonition prove ineffective, e.g., repeated violations after admonition, or infractions of the rule indicate a more serious disregard for the expectations of the community, a formal warning will be given by the Dean of Students in consultation with the Rector. . It is given in writing to the student; a copy is placed in his personal file where it remains until the end of his final year in the seminary; notice is given to the faculty, the student’s Spiritual Director, and the Vicar for Clergy. . It indicates the areas in which the student's conduct or attitude has been found unsatisfactory and the improvements that are expected. . It could include a restriction of activities and a possible deferral of ordination. In the event that a formal warning proves ineffective, e.g., repeated violations after warning, or in more serious situations, it may be necessary for the Dean of Students to place a student upon disciplinary probation in consultation with the Rector. . The probation is given in writing to the student. A copy is placed in his personal file where it remains until the end of his final year in the seminary; notice is given to the formation faculty, the student’s Spiritual Director, and the Vicar for Clergy. . It indicates the areas in which the student's conduct or attitude has been found unsatisfactory and the improvements that are expected. . It could include the possibility of suspension and probable loss of credit for an entire academic period or consideration by the formation faculty of a recommendation for dismissal. If sanctions are found necessary they will be imposed at a level proportionate to the problem. Thus, for example, it is conceivable that a single act of disregard for house rule and order may warrant
141 probation, suspension, or dismissal without the student having previously received an admonition or formal warning. Dismissal: after due consideration of a case, the formation faculty may make a recommendation to the Bishop that a student be dismissed. As it is the responsibility of the Bishop to accept students to study for the priesthood and to call them to Orders, so it is his responsibility to accept or deny a recommendation for dismissal from the seminary after due consideration of the case. Appeal of a disciplinary action It is a basic human right to seek recourse or have appeal to that person or group of persons who one feels is limiting his rights or treating him in an arbitrary manner. The purpose of such procedure is not the vindication of one's rights at all costs; rather, in a Christian community differences should be settled in an atmosphere of fraternal charity and mutual trust. When a student feels that recourse or appeal is necessary, the following procedure is to be observed: . The student reviews with the person or persons directly responsible for the decision and/or action which he feels to be arbitrary or contrary to his right. . In the event that this review is unsatisfactory to him, he may make further appeal: – In cases of action by the Dean of Students, the appeal may be made to the Rector. – In cases of action by the Dean of Students in consultation with the Rector, or by the Rector in consultation with the Dean of Students, appeal may be made to the formation faculty. – In case of action by the formation faculty for a recommendation of suspension or dismissal, the student may request a review of the facts and the decision by the formation faculty with the student present. . Final appeal may be made to the Bishop through the Vicar for Clergy.
ADMINISTRATIVE GUIDELINES FOR VISITING GROUPS Facilities of the seminary are open to requests when students are not involved. Arrangements may be made through the Business Office. When the services of the students are needed, the following guidelines should be observed: The age of the visiting group ought to be at the junior high level or older. Those groups most encouraged to visit are senior citizens and high school or college students. The number of visiting groups should be limited to one per month. In scheduling these visits the seminary calendar should be consulted. There should be no group visitation during the month of May and the days immediately preceding semester examinations. The visiting group must give the seminary at least three weeks notice prior to the visit. The number of people in the group should not exceed fifty. Requests should go to the Business Office, which will alert all those concerned. The head guest master will ordinarily coordinate the visits.
142 APPENDIX I -- COPYRIGHT GUIDELINES
The following material is an excerpt from an article which appeared in the Seminary Newsletter of the NCEA, Vol. 15, No. 2: December, 1976. Without great fanfare, the first revision of copyright legislation since 1909 was signed into law on October 20, to become effective January 1, 1978 (Public Law 94-553). Under the law, copyrighted material is now to be protected during the lifetime of the author and for 50 years thereafter. But probably the most significant part of the new legislation for those involved in education is contained in the report accompanying the law; this report is now part of the legislative history to which courts may refer in deciding copyright cases. In the report are set down guidelines to assist in the interpretation of the doctrine of "fair use," the previously unwritten principle which courts have employed to allow some unauthorized copying in the past. According to these guidelines, reprography must be "spontaneous"; this means that "the decision to use the work and the moment of its use, for maximum teaching effectiveness, are so close in time that it would be unreasonable to expect a timely reply to a request for permission." For purposes of teaching or research, a person may then make a single copy of: a chapter from a book an article from a periodical or newspaper a short story, short essay or short poem a chart, graph, diagram, drawing, cartoon or picture from a book, periodical or newspaper For classroom use, it is permissible to make multiple copies of: a poem of less than 250 words an excerpt of less than 250 words from a longer poem a complete prose article, story or essay, if it is less than 2500 words an excerpt, from any prose work, of not more than 1000 words or ten percent of the work, whichever is less one chart, graph, diagram, drawing, cartoon or picture from a book or periodical An instructor, however, should not make multiple copies from the same author more than once in a class term, nor from the same collective work or periodical issue more than three times in a term. "Consumable" materials, such as workbooks and standardized tests, may not be copied at all. When making interlibrary loans, a library can safely make as many as six copies per year of a periodical published within the last five years. (Periodicals more than five years old are exempted from the guidelines.) Similarly, for interlibrary loans, it is permissible to make as many as six copies per year of small excerpts from longer works, copies of unpublished works for purposes of security and preservation, copies of published works to replace damaged copies, and copies of out-of-print works which cannot be purchased at a fair price. It should be emphasized that these guidelines represent the minimum that is permissible under the law, and they specifically state that they are "not intended to limit the types of copying permitted under the standard of fair use."
143 The proliferation of fast, flexible, and economical means of reproducing materials that we have witnessed in recent years seems to have dulled the sensitivity of many people to the moral issue involved here. The morality of the herd seems to have prevailed in the minds of many --"everybody's doing it." But it is still true that unauthorized replication of copyrighted material can be not only illegal but also immoral, insofar as it is an unreasonable use of someone else's property….But it seems obvious that if any consciences should be alert to matters of justice, it should be the consciences of those of us who in one way or another are involved in training the moral leaders of tomorrow.
144 APPENDIX II -- POLICY STATEMENT ON STUDENT RESIDENCE IN PARISHES
The Admissions Committee determines the housing situation of applicants. Formation Advisors monitor housing needs of seminarians that develop while they are in the program and inform the Rector (Dean of Students) of needs or arrangements. Those seminarians needing housing are put into contact with pastors willing to host student residents. The Rector, in collaboration with the Dean of Students, develops and maintains a list of such pastors. The pastor and the resident seminarian will draw up an agreement which covers the following points: room and board, the specifics of which are to be worked out between the pastor and the resident. housekeeping issues: . expectations of housekeeper and staff . meal expectations . relationships to other residents . rectory living expectations Parochial expectations, if any, should be clearly delineated, understood, and agreed upon by the pastor (and possibly the pastoral staff) and the seminarian. Such expectations are not to interfere with the seminarian’s formation responsibilities. Procedure The Rector forwards a copy of the agreement to the Vicar for Clergy and requests permission for the seminarian to reside at the parish rectory. After the Vicar for Clergy grants the permission, the rector communicates this decision to the seminarian. A definite time period should be established for the residence, evaluated by the pastor and resident at least every six months. The relationship can be terminated at the initiation of either the pastor or the resident, other obligations and agreements having been fulfilled. An amenable termination is the responsibility of the resident and the pastor. The Rector is to be informed of arrangements, changes or terminations in parish residence, either directly or through the student's Formation Advisor.
145 APPENDIX III -- STUDENT FINANCIAL RESPONSIBILITY
Introduction As in the case with ordained priests, seminarians are stewards of the financial resources of the diocese and the people they are called to serve. Integral to priestly formation is the responsibility of the seminary faculty to see that seminarians develop financial stewardship and accountability. The administration of the seminary is financially responsible and accountable to the Bishop and to the people of the diocese. Occasionally a student may find himself in need of financial aid. The following policies and procedures are promulgated to assure the development of financial stewardship and accountability and to assist students' fiscal responsibility. Policies and Procedures Student financial responsibility and accountability is an item for integration with all students. The formation adviser is expected to broach this issue with the student during the first formation advisement session of a given academic year and to monitor it during the rest of the year. A student who finds himself in financial need will first discuss this need with his formation adviser. The validity of the request will be apparent if there has been a continuing discussion of the student's financial condition and steps being taken to live within a budget. If it is determined that the need is legitimate, the following procedure is followed in obtaining the necessary funds: . First, insurance coverage is reviewed to see if the need or part of it is covered. Copies of such insurance coverage should be in the possession of the student and available to the formation adviser, Rector and Treasurer of the seminary. . Second, the student is asked to seek aid from relatives or other benefactors, e.g., his pastor. . Third, if the above sources prove unavailable or inadequate, the formation adviser will support the student's contact with the Rector or Treasurer of the seminary. . At no time may any seminarian solicit funds to support personal needs or seminary programs from individuals or groups other than their relatives or pastors without the permission of the Rector or the Treasurer of the seminary. Normally, loans, e.g., guaranteed student loans or sources like the Catholic Knights of Ohio, are made available annually to selected seminarians who have applied are arranged through the Treasurer for amounts for which they prove eligible. The Rector's Fund is considered when alternative funding is not available. Because of high costs, counseling expenses present a special case. In cases where the student initiates counseling, the student is expected to pay for the counseling. If aid is needed, the process outlined above is to be followed. In cases where the seminary faculty requests counseling, possible student sources are investigated, e.g., insurance coverage, etc. If such sources are not available, or only partially so, the Rector's Fund will meet the expenses.
146 APPENDIX IV -- POLICY AGAINST SEXUAL HARASSMENT
Saint Mary Seminary and Graduate School of Theology is committed to providing an environment where women and men can work together comfortably and productively, free from sexual harassment. Such behavior is unchristian, and will not be tolerated. Since appropriate social interaction is a continuing concern of formation and education, discussions on appropriate behavior are raised in various forums including theological reflections, spiritual direction, formation advisement sessions, house conferences, field education supervisory sessions and so forth. This policy against sexual harassment applies to all phases of activity connected with the Seminary, including admissions procedures, testing, classroom demeanor, field work, hiring, promotion, benefits, counseling sessions, terminations and social events. Prohibited behavior includes not only overtly suggestive or blatantly sexual activity, but also threatening, or demeaning communication of a sexual nature, whether the comments are serious or jocose. Any member of the Seminary community found to have violated this policy shall be subject to appropriate disciplinary action, including a warning, reprimand, suspension or discharge, according to the findings of the complaint investigation. Any member of the Seminary community who is a victim of sexual harassment may bring a complaint to any faculty member who, in turn, shall inform the Dean of Students or the Rector who shall cause an investigation to be made by appropriate personnel to determine the truth of the allegations and the disciplinary action to be taken, if any. The investigation shall give the accused an adequate opportunity for a meaningful defense, and the victim an opportunity for appropriate input. The results of the investigation will be given to the Rector who will either adopt the findings and recommendation, or modify them to achieve an equitable result. All complaints will be handled as confidentially as possible.
147 APPENDIX V -- INTERNET POLICY
1. Introduction: Access to the Seminary Internet System is made available to students and faculty to enhance the educational experience at the Seminary, and to improve their ability to communicate with others. The computer system is part of the formational experience for seminarians, and, as such, it must be used in a Christian way.
2. No Expectation of Privacy: Since the Seminary is providing onsite access to the internet for formational purposes, communications created, sent, received, stored and/or accessed using the Seminary Internet System are not private. Seminary officials reserve the right to monitor and inspect all electronic communications that use the Seminary Internet System. The Seminary may disclose the contents of such communications to third parties such as law enforcement personnel and to those who have ecclesiastical authority over the seminarians or other students. Users hereby waive any right to privacy that they may have otherwise claimed in connection with their use of the Seminary Internet System.
3. Inappropriate Use: The usual expectation of ethical behavior extends to the use of the Seminary Internet System. While users are encouraged to conduct legitimate research on the system, uses that pander to immoral behavior or attitudes are prohibited. Obviously civil and criminal laws must be obeyed. Users are reminded that they are responsible for observing the U.S. Copyright laws (United States Code, Title 17); obeying all licensing restrictions in connection with software that is downloaded or used in connection with the system, and respecting the privacy of others. E-mail or other information inadvertently received shall not be read, but shall be deleted from one’s files as soon as the discovery is made.
4. Safeguards: Users will avoid excessive or inappropriate use that would materially and adversely affect the system. All users must, at their own expense, install and keep updated software that protects the system from computer viruses and other invasive programs that might compromise the security of the computers using the Seminary Internet System. Users will not permit others to use the system through their computers. Only those who have agreed to this policy may use the library computers.
5. Operating Standards and Violations: The Librarian will act as liaison for computer affairs, and publish from time to time advisory bulletins on the use of the system. The librarian has the authority to require that certain security software be installed on each computer. Violations of this Policy may lead to restricted access to the system, denial of access, and academic discipline up to and including expulsion from the Seminary in addition to whatever civil or criminal penalties that might accrue to the user’s wrongdoing.
I have read the above conditions and restrictions, and I agree to abide by them.
______
Signature
148 APPENDIX VI - IPAD ACCEPTABLE USE POLICY Addendum to the CPL Network and Internet Policy
Rationale:
Providing seminarians with an individual iPad in a 1-to-1 environment provides an opportunity to enhance each student’s overall educational experience. Utilizing the iPad gives seminarians the access to resources anywhere there is Wi-Fi availability, anytime - in classrooms, the residence halls, on field education assignments, at home, or elsewhere. This also narrows the digital divide between students and promotes responsible use of today’s ever changing technologies, preparing the seminarians for their future ministry in an electronic age.
Ownership: iPads remain the property of Saint Mary Seminary and Borromeo Seminary for three years or until the seminarian has graduated, in the case of the upper classmen. At the end of three years, or at graduation, the ownership of the iPad is transferred to the seminarian. If a seminarian is dismissed or voluntarily leaves the seminary, the iPad must be returned to the seminary.
Acceptable Use:
Use of iPads is subject to the Internet Policy in the current Faculty-Student Handbook. This iPad Acceptable Use Policy is considered an addendum. All applications (apps), files and documents stored on the iPad are the property of the seminary. If there is reason to believe that the policy is not being followed the seminary administration reserves the right to confiscate and search a student’s iPad to ensure compliance. Students in violation of the Acceptable Use Policy may be subject to disciplinary action, repossession, confiscation, or removal of content. In the event of repossession or confiscation, completion of all class work remains the responsibility of the student. The seminary is not responsible for any financial loss in connection with any personal files that are deleted, or any compensatory or consequential damages due to the use of misuse of the iPad.
Student Responsibilities:
Caring For The iPad
1. Students are expected to use protective covers/cases for their iPads. 2. The iPad screen is made of glass and therefore is subject to cracking and breaking if misused. Never drop nor place heavy objects (books, laptops, etc.) on top of the iPad. 3. Only a soft cloth or approved laptop screen cleaning solution is to be used to clean the iPad’s screen. 4. Defacing the iPad, in any way is prohibited (stickers, markers, etc). 5. To extend battery life, students should always turn off and secure their iPad after work is completed. 6. Do not subject the iPad to extreme heat or cold (do not store in vehicles).
149 Safeguarding and Maintaining the iPad as an Academic Tool
7. The iPad is provided as an academic tool and is to be used in conjunction with the student’s personal computer. Malfunctions or technical issues with the iPad are not acceptable excuses for failing to complete an assignment, unless no other means of completion exist. 8. Syncing the iPad to iTunes should be done regularly. Doing so will safeguard all files, documents, and apps. 9. Items deleted from the iPad cannot be ‘undeleted’. Students are responsible for backing up files. 10. Work completed on the iPad should be e-mailed to your personal e-mail account then saved to a flashdrive, your personal computer, or the server. 11. Preloaded apps may not be deleted and they must be updated periodically. Directions will be given regarding periodic updates. 12. Memory space is limited. Academic content takes precedence over personal files and apps. In the case of memory space conflict, personal files/apps must be removed at the student’s expense. 13. Non-educational content is for personal use only and should not be shared in any manner, audio or visual, with other students. 14. The volume is to remain on mute unless headphones are attached and/or permission is given or necessary for a class presentation. 15. The whereabouts of the iPad should be known at all times. It is student’s responsibility to keep the iPad safe and secure. 16. iPads assigned to other students are not to be tampered with in any manner. 17. If an iPad is found unattended, it should be given to the nearest faculty/staff member.
Lost, Damaged or Stolen iPad
18. Upon receipt of the iPad, students are required to enroll in “Find My iPad”, the iPad tracking feature. 19. If the iPad is lost, stolen, or damaged, the Rector or Academic Dean must be notified immediately. 20. Lost iPads that cannot be recovered will be remotely wiped. 21. The student iPad technology fee covers the replacement or repair of an iPad that is lost, stolen, or accidentally damaged.
Prohibited Uses Include:
22. Accessing Inappropriate Materials - All material on the iPad must adhere to the values and mission of Saint Mary Seminary and Borromeo Seminary. Students may not send, access, upload, download, or distribute offensive, profane, threatening, pornographic, obscene, or sexually explicit material. 23. Illegal Activities - Use of the CPL internet for financial or commercial gain or for any illegal activity is prohibited..
150 24. Violating Copyrights - Students are allowed to have music and install apps on their iPads, however the items downloaded and synced to the iPad must be in compliance with Federal copyright laws. 25. Cameras - Students must use good judgment when using the camera. The student agrees that the camera will not be used to take inappropriate, illicit or sexually explicit photographs or videos, nor will it be used to embarrass anyone in any way. Any use of cameras in restrooms, or private rooms, regardless of intent, will be treated as a serious violation. 26. Unauthorized Access - Students must set a passcode to prevent other students from misusing their iPad. Any student trying to gain access to another student’s accounts, files or data will be subject to disciplinary action. 27. Malicious Use/Vandalism - Any attempt to destroy hardware, software or data is prohibited. Any violation will be subject to disciplinary action. 28. Jailbreaking – Jailbreaking is the process which removes any limitations placed on the iPad by Apple. Once jailbroken, users are able to download additional applications, extensions and themes that are not otherwise available. Jailbreaking results in a less secure device and is strictly prohibited.
If the acceptable use policy is violated, the iPad may be remotely locked down, wiped, and/or confiscated, and the student will be subject to disciplinary action.
Seminarians are expected to use the iPad with prudence, discretion, and personal discipline consonant with their identity as a seminarian and the spiritual and educational mission of Saint Mary Seminary and Borromeo Seminary. Seminarians are expected to discuss any concerns regarding their own personal use of the iPad with their Formation Advisor.
Verification of Receipt of Acceptable Use Policy
I have read, understand and agree to abide by the terms of the foregoing iPad Acceptable Use Policy. I agree that in keeping with the spirit and philosophy of Saint Mary Seminary and Borromeo Seminary, it is ultimately my responsibility to make good choices when I use the iPad and CPL computer network. Should I commit any violation or in any way misuse my access to CPL computer network and the Internet, I understand and agree that my access privilege may be revoked and disciplinary action may be taken. ______Name (Please print clearly) Equipment Registration Number
______User signature Date
151 CHAPTER 8 SPIRITUAL FORMATION
Spiritual formation involves “living in intimate and unceasing union with God the Father through his Son Jesus Christ, in the Holy Spirit. Those who are to take on the likeness of Christ the priest by sacred ordination should form the habit of drawing close to him as friends in every detail of their lives….They should live his paschal mystery in such a way that they will know how to initiate into it the people committed to their charge. They should be taught to seek Christ in faithful meditation on the word of God and in active participation in the sacred mysteries of the Church, especially the Eucharist and the Divine Office, to seek him in the bishop by whom they are sent and in the people to whom they are sent, especially the poor, little children, the weak, sinners and unbelievers. With the confidence of sons they should love and reverence the most Blessed Virgin Mary, who was given as a mother to the disciple by Jesus Christ as he was dying on the cross.” Optatam totius, 8. Pastores dabo vobis, 45.
THE OBJECTIVES OF SPIRITUAL FORMATION “The priest, who is called to be a ‘living image’ of Jesus Christ, head and shepherd of the Church, should seek to reflect in himself, as far as possible, the human perfection which shines forth in the incarnate Son of God and which is reflected with particular liveliness in his attitudes toward others as we see narrated in the Gospels.” Pastores dabo vobis, 43. “Students must clearly understand that it is not their lot in life to lord it over others and enjoy honors, but to devote themselves completely to the service of God and the pastoral ministry. With special care they should be trained in priestly obedience, poverty and a spirit of self-denial, that they may accustom themselves to living in conformity with the crucified Christ and to, give up willingly even those things which are lawful, but not expedient.” Optatam totius, 9. Pastores dabo vobis, 49. “The spiritual formation of one who is called to live celibacy should pay particular attention to preparing the future priest so that he may know, appreciate, love and live celibacy according to its true nature and according to its real purposes that is for evangelical, spiritual and pastoral motives. The virtue of chastity is a premise for this preparation and is its content. It colors all human relations and leads ‘to experiencing and showing … a sincere, human, fraternal and personal love, one that is capable of sacrifice, following Christ’s example, a love for all and for each person.’” Pastores dabo vobis, 50. “The priest is, therefore, a man of charity and is called to educate others according to Christ’s example and the new commandment of brotherly love (cf. Jn. 15: 12). But this demands that he allow himself to be constantly trained by the Spirit in the charity of Christ. In this sense preparation for the priesthood must necessarily involve a proper training in charity and particularly in the preferential love for the ‘poor’ in whom our faith discovers Jesus (cf. Mt. 25: 40), and a merciful love for sinners.” Pastores dabo vobis, 49. Priestly life lived in configuration to Jesus Christ, head and shepherd, must necessarily manifest and give witness to the radicalism of the Gospel. In other words, priests are called to a way of life that gives evident and transparent witness to the power of the Gospel at work in their lives. The elements of such a life style include: A way of life permeated by the three-fold charge given priests at ordination to teach, to sanctify, and to govern (Presbyterorum ordinis, 4-6, 13; Pastores dabo vobis, 26; Optatam totius, 21);
152 A life of steady prayer first and foremost centered in the sacraments, especially in the Eucharist (Ecclesia de Eucharistia, 31), the Liturgy of the Hours, and the liturgical cycles but also in prayer that is personal and devotional (Pastores dabo vobis, 33); A life of obedience that is apostolic, communal, and pastoral (Pastores dabo vobis, 28); A life lived in communion with one’s bishop and the presbyterate, a communion that includes sacramental, apostolic, and fraternal bonds (see The Roman Pontifical: Rites of Ordination of a Bishop, of Priests, and of Deacons, 101; Presbyterorum ordinis, 7-8, 14; Pastores dabo vobis, 17); A life of celibate chastity serves as “both a sign and motive of pastoral charity and an inspiration to it, as well as a source of spiritual fruitfulness in the world” (See Lumen Gentium, 42; Presbyterorum Ordinis, 16; The Roman Pontifical: Rites of Ordination of a Bishop, of Priests, and of Deacons, 199) and by their free acceptance, candidates are “consecrated in a new way to Christ” (See The Roman Pontifical: Rites of Ordination of a Bishop, of Priests, and of Deacons, 177) and offer a reflection of “the virginal love of Christ for the Church” (Sacrosanctum Concilium, 26; Presbyterorum ordinis, 16); A life of gratitude for the material blessings of God’s creation coupled with a simple and generous lifestyle that cares for and is in solidarity with the poor, works for universal justice, makes itself ready and available for all those in need, administers the goods of the community with utmost honesty, and offers a courageous prophetic witness in the world (See Pastores dabo vobis, 30); A life that embraces “the mind and heart of missionaries open to the needs of the Church and the world” (Pastores dabo vobis, 32; Redemptoris missio, 15-16).
THE SPIRITUAL FORMATION PROGRAM “The decree Optatam Totius would seem to indicate a triple path to be covered: a faithful meditation on the word of God, active participation in the Church’s holy mysteries and the service of charity to the ‘little ones.’ These are three great values and demands, which further define the content of the spiritual formation of the candidate to the priesthood” (Pastores dabo vobis, 46).
The Role of the Seminary “The seminary is an educational ecclesial community, indeed a particular educating community. And it is the specific goal which determines its physiognomy: the vocational accompanying of future priests, and therefore discernment of a vocation, the help to respond to it and the preparation to receive the Sacrament of Orders with its own graces and responsibilities, by which the priest is configured to Jesus Christ Head and Shepherd and is enabled and committed to share the mission of salvation in the Church and in the world” (Pastores dabo vobis, 61).
The Role of the Formation Faculty The bishop, rector, Spiritual Director of the seminary, the student’s Spiritual Director and Formation Advisor establish principles, offer criteria, and give the seminarian assistance for the discernment of his vocation, spiritual formation and formation for chastity in celibacy. While safeguarding the distinctions between internal and external forum the members of the formation faculty offer the seminarian direction, guidance and counsel in regard to the practice of the virtues and growth in the spiritual life of the diocesan priest. (See Pastores dabo vobis, 50.)
153 The Role of the Seminarian “The candidate himself is a necessary and irreplaceable agent in his own formation: All formation, priestly formation included, is ultimately a self-formation. No one can replace us in the responsible freedom that we have as individual persons. “And so the future priest also, and in the first place, must grow in his awareness that the agent par excellence of his formation is the Holy Spirit, who by the gift of a new heart configures and conforms him to Jesus Christ the good shepherd. In this way the candidate to the priesthood will affirm in the most radical way possible his freedom to welcome the molding action of the Spirit. But to welcome this action implies also, on the part of the candidate, a welcome for the human ’mediating’ forces which the Spirit employs. As a result, the actions of the different teachers [namely, the rector, the Spiritual Director of the seminary, the student’s Spiritual Director and Formation Advisor] become truly and fully effective only if the future priest offers his own convinced and heartfelt cooperation to this work of formation” (Pastores dabo vobis, 69).
Spiritual Direction Each seminarian is to have a personal Spiritual Director whom he freely chooses from a core group of priests. This group of priests includes the resident Spiritual Director and several other priests of the diocese designated by the Rector and approved by the bishop. (*This Spiritual Director will never serve as a supervisor for Field Education.) Ordinarily new seminarians and pre-theology seminarians are assigned to the house Spiritual Director. “Seminarians should meet regularly, no less than once a month, with a priest Spiritual Director.” (See PPF 5th ed. #110, #127) “Seminarians should confide their personal history, personal relationships, prayer experiences, the cultivation of virtues, their temptations, and other significant topics to their Spiritual Director. If, for serious reason, there is a change of director, the new director ought to give attention to continuity in the seminarian’s spiritual development.” (PPF. 5th Ed #128) “Disclosures that a seminarian makes in the course of spiritual direction belong to the internal forum. Consequently, the Spiritual Director is held to the strictest confidentiality concerning information received in spiritual direction. He may neither reveal it nor use it. The only possible exception to this standard of confidentiality would be the case of grave, immediate, or mortal danger involving the directee or another person. If what is revealed in spiritual direction coincides with the celebration of the sacrament of Penance (in other words, what is revealed is revealed ad ordinem absolutionis), that is, the exchange not only takes place in the internal forum but also the sacramental forum, then the absolute strictures of the seal of confession hold, and no information may be revealed or used.” (PPF 5th Edition # 132-134). “Although the rector may never ask a Spiritual Director about the content of a seminarian’s conversation, he can expect a Spiritual Director to confirm that a seminarian sees him at least monthly. The Spiritual Director should notify the rector and house Spiritual Director if the director decides to discontinue spiritual direction with any student or if the student discontinues direction with him.” (PPF. 5th Ed #135) Changing Spiritual Directors It is also the responsibility of the seminary Spiritual Director to hold both the students and the Spiritual Directors accountable for this relationship and this part of the program since it is so essential for priestly formation. At the end of each academic year students and Spiritual Directors are asked to
154 review their relationship and its fruitfulness and to indicate to the seminary Spiritual Director that this review has taken place.
Formation Advisor Direction Each seminarian is expected to meet with his Formation Advisor on a monthly basis. In addition to those topics outlined in the section: “Process for the Integration and Faculty Evaluation of Seminarians,” the seminarian is to be involved with his Formation Advisor in an ongoing discussion of issues relating to human formation, his progress in the discernment of his vocation, and his understanding of living a chaste celibate life. As the rector can expect a Spiritual Director to confirm that a seminarian sees him at least monthly, he can expect a Formation Advisor to confirm that a seminarian is meeting with him on a regular basis. “Care should be taken to ensure that issues of human formation that properly belong to the external forum are not limited to the spiritual direction relationship for their resolution” (PPF 5th ed #131). SPIRITUAL FORMATION COMPONENTS New students who have never been in the seminary meet weekly during the Fall Semester with the seminary Spiritual Director for Spiritual Orientation. The student is introduced to the principles and nature of prayer, discernment, spirituality and spiritual direction. He learns how to faithfully meditate and contemplate the word of God and shares his faith experience with the rest of the group. Those who are in First Theology participate in the Spiritual Practicum. The First Theologians gather weekly in the Fall Semester with the seminary Spiritual Director to learn some of the essentials in Christian Spirituality: prayer, reflection, spiritual reading, and discussion of the things of God. Also included is a Poustinia retreat day. While the entire curriculum is designed to assist the seminarian in his formation, the seminary offers courses that emphasize the learning and understanding the principles and practices necessary for spiritual growth. An Introduction to Christian Spirituality informs the student of the way of life in the Spirit of Jesus Christ with particular emphasis on the rules for discernment, vocational love (married and celibate), fidelity and chastity. In addition to these courses workshops and convocations on celibacy, sexual integration and human development are offered during the school year.
Special Formation Times and Events While the seminary’s spiritual formation program places an emphasis on personal responsibility, initiative, and individualized direction, the seminary administration also believes that it has a responsibility to see to it that certain issues or topics are treated with regularity for everyone and at an appropriate stage in the seminarian’s development. Such formation takes place in a variety of ways. The diocesan Bishop gives of his time to give the seminarians guidance and instruction in diocesan priestly spirituality. He also dialogues with the seminarians on topics of formational interest to him and to the students. Tuesday and Friday afternoons are designated as a time when the seminary community pays particular attention to formation issues, meetings, appointments, and prayer exercises. The seminarian is required to pray morning and evening prayer in common. Midday Prayer is prayed on Saturday. Night Prayer in common is optional.
155 Attend daily Eucharist. Participate in daily meditation (in common after morning prayer) and privately throughout the day. Participate in communal devotions on Tuesday. Make a yearly 5-day retreat with the seminary community. Personal retreats and days of recollection with the permission of their Formation Advisor and Spiritual Director Spiritual Director’s conferences are scheduled every two weeks The Sacrament of Reconciliation is available on Tuesday afternoons and by appointment throughout the week. The seminarian attends a Holy Hour weekly in the chapel. Formation Days for the Ministries of Acolyte, Lector and Diaconate are scheduled. Spirituality Intensive for first year students includes the Poustinia weekend. Afternoons of recollection scheduled during the academic year each semester. Daily personal prayer above and beyond the required times of communal prayer should be scheduled by the seminarian and discussed with his Spiritual Director. Some seminarians, with permission of the President-Rector, Formation Advisor, and the House Spiritual Director, may participate in the summer program at the Institute for Priestly Formation at Creighton University, i.e., summer seminarian institute or 30-day Ignatian retreat.
Theological Reflection Like the curriculum, theological reflection serves as a vehicle for spiritual formation. “Theological reflection is critical for practical learning in a formational context. Students perceive how theology and the tradition of the Church shed light on the pastoral situations they experience. Theology is illumined in the process. Academic work and pastoral ministry come to reinforce one another. This mutual interaction also helps seminarians to sense the presence of God in these experiences and to relate their life in Christ to the service of God’s people. Such learning can represent a significant moment of personal integration for seminarians as well.” Group theological reflection occurs regularly during the Internship year.
Peer Review Because “the duty of fostering vocations falls on the whole Christian community and they should discharge it principally by living full Christian lives” (Optatam Totius, 2) and “the candidate himself is a necessary and irreplaceable agent in his own formation” (Pastores dabo vobis, 69), the seminarian is afforded the opportunity to play a role in his brothers’ formation as well as to be assisted in his own formation through taking part in a peer review (PPF 5th ed #277). This process is outlined in Chapter 10, “Human Formation of Students” under the heading of Peer Evaluation.
156 FORMATION IN PRAYER “A necessary training in prayer in a context of noise and agitation like that of our society is an education in the deep human meaning and religious value of silence as the spiritual atmosphere vital for perceiving God’s presence and for allowing oneself be won over by it.” (cf. 1 Kgs. 19:11ff, Pastores dabo vobis, 47) “Prayer should lead candidates for the priesthood to get to know and have experience of the genuine meaning of Christian prayer, as a living and personal meeting with the Father through the only- begotten Son under the action of the Spirit, a dialogue that becomes sharing in the filial conversation between Jesus and the Father.” Pastores dabo vobis, 47.
Meditation and Contemplation of Sacred Scripture “An essential element of spiritual formation is the prayerful and meditated reading of the word of God (lectio divina), a humble and loving listening of him who speaks. It is in fact by the light and with the strength of the word of God that one’s own vocation can be discovered and understood, loved and followed, and one’s own mission carried out.” Pastores dabo vobis, 47. “A loving knowledge of the word of God and a prayerful familiarity with it are specifically important for the prophetic ministry of the priest. They are a fundamental condition for such a ministry to be carried out suitably, especially if we bear in mind the ‘new evangelization’ which the Church today is called to undertake. The council tells us: ‘All clerics, particularly priests of Christ and others who, as deacons or catechists, are officially engaged in the ministry of the word, should immerse themselves in the Scriptures by constant sacred reading and diligent study. For it must not happen that anyone becomes ‘an empty preacher of the word of God to others, not being a hearer of the word of God in his own heart’ (St. Augustine, Sermon 179,1:PL 8:966).’” Pastores dabo vobis, 47.
The Eucharist “It is fitting that seminarians take part every day in the Eucharistic celebration, in such a way that afterward they will take up as a rule of their priestly life this daily celebration. They should, moreover, be trained to consider the Eucharistic celebration as the essential moment of their day, in which they will take an active part and at which they will never be satisfied with a merely habitual attendance.” Pastores dabo vobis, 48. The Eucharist is central to the life and ministry of the diocesan priest. Through offering a comprehensive spiritual-liturgical formation program, the seminary seeks to foster in the seminarian an appreciation of this reality. The seminarians’ formation requires that they experience the richer and more developed forms of the liturgical celebrations of the seasons and solemnities of the liturgical year. “Because the liturgical life of the seminary shapes the sensitivities and attitudes of the seminarians” (PPF, 5th ed .# 110 ), it is clear that the way the students experience the liturgy in the seminary will be an example for them on which their future pastoral ministry will be based as well as the foundation for their meditation on and knowledge of the liturgical year. (Liturgical Formation in Seminaries, #33) At Saint Mary Seminary, seminarians are to participate in the daily celebration of the Eucharist. In this way, they “nourish their spiritual life from the two-fold table of Sacred Scripture and the Eucharist” (Can. 276) each day and demonstrate the commitment they have given to the worshipping community to which they belong. Preeminently seminarians share the journey of faith with the People of God through the community’s celebration of Sunday Eucharist.
157 Seminarians and the seminary community interact with many other individuals and communities as well. Men and women, some engaged in theological education and others in pastoral work, mingle with seminarians in a variety of settings. Some of these contacts are pastoral and ecumenical in nature. Some are personal. Seminarians’ continuing contact with their own family and home community should continue to form a significant dimension of their life. All contribute to the overall development of seminarians. The seminary provides the seminarians with additional opportunities to celebrate the Eucharist in other communities, to exercise liturgical roles and to learn pastoral ministry through the Internship Program and through the transitional Diaconate. Certain seasonal celebrations, e.g., Christmas, Easter and summer vacation, are occasions in which the seminarians celebrate the Eucharist with a community other than that of the seminary. Usually that community is the seminarian’s home parish. There he should enter into the community life of the parish through the service he renders, the liturgical ministry he exercises under the direction of the pastor, and the vocational witness he gives by his presence in and with the celebrating community. The Seminary also designates some Sundays of the year for the seminarian to participate in the Eucharist as it is celebrated in a particular parish community. That parish may be one with which the seminarian already has some affiliation, such as, a field education assignment. He is to benefit spiritually through being with that community at prayer as he offers a vocational witness through his recognized presence among the faithful of that community. In addition to the celebration of the Eucharist, the Seminary encourages the adoration of the Blessed Sacrament, and Solemn Eucharistic Devotions each year. To assist the seminarian with his spiritual-liturgical formation, the seminary offers him the services of a Formation Advisor and a Spiritual Director. The seminarian meets with his Formation Advisor to confirm his commitment to celebrating the Eucharist and to clarify the nature of his commitments to the various communities to which he belongs and is sent to serve. The seminarian meets with his Spiritual Director to facilitate his spiritual growth and vocational discernment in the light of the mystery of faith.
The Liturgy of the Hours “Through the Liturgy of the Hours, seminarians learn to pray with the Church and for the Church. They unite themselves with the Body of Christ in unceasing praise and petition. This prayer prepares them for their future ministry as priests who pray on behalf of the whole Church. It also cultivates a mind and heart attuned to the whole Body of Christ, its needs, its sufferings, its graces, and its hopes.” See Pastores dabo vobis, 48. Seminarians are to progressively incorporate “all of the hours of the Liturgy of the Hours, beginning with Morning Prayer and Evening Prayer, and then the Office of Readings, and finally, the Daytime Hour and Night Prayer. This entire cycle should be a regular practice of each seminarian at least a year prior to his deaconate ordination.” (PPF. 5th Ed #280) Towards this end the Seminary schedules the celebration of the Hours daily.
The Sacrament of Reconciliation “It is necessary and very urgent to rediscover within spiritual formation the beauty and joy of the sacrament of penance. In a culture which, through renewed and more subtle forms of self justification, runs the fatal risk of losing the ‘sense of sin’ and, as a result, the consoling joy of the plea for forgiveness (cf. Ps. 51:14) and of meeting God who is ‘rich in mercy’ (Eph. 2:4), it is vital to educate future priests to have the virtue of penance, which the Church wisely nourishes in her
158 celebrations and in the seasons of the liturgical year, and which finds its fullness in the Sacrament of Reconciliation” (Pastores dabo vobis, 48). Under the guidance of his Spiritual Director the seminarian should come to a deeper understanding and appreciation for the Sacrament of Reconciliation. The student is strongly encouraged to use his Spiritual Director as his ordinary and regular confessor. In the event that a seminarian is in need of the Sacrament of Reconciliation and the seminary Spiritual Director and his regular confessor are not available, he may celebrate the sacrament with a general confessor scheduled by the seminary. Generally, five communal celebrations of this sacrament are planned for the academic year. These present the occasion to remember the divisive nature of sin in the community and the need for corporate reconciliation. Also confessors from outside the seminary are available on a weekly basis.
Devotion to Mary, the Mother of God Saint Mary Seminary honors Mary, the Mother of God, as its patroness and encourages devotion to Mary, the exemplar of attentiveness and obedience to the Word. Attention is given to the principal Marian feasts and the communal prayer periods occasionally have a Marian theme. In addition to regularly scheduled communal devotions, students are encouraged to initiate their own gatherings for prayer on a regular or occasional basis. This would seem to be more consistent with the life experience of the diocesan priest. These gatherings may satisfy a variety of interests or needs, such as class unity, charismatic praise, justice and peace concerns, or special devotions.
Retreats Each year the seminary community spends five days in retreat. All activities, academic, pastoral, and personal are suspended during this time. Transitional deacons preparing for Priesthood Ordination make a second retreat shortly before Ordination. Students who are preparing for diaconate ordination make their retreat with the rest of the seminary community at the beginning of the academic year.
Days of Recollection Periodic days of recollection, either for individuals or groups (classes, prayer groups, theological reflection groups, etc.) are encouraged by the seminary. It is hoped that these days would be a time of spiritual activity, renewing in the participants the conviction of the necessity of a spiritual foundation for every thing that a seminarian is asked to be and do. Such days are especially appropriate prior to installation into ministries and admission to candidacy. The following conditions are to be met: Consultation with the seminary Spiritual Director and Dean of Students precedes any planning. Plans for a day of recollection should not interfere with class schedules or other community events. If a Mass is to be celebrated on the day of recollection, the student(s) will be excused from participation at Mass at the seminary. It is desirable that a day of recollection for a group have a priest as a participant. Normally, a day of recollection does not include an overnight absence from the seminary. Arrangements and costs are the responsibility of the student(s).
159 Requests for food must be made through the Business Office.
Penance and Asceticism Like private prayer, personal penance and asceticism are matters to be discussed and implemented through spiritual direction. At times, however, on appropriate occasions or in appropriate liturgical seasons the seminary may encourage and foster some corporate experience of ascetical penance or self-denial (See PPF 5th ed. Norms 280 ff as an evaluative guide to help the seminarian review the summary behaviors based on the four pillars that require personal integration into formation).
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Chapter 9 LITURGICAL LIFE
“Mother Church earnestly desires that all the faithful be led to that full, conscious, and active participation in liturgical celebrations which is demanded by the very nature of the liturgy. Such participation by the Christian people as ‘a chosen race, a royal priesthood, a holy nation, a purchased people’ (1 Peter 2:9; cf. 2:4-5), is their right and duty by reason of their Baptism. In the restoration and promotion of the sacred liturgy, this full and active participation by all the people is the aim to be considered before all else; for it is the primary and indispensable source from which the faithful are to derive the true Christian spirit. Therefore, through the needed program of instruction, pastors of souls must zealously strive to achieve it in all their pastoral work. Yet it would be futile to entertain any hopes of realizing this goal unless the pastors themselves, to begin with, become thoroughly penetrated with the spirit and power of the liturgy, and become masters of it. It is vitally necessary, therefore, that attention be directed, above all to the liturgical instruction of the clergy. In seminaries…, [seminarians] are to be given a liturgical formation in their spiritual life. For this they will need proper direction, so that they can understand the sacred rites and take part in them wholeheartedly; and they will also need to celebrate the sacred mysteries personally, as well as popular devotions which are animated with the spirit of the liturgy. In addition they must learn how to observe liturgical laws. Thus life in seminaries … will be thoroughly influenced by the spirit of the liturgy.” (Vatican II, Constitution on the Sacred Liturgy, #14, 17) “...The Eucharist, the Liturgy of the Hours, the sacrament of penance, and other prayer opportunities form the seminary community into a concrete instance of the Church at prayer. As such, it becomes the proper setting for conversion and priestly formation.” (PPF, 5th ed., #116-126) “Daily celebration of the Eucharist, the Liturgy of the Hours, and frequent celebration of the sacrament of penance represent essential moments in the Church’s life of prayer and conversion. They themselves require catechesis before they can effectively become central moments of the seminary’s life. Accordingly, liturgical celebrations should be planned and conducted with the greatest of care. Instruction should be given to the seminary community about the role of the Eucharist as it nourishes the life of all Christian communities. Instruction on the history and nature of the Liturgy of the Hours is also essential.” (PPF, 5th ed., #119) The Church’s liturgy holds a preeminent place in the life of the seminary community and in the life of each seminarian. Recognition is given to this fact in the liturgical life of Saint Mary Seminary. In the study of the liturgy, the formation program makes every effort to enable the seminarian to enter more deeply into the Church’s celebration of the Paschal Mystery through theological instruction, mystagogical reflection, and ritual enactment. Moreover, acknowledging that the best form of liturgical catechesis is the liturgy celebrated well, the actual preparation for and celebration of the liturgy seeks to assist the seminarian to be shaped by the richness and values of the Church’s public worship. United with Christ in the power of the Spirit, the seminary community desires to encounter the transforming presence and power of God in its ritual prayer of praise and thanksgiving. It is in this liturgical encounter that the seminarian’s identity will be uniquely formed in “the true Christian spirit” (Constitution on the Sacred Liturgy, #14) so as to live Christ’s Paschal Mystery “in such a way that [he will] know how to initiate it into the people entrusted to” him in his pastoral ministry as an ordained priest (Vatican II, Decree on Priestly Formation, #8).
161 The following policies and guidelines are offered so as to promote the liturgical life of the seminary.
ORDINARY LITURGICAL CELEBRATIONS
The Eucharist “The celebration of Mass, as the action of Christ and the People of God arrayed hierarchically, is the center of the whole Christian life for the Church both universal and local, as well as for each of the faithful individually. In it is found the high point both of the action by which God sanctifies the world in Christ and of the worship that the human race offers to the Father, adoring him through Christ, the Son of God, in the Holy Spirit” (General Instruction of the Roman Missal, Third Typical Edition, #16). Therefore, daily participation in the Eucharist is an integral and essential element in the life of a seminarian. The celebration of the Eucharist in the seminary should be the source and summit of the community’s life and of the individual’s (Constitution on the Sacred Liturgy, #10). By the quality, dignity, and devotion of its celebration, the Mass should enhance each participant’s appreciation of this great act of praise and thanksgiving. In order to help foster and express this spirit, the liturgical schedule provides for the careful preparation of the Eucharistic Liturgy for Sundays, Solemnities, and weekdays. Sunday Eucharist “The Church celebrates the paschal mystery on the first day of the week, known as the Lord’s Day or Sunday. This follows a tradition handed down from the apostles and having its origin from the day of Christ’s resurrection. Thus Sunday must be ranked as the first holyday of all.” (General Norms for the Liturgical Year and the Calendar, #4) “As the day of Resurrection, Sunday is not only the remembrance of a past event: it is a celebration of the living presence of the Risen Lord in the midst of his own people. For this presence to be properly proclaimed and lived, it is not enough that the disciples of Christ pray individually and commemorate the death and Resurrection of Christ inwardly, in the secrecy of their hearts. Those who have received the grace of Baptism are not saved as individuals alone, but as members of the Mystical Body, having become part of the People of God. It is important therefore that they come together to express fully the very identity of the Church, the ekklesia, the assembly called together by the Risen Lord who offered his life ‘to reunite the scattered children of God’ (Jn 11:52). They have become ‘one’ in Christ (cf. Gal 3:28) through the gift of the Spirit. This unity becomes visible when Christians gather together: … Therefore, the dies Domini is also the dies Ecclesiae. This is why on the pastoral level the community aspect of the Sunday celebration should be particularly stressed. …among the many activities of [an ecclesial community], ‘none is as vital or as community-forming as the Sunday celebration of the Lord's Day and his Eucharist.’” (Pope John Paul II, Dies Domini: The Day of the Lord, #31, 35) Hence, Sunday is of special importance to the seminary community and requires special preparation. This special preparation involves a meeting for the dual purpose of considering various options for the liturgical celebration and reflecting upon Sunday’s scripture readings. In order to distinguish Sunday’s Eucharist from weekday celebrations, those preparing the liturgy should strive for greater solemnity. This may be achieved by utilizing some of the following: . the selection of more musical options (e.g., hymns at the Preparation of the Gifts and the recessional; appropriate selections sung by the seminary choir; sung ritual texts,
162 like the Penitential Rite, the Gloria, the Eucharistic Prayer, and the final blessing; etc.) . a lengthier homily than on weekdays . a more formal entrance procession, Gospel procession, and recessional . the use of various ritual options, such as incense and the sprinkling of holy water Those who are assigned by the Directors of Liturgy and Liturgical Music to fulfill particular ministries at the Sunday Eucharist prepare the liturgical celebration. These preparation groups normally consist of the priest celebrant, the acolytes, the lectors, and the cantor. Since the college seminary and the theologate ordinarily participate in the Sunday Eucharist together, representatives from both seminary communities serve in these ministerial roles. The responsibility for coordinating the various liturgical ministries lies with the priest celebrant. It is his responsibility to make sure that what is prepared is done well and in accordance with sound liturgical principles. It is appropriate then that the one who is to preside at the liturgy presides also in the preparation process. The liturgical ministers usually gather on the Sunday evening which is closest and prior to the Sunday for which the Eucharist is being prepared and on which the seminarians are present on campus and not on an academic break. This preparation meeting consists of reflection upon the scriptural texts that will be proclaimed at the Sunday Eucharist and a discussion on the ritual and musical elements of the liturgy. The suggested format is: . a brief prayer or shared prayer . reading the scripture texts aloud . brief period of silent reflection on the texts . discussions of the texts, led by the priest celebrant . brief discussion of details to which the various ministers may need to be attentive (e.g., liturgical season, art and environment, etc.) . discussion on the liturgy’s ritual options and hymn selection The purpose of the preparation meeting is not to find a theme which will be reflected in the liturgy, but rather to open up the scriptures in as fruitful a way as the text permits. There is normally only one preparation meeting for the liturgy. After the meeting, it is the responsibility of the liturgical ministers to prepare their various ministries. This means the following: . Acolytes: Fulfilling the acolytes’ responsibilities in the Vesting Sacristy prior to and after the liturgy (e.g., getting out and putting away vestments, liturgical books, etc.); assisting the sacristans as needed . Lectors: Preparing to proclaim the scripture texts by practicing them aloud; preparing the Universal Prayer
163 . Cantor: Discussing the results of the preparation meeting with the Director of Liturgical Music; preparing a written list of musical selections (i.e., hymns, acclamations, choir pieces, etc.) that will be sung at Sunday Mass, including where they can be found (e.g., hymnal name and hymn number); preparing the numbers on the hymn board before the liturgy; assisting the Director of Liturgical Music as needed for the celebration . Priest Celebrant: Preparing a homily and other texts particular to his role; marking properly the liturgical books which are to be used at the liturgy; communicating to the sacristans any special ritual needs he may have (e.g., incense, holy water, etc.); assisting the other ministers as needed Guests (e.g., family members, friends, parish groups, etc.) are always welcome to participate in the seminary community’s liturgical celebrations. It is particularly appropriate for guests to join the seminary community on Sundays. The Celebration of the Eucharist on Solemnities and Feasts Generally during the course of the academic year, the seminary community will be on campus on liturgical days that are designated as Solemnities or Feasts of the Lord, the Blessed Virgin Mary, or saints listed in the General Calendar. According to their order of precedence, some of these days ritually reflect the solemnity of Sunday celebrations (e.g., including the Gloria, the Creed, more musical selections, etc.) Ordinarily, liturgical ministers assigned to these days do not gather prior to the celebration of the Eucharist for a preparation meeting. If a preparation meeting is needed, this will be determined by the either the Directors of Liturgy and Liturgical Music or the Priest Celebrant. When this occurs, the liturgical ministers follow the model of preparation utilized in preparing for the celebration of Sunday Eucharist. When no preparation meeting takes place, it is the responsibility of the Priest Celebrant to communicate any special ritual needs (e.g., choice of scriptural texts, use of incense, etc.) to the sacristans and the other liturgical ministers. The Cantor is responsible for choosing appropriate liturgical music with the assistance of the Director of Liturgical Music. Occasionally, the Directors of Liturgy and Liturgical Music may ask a Priest Celebrant to consider utilizing certain ritual options during a celebration (e.g., a specific processional option for the Feast of the Presentation of the Lord). Since the liturgy celebrated well is the best form of liturgical catechesis, the intent of such requests is to expose the seminary community to the rich variety of appropriate options available in the Church’s liturgy. Weekday Eucharist The majority of Eucharistic celebrations at the seminary are weekday liturgies. The following guidelines should be considered in preparation for these liturgies: . Usually the liturgical music is simpler than for the celebration of Sunday Eucharist. It is also normally kept to a minimum. With this in mind, singing the following is normative: the Responsorial Psalm and Gospel Acclamation, the Eucharistic Acclamations, and the Communion Song. The Cantor, in consultation with the Director of Liturgical Music, chooses the musical settings for weekday liturgies. The Priest Celebrant may also offer suggestions.
164 . Weekday homilies are generally brief, usually three to five minutes. . The Entrance Procession and the Recessional are kept simple. . Ritual options, such as the use of incense or sprinkling with holy water, are normally not done. The liturgical ministers do not gather to prepare for these liturgies. It is the responsibility of the Priest Celebrant to consult the Ordo for the day. The Priest Celebrant and the Cantor should communicate any special needs or concerns to the appropriate liturgical ministers. A schedule of liturgical ministers (i.e., Priest Celebrants, Deacons, Lectors, Acolytes, and Cantors) is provided for each academic semester by the Directors of Liturgy and Liturgical Music. The ministers should informally check with one another a couple of days before the liturgy to determine what may be required for the liturgy, especially if the weekday appears as a Solemnity, Feast, or some other special day (e.g., Martin Luther King Day, January 22, etc.).
Liturgy of the Hours All who participate in the Liturgy of the Hours “are sharing in the greatest honor accorded to Christ’s spouse, for by offering these praises to God they are standing before God’s throne in the name of the Church” (Constitution on the Liturgy, #85). In order to provide an opportunity to share in this honor, the seminary community celebrates Morning Prayer on Mondays, Wednesdays, and Fridays in community and on Tuesdays, Thursdays and Sundays with the Borromeo Community before morning liturgy. Seminarians pray Evening Prayer with the Borromeo community Monday through Saturday. Saint Mary seminarians have the option of joining the Borromeo community for Night Prayer on Monday through Saturday in the east nave of Resurrection Chapel. Certainly, seminarians should already be developing the habit of praying the entire Liturgy of the Hours as a part of their priestly formation. On particular days of liturgical precedence and on special occasions (e.g., the seminary’s annual Solemn Eucharistic Devotions), the seminary community gathers to celebrate Morning and/or Evening Prayer in a more solemn fashion. Such occasions may require a liturgical preparation meeting. The Directors of Liturgy and Liturgical Music and/or the one who will preside at the Hour will determine whether or not a special preparation meeting needs to occur. In order to facilitate the preparation and celebration of Morning Prayer and Evening Prayer, liturgical ministers should consider the following guidelines as normative for the seminary community. At the same time, the Presider, Cantor and Lector have the freedom, on occasion, to adapt the celebration in ways that are consistent with the General Instruction on the Liturgy of the Hours. Guidelines for Morning Prayer and Evening Prayer Assumptions: By presiding at the celebration of the Liturgy of the Hours, students have the opportunity to develop the skills and demeanor necessary for leading God’s People in the official prayer of the Church. Ordinarily, at least one psalm text is sung. With a familiar model, the liturgical assembly is more capable of entering into a disposition of prayerfulness which the Church’s liturgy intends.
165 On Solemnities and Feast of liturgical precedence, the liturgical ministers should adapt the celebration of the Hour in order to recognize the appropriate nature of the day. Liturgical Space:
The seminary community usually gathers for the celebration of Morning Prayer in Resurrection Chapel. When non-ordained seminarian Presiders and Cantors are ministering at the Hours, they are seating in chairs at the head of the main nave, outside of the sanctuary On more solemn occasions, the community assembles for the Liturgy of the Hours in the main nave with an ordained Presider and Cantor seated in the sanctuary. The Presider, Cantor, and Lector fulfill their liturgical roles at distinct and readily perceivable places. The Presider and Cantor stay at their designated chairs. The Lector proclaims the scripture reading and announces the intercessions from the ambo. Vesture:
The Presider and Cantor vest in albs. If the Presider is an ordained minister, he also wears an appropriate stole.
Structure and Roles:
The Greeting: All stand Led by the Presider All bow as the liturgical assembly says: “Glory to the Father, and to the Son, and to the Holy Spirit” Hymn: Led by the Cantor, who determines the appropriate number of verses to be sung Psalmody: All sit At least one of the psalms should be chanted using an appropriate psalm tone. The Cantor chooses the psalm tone and leads the chanting. The Cantor says or sings the antiphon before and after each psalm and canticle. The Presider and Cantor stand for the Psalm Prayers, which are done by the Presider. Reading and Responsory: All sit The Lector proclaims the scripture reading and the Responsory from the ambo. If Morning Prayer includes a postil, the Lector does the Responsory following a brief period of silence after the postil.
166 Canticle of Zechariah at Morning Prayer and the Magnificat at Evening Prayer: All stand Ordinarily, the Canticle of Zechariah or the Magnificat is sung. The Cantor chooses an appropriate psalm tone and leads the singing of the canticle. Intercessions: The Presider introduces the Intercessions. The Lector announces the Intercessions from the ambo. Generally, the Presider affords the liturgical assembly an opportunity to offer further intercessions by allowing for a brief period of silence before introducing the Lord’s Prayer. Lord’s Prayer and Concluding Prayer: The Presider introduces the Lord’s Prayer. The Concluding Prayer, without introduction (i.e., “Let us pray”), follows the Lord’s Prayer. Dismissal: The Presider dismisses the liturgical assembly using the appropriate form from “The Ordinary of the Liturgy of the Hours.” The Presider and the Cantor then leave in silence.
Other Liturgical and Devotional Celebrations The Eucharist and the Liturgy of the Hours do not exhaust the riches of the Christian liturgy. Christ, our High Priest, comes to us and draws us to himself. The Church community worships the Father through Christ in the power of the Holy Spirit by its official liturgical rites, devotional prayers, and various other forms of celebration. Of particular importance for the seminary community are the celebrations of the Sacrament of Penance and the worship of the Eucharist outside of Mass. Saint Mary seminarians participate in a weekly Eucharistic Holy Hour on Tuesday afternoons, at which time confessors are available for the celebration of the Sacrament of Penance. The seminary community also celebrates various devotional prayers on Tuesdays prior to lunch. Individual classes lead these weekly devotions under the guidance of the house Spiritual Director and the Director of Liturgy.
SPECIAL LITURGICAL CELEBRATIONS Throughout the course of the academic year, various liturgical celebrations require special preparation. Some of these include Ordinations, Admission to Candidacy, the Institution of Acolytes and Readers, Solemn Eucharistic Devotions, the Rite of Reconciliation of Several Penitents with Individual Confession and Absolution, etc. The Directors of Liturgy and Liturgical Music coordinate the preparation for these celebrations with the appropriate student representatives or seminary committees (e.g., Spiritual-Liturgical Life Committee, Inter-Seminary Committee, etc.).
167 Institution of Acolytes and Lectors, Admission to Candidacy, and Ordinations Each year Saint Mary Seminary celebrates various liturgical rituals that are specifically associated with formation for priestly ministry. These include the Institution of Acolytes and Lector, the Admission to Candidacy, and Ordination to the Diaconate and Priesthood. The normal schedule is: Institution of Acolytes -- During the first year of theology Institution of Lectors -- During the second year of theology Admission to Candidacy -- During the fourth year of theology Ordination of Deacons and Priests -- During the fifth year of theology It is the responsibility of the students to avail themselves of these opportunities. One is not eligible for the Order of Deacon until he has been instituted as Acolyte and Lector.
Roles and Responsibilities of Acolytes, Lectors, and Candidates The instituted ministries are opportunities to commit oneself to the service of the Church. Therefore, they are most appropriate to the seminarian. Formation for ordained ministry as a priest occurs in a developmental fashion with the seminarian ministering in other official liturgical roles first. It is expected then that, once instituted as an Acolyte or Lector ordained as a Deacon, the seminarian will exercise his ministry as a form of service to the seminary community. Acolyte The Acolyte is appointed in order to aid the Deacon and to minister to the Priest Celebrant in the service of the altar and in other liturgical celebrations. When necessary, the instituted Acolyte distributes the Eucharist as an Extraordinary Minister of Holy Communion. The Acolyte may also, when necessary, be entrusted with publicly exposing the Blessed Sacrament for adoration by the faithful and afterwards replacing it, but not with blessing the people. Finally, the Acolyte will take care in instructing others who will assist the deacons and priests in liturgical celebrations. The Acolyte should seek to participate in the Holy Eucharist with increasingly fervent piety, receive nourishment from it, and deepen his knowledge of it. He should learn all matters concerning public divine worship and strive to grasp their spiritual meaning and so be an example to all in the Body of Christ. (see Pope Paul VI, Motu Proprio Ministeria quaedam, #6) Lector The lector is appointed for the reading of the Word of God in the liturgical assembly. Accordingly, one reads the lessons from sacred scripture, except the gospel, in the Mass and other sacred celebrations; recites the psalm between the readings when there is no psalmist; presents the intentions for the Universal Prayer in the absence of a deacon or cantor; directs the singing and the participation of the faithful; and instructs others for the worthy reception of the sacraments. When necessary, the reader may also prepare others who will read the scriptures in the liturgical assembly by temporary appointment. So as to fulfill this ministry in a most fitting manner, the reader should make every effort to acquire an increasingly warm and living love and knowledge of the scriptures so as to become a more perfect disciple of the Lord. (see Pope Paul VI, Motu Proprio Ministeria quaedam, 15 August 1972, #5)
168 Candidacy One who is accepted as a candidate for ordination must care for his vocation in a special way and foster it. Through his acceptance, he also acquires the right to the necessary spiritual assistance by which he can develop his vocation and submit unconditionally to the will of God. In the Rite of Admission, the aspirant publicly manifests his will to offer himself to God and the Church, so that he may exercise a sacred Order. The Church, accepting this offering, selects and calls him to prepare himself to receive a sacred Order, and in this way he is properly numbered among candidates for diaconate and priesthood. The aspirant is to make out his petition addressed to his proper ecclesial superior in his own hand. He should be able to give signs of an authentic vocation and be endowed with good moral qualities and free from mental and physical defects which would prohibit his functioning in the office sought. He should wish to dedicate himself to the service of the Church for the glory of God and the good of human beings. (see Pope Paul VI, Motu Proprio Ad pascendum, 15 August 1972)
Guidelines for Ordinations and Institutions into Ministries The Spirit of the Celebration It is recommended that the planning and celebration of Institutions and Ordinations be marked by simplicity in the spirit of the following statements: “The Church encompasses with her love all those who are afflicted by human misery and she recognizes in those who are poor and who suffer, the image of her poor and suffering founder. She does all in her power to relieve their need and in them she strives to serve Christ.” (Lumen Gentium, #8) “The pilgrim people of God experience the call to be poor in the call to be and do for others for the sake of the kingdom. The constant readiness to serve others sets as first priority the love of people over possessions and structures. Each member of the Church has to discern in faith the priorities in the matter of time, energies, skills, money, possessions. In like manner the communities within the Church as well as the Church itself must engage in a similar discernment. Sometimes our priorities are not clear to the people in the Church or to those outside.” (As One Who Serves, Bishops’ Committee on Priestly Life and Ministry, National Conference of Catholic Bishops in the United States, Chapter 2, A3, c3) For diocesan priests, the evangelical counsel to poverty takes on a distinctive meaning: the call to simplicity of life. (Pope John Paul II, Pastores Dabo Vobis, 25 March 1992, #30;) ...not disparaging of the world but... [seeing] it in light of freedom and service.... Having fewer possessions and less burdened by the demands they impose, one can put on more easily the mind and heart of Christ, which give true freedom and perspective. Specific areas in which the spirit of these statements might be considered in planning and celebrating institutions and ordinations, as well as Masses of Thanksgiving, are as follows: a simpler and less expensive celebration more consistent with the Christian concern for the poor and the disadvantaged the purchase of such items as chalices, patens, vestments, stoles, invitations, announcements, prayer cards, photographs and flowers the planning of receptions, dinners, parties, and other related celebrations
169 The intent of these recommendations is neither to detract from the festiveness of these events nor to negate their importance for the Diocese of Cleveland. Simplicity need not diminish a sense of joy and celebration. Rather, it can enhance the witness to the Gospel values of service and compassion which are important aspects of the ministries of Acolyte, Lector, Deacon and Priest. There are indeed other ways in which these challenging statements can be considered and lived. It is the responsibility of all involved, as individual Christians, as faculty, as students, as a community, to examine frequently their lives and hearts in order to discern those ways. Practical Guidelines All arrangements for the ordination or institution are to be made through the seminary Rector, Director of Liturgy, Director of Liturgical Music, and the Chief Operating Officer. Candidates should choose a representative to coordinate the various aspects of the liturgy and make the necessary contacts with the seminary administration. The candidates for the Institution of Acolytes and Lectors are responsible for preparing the liturgy with the assistance of the Directors of Liturgy and Liturgical Music. A representative from the candidates must contact the Directors of Liturgy and Liturgical Music before beginning to prepare the liturgy.
The liturgies for the Ordination of Deacons and Priests will be prepared by the diocesan Office for Worship. The candidates for ordination will meet with the seminary’s Directors of Liturgy and Liturgical Music in order to make suggestions concerning some aspects of the liturgy (e.g., who will serve as liturgical ministers, vesting ministers, etc.).
For the Institution of Acolytes and Lectors, liturgical preparation should be completed one month in advance of the liturgical celebration. For Diaconate and Priesthood Ordination, the Directors of Liturgy and Liturgical Music will initiate any meetings that may be needed in order to prepare appropriately for the ordination liturgies after the candidates have been called to Orders.
Arrangements for any additional instrumentalists, vocalists and instruments are made only by the Director of Liturgical Music. Stipends will be paid by the seminary. Worship aids for the institution liturgies will be prepared by the Directors of Liturgy and Liturgical Music with the assistance of the seminary staff. The worship aids for the ordination liturgies at the Cathedral will be prepared by the Office for Worship. The worship aids for all institution and ordination liturgies will be paid for by the seminary.
The seminary assumes responsibility for the planning and payment of any floral arrangements. This includes floral arrangements for ordinations celebrated at the Cathedral.
All publicity for ordinations and the institutions of Acolytes and Lectors is handled by the Rector and the seminary business office. Beyond priest relatives, the seminary only invites pastors, Field Education supervisors, and Spiritual Directors to the Rites of Institution held in Resurrection Chapel. Exceptions are possible, but should be presented to the Rector for discussion by the Administrative Staff. The seminary will be responsible for inviting any priest guests. All priests of the diocese are invited to diaconate and priesthood ordinations held at the Cathedral. Seminary staff and personnel are welcome to attend all ordinations and institutions held at the seminary.
170 The number of people who may be invited to a liturgy will be determined by the Director of Liturgy, in consultation with the Rector and the Administrative Staff. The number of guests invited by the candidates will be based upon the number of candidates and available space. For a large group of candidates, some restrictions may have to be made in terms of priests and other guests that may be invited to the seminary.
With the exception of diaconate and priesthood ordinations, the seminary will provide a reception for family, priests, and guests after the liturgy.
171 APPENDIX I: INCLUSIVE LANGUAGE The Saint Mary Seminary community desires to be sensitive to the use of inclusive language. A policy concerning the use of inclusive language in academic courses is regularly printed in the seminary’s academic catalog. In particular, presiders and other liturgical ministers (e.g., Lectors in their Universal Prayer should be attentive to the use of language and sensitive to inclusivity in prayers that they compose. It is the responsibility of all to raise their consciousness on this and related justice issues through reading, education, and dialogue. As a means of guiding the use of inclusive language in the seminary’s liturgical celebrations, the following resources should be consulted in order to understand the Church’s theological and liturgical principles concerning this matter: Bishops’ Committee on the Liturgy, Consultation on the Translation of Liturgical Texts (1 June 1998) Congregation for Divine Worship and the Discipline of the Sacraments, General Instruction of the Roman Missal, Third Typical Edition (2010) Congregation for Divine Worship and the Discipline of the Sacraments, Instruction (fifth), Liturgiam authenticam, On the Use of Vernacular Languages in the Publication of the Books of the Roman Liturgy (28 March 2001) United States Conference of Catholic Bishops, Criteria for the Evaluation of Inclusive Language Translations of Scriptural Texts Proposed for Liturgical Use (15 November 1990) It is the responsibility of the Spiritual-Liturgical Life Committee to oversee, evaluate, and make recommendations to the Faculty Committee, as necessary, concerning the use of inclusive language in the seminary’s liturgical celebrations.
172 APPENDIX II: PROGRAM FOR HOMILETIC PREPARATION
RATIONALE The following program is a result of discussions held by the Faculty Committee, in consultation with the Bishop, concerning the formation of priesthood candidates for the ministry of preaching. In light of ecclesial documents, as recently as Redemptionis Sacramentum (25 March 2004, #65-66), seminarians are not permitted to preach the homily at the celebration of the Eucharist. However, legitimate opportunities for preaching do exist within the liturgical norms of the Church. Precisely because preaching requires an integration of knowledge, faith, experience, ritual presence, and skill, limited opportunities to preach outside of the Eucharist during the formational years can provide both for the candidate and for the faculty a clear focus by which aptitude for public parish ministry can be evaluated. The opportunities which the following program affords throw into focus even more clearly the centrality of the public proclamation of the gospel within our formation program. They provide both for candidates and faculty a continuing reminder that academic knowledge, personal piety, or a desire to serve are not in themselves sufficient for ordained priestly ministry if they cannot be effectively utilized in the ritual public setting in which God’s Word is proclaimed. The program of homiletic preparation for Saint Mary Seminary includes limited, supervised, and graduated opportunities for preaching during the Parish Internship after Communion at Sunday Eucharist. THE PARISH INTERNSHIP Before entering the Parish Internship, the intern shall have completed in the first two years of theological study, the majority of his Scripture courses, the foundational liturgical courses, and at least one homiletic course in which seminarians preach and are evaluated in a classroom setting. During the pastoral internship: The intern is permitted to preach outside the Eucharist at various liturgical celebrations. On select Sunday liturgies chosen by a mutual decision of supervisor and intern. The intern gives a post-communion reflection that applies the homiletic message. This is done at a time when the members of the lay formation board can be present and are able to meet afterwards with the intern. The following procedure should be observed in preparation for preaching during the Parish Internship: 1. At least a week before the scheduled date for the intern’s preaching, he is to meet with the presider of the liturgy at which he will preach. At this meeting the supervisor and intern discuss both the homily which is offered by the supervisor and the mystagogical preaching which will be offered by the intern after the post communion prayer.
2. The intern has given a text for both the homily and for the mystagogical preaching to the supervisor at least two days before the meeting so that the supervisor has an opportunity to review and reflect on it prior to the date of the scheduled meeting.
3. Both the homily and mystagogy should be based upon the principles which have been explored in the course Preaching in the Parish Internship. It is essential that the homily and mystagogy pull in the same direction. The homily is to point to a connection between the readings of the day and the assembly’s experience of God in Christ. The mystagogy,
173 occurring at the conclusion of the liturgy, recalls the focus of the homily and particularly prepares the assembly to go forth and live the gospel in light of the liturgy which they have just celebrated.
4. Within the homily and mystagogy there should be a tensive vehicle (a story or image which helps the assembly enter the preaching), a connection to the scriptures of the day, and most importantly one clear focus which addresses the life of the community in its experience of God.
5. The presider and intern will work together, discussing the text provided and making any changes which seem appropriate.
6. The homily should be limited to 7-10 minutes and the mystagogy to 5-6 minutes.
7. Before the preaching event the presider should explain to the parish the special nature of the intern’s preaching after Communion, identifying it as a part of the service, which the parish has been asked to provide for the formation of its diocesan priests. The assembly should be encouraged to remain during the mystagogy and to provide feedback to the intern afterwards.
8. Immediately after the preaching the intern should meet with his Lay Formation Board to receive their comments (using the coaching method) on the effectiveness of the preaching.
THE TRANSITIONAL DIACONATE With ordination to the diaconate, the fullest opportunity for Eucharistic preaching begins. While residing at the seminary, the transitional deacon will be assigned to preach one weekend a month at his parish assignment. This will occur at the Sunday celebration of the Eucharist under the guidance of a priest supervisor. As with the Parish Internship program, the deacon will again work with a preaching board of parishioners who will evaluate his effectiveness at certain of the liturgies at which he preaches. Additionally, deacons will be assigned to preach once a month at the seminary during each of the fall and spring semesters. The Director of Liturgy is responsible for assigning the deacons to preach at seminary liturgies. PREACHING AT SEMINARY LITURGIES On occasion, seminarians are afforded opportunities to preach at special events and at the celebrations of the Liturgy of the Hours. As a general rule, each seminarian will give a postil once a semester at the community’s celebration of Morning Prayer. Postils (i.e., very brief reflections on the scripture reading, a psalm text, the liturgical day, etc.) are given on two of the three days when the Saint Mary Seminary community gathers for Morning Prayer. Periodically, a seminarian may be asked to preach at a Liturgy of the Word, Evening Prayer, or some other non-eucharistic liturgy on a special occasion (e.g., the Appreciation Evening for Spiritual Directors and Field Education Supervisors, etc.). COACHING CRITERIA FOR PREACHING The following questions are meant to guide the seminarian’s reflection on his experience of preaching. They are intended to be used with his lay formation board and/or others from whom he is seeking constructive feedback on his preaching: 1. Did the preaching function within the liturgical context by helping me remember the presence of God in my life?
174 2. Was there a single clear message?
3. Was there a tensive aspect (story, image, or arresting moment) which gave power to the message?
4. Could I see a responsible connection to the scriptures?
5. Were the opening and closing effective?
6. Could I follow the transitions from one movement of the preaching to the next?
7. Was the delivery effective?
175 Chapter 10 HUMAN FORMATION OF STUDENTS
EVALUATION AND RECOMMENDATION OF STUDENTS AS CANDIDATES FOR HOLY ORDERS Because education and growth are gradual processes, the continuing evaluation of students is necessary. Seminarians profit most from a system of periodic evaluation in which they receive clear and accurate information about their behavior and attitudes so that they can change and correct what is inappropriate and develop in those areas in which they may be weak. Such evaluation is primarily the responsibility of the seminary faculty. The faculty should also involve the seminarians themselves, their various supervisors, and either directly or indirectly, religious and lay co-workers and those to whom the students have ministered.” (PPF, 5th ed. #272ff) The seminary is responsible for the continuing evaluation of seminarians regarding their progress in priestly formation. (PPF, 5th ed. #273) In the written evaluation reports received from the seminary, the diocesan bishop or religious ordinary will look for the following qualities in candidates for Sacred Orders as outlined in the PPF 5th ed, #280 THE PURPOSE OF EVALUATION -- IN GENERAL These citations from the Program of Priestly Formation are indicative of the Church's concern that its priests be well prepared to assume the office of priesthood -- both as a unique person and as a professional minister. They also indicate that the primary responsibility for carrying out the work of priestly formation and evaluating its progress in individual candidates rests upon the Diocesan Bishop, the seminary faculty, and the student himself. Accordingly, Saint Mary Seminary undertakes a program for the continual evaluation of students for the priesthood that is based upon the general law of the Church and the directives of the United States Conference of Catholic Bishops. This program is structured with the following objectives in view: For the Diocesan Bishop: to provide annually for him, information and direction in order to assist him in determining the readiness of a candidate for promotion to the next level of preparation or to Sacred Orders. For the seminarian: to provide assistance to him in assessing the presence or absence of a call to the ordained ministry; to provide the information and direction he needs to assist him in determining the level of his development relative to ordained ministry: i.e. the presence or absence of the potential to continue to develop the qualities necessary for ordained service in the Diocese of Cleveland; his strengths and his weakness. For the seminary faculty: to provide the necessary information so that the evaluating faculty may validate the presence of a call to the ordained ministry in a particular candidate; to provide these faculty members with the information and direction they need to assist them in their task of identifying the relevant concrete factors and functions which should be present in a man at a particular stage of his preparation for ministry and of determining their presence or absence in a particular candidate; to assist the faculty by facilitating and enhancing their effectiveness in promoting in the seminarians the proper development of characteristics and qualities which are appropriate to the diocesan priest.
176 THE PURPOSE OF EVALUATION -- IN PARTICULAR The seminary program, seen in its entirety as a program for priestly formation, is a process which seeks to facilitate in the seminarian a change and a development of beliefs, attitudes, feelings, behaviors, and behavioral tendencies. The integration and evaluation processes of the seminary program are meant as a tool to monitor this growth and development in the seminarian. In order to achieve these goals and objectives, each component of the integration and evaluation program must be characterized by candidness, objectivity, responsibility, and a willingness on the part of each person to stand behind his or her evaluation. The components of the program include the ongoing integration dialogue, the student's self-evaluation, internal forum evaluation, faculty evaluation, peer evaluation, and the Diocesan Bishop's evaluation. Each of these components are specified and explained below. RESPONSIBILITY FOR INTEGRATION AND EVALUATION
In the Internal Forum The Spiritual Director Each seminarian has his personal Spiritual Director. He may be the Spiritual Director appointed to the seminary or one chosen by the student from a group of priests of the diocese who have been selected for this purpose by the seminary's Spiritual Director in consultation with the faculty and the Diocesan Secretary and Vicar for Clergy and Religious, and with final approval of the Bishop. Ordinarily new seminarians are assigned to the house Spiritual Director. The relationship between the Spiritual Director and the seminarian is safeguarded by professional secrecy and confidentiality which fosters an atmosphere of trust and openness. The Spiritual Director will not divulge to anyone anything about the seminarian which he learns from these consultations and is not personally involved in the evaluation process in the external forum. At the invitation of the seminarian, his personal Spiritual Director may attend the evaluation session as an observer. The seminary Spiritual Director may observe evaluation sessions so as to facilitate his work in the seminary community. Through various counseling techniques and the process of spiritual discernment the Spiritual Director and the seminarian together monitor the student's suitability for the Catholic priesthood. If the Spiritual Director is not that of the seminary, he will work closely with the seminary Spiritual Director who is responsible for the total program of spiritual formation. He will receive from the seminary's Spiritual Director necessary information and official documentation on the role and duties of the Spiritual Director of seminarians. Confessors The spiritual formation of the seminarian should include the regular celebration of the Sacrament of Reconciliation. The celebration of the Sacrament is the responsibility of the seminarian and should be encouraged by the Spiritual Director. The Spiritual Director and confessor need not be the same person. The annual retreat and periodic communal celebrations of the sacrament afford the seminarian the opportunity for an alternate confessor in the spirit of canon 240. Also, there are confessors present every Tuesday during Holy Hour.
In the External Forum The President-Rector In accordance with canon 260, the first authority in the seminary is vested in the President-Rector. In accordance with the Instruction of December 20, 1930 of the Sacred Congregation of the Sacraments,
177 reiterated in the Instruction of December 27, 1955, it is incumbent upon the President-Rector to make the prescribed canonical investigation concerning the fitness of the candidate to Orders. Further, he not only puts at the disposal of the bishop the information he has gathered concerning the fitness of the candidate, but "he shall give his judgment or opinion as to the character and disposition of the candidate. This judgment will certainly be entitled to great weight, since it is presumed that the Rector is more likely than anyone else to give a correct judgment about the student." (Canon Law Digest I:467) The Evaluation Faculty At Saint Mary Seminary, those diocesan priests who are members of the Evaluation Faculty meet annually for the evaluation of each seminarian. Others, by virtue of contact with students and by appointment of the President-Rector, may serve on the Evaluation Faculty. The importance of this work cannot be over emphasized and is reflected in each faculty member's conscientious fulfillment of this responsibility. The Dean of Students Since he is responsible for the disciplinary order of the seminary it is presumed that he will have a greater knowledge of this aspect of the student's life. Hence, his observations and opinions on a given student will carry a correspondingly greater weight within the faculty evaluation session. Pastors and Field Education Supervisors At the end of each summer vacation period, the pastor of each seminarian will submit to the President-Rector his observations of the conduct and character of that seminarian. These observations may be presented to the faculty evaluation session at the discretion of the President- Rector. These pastors are also invited to attend the evaluation session for their seminarian-parishioner. While they do not have an official part to play in the evaluation process, they are invited to make any remarks which they might deem to be of help to the faculty. Reports from the student's field education supervisor are presented during the evaluation session by the Director of Field Education. These reports are of special value in considering the seminarian's aptitude for parish ministry. Because of the special nature of the Pastoral Internship Experience, supervisors for this experience are invited to be present for the evaluation of these students and to give orally any observations or clarifications they deem appropriate at the time. In addition, extensive written reports and summaries of oral interviews conducted by the Field Education Department from the Intern's co-workers are made available to the evaluating faculty. The Diocesan Bishop Since the Diocesan Bishop bears the final responsibility for a student's advancement toward Holy Orders it is essential that he be informed as to these candidates. For the students at Saint Mary Seminary the bishop receives information from the President-Rector which reflects the faculty evaluation and recommendations as well as his own. This is usually done when the Rector submits to the bishop the petitions of the students for ministries, candidacy, and Orders. On occasions when there arise special concerns for a particular student the President-Rector will inform the bishop as the situation warrants. In any case, the bishop will communicate his evaluations and decisions to the President-Rector who will, in turn, communicate them to the student and faculty.
178 PROCESS FOR THE INTEGRATION AND FACULTY EVALUATION OF SEMINARIANS Meaning and Procedures of Integration By "integration" is meant the appropriation of the fruits of various formation domains - spiritual, intellectual, pastoral, human - according to the needs of each student and its subsequent manifestation in the changed behavior, attitudes, knowledge, skills, etc., of the student. Additionally it means recognizing how one aspect of the formation program influences and is influenced by another aspect and the capacity to make that interrelatedness of the program work positively for one's personal development. The responsibility for presenting formation opportunities to the seminarian lies with the seminary faculty. The work of this integration lies with the seminarian himself. This integration is expected to flow from an ongoing and regular dialogue between the Formation Advisor (a faculty member) representing the whole faculty and the student. The Formation Advisor holds out to the student the goals and objectives of the seminary program as a whole as well as a vision of the diocesan priest and priesthood in the contemporary Church and world. In turn the seminarian draws from the various aspects of the formation program what enables him to realize those goals and vision in his life. Since integration is viewed as overall development of a seminarian in all aspects of human growth, the Formation Advisor should be comfortable in inquiry and discussion on all levels of development. These levels include personal, emotional, spiritual, intellectual and social. Seeking to both challenge and affirm, the Formation Advisor brings to the student his or her own observations as well as the reactions, clarifications, corrections, and concerns of the rest of the faculty. It is expected that any faculty member who has a concern or commendation about a student see that student directly and also discuss the concern or commendation with the student's Formation Advisor. This should insure ongoing and effective integration. At the beginning of the school year the Rector and Vice Rector of the seminary will see that each student is assigned a member of the faculty who will serve as that student's Formation Advisor. Unless a change is requested by the student or the Formation Advisor, he will work with the same Formation Advisor throughout his participation in the formation program of the seminary. It is the responsibility of the Formation Advisor to utilize any seminary reports on the student as well as any information that the student may provide for him, e.g., medical or psychological reports, supervisory reports, the reports of pastors or other parish priests, peer evaluation, and any information the Spiritual Director might provide through the student. It is the responsibility of the student to contact his Formation Advisor and the expectation is that both parties will commit themselves to meeting within the first three weeks of the school year. Together they should consider the student’s personal needs relative to his personal growth and professional development in the light of his time in the seminary. This initial meeting is to help the seminarian formulate some specific growth goals for himself for the present school year; these are ordinarily based upon the specific criteria for evaluation listed further on in this section. Finally, they should mutually set a schedule of meetings according to the student’s needs so as to monitor progress in the goals that have been set and to discuss other issues as they arise in the course of the year. Circumstances may require a meeting between Formation Advisor and student to take place apart from those agreed upon so as to handle an immediate issue. For students who are entering the Pastoral Internship the Formation Advisor will work out with the student before the Internship growth goals which might be addressed during the
179 Internship. The student is to be encouraged by the Formation Advisor to share these goals with his Supervisor so as to make the most of the Internship experience. The continuance of the Formation Advisor/Advisee meetings at regular consistent intervals is essential since this year, more than any other, is the time when balancing values and considering options takes place. The seminary administration recognizes that, for any number of reasons, the relationship between the Formation Advisor and a particular student may become counter productive. When this happens, either the student or the Formation Advisor may request that a change be made. It is expected that the Formation Advisor and the student have mutually assessed the situation. One or the other will then apprize the seminary rector of the matter. He, in turn, will discuss the matter with both parties and assign a new Formation Advisor as the case warrants.
THE EVALUATION PROCESS
Introduction -- An Overview Each year the evaluating faculty evaluates each student. Evaluations are scheduled so as to allow each faculty member time to reflect on his or her own experiences of each student, and to reflect on the student's self-evaluation; to share these reflections with the student in a faculty forum; to listen as other faculty members share their reflections; to assess all the information and input; and finally, to make a recommendation as to the student's continuance in or dismissal from the seminary program. This judgment is based on the sufficiency of demonstrated progress in formation for priestly ministry proper to each stage of the program. Time is also allocated for the communication of these results to the student and to permit a re-evaluation session if the student should request it. The Written Self-Evaluation In view of the annual evaluation, the student should present his Formation Advisor with a rough draft of his personal self-evaluation at least three weeks prior to the scheduled evaluation or on the due date indicated on the seminary’s general calendar. This self-evaluation should include his growth goals and his evaluation of his achievement in these areas based on the areas and characteristics desired in the candidate for the priesthood today. In writing this self-evaluation the student should make use of the data he has received from other sources available to him, e.g., supervisory reports, portfolio feedback, achievement of specific formation goals, peer evaluation, etc. This rough draft will be the basis of discussion between himself and his Formation Advisor. In cases where the faculty has a particular concern about a student, the Formation Advisor should make this known to the student as soon as possible so that he will have sufficient time to respond to the concern and to reflect on it in his self-evaluation. In the light of this conversation with his Formation Advisor, the student will then prepare the final draft. The final draft is to be at least two typed, double-spaced pages, but no more than five pages. The Formation Advisor will guide the student as to the appropriate length and content of the self-evaluation. The Evaluation Dialogue Session The final draft of the self-evaluation should be given to the Formation Advisor on the date scheduled on the academic calendar. Once approved by the Formation Advisor, the seminarian should submit an electronic copy to the Executive Secretary of the President-Rector who will distribute copies to the formation faculty. In addition to the above procedure, the Pastoral Interns provide their supervisors with a copy of the self-evaluation on the same date it is to be submitted on the seminary calendar.
180 In preparation for the evaluation session, each member of the Evaluation Faculty Committee will carefully read and reflect on the self-evaluations of the students to be evaluated. Evaluators will complete an evaluation form for each student (see form in Appendix to this handbook). At the evaluation session the student meets with the members of the Evaluation Faculty Committee and those other persons already mentioned who may be invited. It is the responsibility of the President-Rector to facilitate this session. At the core of this meeting are the student and his self- reflection as well as data presented by the Academic Dean, the Dean of Students, the Director of Field Education, and the Formation Advisor. The Formation Advisor’s report will cover all aspects of the student's development. Each member of the Faculty Evaluation Committee is given the opportunity to present to the student and to the others present his or her personal reflections on the self-evaluation, to offer personal observations based on contact with the student, and to ask for any needed clarifications or further reflections from the student. Faculty members will refrain from counseling the student at this time or from rendering a definitive vote on the student. It is expected that this is a time for each party present to listen to all that is being said. As much as possible the session should be characterized by open and concerned dialogue. It is to be expected that each year of the formation program will create a special focus during the evaluation sessions; hence, while the faculty is always conscious of the final goal of the program, readiness for priestly ministry, there will be a special focus in the first evaluation session on initial impressions and expectations for the succeeding years in the program; the second year evaluation looks to the candidate's readiness for Pastoral Internship Experience; the third year focuses on how the Intern has utilized his experience for his growth; and the fourth and generally final evaluation session is in view of the candidate's readiness for ordained ministry. The fifth year evaluation focuses on the seminarian’s ability to summarize the strengths and weaknesses that have become evident during the course of his formation. He is expected to offer a plan that supports his strengths and diminishes his weaknesses during his ordained ministry. The focus of each session will require some adjustment in the style, format, and timing of the session itself. However, the purpose of the evaluation session remains substantially the same: to provide a basis on which the faculty may offer guidance to the Bishop in calling these candidates to Orders and to offer each student material on which he must reflect for the sake of integration and vocational discernment. The faculty accords to each student the professional confidentiality which the sensitive nature of these sessions dictates. It is expected that any student who chooses to discuss these sessions with another person would do so with prudence and discretion. Faculty Assessment and Communication of Results After the ordinary evaluation session, each faculty member will assess the student's readiness to continue in the formation program of the seminary and make a recommendation for continuation, dismissal, or a leave of absence if deemed suitable. Faculty members will give their individual recommendations to the President-Rector. A positive recommendation or a recommendation with reservation by all faculty members will result in continuation for the student. Such results will be communicated to the faculty by the President- Rector. The written recommendations and evaluations of the faculty are given by the President- Rector to the Formation Advisor who will then communicate the decision and any reservations to the student.
181 When there is not unanimity regarding recommendation for continuation, the Evaluation Faculty committee will convene in a review session. At this session each faculty member will express his or her decision and reasoning behind the decision. The President-Rector will lead the discussion until a consensus is reached. If the decision is for continuance or leave of absence, the Formation Advisor will communicate the results. When the faculty recommendation is for dismissal, the President-Rector and the Formation Advisor will work together in communicating the decision to the student. Formation Advisors will not begin communicating results to the students until decisions have been reached on an entire class or group. After an evaluation session it is possible that new information about a student may arise. It is possible that such information could lead to a change in the Evaluation Faculty Committee’s recommendation. It is left to the President-Rector's discretion to determine how to handle new information. The President-Rector will also collect the original copy of the final edition of the self-evaluation and the latest faculty evaluation forms for each student and secure these documents as a part of each student's personal file. The results of the evaluations are presented by the President-Rector to the Bishop who has the final responsibility to call a candidate to Orders. Throughout the evaluation process the student demonstrates his own maturity and commitment to the value of this procedure by initiating contact with his Formation Advisor at each step of the process. Request for a Faculty Reconsideration of Its Decision Seminarians who are not recommended for continuation in the program will be informed by the President-Rector and the Formation Advisor who will give the seminarian a letter that briefly enumerates the reasons for dismissal. The seminarian may submit a request for reconsideration of the decision of the Evaluation Faculty Committee in light of new information and/or a clarification of old information that might have a substantial bearing on the decision. This request is to be submitted in writing to the President-Rector by the seminarian within three calendar days after the seminarian receives the negative decision. This request should include a written statement outlining the reasons why the decision should be reversed (new information and/or clarification of old information) and any documentation the seminarian deems pertinent to the reconsideration. Along with the request, if he desires to have people speak on his behalf, the seminarian should submit a list of the names, addresses and telephone numbers of up to five people who the seminarian would like to appear on his behalf and who are able to provide new information and/or a clarification of old information. The seminarian should indicate specifically on what point(s) in his written statement the invited guest would be providing such new information and/or clarification. Also, if he so desires, the seminarian may choose an Advocate to assist him through the process. The seminarian should designate the Advocate in the request given to the President-Rector. The seminarian and the Advocate are free to contact the student’s Formation Advisor for any clarification that they might need with regard to the process. The President-Rector will indicate the date on which the reconsideration will take place as soon as it can be scheduled. At the reconsideration hearing, the President-Rector will welcome those present and offer an explanation of the procedure. The invited guests will be excused at this point to be recalled individually at a later time. The Advocate, if the seminarian has chosen one, will remain with the seminarian throughout the entire process. The reconsideration will proceed in this way:
182 1. The President-Rector will summarize the concerns that led to the dismissal vote of the Evaluation Faculty Committee. 2. Using as a basis for his remarks the written statement that he had previously submitted with the request for reconsideration, the seminarian will give a brief explanation of why the Evaluation Faculty’s concerns are insufficient to warrant dismissal. 3. A faculty representative will respond to the written statement that the seminarian has submitted and if he so desires to the seminarian’s comments. 4. The guests will be invited into the meeting individually to speak on the point(s) designated in the seminarian’s request. Questions may be asked of the guests by the seminarian first and then by faculty members. 5. After the last guest has been heard, questions may be asked or clarifications may be sought by faculty members from the seminarian. 6. The faculty representative may at his discretion offer closing observations. 7. The seminarian will then offer a final summation of why he thinks the Faculty Evaluation Committee should reverse its prior decision. 8. The President-Rector will then conclude the session by thanking the participants and explaining the rest of the procedure to those present. Evaluation Faculty Committee members will share their observations in executive session. A vote is taken after the appropriate discussion. The President-Rector announces the results of the vote to the Evaluation Faculty Committee and asks the Evaluation Faculty Committee to confirm or amend the vote. A serious doubt about the suitability of the seminarian must be resolved in favor of the Church. These results are communicated to the seminarian by his Formation Advisor in the presence of the President-Rector. It is this discussion and decision which are communicated to the Bishop by the President-Rector. Any further appeal is governed by the Code of Canon Law.
THE EVALUATION PROCESS FOR PRE-THEOLOGY SEMINARIANS
Saint Mary Seminary conducts a two-year Pre-theology Program. Seminarians in I Pre-theology will submit a written self-evaluation to the Director of the Pre-theology Program at least three weeks prior to the scheduled evaluation or on the due date indicated on the seminary’s general calendar. The self- evaluation will include an examination of his adjustment to the seminary program as well as an evaluation of his achievement in areas dealing with the characteristics and qualities desired in a candidate for the priesthood today. This self-evaluation will be distributed to the members of the Evaluation Faculty Committee as well as to members of the Borromeo Seminary faculty who have taught the student. The Director of the Pre-theology program will solicit their written observations. A summary of these observations will be drawn up by the Director of the Pre-theology Program and will be shared with the seminarian at a meeting between the seminarian, the Director of the Pre-theology Program and the Rector. If there is a question as to whether the seminarian is to be advanced in the program, the decision will be made by the full Evaluation Faculty. A decision for non-continuance will be conveyed to the seminarian by the Rector and the Director of the Pre-theology program.
Seminarians in II Pre-theology will participate in the full evaluation process as outlined above.
183 It will be decided at the end of the first year of theology by the Evaluation Faculty whether the former Pre-theology seminarian will participate in a full year internship or summer internships after his second and third year of theology.
NON-CONTINUING SEMINARIANS If during an academic semester, a seminarian discerns that he is not called to diocesan priesthood, he is to notify the President-Rector. Such a student, or one who has been dismissed by the Faculty, is expected to depart from the seminary at that time. With the permission of the President-Rector, the student may complete the academic semester provided he continues to carry a full academic load and continues to fulfill all community responsibilities (i.e., liturgical and spiritual expectations, house job, dishes, etc.). In exceptional circumstances, and only after consultation with the Dean of Students, the Academic Dean, the Seminary Spiritual Director and the Formation Advisor, the President-Rector may permit a student to remain in the seminary community until the end of the academic semester, even though the student chooses only to audit some of his courses. Such a student would still be expected to fulfill all community responsibilities. Failure to do so would result in immediate departure. In such circumstances, the President-Rector or Dean of Students will be responsible for notifying the student. LEAVES OF ABSENCE At times it is best that a student's growth needs to be addressed outside of the seminary program. A leave of absence is generally granted for one year at a time. While on a leave a student is still considered to be a member of the seminary community. It is expected that students who are contemplating a leave have discussed the matter with their Formation Advisor and their Spiritual Director. Students who desire to take a leave are to submit a written request to the President-Rector stating the reason(s) for the leave and the strategy being devised to deal with the reason(s) before leaving the seminary. If no statement has been submitted within two months after leaving the seminary, the Formation Advisor is expected to pursue the issue. Approaching the end of the year's leave, the student is expected to contact his Formation Advisor to inform him of the decision to return to the seminary, withdraw, or to ask for an extension. This decision is then to be communicated to the President-Rector by the student. If the student does not make this contact, the Formation Advisor will do so. The President- Rector then makes a decision on re-admission, extension or withdrawal. If the evaluating Evaluation Faculty Committee mandates the leave of absence, it is the responsibility of the Formation Advisor to present, in writing, the mandate and any conditions which the Evaluation Faculty Committee may require. The written document should be prepared in consultation with the President-Rector. In presenting the mandate to the student the Formation Advisor explains the reasons for the mandate and any conditions. The Formation Advisor will also monitor the fulfillment of the mandate during the leave. This holds true also for a request to receive a psychological evaluation and/or counseling as a condition for possible return to the full program. In consultation with the Evaluation Faculty Committee, the President-Rector and the Formation Advisor make the decision to readmit a student from a mandatory leave of absence. While the President-Rector has principal responsibility in this action, he works with and through the Formation Advisor who serves as his liaison with the student. It is important that the Formation Advisor keep the President-Rector informed of the student's progress or of any new developments. While a student may and is encouraged to communicate directly with the
184 President-Rector, the use of the Faculty Advisor helps to keep continuity with the process of integration and readiness for ministry. When a student goes on leave or is dismissed, it is the responsibility of the student to communicate this information to those whom he chooses and in a manner of his own choosing. The seminary administration will notify officially the student's proper pastor and, if necessary, the field education supervisor. If a student leaves during the academic year common courtesy dictates that the student would inform his field education supervisor that he will not be continuing in his assignment. PROFESSIONAL COUNSELING AND REFERRALS Saint Mary Seminary is committed to a holistic approach to Christian living and to formation for ordained ministry. There are essential connections between spiritual, mental, emotional, and physical health. Consistent with this recognition is the fact that at times it may be appropriate -- indeed necessary -- for one to enter into therapy of some kind in order to facilitate one's growth and development as a person, as a Christian, and as a candidate for ordained priestly leadership. Saint Mary Seminary thus recognizes the important role that therapy might play in an individual's life and formation at a given time. The seminary itself, however, is not a therapy institution. Instead, the seminary formation faculty may at times initiate referral to an institution, program, or therapist. Or it may happen that entering into therapy may take place at the initiative of the student. These guidelines are meant to help facilitate the process of a student entering into therapy. The student's Formation Advisor is the Evaluation Faculty Committee member with whom the student should most appropriately discuss the issues related to entering into therapy. Thus if a student approaches the President-Rector or another faculty member about entering into therapy the student should be referred to the Formation Advisor to discuss the various aspects of his involvement in therapy. Further, if a student approaches his Spiritual Director about entering into therapy it is the understanding of the Evaluation Faculty Committee that, respecting the confidentiality appropriate to that relationship, the student should ordinarily be encouraged to discuss the various aspects of his involvement in therapy with his Formation Advisor. When a student initiates the decision to enter into therapy he should also be directed to inform the President-Rector of this situation. When the decision to enter into therapy is made at the suggestion of the Formation Advisor (or perhaps Spiritual Director), the student should also be directed to inform the President- Rector of this decision. In situations where the Evaluation Faculty Committee requests a student to seek a psychological evaluation and/or therapy, the student is expected to inform his Faculty Advisor that contact has been made and the Formation Advisor, in turn, informs the President-Rector. The President-Rector and seminary Evaluation Faculty Committee will work together to keep a current listing of professional counselors to whom students may be referred. It is recommended that when a student has been asked to enter into professional counseling, the student should meet with his Formation Advisor and the President-Rector to determine the appropriate course of action. Ordinarily the students are expected to release the counselor to consult with the referring agent, i.e., normally the Formation Advisor and President-
185 Rector. This is to keep clear the communication between the counselor and the seminary program's interests and concerns. Financial Considerations: . It is the understanding of the Faculty Evaluation Committee that it is up to the student to assume primary financial responsibility for counseling or other forms of counseling he may enter into. If necessary the seminary may be able to fulfill an auxiliary role in this regard. . As a student enters into counseling he should consider these three avenues of financial support, in this order: the student's health insurance program, the student's own financial resources, Saint Mary Seminary Rector's Fund. . Most often health insurance programs pay at least some percentage of support for counseling or other forms of therapy. . It is the seminary's understanding that the student should next consider his own financial resources as the source for the payment for therapy. This may take the form of paying for the percentage of counseling not covered by the insurance, or perhaps covering the entire cost of the therapy himself. This might obviously require personal adjustments and sacrifices on the part of the student. . Finally, if a need remains for financial support for counseling the seminary stands ready and willing to offer such support through the Rector's Fund. Ordinarily the President-Rector looks for evidence that the first two avenues of financial support have been exhausted. GENERAL CRITERIA FOR EVALUATION "The existence of a vocation is established not so much by some inner feeling or devout attraction, which may sometimes be absent or hardly perceptible, but rather by a right intention in the aspirant, together with a combination of physical, intellectual and moral qualities which make him fitted for such a state of life." (Pius XI. Ad catholici sacerdotii). Therefore, in considering the fitness of the candidate for the priesthood, his health, his academic qualifications, and his character must all be carefully considered. Health Physical Health The physical good health required by the ministry of the diocesan priesthood is to be ascertained in each candidate. "We deem it useful to exhort you to examine with your acknowledged prudence and with care whether those who wish to receive Orders are physically fit.... For this reason these candidates should be carefully examined and where necessary the judgment of a good physician should be sought." (Pius XII. Menti nostrae).
Psychological Health A state of emotional maturity and psychic balance are essential if a priest is to exercise his ministry in the diocesan priesthood happily and fruitfully. As a part of the overall formation evaluation process, new students at Saint Mary Seminary are given psychological tests as a regular part of the admissions process. Furthermore, if there is a reason to doubt a candidate's fitness on these grounds, a suitable investigation is to be instituted according to the prescriptions outlined by the Congregation for Catholic Education Guidelines for the use of Psychology in the Admission and Formation of
186 Candidates for the Priesthood, 29 June 2008, [http://www.vatican.va/roman_curia/congregations/ ccatheduc/documents/rc_con_ccatheduc_ doc_20080628_orientamenti_en.html] The student may be referred to a clinical psychologist or, if the situation warrants it, to a psychiatrist. Academic Achievement Fitness for ordination requires that measure of intellectual ability sufficient to perform properly the diocesan priestly ministry. Ordinarily the possession of a bachelor's degree from an accredited college assures such intellectual ability. Further, the Graduate Record Aptitude Examination is required prior to application to Saint Mary Seminary in addition to official transcripts from all colleges attended. The results are offered to the faculty for their consideration. However, it is not only intellectual ability which must be measured, but also the use of these mental talents which must be considered when evaluating a candidate's fitness for the priesthood. This academic achievement is measured in the grades or marks which the candidate receives in his various courses. Should the candidate manifest a consistently unsatisfactory level of academic achievement, that is, numerous D's and F's, his fitness for the priesthood would ordinarily be seriously questioned. Character Traits and Motivation Candidates are expected to manifest a right intention and freedom of choice. This right intention must exclude motives of personal gain, self-advancement, or public prestige; rather he must be motivated by faithful and loving service to God and to the people of God in Christ's Church. As this motivation is supernatural, it must be nourished through supernatural means: the liturgical life of the Church, exercises of piety in private prayer, etc. If there is evidence of the lack of such motivation, serious question as to the fitness of the candidate will be raised. SPECIFIC CRITERIA FOR EVALUATION
Intellectual Development Interest in academic pursuits. Ability to grasp essentials. Ability to see relationships. Ability to relate new information to past learning. Ability to organize research. Ability to understand questions addressed to him. Ability to answer questions addressed to him. Ability to integrate studies with other dimensions of seminary life: spiritual, interpersonal, professional, liturgical, etc. Ability to integrate studies with field education. Frequency of classroom participation. Quality of classroom participation. Readiness to ask questions. Readiness to challenge new ideas.
187 Ability to assess and utilize his talents and skills. Attitude regarding field experience as a true learning experience. Approximation of performance to potential. Overall evaluation of intellectual ability.
Emotional Development Capacity to tolerate frustration. Tolerance for ambiguity. Ability to accept and profit from correction. Mature acceptance of his sexuality. Ability to take advantage of opportunities available to him for personal development. Readiness to accept responsibility. Ability to accept responsibility. Willingness to undertake work in new areas. Ability to perceive and admit limitations and relativity of his own projects. Attitude toward seminary life. Attitude toward fellow seminarians. Attitude toward Church authority and official Church teaching. Attitude toward authority in general. Firmness of conviction regarding vocational commitment. Predominant mode of adjustment: Aggressive ("attacks" problems and does something about them). Defensive (makes excuses/blames others or situation for problems). Withdrawal (runs away from responsibilities). Predominant emotional state: cheerful sad relaxed tense optimistic pessimistic self-confident insecure spontaneous inhibited trusting suspicious
188 mild-mannered quick tempered Ability to abstain from or to use moderately alcohol or other legitimate drugs.
Interpersonal Development Need of support and assurance from others: neither denied nor excessive Relates readily and comfortably with other seminarians. Relates maturely with various people, e.g., women, whether religious or lay; men, whether clerical, religious or lay; the elderly, whether clerical, religious or lay; adolescents; children. Relates maturely with the seminary staff. Relates maturely with the seminary faculty. Other seminarians relate readily and comfortably with him. Readiness to be of assistance. Concern for community problems. Effort to be attentive to and to understand the feelings of others. Ability to tolerate shortcomings of others. Willingness to consider and respect different points of view. Need to dominate others in cooperative efforts. Sensitivity to the convenience, needs, and legitimate expectations of others (keeping appointments, being on time, imposing on others, etc.) Readiness and responsiveness to share the work load. Has identifiable close friends as a part of a wider circle of acquaintances. Tends to reticence, shyness, being withdrawn; a loner.
Professional Development Ability to express himself and to communicate his ideas clearly and effectively. Ability to make effective decisions. Ability to direct others harmoniously. Ability to direct others effectively. Ability to encourage and promote growth potential in others. Energy expended in the fulfillment of assignments. Respect for, and willingness to learn from, the experience of others. Concern for individuals and for groups alienated from society by accident or choice. Concern for individuals alienated from the Church by accident or choice.
189 Appreciation for the relevance of social issues in his ministry (welfare, housing, etc.). Ability to reflect theologically about his priestly mission. Realization that as a cleric he cannot divorce himself completely from being a representative of the Church. Ability to distinguish between opinion and official Church teaching. Care and reverence in exercising liturgical duties. Ability in celebrating and/or assisting at the liturgy. Ability to read the Word of God effectively. Demonstrates a clear adherence to official Church teaching. Ability to relate to the authority of the institutional Church.
Human Development Demonstrates gentlemanly virtues. Is neat and clean in appearance. Takes appropriate care of personal property. Is gracious and hospitable with personal property, time, and talents Is careful and respectful of the property of others; e.g. returns borrowed books and other goods promptly; keeps seminary room and property in good condition. Is financially responsible and accountable and seeks to pay debts quickly. Uses proper etiquette at table and in other social settings. Makes others feel at home or at ease. Respects the person and character of others and does not support or engage in derogatory comments or discussions about others. Takes pride in his language and is not given to using vulgarity or profanity. Has a sense of humor but does not joke at another's expense. Is ready and willing to accept the apologies and the forgiveness of others in a spirit of reconciliation. Is ready and willing to extend an apology and to seek forgiveness when necessary in a spirit of reconciliation.
Spiritual Development Interest in questions of spiritual development. Respect for the style of spirituality he finds in others. Ability to speak freely about the spiritual realities in his life.
190 Seeks regular spiritual direction. Devotes some time to reading spiritual, inspirational material. Appreciation of his need for reconciliation with God and man in the Sacrament of Penance. Regular (daily, if possible) participation in the Eucharist. Willingness to take advantage of opportunities for retreat, days of recollection, etc. Spends some time regularly in private, personal prayer. Ability to use Scriptures in this form of prayer. Ability to integrate this form of prayer with his life, work, apostolate. Appreciation of prayer in common (e.g., parts of the Office) and liturgical prayer. Appreciation of shared prayer in groups. Willingness to share in group reflection, dialogue, prayer. Ease with prayer in formal situations. Ability to help religious, laity with practical problems they encounter in prayer life. Faith Abiding trust in God's providence, even in the face of struggle and difficulties. Awareness of the presence of God in the events, circumstances of his life. Appreciation of this faith dimension in the growth and Confirmation of his vocation. Ability to promote faith of this kind in others through his example and ministry. Hope Abiding trust in God's providence, even in the face of struggle and difficulties. Freedom from undue anxiety for the future. Is optimistic and engenders optimism in others. A healthy respect for the past and manifestations of the past in the present. Mature attitude toward change: in his own life and in the life and structures of the Church. Respectful use of material things; readiness to share with others. Love Love of God as the motivating force in his life and work, and expressed in love and service of his neighbor as motivating his priestly vocation. Respectful of the dignity of other persons, of their unique personal and spiritual calling. Mature relationships with men. Mature relationships with women.
191 Mature understanding and acceptance of celibacy in the priestly life. Appreciation of some voluntary mortification and penance as an aid to growth in the spiritual life. PEER EVALUATION Peer evaluation is a part of the total formation and evaluation process offered to all seminarians preparing for priestly ministry in the Catholic Church at Saint Mary Seminary. The willingness to be evaluated, including evaluation by peers, is seen by the faculty to be a very strong indication of the student's desire to grow so as to be a better minister. To highlight the importance of this process peer evaluation will take place within the context of communal prayer and during a period of time set aside for this purpose during the spring semester. Definition Peer evaluation is the process through which a seminarian has an opportunity to benefit from information provided by other seminarians with whom he is in frequent and on-going contact and who share with him the experience of the same formation program. Objectives To provide the seminarian with an assessment, made by his peers, of his progress in self- development; To serve as a reminder that personal assessment of progress must be continually made by the individual himself; and To provide the student with information that he can use to make comparative evaluations of his progress from year to year. The Form The form is printed material in two parts: the first allows the Reviewer to prayerfully reflect upon a particular student’s behavior in the light of the four areas of formation: intellectual, pastoral, human and spiritual. The second is a series of statements in four categories with which the Reviewer will agree or disagree relative to the person being evaluated. There is also provision for personal comments. The Process A week before the actual evaluation each student will receive a list of students whom he will evaluate and the booklet “Saint Mary Seminary Peer Review. Each section in this booklet deals with a specific aspect of formation as outlined in Pastores Dabo Vobis. The seminarian is to reflect and pray on each of the areas of formation and for the students that the seminary Spiritual Director has selected for him to review. After a week of reflection and prayer the student will receive and complete a review form as conscientiously as possible within the allotted time and return them to the seminary Spiritual Director. Students ought to receive and read the evaluations from their peers in the same prayerful context in which they were given. Students ought to reflect seriously on the meaning of these responses and should consider discussing them with their Spiritual Directors and Formation Advisors.
192 Only in an instance in which a student has received a considerably unfavorable faculty evaluation might the faculty request that the student share with the entire faculty his peer evaluation. Such a request is made to the student in writing, signed by the Rector. The student must give written authorization for the peer evaluation to be used in such a manner.
193 APPENDIX I -- EVALUATION FORM
Seminarian______Class______Faculty Member______Date______How long have you known this seminarian? ______How well do you know him personally? _____Very Well ____ Well ___Fair How well do you know him academically? _____Very Well ____ Well ___Fair
Abstention: _____ Privileged relationship _____ Lack of Knowledge Progress Vote 1.______Advance in the Program: List Positive Reasons ______2.______Advance in the Program with special attention to the following issues: ______3.______Leave of Absence ______4.______Dismiss 5. ______Further Discussion Requested Ordination Vote: Recommendation: 10 is the strongest recommendation for Orders and 6 the weakest. 1 is the strongest recommendation to deny Orders and 5 is the weakest Recommend Not Recommended 1. Recommendation 10 9 8 7 6 5 4 3 2 1 2. Further formation required 3. Discussion requested 5th year Confirmation of ordination vote Recommend Not Recommended 1. Recommendation 10 9 8 7 6 5 4 3 2 1 2. Further formation required 3. Discussion requested
194 APPENDIX II -- DISCERNMENT PROCESS FOR TRANSFERS TO OR FROM RELIGIOUS COMMUNITIES OR OTHER DIOCESES
Through the following process, the Seminary hereby implements the Norms of the United States Conference of Catholic Bishops as they appear in the Program of Priestly Formation, 5th Edition, Addendum A, p. 117 ff., wherein the Conference declares that, “A primary responsibility of a diocesan bishop is the selection and training of candidates for the priesthood. . . . [which requires] full disclosure of all relevant information about a candidate who had previously been in formation and who subsequently applies for enrollment in a program of priestly formation. . . .”
I. Diocesan Seminarians:
When a Diocesan seminarian is considering whether he may be called to religious life or to service in another diocese, the following discernment process must be employed.
The seminarian must initially bring the matter to his Spiritual Director and Formation Advisor. While the input of spiritual direction is essential, the issue cannot linger in the internal forum. The issue of one’s vocation is also an ecclesial matter that the Church discerns along with the seminarian in the external forum.
After two discussions with the Formation Advisor, the pertinent issues and considerations should be identified. In the course of those discussions, if the seminarian decides to remain in the program as a candidate for the Diocese of Cleveland, no further action need be taken.
After the above-mentioned meetings with the Formation Advisor, if the seminarian is still considering a transfer, the seminarian will meet together with the Rector and the Formation Advisor. After discussion, the Rector may indicate that further discussions with the Formation Advisor and Spiritual Director are advisable. In such a case, the Formation Advisor must report to the Rector on no less than a monthly basis concerning the status of the seminarian’s discernment. When the Rector considers the issues ready for fuller treatment, he will ask the Seminarian for a written self-reflection concerning the issues and steps he has taken in discerning the transfer. The Seminarian will share the written self-reflection with his Spiritual Director and Formation Advisor. The Formation Advisor may then ask for revisions so the Seminarian can include additional pertinent information.
The self-reflection is then distributed to the Formation Faculty. After reading the self- reflection, the Formation Faculty will gather to discuss the issues. The Faculty may decide to encourage the seminarian (1) to transfer, (2) to remain in the Diocese, or (3) to engage in further discernment within or outside the seminary. The Faculty may design a leave of absence to assist the seminarian, suggest a retreat, or arrange for further discussions with certain priests or religious. It may also pursue any other reasonable course of action that it may consider potentially fruitful.
The Rector, Formation Advisor and one member of the Formation Faculty designated by the seminarian then meet with the seminarian and his Spiritual Director (who observes but offers no input at the meeting). During this session, the objective is not to convince the Seminarian to remain in the Diocese, but to communicate the Faculty’s assessment of the Seminarian’s discernment process and to offer the Faculty’s view on the status of the Seminarian’s vocation.
195 The Rector also communicates and discusses with the seminarian the Faculty’s recommendation for the next step in the discernment process.
After all the steps of the above discernment process have been completed, the seminarian will communicate his final decision to his Formation Advisor. The seminarian, the Formation Advisor and the Rector will then meet to finalize the process.
If the seminarian decides to pursue a transfer, the Rector then communicates information concerning the seminarian’s suitability for Orders to the relevant religious superior, vocation director of the receiving diocese, and rector of the receiving seminary in accord with the USCCB’s Program for Priestly Formation, 5th Edition.
II. Religious or Seminarians from Other Dioceses:
When a Religious or seminarian from another diocese approaches any faculty member to inquire about transferring into the Diocesan Seminary program, he or she will inform the Rector who will notify the Vocation Director. The Rector will inquire whether the Seminarian has brought the issue to the attention of his Religious Superiors or to his own diocesan Vocation Director. If he has not, the Rector will direct him to do so prior to any further discussion about a transfer.
After the seminarian has fully discussed the matter with his own diocesan officials or religious superiors, he may apply for admission to Saint Mary Seminary. The Rector must seek from the pertinent Religious Superiors or the rector of the candidate’s current seminary information pertaining to the candidate’s suitability for Orders in accord with the USCCB’s Program for Priestly Formation, 5th Edition. The admissions committee will determine if all required elements for application to the Seminary have been submitted, and will request the Seminarian to submit any items that may be missing. After meeting with the candidate, the Admissions Committee will vote on whether to accept the candidate into the seminary program. If the Committee votes to accept the candidate, the Rector will inform the Bishop who, if he decides to accept the candidate, will write the letter described in Norm #6, PPF, 5th Edition, p. 122. If the seminarian is accepted, the Academic Dean will determine which year of formation the candidate will enter.
The Rector will then communicate the Seminary’s decision to the candidate.
196 APPENDIX I(Chapter 4)—CONFLICT OF INTEREST POLICY
Faculty and employees of Saint Mary Seminary and Graduate School of Theology follow the Diocesan Conflict of Interest Policy as stated in the Center for Pastoral Leadership Employee Handbook, p. 18-22. The policy is repeated here in its entirety.
Section 402: Conflict of Interest Policy
402.1 Purpose and Coverage. All employees and members of advisory boards and committees (the “Covered Individual”) shall avoid and minimize activities and situations which actually, potentially, or apparently conflict with The Center for Pastoral Leadership’s interests or interfere with The Center for Pastoral Leadership’s duty to serve the Roman Catholic Church’s teachings and missions (“Conflict” or “Conflicts”). The Covered Individuals shall stand in a fiduciary relationship to The Center for Pastoral Leadership and their fiduciary responsibilities are to perform their duties in good faith and in a manner reasonably believed to be in the best interest of The Center for Pastoral Leadership and with such care, including reasonable inquiry, skill and diligence, as a person of ordinary prudence would use under similar circumstances.
402.2 Types of Conflicts. A Conflict can include, but is not limited to, the following:
(a) having a direct or indirect financial interest or a close personal interest through family or otherwise in a company, service, transaction, property, or product that could be affected (in a positive or negative manner) by a decision which the Covered Individual makes;
(b) serving as a partner, member, shareholder, director, officer, or trustee of another entity that has a direct or indirect interest in a transaction with The Center for Pastoral Leadership;
(c) revealing or misusing confidential information;
(d) accepting or offering substantial gifts, excessive entertainment, favors or payments which may reasonably be construed to constitute undue or otherwise improper influence;
(e) breaching any fiduciary duty owed to The Center for Pastoral Leadership;
(f) participating in any private inurement transactions, which include transactions where The Center for Pastoral Leadership’s resources are transferred to an individual solely by virtue of the individual’s relationship with The Center for Pastoral Leadership and without regard to accomplishing The Center for Pastoral Leadership’s purposes;
(g) exploiting opportunities for personal or private benefit that could otherwise benefit The Center for Pastoral Leadership;
(h) taking direct action on behalf of The Center for Pastoral Leadership that may result in a material personal or private benefit or that may result in material adverse impact to a personal or private competitor;
(i) competing with The Center for Pastoral Leadership;
197 (j) publicly engaging in behavior or making statements which are inconsistent and/or potentially embarrassing or contrary to the teaching and mission of the Catholic Church and The Center for Pastoral Leadership.
(k) utilizing Center for Pastoral Leadership facilities and materials for the Covered Individual’s own personal gain
(l) engaging in outside employment as prohibited herein.
402.3 Definitions.
Financial Interest. A Covered Individual has a “financial interest” if that person has directly or indirectly, through business, investment, or family (including spouses; brothers or sisters; spouses of brothers or sisters; ancestors; children; grandchildren and great grandchildren; spouses of children, grandchildren and great grandchildren) any one of the following:
(a) An ownership or investment interest in any entity with which The Center for Pastoral Leadership has a transaction or arrangement;
(b) A compensation arrangement with The Center for Pastoral Leadership, other than compensation earned as salary or wages for normal employment, or any entity or individual with whom The Center for Pastoral Leadership has a transaction or arrangement; or
(c) A potential ownership or investment interest with, or compensation arrangement with, any entity or individual with whom The Center for Pastoral Leadership is negotiating a transaction or arrangement.
Compensation. Compensation includes direct and indirect remuneration, as well as gifts or favors that are substantial in nature.
402.4 Outside Employment. Generally, any other job interest or activity from which the Covered Individual seeks monetary payment or other financial gain during the Covered Individual’s regular or assigned working hours for The Center for Pastoral Leadership shall constitute a Conflict and shall be prohibited. However, a Covered Individual’s outside employment will not be construed as a Conflict so long as the hours of the outside employment do not overlap or coincide with the Covered Individual’s required time as set forth by The Center for Pastoral Leadership, so long as the Covered Individual’s work performance is not affected by such outside employment, and so long as such outside employment is not otherwise a Conflict as described in section 402.2.
402.5 Duty to Disclose. Covered Individuals shall disclose all Conflicts, including all transactions involving a financial interest, to the applicable board or committee or, in the case of employees, to the Chief Operating Officer of The Center for Pastoral Leadership. Disclosures shall be written and shall include sufficient detail so as to allow a complete and objective assessment of the Conflict. The duty to disclose includes the following:
(a) disclosure of actual, potential, or apparent Conflicts directly or indirectly involving the Covered Individual (“Primary Conflicts”)
198 (b) disclosure of Conflicts of which the Covered Individual is aware which directly or indirectly involve another Covered Individual (“Secondary Conflicts”).
No Covered Individual shall be subject to any form of retaliation or discipline for disclosing an actual, potential, or apparent Secondary Conflict. The Center for Pastoral Leadership shall insure that Covered Individuals reporting Secondary Conflicts shall suffer no retaliation as a result of their involvement in the investigation, except in the case of intentional misconduct or bad faith, provided that The Center for Pastoral Leadership shall not be in any way restricted from taking action against a Covered Individual for a Covered Individual’s own violation of this Conflict of Interest policy. Any Covered Individual found to have intentionally or willfully falsely reported a Conflict or Secondary Conflict, or found to have failed to disclose a Conflict or Secondary Conflict of which the Covered Individual knew or should have known, or found to have reported a Conflict or Secondary Conflict in bad faith, shall be subject to disciplinary action.
402.6 Procedures for Addressing a Disclosed Conflict.
(a) Committee or Advisory Board Members. A person who is a Covered Individual due to their membership on an advisory board or committee shall disclose all Conflicts to the advisory board or committee to which the Covered Individual belongs as well as to the General Counsel for The Center for Pastoral Leadership. If the advisory board or committee, with the approval of the General Counsel for The Center for Pastoral Leadership, finds that a Conflict in fact exists, the following procedure shall be followed:
(i) The Covered Individual may make a presentation at the applicable meeting; but after such presentation, he or she shall leave the meeting during the discussion of, and vote on, the transaction or arrangement that results in the Conflict.
(ii) The chairperson of the board or committee shall, if appropriate, appoint a disinterested person or committee to investigate alternatives to the proposed transaction or arrangement.
(iii) After exercising due diligence, the board or committee shall determine whether The Center for Pastoral Leadership can obtain a more advantageous transaction or arrangement with reasonable efforts from a person or entity that will not give rise to a Conflict.
(iv) If a more advantageous transaction or arrangement is not reasonably obtainable under circumstances that would not give rise to a Conflict, the board or committee shall determine by a majority vote of the disinterested board or committee members whether the transaction or arrangement is in The Center for Pastoral Leadership’s best interest and for its own benefit, whether the transaction is fair and reasonable to The Center for Pastoral Leadership, and it shall make its decision as to whether to enter into the transaction or arrangement in conformity with such determination.
(b) Employees. If a person is a Covered Individual due to his/her employment with The Center for Pastoral Leadership, the Covered Individual shall disclose all Conflicts to the General Counsel of The Center for Pastoral Leadership. The General Counsel
199 then shall undertake whatever steps he or she deems necessary to determine if a Conflict exists and, if so, what action is required.
402.7 Violation of Policy / Failure to Disclose Conflict.
(a) If any board, committee, or supervisor, in the case of an employee, has reasonable cause to believe that a Covered Individual has failed to disclose an actual or possible Conflict or Secondary Conflict, it or he/she shall inform the Covered Individual of the basis for such belief and afford the Covered Individual an opportunity to explain the alleged failure to disclose.
(c) If, after hearing the response of the Covered Individual, The Center for Pastoral Leadership may undertake such further investigation as may be warranted under the circumstances.
(d) By signing this Conflict of Interest Policy, the Covered Individual hereby authorizes the release of any and all personal information, including, but not limited to personal financial information, and hereby agrees to provide or instruct others to provide The Center for Pastoral Leadership with such personal information as The Center for Pastoral Leadership may reasonably request in furtherance of The Center for Pastoral Leadership’s investigation. The Covered Individual hereby agrees to sign any document that The Center for Pastoral Leadership may require for these purposes. The Center for Pastoral Leadership shall, to the extent permitted by law, take such reasonable steps to keep such personal information confidential.
(d) If the board, committee, or supervisor determines that a Covered Individual has in fact failed to disclose an actual or possible Conflict or Secondary Conflict, has intentionally or willfully falsely reported a Conflict or Secondary Conflict, or has reported a Conflict or Secondary Conflict in bad faith, The Center for Pastoral Leadership, in addition to its other legal remedies, may take appropriate disciplinary action against Covered Individuals who violate this Conflict of Interest Policy. This disciplinary action may include, but not be limited to, oral admonishment, written reprimand, reassignment, suspension, or termination of the Covered Individual.
402.8 Subsequent Conflicts and Disclosures. Notwithstanding previous disclosure of actual, potential, or apparent Conflicts or Secondary Conflicts, a Covered Individual shall make a new disclosure of Conflicts, including Secondary Conflicts, when any matter involving the Conflict arises for discussion or action. In the event that a Covered Individual is uncertain whether an actual, potential, or apparent Conflict exists, the Covered Individual should make disclosure of the circumstances that may give rise to an actual, potential, or apparent Conflict or Secondary Conflict.
402.9 Miscellaneous.
(a) Center for Pastoral Leadership Property. Any materials, computer, audio visual, any kind of written materials which are developed by a Covered Individual either during working hours or with CENTER FOR PASTORAL LEADERSHIP facilities, equipment, materials, shall be the property of The Center for Pastoral Leadership unless otherwise negotiated between The Center for Pastoral Leadership and the Covered Individual.
200 (b) Confidential or Privileged Information. Information known to be confidential that is acquired by Covered Individuals in the course or employment or association with The Center for Pastoral Leadership and its affiliated entities shall be used only for the benefit and purposes of The Center for Pastoral Leadership. Covered Individuals shall neither disclose confidential information outside the scope of their authorized duties nor utilize their position or association with The Center for Pastoral Leadership for personal identification or advantage.
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