Doctor of Ministry Handbook Andover Newton Theological School. Revised Spring, 2012

Transcription

1 Doctor of Ministry Handbook Andover Newton Theological School Revised Spring,

2 Contents Welcome to Andover Newton!... 4 I. The Purpose of Andover Newton s Doctor of Ministry Program:... 5 II. Application to the DMin Program... 5 II.1. General policies for applications II.2. Blanton Peale applicants seeking advanced standing... 5 III. Length of the Program... 6 III.1. General guidelines... 6 III.2. Extensions and exceptions... 6 IV. Program Requirements: general policies, procedures, and guidelines... 6 IV.1. Admission, matriculation, and assignment of advisors... 6 IV.2. Change of advisor... 6 IV.3. Student learning portfolio... 6 V. Course work... 7 V.1. Credit Distribution, General... 7 V.2. Sample Programs of Study... 7 V.3. Required Doctoral Seminars... 7 V.4. Choosing courses in the focused area of study... 8 V.5. Advanced standing... 8 V.6. Directed studies... 8 V.7. Taking courses listed at the 600 or 700 level... 8 V.8. Course credits... 8 V.9. Grades... 9 V.10. Grading system... 9 V.11. Incompletes... 9 V.12. Medical incompletes... 9 V.13. Withdrawal from class V.14. Requests for Extension of Program VI. The Project Proposal: Preparing, Writing, and Submitting VI.1. Relation of the proposal to the candidacy review VI.2. Project proposal: purpose and general description VI.3. Form of proposed projects VI.4. Content of project proposals VI.5. Schedule for preparation and submission VI.6. Change of topic VII. Candidacy Review VII.1. Description and purpose of the review VII.2. Preparing the student learning portfolio and initiating the candidacy review VII.3. Preparing for the candidacy review VII.4. Results of the candidacy review VIII. Calendar and process of project writing VIII.1. Registration VIII.2. Work with advisor, peers, and the ANTS library staff VIII.3. Graduation IX. The Doctoral Project IX.1. Research guidelines for projects of different forms IX.2. Research with human subjects

3 IX.3. General writing guidelines for all projects IX.4. Organization of the written project IX.5. Guidelines for filing the project IX.6. Guidelines for securing a copyright and publishing a Doctor of Ministry project X. Evaluation of the Project X.1.Guidelines for writers X.2. Key to evaluating projects (for advisors and readers) XI. The Comprehensive Examination XI.1. Schedule and participants XI.2. Process and purpose of the exam XI.3. Outcomes of the exam XII. Andover Newton Policies XII.1. Student IDs XII.2. Student accounts XII.3. Student e-news XII.4. Extended library loan privileges XII.5. Harvard libraries special borrowing privileges Government Data Center Library XII.6.Eligibility for financial aid in project writing XII.7. Inclusive language policy statement XII.8.Plagiarism FORMS

4 Welcome to Andover Newton! Welcome to a program of study framed on the conviction that God s dream is alive and coming true that the church is not dying or irrelevant that things can change and will. At Andover Newton we believe that theory and practice belong together, that leadership makes all the difference, and that continuing education plays an important role for all of us. Wherever you are in your journey at the beginning, middle, or nearing the end of active ministry you will find a cohort of like-minded people here: scholars, activists, community leaders and pastors eager to re-kindle the passion of committed men, women and children, and eager to make a difference in their communities. The Doctor of Ministry degree is designed to give you, as a professional in the field, a chance to reflect more deeply on your ministry context while honing skills of theological interpretation, communication, and leadership. Planning this program is in your hands. You will have the benefit of numerous resources at Andover Newton, throughout the schools in the Boston Theological Institute, and at other institutions in the surrounding area. Working closely with an advisor whose interests and/or expertise are in your area of focus, you will design a program to serve your own educational goals. Our hope is that you will use your time at Andover Newton in ways that enrich your ministry setting and your professional development. The Doctor of Ministry Handbook is designed as a guide to help you move through your program of study. Answers to questions not answered in this handbook may be found in the Andover Newton Catalogue, which is available online at the Andover Newton website, If, at any time, you have questions that are not addressed here or in the Catalogue, or if you need clarification about a policy or procedure, please be sure to ask someone. The DMin Program is designed to be flexible so that you can create a program with your advisor to fit your ministry interests. Thus, your advisor will normally be the main point of contact for questions and for planning your studies. The Head Advisor to the DMin Program, Dean of the Faculty, Registrar, and Administrative Assistant to the Faculty can also be of help. DMin Orientation for the extended cohort is a part of the Andover Newton Fall Orientation and takes place concurrently with orientation for all degree programs. Please plan to attend if you are part of the extended cohort. Normally, your advisor will be available for academic and other questions both during orientation and in the weeks leading up to the term. Orientation for the summer cohort will take place during the June session DMin 801, Scholarship in Ministry, the first DMin seminar. We look forward to welcoming you! 4

5 I. The Purpose of Andover Newton s Doctor of Ministry Program: What We Do The Doctor of Ministry Degree is an advanced professional degree designed for clergy and lay leaders who have a Master of Divinity degree or its equivalent: either a Bachelor of Divinity degree or an 81-credit (three years if full-time) Master s Degree in theological studies. Building on a foundation in general theological studies, the program s overarching objective is to enable ministry practitioners to pursue practical and scholarly work that addresses a threefold purpose: To engage complex issues related to vocation by drawing upon theological and theoretical resources To deepen creative reflection, spiritual formation, and scholarship in a specialized area of study To inspire creative leadership in communities of faith and other ministry settings Andover Newton accomplishes the above goals by providing these educational opportunities: Three sequenced Doctor of Ministry Seminars that offer both scholarly preparation and a cohort of colleagues to support and challenge learning Elective courses, typically focused in a broad area of specialization, that help students expand their interests and deepen their knowledge A Doctor of Ministry project that 1) engages a topic for which the student has a passion, and 2) provides scholarly resources to the church and/ or society. II. Application to the DMin Program II.1. General policies for applications. Applicants must have at least three years experience in ministry subsequent to their first graduate theological degree, as evidenced by ordination, formal authorization, or other endorsement through one s denomination, church, or ministry setting. They must also demonstrate evidence of a capacity for an advanced level of competence and reflection, an ability to maintain a 3.3 (B+) cumulative grade point average, and research and /or writing skills sufficient to produce a DMin project of high quality. Occasionally, the School may choose to admit provisionally an otherwise qualified person whose previous academic work 1)does not offer sufficient preparation for advanced theological work; or 2) does not evidence a 3.3 cumulative grade point average. In such instances the student will be required to complete additional requirements, to be negotiated at the time of admission. II.2. Blanton Peale applicants seeking advanced standing. Upon completion of all academic and clinical requirements at Blanton Peale, students may apply for admission to the DMin program at Andover Newton with advanced standing. The application must be accompanied by a preliminary project proposal. (Guidelines are available in this Handbook; see Section VI). Candidates with advanced standing are required to enroll in the Research Seminar, unless they present an acceptable proposal at the time of admission. Upon completing the Research Seminar and having their project proposals approved by the DMin Committee, students will proceed to candidacy, writing their project under the guidance of faculty members at Andover Newton. Upon completion of the DMin project, they will schedule and complete the oral exam. 5

6 III. Length of the Program III.1. General guidelines. The DMin degree is designed to be a three-year program for those who pursue it full-time. However, most people work toward the degree while also engaged in ministry; this means that students must work with their advisors to determine an appropriate rate of progress. Even part-time students should plan to complete the degree within six years. (This is the limit set by the Association of Theological Schools in the United States and Canada.) III.2. Extensions and exceptions. Those who extend beyond the six-year limit must receive approval from the Dean of the Faculty to continue, and they will be assessed a significant annual fee. Generally, students will not be permitted to continue in the program beyond ten years, even if they have taken a formal leave of absence. The Academic Dean may occasionally grant exceptions to these policies for medical reasons, upon the student s submission of appropriate documentation. (See guidelines for medical leaves in the Andover Newton Catalogue online.) IV. Program Requirements: general policies, procedures, and guidelines IV.1. Admission, matriculation, and assignment of advisors. Those who meet preferred application deadlines will be assigned advisors upon admission. Anyone admitted outside preferred deadlines may need to wait until the fall term for an advisor to be assigned. Advisors work closely with their students throughout the program, assisting in course selection and in general academic planning. After completion of the DMin Research Seminar, each student will continue to work closely with his or her advisor in finalizing a proposal and proceeding to candidacy. After admission, Students with advisors should meet with their advisor to plan a course of study. In most cases, students will take the Introductory DMin Seminar in their first term. All students should register for classes at the 800 level. Students who wish to take courses listed at the 600 or 700 level must contact the instructors for permission to register at the 800 level; a professor may assign additional work and/or utilize different standards of assessment for doctoral students. See V.5 below for specific information about course levels. All students in the extended cohort should attend the DMin Orientation in the fall. For all students in the summer cohort, DMin Orientation will take place during the first seminar. IV.2. Change of advisor. Occasionally students may seek to change their assigned advisors. Changes of advisor are to be made in consultation, first, with the Head Advisor of the DMin Program, and then with both the original advisor and the proposed new advisor. Students may change advisors during coursework and before submitting a Project Proposal; only rarely should students change advisors after their Projects are underway. Once a change of advisors is approved, students must file a Change of Advisor form (see Forms section) with the Registrar. IV.3. Student learning portfolio. As part of a school-wide student learning assessment (SLA) program, all DMin students, in consultation with their faculty advisors, must prepare a student learning portfolio. For details, see Section VII.2 below ( Preparing a learning portfolio and initiating the candidacy review ). 6

7 V. Course work V.1. Credit Distribution, General Course or Project Credits (most courses are 3 credit hours) Introductory Doctor of Ministry Seminar: 3 DMIN 801 Doctor of Ministry Research Seminar: DMIN Doctor of Ministry Writing Seminar: DMIN Courses in focused area of study 18 Doctoral project 4 TOTAL 31 V.2. Sample Programs of Study The following grid describes two possible programs of study for a doctoral student. It is important to note that electives are available each term. Students may take no more than 1/3 of their courses, including DMIN 803, online. Students who anticipate taking more courses online should meet with the Dean of the Faculty before registering beyond the 1/3 cap. Extended Cohort Fall January Spring June DMin 801 Elective Elective Elective DMin 802 Elective Elective Elective Project Writing DMin 803 (online) Project Writing Project Writing Candidacy Review Project Defense Graduation Intensive Cohort Fall January Spring June Elective DMin 801 Elective Elective (online) Elective Elective (online) DMin 802 Elective Candidacy Review DMin 803 (online) Project Writing Project Defense Graduation V.3. Required Doctoral Seminars. Seminars are available in two separate cohorts, extended and intensive. The extended cohorts meet on Tuesday mornings during three successive fall terms. Intensive cohorts meet in one-week seminars during two successive June terms, plus a required online Writing Seminar. Through sequencing, doctoral students will attain the appropriate prerequisite competencies for each seminar while also forming collegial relationships that will encourage mutual support and learning throughout the degree program. All DMin students should take the seminars in the following sequence: 7

8 First fall/ June term: Introductory Seminar Second fall/ June term: Research Seminar Third fall, or when students start writing their project: Writing Seminar (N.B.: students register for this course after their project proposal is approved and they have been advanced to candidacy) Applicants may choose either the fall or June cohorts. Once enrolled, students generally may not change from one cohort to the other. Only in exceptional circumstances should students seek permission to change cohorts by sending a written petition to the Head Advisor of the DMin Program and the Dean of the Faculty. To take the Writing Seminar, students must already be in candidacy. V.4. Choosing courses in the focused area of study. The best programs of study toward a doctoral degree demonstrate a marked, logical progression between coursework and the DMin Project. Upon admission, students should have a general sense of their research interests. Each course they take should help develop a theoretical base for shaping and delimiting this interest into a project. Considered thoughtfully and early in the program, each course can and should build students expertise in their areas of focus. Students may take up to 1/3 of their courses online. Andover Newton offers several online courses each year that are either explicitly for DMin students or that can be adapted to the 800 level. Students in the intensive cohort may earn their degrees at a distance by combining online courses, intensives, (January and June) and occasionally through directed studies. V.5. Advanced standing. Students may transfer credits into the DMin Program from other doctoral programs with the permission and approval of the Dean of the Faculty. No advanced standing will be given for work completed in pursuit of a Master s degree. V.6. Directed studies. Occasionally, doctoral students may wish to engage in self-directed reading, research and writing, guided by a professor with expertise and/or interest in the topic. Students seeking to register for a directed study should first discuss their proposed plan of study with a faculty member and seek his or her permission to work together. Directed studies can be valuable ways of doing research for, and drafting portions of, the project. V.7. Taking courses listed at the 600 or 700 level. Doctoral students must take all their courses at the 800 level. Those who wish to take 600 or 700 level courses must contact the instructors for permission to register at the 800 level. When permitted to do so, doctoral students will be held to a higher standard of excellence than Masters students. Specifically, in making assignments a professor may seek one or more of the following from doctoral students: 1) a higher quality of work, for example, in writing skills, critical analysis, and evidence of mature ministerial experience; 2) a different amount of work, for example, additional or longer papers; 3) different kinds of assignment(s), for example, work specifically focused on the student s area of interest, as negotiated in advance with the professor. V.8. Course credits. At ANTS, three-credit courses are standard. Students may not take courses for less than the designated number of credits, although occasionally a directed study may be taken for one or two credits, by arrangement with the professor. 8

9 V.9. Grades. DMin students must maintain a cumulative grade point average (GPA) of at least 3.3 (B+) throughout the program. No grade lower than a B- can be credited toward the degree. To graduate with honors, students must have a GPA of 3.75 or higher, an honors project, and an honors comprehensive exam. Students with appropriate GPAs will be recommended for honors by the committee that reads the project and conducts the comprehensive exam. V.10. Grading system. The following letter grade and point scheme shall apply in all programs: A 4.0 A B B 3.0 B C C 2.0 C D D 1.0 D F 0.0 Special grade indicators include AU for Audit, Y for year-long courses, and IP for In Progress. DMin students must maintain a cumulative average of at least 3.3 (B+) throughout the program. No grade lower than a B- can be credited toward the degree. Students may take up to two courses Pass/Fail with the permission of the instructor. V.11. Incompletes. Instructors may, for sufficient reason, permit degree candidates in good standing to submit work after a course has ended. Students seeking an Incomplete must 1. Obtain an Incomplete form from the Registrar 2. Obtain the instructor s signature and date by which the work is due 3. Return the form to the Registrar before noon on the last day of classes 4. Turn in completed work to the Registrar (not the instructor) on or before the agreed-upon due date Courses that are not completed by the due date will receive a permanent F. V.12. Medical incompletes. Medical incompletes may be granted by the Dean of the Faculty to any student. Request for a medical incomplete and an accompanying statement of medical incapacity from an attending physician must be received in the Dean s office no later than the date grades are due. (See Academic Calendar in the ANTS online catalog.) Students also should consult with their professor(s) if they intend to request a medical incomplete. A Medical incomplete may remain open no longer than the first day of the following fall semester (for a fall course) or the first day of the following spring semester (for a spring course). Medical incompletes for Winter Session courses may remain open no later than the last day of final exams for the following fall semester. Medical incompletes for summer courses may remain open no later than the last day of final exams for the following spring semester. Students unable to complete work in courses for medical reasons will generally receive NC (No Credit). Students must turn in 9

10 completed work to the Registrar (not the instructor) on or before the due date. Courses that are not completed by the due date will receive a permanent NC. Medical leaves are also possible for students experiencing long-term illnesses. Time away from the DMin program due to such leaves does not count toward the amount of time a student has to complete the degree. V.13. Withdrawal from class. A student in good standing may withdraw from class after the deadline for submission of the Add/Drop Form. To withdraw, a student must return a completed Course Withdrawal Notice to the Registrar s office before noon on the last day of classes for the semester. Failure to attend classes does not constitute a withdrawal. Withdrawal forms may be obtained from the Registrar. V.14. Requests for Extension of Program. Requests for extensions of the degree program must be made in writing to the Dean of the Faculty and cc: d to the Registrar. VI. The Project Proposal: Preparing, Writing, and Submitting VI.1. Relation of the proposal to the candidacy review. In preparation for the candidacy review, a student, in conversation with his or her advisor, will prepare a presentable draft of a project proposal for discussion at the review. To pass the review and be admitted to candidacy, one must 1) demonstrate appropriate progress through the program (see section VII.1 below); and 2) present an acceptable proposal. VI.2. Project proposal: purpose and general description. Why do a proposal? The American writer Doris Lessing once noted that she writes to find out what she is thinking. Similarly, writing a proposal helps a student discover and focus thoughts about the project. The proposal 1. allows a student, in conversation with others (such as the advisor and colleagues in the DMin Research Seminar), to clarify the research to be undertaken, its purpose, demands, and importance; 2. allows the advisor and Seminar professor to assess a student s readiness to undertake a manageable, significant, independent project at an advanced level; 3. serves as a map which may undergo revisions as the student begins research and writing; 4. becomes a formal agreement with the school, in which the student describes that for which s/he will be responsible and accountable. Proposals should be both concise and clear. They will not describe every detail of one s research plans, but only those that will enable a reader to determine whether those plans are understandable, realistic, and well-focused. If a student plans to use human subjects in research for example, as interviewees, participants in experimental workshops, counselees, members of focus groups, and the like the proposal will need to address questions such as these: What is the nature of the activity in which others will participate or the nature of questions that will be asked? How will participants be contacted and selected? If participants are underage, how will parents be contacted for permission? How will the researcher provide adequate supervision for their participation? (Please see the protocols for human subjects research in the ANTS online catalog.) 10

11 VI.3. Form of proposed projects. The proposed form of a project depends upon 1) the nature and subject of the project itself and 2) the format most likely to be of general use to the practice of ministry. Andover Newton s expectation is that all projects will be potentially publishable. Students must therefore be clear about the nature and strategy for presentation of their project before preparing the proposal itself. Projects will typically take one of three forms (although in some cases, these may be combined). Students must be able to articulate how their work will contribute to the practice of ministry. Every project will be expected to achieve a standard of excellence in writing and research. In all cases, students should discuss these options with their advisor, well in advance of preparing a proposal. Traditional ( long ) form. The traditional format, a standard of research in many DMin programs, requires a substantial written text, generally one to two hundred pages in length. This typically includes a review of existing literature, description of the process of research undertaken, relevant theological reflection, conclusions, and bibliographic materials. Students choosing this option should assume that a book-length monograph will potentially be publishable. Article ( short ) form. The nature and subject of some projects suggest the usefulness of a shorter, article-length form perhaps thirty to forty pages in length. For example, a project dealing with current practices of Conference ministers in the United Church of Christ is not likely to be published as a book-length manuscript, but might be published as a significant article in a denominational forum. Students who choose the article form will be expected to provide, in separate written materials, their description of research undertaken, methodology, bibliography, and any other materials requested by the advisor. Creative form. Occasionally students may wish to undertake a creative project, for example, poetic meditations on the psalms, or short stories for high school fellowship groups to reflect upon, or a publishable curriculum for different settings. Students who choose this form will be expected to provide additional written material, as appropriate, describing the theological background for their work, research undertaken, and bibliography. VI.4. Content of project proposals. The content of a proposal should consist of five to ten double-spaced pages of precisely written material covering the following topics, preferably in the order given: 1. Title. A title should indicate clearly what the focus of your project will be. A title may be simple and descriptive (e.g., A Guide for Pastoral Storytellers). Or a title may be compound, in which case the first part of the title is typically intended to generate interest, and the subtitle, following a colon, is descriptive (e.g., Once Upon a Time is Holy Time: A Guide for Pastoral Storytellers ). Be sure to include your name and degree program when you list your title. 2. Purpose. Here you will briefly describe what the intent of your project is, as well as its primary audience. For example: The purpose of this project is to suggest a new model of theological education for those persons in the United Church of Christ who are unable to pursue the typical educational path of four years of college and three years of seminary. The study is intended not only for potential pastors in this category, but also for those, such as judicatory officials and others, who are responsible for ministerial oversight and credentialing. 3. Form. Here you will describe, and provide a convincing rationale for, the particular form (long, short or creative) you plan to use for your project. You will also indicate after discussion with your advisor what additional written or other material, if any, you will be submitting as part of your completed project. (For example, a candidate writing an article 11

12 form project might supply tables, surveys and their full results, and extended theological rationale for pursuing the project, or the like.) 4. Research questions, hypotheses, or goals. A research question or hypothesis may be 1)something about which you are seeking greater understanding; 2) a problem or situation for which you are proposing solutions; 3)an idea or theory that you plan to examine closely. A goal might be your intent to provide poetic material on which persons or groups might reflect during Advent or Lent. In the example offered above, one research question might be whether or not alternative forms of theological education are possible, and can offer reliable preparation for pastors. A proposed solution might be that, to make such alternative educational opportunities available, experienced pastors in the vicinity must be recruited and trained to serve as mentor/teachers. 5. Assumptions. Unlike hypotheses and questions, assumptions are, in effect, givens or presuppositions, that is, they are foundational for your work and do not need to be explored, demonstrated or explained in detail. Naming them, however, makes clear to your readers what you are taking for granted, and therefore do NOT intend to address. Assumptions should be matters that, in your context, discipline, or ministry setting, are generally understood; they are not subjects of significant debate or controversy. Again, using the example above, one assumption might be that there is a growing shortage of traditionally trained pastors for local congregations. Another might be that theological education is essential for ministry. If you are pursuing a creative form, an assumption might be that individuals will be more deeply involved in the ecclesiastical season if they are engaged in focused personal devotions. 6. Importance and contributions. This section is different from the purpose section: here you will explain why your project is important, what it does that hasn't been done before, or how it differs significantly from studies or creative projects that HAVE been done before. Who will benefit from what you are doing? Why should anyone want or need to take a look at what you've done--or publish it as a book or article? 7. Methodology. In this section you will briefly describe the method or methods by which you will research and write your project, and why you have chosen it/them. Such methodologies might include, for example: historical or sociological research and analysis; personal reflection on experience; case studies; assessment instruments; surveys of existing literature on the subject; biblical exegesis and linguistic analysis, etc. If your plans require that you become conversant with new materials and methods, you will want to include a sentence or two describing how you intend to acquire new proficiency/ies. 8. Summary. In a few well-chosen sentences, you will summarize your purpose, contributions, and methods so that a reader may tell at a glance what you intend to do, why and how. 9. Bibliography. In order to do the research necessary for completing a project, you will need to begin by doing preliminary, or exploratory, research. (This is true even if you are pursuing a creative option.) Such research may 1) familiarize you with what has already been written in your area of interest; 2) introduce new topics to you; and/or 3) provide you with the information you need to discern what additional resources you will need. This preliminary bibliography is NOT intended to be exhaustive. Rather it should include a meaningful sample (one to two pages) of the kinds of topics and authors you will be consulting, with no more than a single sentence of description for each entry, and no more than a total of twenty annotated titles. (Writing a one-sentence description will help you focus on the question: Why am I including this title? ) If your topic requires reading in several subjects, you will want to categorize them. For example, continuing with one of the examples above, you might list subjects such as: History of the United Church of Christ, Theories of Theological Education, Alternative Educational Practices in Other Denominations, etc. 12

13 10. Chapters, subheadings, or topics. Although your written work will almost certainly change as you explore your presentation, it is important, as you begin, to have a sense of the direction and logical flow of your manuscript. Naturally, this will depend upon the form traditional, short, or creative you have chosen. Regardless of the form, your proposal should include an outline of the possible content and divisions of the project. 11. Time schedule. Include your plans for additional coursework (if applicable), as well as time for research and writing. Be realistic! Know your own writing and research styles, as well as the time constraints of your daily obligations, and plan accordingly. VI.5. Schedule for preparation and submission. Students will complete a draft of a project proposal during the DMin Research Seminar. They will add to and complete that draft as they make their way through course work, submitting a final proposal when all coursework has been completed and in advance of the candidacy review. VI.6. Change of topic. If a student wishes to change his or her topic after the candidacy review, he or she must register for a one-credit directed study, usually with the advisor, for the purpose of drafting a new proposal. Like the initial proposal, a new proposal will need to be formally reviewed by committee. VII. Candidacy Review VII.1. Description and purpose of the review. After completing all course work other than the Writing Seminar, students will schedule the candidacy review, a focused discussion that marks either 1) the transition from coursework to the DMin project, or 2) the termination of a student s participation in the program. Participants in the review include the student, his or her advisor, and a peer of the student s choosing, typically from the DMin cohort group. If the student is planning to proceed to candidacy and write a project, the review must also include a reader, usually another faculty member. For all students, the purpose of the review is to evaluate coursework and other relevant educational experiences to date. More specifically: Students planning to continue in the program will also use the review to present their project proposal for approval. Some students, having completed their classwork (other than the Writing Seminar), may opt to leave the DMin program without doing a project. In this case, the review is also an opportunity to seek closure and to request a Certificate of Advanced Theological Studies (see VII.2 through VII.4 below). VII.2. Preparing the student learning portfolio and initiating the candidacy review. Upon completion of coursework, and in anticipation of their candidacy review, DMin students will work with their advisors to assemble a learning portfolio of documents relevant to their progress in the program. These documents may be gathered either in a binder or electronically on a flash drive. Students who seek to receive a Certificate of Advanced Theological Studies (that is, those who do not plan to write a project) should submit 13

14 A written reflection (roughly four double-spaced pages) describing the way(s) in which DMin coursework has influenced their ministries in light of the program s desired outcomes (see Section I above) Unofficial transcript Students who plan to write a DMin project should submit A written reflection (roughly four double-spaced pages) describing the way(s) in which DMin coursework has influenced their ministries in light of the program s desired outcomes (see Section I above) Unofficial transcript Project proposal and relevant cover sheet (see Handbook appendices) Human Subjects Research Protocol, if relevant (see ANTS Catalog for guidelines), ready for submission to the Academic Policy Committee of the faculty Partially completed Advancement to Candidacy form (see Handbook appendices) To initiate the candidacy review a student must 1) consult with his or her advisor; 2) set a time and secure a room for the review; and 3) ensure that all participants have the required documents at least two weeks in advance. VII.3. Preparing for the candidacy review. All students should be ready to discuss how the DMin program has influenced their ministries or plans for future ministries. In preparation they might consider questions such as (but not limited to) the following: How has your journey through the program stirred and/ or renewed your passion for ministry? What issues and applications from your study and research have influenced your personal and professional life, and what hopes do you have for your ministry in the future? How has your leadership in various ministry settings changed and/ or remained the same as an outcome of your participation in the program? How has your spiritual imagination been renewed in responding to the challenges or questions you have explored in your coursework or project research? What new theological insights have you gained and plan to utilize in your ministry and life? Continuing students who plan to write a project should also be prepared to present and discuss their project proposal. VII.4. Results of the candidacy review. Students who satisfactorily complete the candidacy review either are approved for candidacy, including acceptance of their project proposal; or receive the Certificate of Advanced Theological Studies. In the latter case, a certificate will be awarded if reviewers determine that the student s educational aims have been met through his or her coursework. Certificates of Advanced Theological Studies, which acknowledge substantial academic achievement beyond the MDiv degree, will be awarded at graduation. 14

15 A student s advisor will report the outcome of the candidacy review to the Head Advisor of the DMin Program and the Dean of the Faculty, who will send a written confirmation to the student. A student who has achieved candidacy may indicate, on resumes or other official documents, that he or she is a doctoral candidate at Andover Newton. This signals that a student has completed all but the project and has met the School s standards for doctoral distinction. VIII. Calendar and process of project writing VIII.1. Registration. Students who are writing their projects register for INTE 887Y, a yearlong, four-credit course. During first term of writing, the student must also take the DMin Writing Seminar, which provides students with peer and faculty support and input during the writing process. Students who need more than one year to write the Project may register for RECC 991 (Fall) or 992 (Spring) Thesis/Paper Writing on the form Registration for Doctoral Candidates, which may be secured from the Registrar. VIII.2. Work with advisor, peers, and the ANTS library staff. While writing, each student should be in constant contact with his or her advisor. (For those choosing the long form, it is advisable to submit a copy to the advisor as each chapter is written.) Students should also enlist the wisdom and advice of members of their cohort during this time; they may also consider contacting a professional or peer editor. After completing the first chapter or equivalent material, students should review their work with the Director(s) of the Library, ensuring that format problems are detected and corrected early in the writing process. VIII.3. Graduation. To graduate in the spring, students in either the extended or the intensive cohort must submit a complete draft of the project by December 1 and an edited final version by February 1. When the advisor has approved a final draft of the project, the student will schedule a comprehensive examination, which will include the advisor, a reader, and a ministry peer. Students should anticipate the need to make additional changes to their project after the comprehensive examination, and should plan their schedules accordingly. In addition to registering for writing in one of the above options, if a student is anticipating graduation that year, he or she must file the Intent to Graduate form with the Registrar during the fall semester. The deadline for this form is set annually; see the ANTS online calendar. IX. The Doctoral Project IX.1. Research guidelines for projects of different forms. Research constitutes the basis for every doctoral project, regardless of the specific form that project will take. Research is carried out in the context of a student s ongoing professional responsibilities and in most instances will include primary sources (original data) and secondary sources (published data). For the competent researcher, the question drives the method. Put differently, the nature of one s project will determine the nature, scope, and methods of one s research. A student planning to investigate practices related to the celebration of communion in his or her denomination will have different research goals from those of a student who is proposing new pastoral strategies for work with abused women. Similarly, the research component for a creative project, such as poetic meditations on the psalms, will differ significantly from either of the above examples. 15

16 Some research questions are best addressed through quantitative research, which involves numbers and statistics. Students can collect data themselves with appropriate permissions, following the human subjects protocols found in the ANTS online catalog or make use of data sets provided through other studies. To use quantitative methods, Doctor of Ministry students may be required to take one or more courses in statistical analysis in an institution that offers such courses, most likely through the BTI. Other research questions can be answered through qualitative research, which involves the analysis of words. Qualitative data sources include written surveys, interviews, and documents. This style of research is the one used most frequently by Doctor of Ministry students. Some research questions cannot be addressed through either quantitative or qualitative methods, but rather through theoretical exploration. An example of a theoretical research project is one that relies entirely on other scholars ideas. Even creative doctoral projects such as a work of fiction or piece of art must be theoretically grounded so as to meet the scholarly expectations of a doctoral degree. IX.2. Research with human subjects. Formal approval is needed for any research involving data gathering from human subjects. Students must consult with their advisors about securing this approval before beginning research. This requirement is legally binding. DMin Projects that involve interventions with people and communities (surveys, observations, and interviews) require special attention to protecting human subjects. The researcher bears responsibility for any way in which research has an effect on participating individuals and communities. Projects that involve human subjects must include appendices that outline how the researcher protected participants. Consent forms should be protected and filed in the researcher s records for at least five years after the study is concluded. For a full description of human subjects research protocols, which DMin researchers are required to follow, see the ANTS online catalog. IX.3. General writing guidelines for all projects. * When students write their projects, they report upon the findings of their studies, by 1) grounding those findings in theory and 2) indicating implications for ministry practice. The length of their presentation, however, may vary according to the form chosen (long, article, or creative see above, section VI.3). Form and Style. Since there are variations in practice in the style of footnotes, abbreviations, quotations and the like, it is necessary to decide upon one appropriate set of formal requirements and to follow them throughout. Generally projects will be submitted according to the style outlined in The Chicago Manual of Style, or the American Psychological Association (APA) format. Titling the Project. Projects can be a valuable resource for other professionals or scholars only if they can be easily located. Modern retrieval systems generally use words in the title to locate a dissertation. Therefore, it is essential that the title accurately reflect the content of a project; unclear or obscure titles should be avoided. Quoting copyrighted material. The author of a project is expected to conform to the provisions of copyright laws when quoting copyrighted material. However, this does not mean that one must 16

17 seek permission for every quotation or excerpt of reasonable length. Ordinarily the quotation of a prose passage of approximately 150 words or the quotation of a few lines of verse in a scholarly work does not need permission. If the project contains extensive quotations from a particular author, or other materials that have been copyrighted, the author must write to the copyright owner, describe the use she or he is making of the material, and request permission to incorporate it. Such permissions need to be listed among the prefatory statements (e.g., in the Preface) of the project, and the sources of the permissions named. All ideas that the student incorporates from sources must be accounted for in the project s reference section. Failure to cite sources is tantamount to plagiarism (see section XII.8 below). Paper, text, format, and pagination. Final submissions must be on 20 pound weight, 8 ½ x 11 paper, with no punched holes. The pages must be clear and wholly free of corrections. The original plus one copy (which will be bound and kept in the Library) must be on acid-free paper; this may be purchased at the Library. Typing in black print Times New Roman or similar typeface, in 12-point font must be on only one side of the paper; one style and size must be used throughout. If charts and other materials are used, they must be photo-ready to reproduce clearly. Text should be double-spaced, except in cases of long (more than 50 word) quotations (see Chicago Manual of Style for guidelines). Footnotes and bibliography should be single-spaced. For purposes of binding, the left margin must be at least 1¼ inches wide, and the top margin 1 inch wide. Every page of the project (including charts, graphs, illustrations, appendices and the like) must be within these specifications. For the preliminary pages (cover pages, abstract, dedication) small Roman numerals are used (e.g., i, ii, iii, iv). The numbering begins with ii, however: although the title page is counted it is not numbered. For the remainder of the project, Arabic numerals are used (1, 2, 3, 4). Every page must be numbered, and the number should appear at the upper right-hand corner. The exception is pages that begin chapters; these should be counted but not numbered. Editing. The final draft of the project should be thoroughly edited, if necessary by a professional editor with the candidate assuming responsibility for any costs. Seeking professional aid is strongly recommended, because writing and editorial problems can delay students progress at the final stages of their projects. Anyone working with English as a second language will normally need to engage an editor from the beginning of writing. *This material has been adapted in part from Preparation and Submission of the Dissertation used at the Graduate School, Northwestern University, and is used with permission. IX.4. Organization of the written project. The specific organization of projects will depend upon the form chosen (long, article, creative) and should be discussed with the advisor. If, for example, one is doing a creative or article option, some or all of the following may be presented as ancillary materials. However, these are general guidelines, to be discussed with one s advisor. Title Page. (See sample in Forms section) Students are responsible for securing signatures of the advisor, reader, and designated Library staff person before submitting final copies. Each copy must have an original, signed title page. Copyright Page. If a copyright is to be claimed for the project, the notice should appear on a 17

18 separate page following the title page (see section IX.6 below). List of tables and charts. If tables and charts are included in the project, their titles should be listed here along with the page numbers where they are located. Organization of the body of the text. The project should include an introduction that articulates the importance of the matter(s) addressed. For a long form project, the main body of the text should include a review of relevant literature, a description of the research methods used, the findings of the project if appropriate, and the implications of findings or other substantive materials for the practice of ministry. Projects taking other forms will present these materials as agreed upon with one s advisor. Similarly, the body of the project should be organized into chapters, sections, or other categories according to a structure of argumentation/ presentation agreed upon with the advisor. Citations. Students must indicate sources of information and refer to relevant materials. All projects should conform to the Chicago Manual of Style or APA format. Students may select either the parenthetical reference or footnote citation style, in consultation with the advisor. Endnotes will not be accepted. References. The standard required for the main text of the project applies also to the appendices. A bibliography or reference list, arranged according to The Chicago Manual of Style or APA format, must be appended to every project. Its purpose is to inform the reader of the materials used in the preparation of the project. If important materials are known to exist but have not been used, the author may call the reader s attention to that fact in a note preceding or following the bibliography. Curriculum vitae. At the end of the project, students should submit a single-page curriculum vitae that includes their full name, previous educational attainments, and a summary of their professional accomplishments. IX.5. Guidelines for filing the project. The final, complete, and approved project should be filed with two parties: The Franklin Trask Library. An original and a copy of the project must be presented to the Library, after the comprehensive exam and any post-examination revisions. These copies, which will be bound and kept in the Library, must be on acid-free bond paper, 20-lb. weight, which may be purchased at the Library. These are to be submitted in a fiber envelope with tie or in a firm box. The original will be preserved and kept in the Trask Library for archival purposes and duplication; the second copy, after binding, will be catalogued and available for loan from the Library. Advisor. Although it is optional, as a professional courtesy students may wish to submit a copy of the project to their advisors. Such copies need not be on acid-free paper. IX.6. Guidelines for securing a copyright and publishing a Doctor of Ministry project. Obtaining a copyright is generally in a doctoral candidate s interest, because it protects her or his rights to the contents of the project. Because reproduction by microfilm constitutes publication, the protection afforded by common law does not cover a microfilmed dissertation as it does a manuscript. Furthermore, written work that is not copyrighted at the time of first publication cannot be copyrighted at a later date for the purpose of appearing in another form, unless the 18

19 original has been so thoroughly and completely revised that it is a substantially new work. Therefore we strongly suggest that candidates secure a copyright for their projects. ProQuest UMI Dissertation Publishing. Doctor of Ministry students may contact ProQuest UMI Dissertation Publishing, a publication service for doctoral dissertations that provides exposure for and accessibility of DMin projects ( UMI provides an online and paper publishing service that makes available bibliographic citations and abstracts for doctoral dissertations and projects. Citations and abstracts appear in the monthly paper publication Dissertation Abstracts International. In addition, UMI indexes doctoral projects annually in the hardbound publication Comprehensive Dissertation Index. Copies of entire manuscripts are available on demand in 35mm microfilm, 105mm microfiche, soft- and hard- bound xerographic reproductions, and Adobe PDF format. Upon submission of the manuscript, UMI prepares a master negative microfilm, which is stored in its film vault. UMI will also create a digital version of the text in Adobe PDF and mount that on their website, ProQuest Digital Dissertations. Finally, UMI will publish the citation and abstract in the appropriate paper and online sources. UMI will also act as the author s agent in applying for a copyright for the manuscript. This includes the application and submitting of the required deposit copies and the registration fee to the Copyright Office and the Library of Congress. The copyright registration form will be mailed by the Copyright Officer directly to the author, approximately 3-4 months after the manuscript has been submitted to UMI. Ownership of the project. The DMin project belongs to the student and is his or hers to publish in a variety of forms. However, both the School and the department in which the project was supervised have a proprietary interest in the work. For this reason, any publication of a project should indicate (in the preface, acknowledgements or elsewhere) that the work is based on a DMin project completed at Andover Newton Theological School. Students may also choose to list their DMin projects with Research in Ministry. RIM Online is a freely available database that indexes DMin and DMiss projects from reporting schools of theology accredited by the Association of Theological Schools in the United States and Canada. Indexing began in RIM Online is a searchable database with entries for authors, titles, thesis/project advisors, schools, and ATLA Thesaurus subject headings. Abstracts can be searched by keywords. The database supports Boolean proximity searches as well as nested searches and wildcards. Online submissions can be made at the following website: X. Evaluation of the Project (For formal outcomes after evaluation and examination, see also section XI below). X.1.Guidelines for writers. The following rubrics will be used to assess DMin projects; students should familiarize themselves with these expectations as they write their projects. Scope How significant or worthy of study is the project topic? How clearly is the study conceived and stated? How appropriate are the parameters of the study? 19

20 Method Does the writer show evidence of understanding and using methods appropriately? How well does the writer gather, arrange, and evaluate material? How adequate is the writer s method(s) to the goals of the project? Integration Where this is appropriate, does the author draw together material from a variety of disciplines? To what degree does the author appear to have integrated the learning from the project into personal perspective, point of view and strategy of ministry? Theoretical base How adequate is the chosen theoretical base for the project? Where more than one discipline is employed, how well do they cohere? How well does the author appear to understand the theories employed? Biblical and theological bases To what extent do biblical and theological themes actually inform the project? With what degree of facility does the author use theological concepts and reasoning? To what extent is the author able to augment her/his understanding of theological themes by learning from the project? Relevance for Ministry To what degree will the written project be a contribution to the enhancement of ministry? Style Is the style readable (literate, flowing, clear)? Is the presentation logical and the organization clear and appropriate? Does the writer use appropriately inclusive language? X.2. Key to evaluating projects (for advisors and readers) Superior. Well in excess of normal expectations. Full of surprises, displays maturity and independence of thought. Well in control of subject. Excellent. Above normal expectations for a graduate student. Occasionally surprises the reader with insights or deft presentation; some evidence of maturity and independence; in general, control of the subject with some lapses. Very good. (Pass.) Normal expectations for a graduate student. Solid, convincing, accurate, integrative presentation; no serious lapses in logic or style. Good. (Pass with some revisions.) Covers the ground, rarely adds anything new or personal. Heavily dependent on sources, or on relatively trivial primary research. Accurate handling of concepts and theoretical materials. Some contribution to the practice of ministry. 20