School of Leadership and Church Ministry

Doctor of Educational Ministry Degree

School of Leadership and Church Ministry

The LEAD School of The Southern Baptist Theological Seminary has a long and rich history in the development of Christian education ministers and Christian higher education professionals. The Doctor of Educational Ministry degree is our professional doctorate for church and denominational ministry professionals who wish to advance their ministry but are not preparing for teaching in higher education.

Program Information
The Doctor of Educational Ministry degree is designed to meet the needs of Christian Education ministry professionals who desire further academic and practical training in a contemporary ministry setting, but whose ministerial responsibilities do not allow them to suspend full-time employment or relocate to Louisville to pursue that training. The seminary and the doctoral degree program are accredited as follows:

The Southern Baptist Theological Seminary is accredited by the Commission on Colleges of the Southern Association of Colleges and Schools (1866 Southern Lane, Decatur, Georgia 30033-4097: Telephone number 404-679-4501) to award the doctorate degree.

 

The Southern Baptist Theological seminary is accredited by The Association of Theological Schools in the United States and Canada ( 10 Summit Park Drive, Pittsburgh, Pennsylvania 15275-1103: Telephone number 412-788-6505) to award the doctorate degree.

Purpose

The purpose of the Doctor of Educational Ministry degree is to equip persons committed to Christian leadership and church ministry in leading education and discipleship ministries, Christian leadership, church growth, consultation, and mission’s administration. The Doctor of Educational Ministry is designed to qualify graduates to assume advanced professional ministry positions. Distinctive features of the program include:

1. The student's participation in interdisciplinary academic seminars.
2. Applied Ministry Experience (AME).
3. A Ministry Research Project.

Each student is involved in Applied Ministry Experience under a faculty supervisor. The ministry placement must be appropriate, allowing for developed competence and increased skills in the performance of ministry. The distinctive dimensions of the Applied Research Project, which is prepared in the final stages of the student's work toward the professional doctorate, consist of the student's utilization of research as a means of ministry in the context of a field situation.

Functional Major in Ministry
Students may select a functional major in one of the following areas:

1. Christian Education: Church Leadership.
2. Christian Education: Evangelism and Church Growth.
3. Christian Education: Missions Administration.

Master of Divinity graduates desiring a major in Evangelism and Church Growth or Missions Administration should enroll in the Doctor of Ministry offered through the Billy Graham School, of Missions, Evangelism, and Church Growth in lieu of the Doctor of Educational Ministry program.

Degree Requirements
The Doctor of Educational Ministry degree consists of 46 semester hours comprised of 12 semester hours of foundational seminar participation, 12 semester hours of ministry concentration studies, 12 semester hours of Applied Ministry Experience (AME), and 10 hours of research in the practice of ministry. The research hours include participation in a project methodology seminar and the preparation of a ministry research project.

Students must earn a minimum grade of B- (3.0) for each individual component of the Doctor of Educational Ministry degree. If a student receives less than a B- (3.0) on any individual component, that component must be repeated. A student is placed on probation upon receiving a grade lower than B- (3.0). Should a student receive two successive grades lower than B- (3.0), termination from the Doctor of Educational Ministry program will result. At all times the student will be under the guidance of a faculty supervisor, as described below.

Doctor of Educational Ministry students shall pursue a curriculum involving course work described as Foundation for the Practice of Christian Education ministry, Applied Ministry Experience, and Research in the Practice of Educational Ministry. This design is described below. Students who enter the Doctor of Educational Ministry program are expected to pursue the degree concurrently with their full-time vocational involvement in ministry and should plan on a minimum of four years of study with a maximum of six years.

Admission Requirements
The Professional Doctoral Studies Committee of the School of Leadership and Church Ministry will recommend admission to the program of study for the Doctor of Educational Ministry to the faculty. Recommendation will be based upon an analysis of the profiles of data related to applicants. The entrance requirements involve the following:

1. A Master of Arts in Christian Education or its equivalent from an ATS accredited institution, with a minimum grade point average of B- (3.0).
2. An acceptable score of less than five years old on the Millers Analogies Test. Applicants whose first language is not English may elect to substitute the Test of English As a Foreign Language exam (TOEFL) for the MAT. A minimum test score of 575 on the paper-based TOEFL General Test or 233 on the computer-based TOEFL General Test is required. The Test of Written English and Test of Spoken English are also required.
3. A single-spaced personal vitae for the Doctoral Studies Committee (this is not your résumé) separate from the written autobiography required by the Admissions Office. This vitae should include a brief description of your previous academic studies, a brief description of your rationale for pursuing professional doctoral studies, a brief description of your ministry goals as a result of doctoral studies, a brief description of areas of research you might be interested in exploring during your doctoral studies, a detailed description of your current occupational ministry responsibilities and the leadership tasks involved including: position title, number of years in the position, service dates, the name of the organization, contact information, and significant contact person(s), a detailed listing of previous ministry experiences indicating the significant tasks and leadership responsibilities completed as part of your service in the position including: position title, number of years in the position, service dates, the name of the organization, contact information, significant contact person(s)--each single-spaced description of a position should be at least one half page in length.
4. A minimum of three years of vocational ministry experience (normally considered full-time) beyond the MA degree, which shall be evaluated by references.
5. The submission of a critical book review that will allow School of Leadership and Church Ministry faculty to evaluate the student's ability to interact critically with the literature of the field.

Conditional Admission
Because the design of this program requires that students maintain a high degree of discipline and self-motivation, accepted applicants would be admitted conditionally to the program. Following the student's completion of the first seminar and first Applied Ministry Experience, appropriate School of Leadership and Church Ministry faculty will evaluate the student's work and participation. Students whose preparation, learning style, personal circumstances, etc., will likely hinder successful completion of this program will not be permitted to continue in the program. Each applicant admitted conditionally will be expected to attend an orientation session during the week of the student's first seminar, where program requirements will again be emphasized. Admitted students also will be strongly encouraged to acquire access to the Internet and e-mail in order to facilitate communication with faculty and with other students.

Faculty Supervision
Each accepted applicant will be assigned a School of Leadership and Church Ministry approved faculty advisor who will be responsible for supervising the student's process through the entire Doctor of Educational Ministry program. It is assumed that through the submission of pre- and post-seminar work and AME reports, on-campus interaction, and project development, students will maintain at least monthly contact with the faculty supervisor.

The faculty supervisor has the responsibility, generally, of counseling the student who has matriculated after acceptance into the program. Specific duties are as follows:

1. Stay in correspondence with students as they move through the program, giving encouragement (or prodding) as needed.
2. Work with students to develop an acceptable project proposal, as they anticipate taking the project methodology seminar. Be available for in-person supervision during the week of Project Methodology. It is the student's responsibility to notify their faculty supervisor when they will be attending Project Methodology.
3. Read and approve the project proposal and sign the approval sheet for the proposal so it can be presented to the Professional Doctoral Studies Committee for approval or re-submission. The faculty supervisor is encouraged to be present in the committee meeting during the discussion of the student's project proposal. The Faculty Supervisor is to work with students to re-formulate the proposal if resubmission is required.
4. Monitor the carrying out of the project and supervise the final writing of the Ministry Research Project. Upon completion, the student is responsible for sending five (5) copies to the Professional Doctoral Studies Office.
5. Select a second faculty member to read the project and participate in the oral examination (a third member to be selected from among field supervisors in Louisville if the field supervisor cannot come for the oral), as well as set the place, date and time for the one-hour-long oral. After the date, time and place have been set, it is the Faculty Supervisor's responsibility to contact the Professional Doctoral Studies Office with the information. Conducting the oral exam is also the responsibility of the Faculty Supervisor.
6. The Faculty Supervisor will obtain two sets of grades (written and oral) for the project from the three examiners and average them. Place the grades on the oral exam form supplied by the student and send it to the Professional Doctoral Studies Office.
7. If the student passes the oral, the Faculty Supervisor is to be sure that the other two readers sign all five approval sheets which the student should have with him/her before leaving the oral examination. The Faculty Supervisor does not sign the approval sheets until he or she has checked final submitted copies and made sure that all corrections have been made.
8. The Faculty Supervisor is responsible for supervising any corrections that must be made, keeping within the appropriate deadline.
9. When the Faculty Supervisor goes on sabbatical, resigns or retires, it is the responsibility of the Faculty Supervisor to enlist another professor to supervise the students under his/her supervision.

Degree Components
This program is designed so that each component of the degree relates clearly and specifically to the other components of the degree program. Specific components include:

1. Twelve semester hours of foundational seminar participation with specific application to educational ministries.
2. Twelve semester hours of ministry concentration seminar participation from a ministry field of choice.
3. Twelve semester hours of Applied Ministry Experience (AME) related directly to the preceding seminars.
4. Ten semester hours of research in the practice of ministry including project methodology seminars and the preparation of a ministry research project, including an oral defense.

Throughout the program, students will also be expected to participate in a cohort that completes the degree requirements as a group.

Foundational Studies (12 hours)
The student will earn twelve hours of credit by attending class and completing the assignments for three foundational seminars and six hours of credit for completing three Applied Ministry Experience seminars. Because classroom instruction will be delivered in a nontraditional accelerated format, participants will be expected to complete a significant amount of pre-seminar work and submit a post-seminar ministerial development essay.

Each seminar will consist of forty-four hours of instruction built upon the foundational requisite work. Minimum preparatory requirements will include:

• 1500 pages of assigned reading
• A major (15-20 page) written assignment
• Critical book reviews, periodical or journal reviews, or other written assignments as assigned by the professor
• Online discussion groups may be required for selected seminars

Students are expected to bring to the seminar a thorough knowledge of the preparatory materials. Professors will not duplicate the material. Professors will instead provide additional content and help facilitate student interaction with, and critical reflection on, the combined content components. Professors will help prepare students for the Applied Ministry projects that accompany each seminar.

Seminar #1: Theological and Philosophical Issues in Christian Education
An investigation of the theological and philosophical issues attendant to the field of Christian Education. Seminar participants will be required to demonstrate practical knowledge and application of seminar content within their immediate ministry context. Four hours.

Seminar #2: Foundations for Teaching/Learning in Christian Education Contexts
An examination of Christian teaching and learning theories as applied to evangelism and discipleship within a church and the denomination. Seminar participants will be required to demonstrate skillful teaching within their personal ministries. Ability to critique and remedy teaching methodology will be expected. Four hours.

Seminar #3: Biblical and Contemporary Models of Christian Leadership
A contextual study of both Old Testament and New Testament leadership styles. Comparison with contemporary leadership theory and philosophy will be expected. Seminar participants will demonstrate the ability to evaluate their ministry context and expectations against biblical and contemporary leadership principles. Four hours credit

Students will be required to submit after each foundational seminar a ten-page self-evaluation of his/her ministerial development. The essay is designed for the student to provide evidence of his/her integration of the seminar material. The essay should examine such issues as Christian education principles learned, personal strengths and weaknesses recognized, ministry challenges noted, goals established or attained, etc., during each phase of the degree program. The student's faculty supervisor will maintain a file of these essays.

Ministry Concentration Studies (12 hours)
Each student will be given an opportunity to select a concentration of studies in a ministry field of choice. These tracks are described below. Each track of studies will consist of three seminars (12 hours) and three Applied Ministry Experience seminars (6 hours).

Each ministry concentration track is designed specifically to provide the student with focus studies in the selected field. Students will be required to elect a track of focus studies rather than elect singular seminars. Seminars included in each track of studies are as follows:

Track #1: Christian Education: Church Leadership
Christian leadership of educational ministries in a church and denominational setting require understanding of organization and leadership principles, effective team dynamics, conflict resolution skills, and proven methods of recruiting, screening, training, and facilitating volunteer ministries. Track #1 provides training in these areas through focus on the current ministry of the student. Seminars included are:

• Leadership and Management Theory in Church Administration
• Leadership of Effective Ministry Teams
• Leadership in Volunteer Ministries
• Leadership in Discipleship and Small Group Ministries

Track #2: Christian Education: Evangelism and Church Growth
Evangelism and church growth are essential ministries for the Christian educator. Track #2 is designed to provide training in these ministries for both the vocational Christian educator and the pastor holding the Masters of Arts as the seminary credential. Seminars included are:

• Theoretical and Practical Issues in Evangelism and Church Growth Seminar
• Biblical and Theological Issues in Evangelism and Church Growth
• Leadership and Contemporary Issues in Evangelism and Church Growth

Track #3: Christian Education: Missions Administration
The Christian education ministry has become established as a significant ministry on the mission field both in the United States and abroad. Christian educators are serving in associational leadership roles as well and filling administrative functions on the foreign missions arena. Track #3 is designed to provide administrative and leadership skills for missionaries holding the Master of Arts as their seminar credential. Seminars included are:

• Biblical and Theological Issues in Missions
• Mission Strategy: Theory and Practice
• Administration for Mission Leaders

The academic requirements for these seminars are identical to those described for the foundational studies seminars.

Applied Ministry Experience (12 hours)
Because this degree is a professional degree, it is expected that the student will incorporate the classroom material into his/her ministry setting. Beyond credits earned in the classroom, students shall earn twelve academic hours of credit by completing six semesters of Applied Ministry Experience. Each AME will be clearly related to a foundational or concentration seminar, and students will be permitted to enroll in an AME course only after completing the seminar corresponding to that AME course.

Each AME seminar will continue the focus of theological integration in order to relate biblical and theological components to the actual practice of ministry.

Specific course requirements will vary according to the subject of the seminar with which each section of Applied Ministry Experience is associated. Additionally, requirements may vary according to the context of the ministry in which the participant is involved. As a minimum, however, each AME will include the following:

1. Three projects or assignments related directly to the course material covered in the accompanying seminar. One of the projects assigned during AMEs four, five and six will relate directly to the student's major research proposal. While assignments may vary somewhat according to the students' ministry contexts, they must have clear practical application in the ministry setting. Projects should require appropriate research methodology and interaction with the student's congregation and community.
2. A written summary proposal for each project will be provided to the supervising professor. Although the summary proposal will vary according to the project, the assignment should address the project process, the resources required, the difficulties encountered, the lessons learned, the benefits gained, and the future applicability of the assignment. The written proposal for each project should be a minimum of ten pages in length.
3. As needed, additional reading or research required to facilitate the AME project development will be assigned.

Professors for each foundational seminar will negotiate appropriate projects based on the seminar's focus, and the student must complete the AME projects during the semester following the foundational seminar. Applied Ministry Experience projects will accomplish two purposes:

• reinforce and expand the seminar content
• help prepare the student for the extensive research project that will culminate the student's degree program.

As necessary, the seminar professors and the student's faculty supervisor will provide guidance for these projects.

Students will be required to submit to the instructor bi-weekly progress reports and the final written assignment for each project.

Research in the Practice of Educational Ministry (10 hours)
Ten hours of academic credit are awarded for successful completion of the research phase of study as specified below:

Project Methodology Seminar #1
An introduction to research and project development, with attention given to research design, available resources, and style requirements for the Ministry Research Project. The Seminar will introduce the participants to the Action Research Model that will be used to complete research for the ministry project. One hour credit

Project Methodology Seminar #2
An introduction to research and project methodology, with attention given to research methods, analysis, and reporting for the Ministry Research Project. One hour credit

Ministry Research Project
A written presentation of a project combining professional knowledge, documented research, and ministry application is required. The project must have direct relevance to Christian Leadership in a particular ministry setting. An oral defense of the project before appropriate faculty and available cohort members is required.

Planning Phase: From the proposal submitted and approved as a result of Project Methodology #2, the student will complete the planning phase of the Action Research model. This cycle will describe the project, provide theological and sociological justification for the research, and identify appropriate measures to be used to assess the validity of the findings.

Action Phase: During this phase of the project the student will implement the research proposal and supervise critical observation of the results of the research. These observations will be the criteria for the final phase of the project.

Reflection Phase: The final phase of the project will provide a critical assessment of the results by comparing the data against the research criteria. A successful project will present a carefully developed plan to continue the research for a second or, if needed, third cycle of research.

Ministry Development Portfolio
The faculty supervisor will maintain a file of the student's ministry development essays and project assignments submitted after each component of the degree program. The student will also be required to submit with his/her research project a final ten-page essay detailing his/her development throughout the entire Doctor of Educational Ministry process. The final essay should illustrate the student's integration of the knowledge and practical skills acquired throughout this degree program.

Degree Policies
The nature of this degree program requires stringent attendance policies and assignment guidelines for all seminars:

Attendance
Because seminars are accelerated, attendance is required at every session for the entire session. Absence from any portion of the seminar will necessitate retaking the seminar. Class participation will be weighted heavily in the student's final grade for that seminar.

Assignments
The accelerated seminar plan and the sequential AME process require that all assignments be completed on time. Faculty supervisors will work with students to maintain a submission schedule for all assignments.

Interrupted Status
Although unforeseen circumstances do at times require that students temporarily halt their studies, students on interrupted status disrupt the cohort and delay their own progress toward graduation. Interrupted status, therefore, is strongly discouraged.

Faculty
The foundational seminars will be taught by School of Leadership and Church Ministry professors or by a School of Leadership and Church Ministry approved professor. Every effort will be made to enlist a specialist/practitioner in the field of the seminar subject to assist the professor of record. Where appropriate, cross-disciplinary seminar leadership will be encouraged.

Location
The primary location for the Doctor of Educational Ministry seminars will be on the campus of The Southern Baptist Theological Seminary.

Program Fees
The Doctor of Educational Ministry program consists of four years of study. The following total program cost structure, subject to change, applies to students who enroll in the program during the 2004-2005 academic year only. Additional expenses not covered by these fees include but are not limited to: textbooks, housing, meals, travel, transcripts, dissertation binding, graduation, etc.