Assessment Plan Professional Master of Arts in Hispanic Theology and Ministry (MAHTM)

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1 Assessment Plan Professional Master of Arts in Hispanic Theology and Ministry (MAHTM) Program Description The Professional Master of Arts in Hispanic Theology and Ministry (MA-HTM) is one of five Professional Master of Arts in Specialized Ministry degrees offered at CTU. The MA-HTM is a 36-credit professional degree that provides expertise in dealing with theological and pastoral issues related to the new demographic plurality within the U.S. Roman Catholic Church. It is structured to provide maximum opportunity to take both explicitly courses, as well as to pursue a thread through other courses offered in the Foundational Core, elective offerings, the CTU Summer Institute, and the Hispanic Summer Program (HSP). This degree provides foundational instruction in Hispanic religious heritage, biblical hermeneutics, theologies, and ministry with/within contexts. It requires students take 8 credits in foundational and introductory courses, 18 credits in area requirements, and 6 elective credits. Students complete a 2-credit Ministry Practicum and a 2-credit Capstone Project related to Hispanic ministry. ( refers to Latino/Latina ) Assessment Plan The Assessment Plan for the MA-HTM was approved by the faculty at its Faculty Assembly, April 18, At the same time, the current Program Goals and Learning Outcomes were approved. The program goals for the MA-HTM are twofold:! The MA-HTM will prepare pastoral ministers for a variety of leadership roles in the Roman Catholic context that is increasingly in population.! The MA-HTM will provide ministers with the resources and expertise in dealing with theological and pastoral issues related to the doing of teología y pastoral en conjunto within the context of communities. This program is governed generally by ATS ES 1.2, Degree Programs Part B, Basic Programs Oriented Toward Ministerial Leadership. Linked to ATS Degree Program Standards ( ATS B and CTU s Mission and Vision Statement ( M, V ) as shown in the following chart, the MAHTM degree has three Learning Outcomes in common with other MAs in Specialized Ministry degrees at CTU. They require students to: 1. Engage in constructive theological reflection on the Catholic scriptures and tradition and on the area of specialization, in a faithful, historically critical, and culturally and ecumenically sensitive manner (Religious Heritage & Context, B.2.2, B.2.3); 2. Demonstrate in practice the capacity for effective pastoral leadership in the specialized ministry including an understanding of its cultural and religious context (Leadership Skills, B.2.3, B.2.5, B.2.5.1); and 3. Demonstrates progress toward integration as ministers/leaders, including growth in spiritual formation and a coherent theological vision (Formation, B.2.4).. The Assessment Criteria for the MA-HTM degree program rely upon a mixture of direct (aggregate course work, practicum performance, cohort GPA) and indirect data (students evaluations, ATS surveys). The data collection points reflect the ongoing program effectiveness (aggregate course work data), one-time gateway moments (Candidacy, Capstone Project, GSQ data), and long-range effectiveness (AQ data). The collectors of the data involve a broad range of 18

2 CTU faculty and include the MA in Specialized Ministries Program Director, course instructors, and Capstone Project directors as well as the CTU Registrar and ATS through annual surveys. All of the gathered data is reviewed at least annually and some on a semester basis. The MA in Specialized Ministries Program Director performs a critical role in initially assembling many of the reports from compiled data and qualitative surveys and in forwarding those reports to the Vice President and Academic Dean s office and to the Committee on Assessment. Closing the Loop Recommendations for follow-up activity based on the assessment of collected data and reports can be made by the Vice-President and Academic Dean, the MA in Specialized Ministries Program Director, the Hispanic Advisory Committee (HAC), or the Committee on Assessment. In general, follow-up actions will depend upon the character of recommendation/s coming from recipients of data. As a norm: Program recommendations: follow-up with APP, FCD, HAC, the Vice-President and Academic Dean and the Program Director regarding overall program design assessment. Course recommendations: follow-up with Departments, HAC, and the Vice-President and Academic Dean regarding content. Assessment/evaluation recommendations: follow-up with COA, HAC, and the Vice- President and Academic Dean. Recommendations with financial implications: follow up with the Vice-President for Administration and Finance, the Executive Committee, and the Vice-President and Academic Dean. 19

3 CTU ACADEMIC ASSESSMENT PLAN: CHART A 1 Professional Master of Arts in Hispanic Theology and Ministry H = Religious Heritage C = Cultural Context F = Personal and Spiritual Formation L = Specialization Leadership Skills CTU Mission & Vision Program Goals Learning Outcomes Assessment Criteria M The mission of Catholic Theological Union is to prepare effective leaders for the Church, ready to witness to Christ s good news of justice, love, and peace. V1 In concert with our sponsoring religious communities, our founding mission is the academic and pastoral preparation of religious order candidates for the ordained priesthood and support for the formation and continuing education efforts of these religious communities. V2 Moreover, as a Roman Catholic graduate school of theology and ministry, we are dedicated to offering quality theological education and ongoing formation for laity, religious, and clergy who are preparing for or who are already engaged in ministry in the United States and around the world. V3 As an inter-cultural community of faith and learning, we seek to bring the richness of the Roman Catholic tradition, teaching, and practice to our students, to the broader Church, and to the public. We accomplish this through our graduate degree programs, our faculty, our programs for youth and young adults, and a variety of other educational opportunities and resources. V4 In communion with the Church, we are committed to ecumenism as well as interreligious dialogue, particularly with the Jewish and Muslim communities, and we welcome students from those communities who are seeking to study in a Catholic context. V5 We strive to accomplish this mission in a community environment composed of religious, clergy, and lay women and men who mirror the local and global Catholic Church in all its vibrant diversity. To prepare pastoral ministers for a variety of leadership roles in the Roman Catholic context. M Specifically, to form ministers for religious leadership in the U.S, Catholic Church, with its majority Latino/a population. W [See B.1.2.2] 1 Note:- M/V = CTU Mission and Vision Statement; B = ATS Program Standard. Religious heritage H/C Engages in constructive theological reflection on the Catholic scriptures and tradition, and the area of specialization in a faithful, historically critical and culturally and ecumenically sensitive manner M B.2.2, B.2.3 Initial integration of theologies arising from US Latino contexts with pastoral experience Ability to engage in theological reflection as teologia y pastoral en conjunto Specialization leadership skills Demonstrates in practice the capacity for effective pastoral leadership in the specialized ministry including an understanding of its cultural and religious context M B.2.3, B2.5, B Capacity to recognize the complexity of the US Hispanic experience of the church Capacity to respond pastorally in particular Latino/a cultural /religious contexts Formation F Demonstrates progress toward integration as a minister/leader, including growth in spiritual formation and a coherent theological vision. M B.2.4 L Religious heritage Course assessment grids with performance criteria established by instructors Criteria for granting degree candidacy: - Successful completion of 25% of program - Acceptable potential for ministry Specialization leadership skills Course assessment grids with performance criteria established by instructors Practicum requirement grids with performance criteria established by instructors Criteria for granting degree candidacy: - Successful completion of 25% of program - Acceptable potential for ministry Formation Approval for graduation Note: Chart B is same as for Prof. MA in Biblical Ministry. 20

4 Assessment Plan Professional Master of Arts in Intercultural Ministry (MA-ICM) Program Description The Professional Master of Arts in Intercultural Ministry (MA-ICM) is one of five Professional Master of Arts in Specialized Ministry degrees offered at the Catholic Theological Union. The MA-ICM is a 36-credit professional degree that provides students with knowledge of the Roman Catholic tradition, past and present, in dialogue with studies in culture, inculturation, and missiology. Students take 8 credits in Foundational Core and introductory scripture courses, 12 credits in courses focused on Intercultural Ministry and 12 elective credits for additional courses appropriate to their ministerial interests and mission. They complete a 2-credit Ministry Practicum and a 2-credit Capstone Project. Assessment Plan The Assessment Plan for the MA-ICM was approved by the faculty at its Faculty Assembly, April 18, At the same time, the current Program Goals and Learning Outcomes were approved. The program goals for the MA-ICM are twofold:! The MA-ICM will prepare pastoral ministers for a variety of leadership roles in the Roman Catholic context.! The MA-ICM will prepare ministers to serve in settings with a diversity of cultural groups that interface with and interact with each other (B.1.2.2) This program is governed generally by ATS ES 1.2, Basic Programs Oriented Toward Ministerial Leadership. Linked to ATS Degree Program Standards ( ATS B ) and to CTU s Mission and Vision Statement ( M, V ) as shown in the following chart, the MA-ICM degree has three Learning Outcomes in common with other MAs in Specialized Ministry degrees at CTU. They require students to: 1. Engage in constructive theological reflection on the Catholic scriptures and tradition and on the area of specialization, in a faithful, historically critical, and culturally and ecumenically sensitive manner. (Religious Heritage & Context, B.2.2, B.2.3); 2. Demonstrate in practice the capacity for effective pastoral leadership in the specialized ministry including an understanding of its cultural and religious context (Leadership Skills, B.2.3, B.2.5); and 3. Demonstrate progress toward integration as ministers/leaders, including growth in their spiritual formation and their development of a coherent theological vision (Formation, B.2.4). The Assessment Criteria for the MA-ICM degree program rely upon a mixture of direct (aggregate course work, practicum performance, cohort GPA) and indirect data (student evaluations, ATS surveys). The data collection points reflect the ongoing program effectiveness (aggregate course work data), one-time gateway moments (Candidacy, Capstone Project, GSQ data), and long-range effectiveness (AQ data). The collectors of the data involve a broad range of CTU faculty and include the MA in Specialized Ministries Program Director, course instructors, and Capstone Project directors as well as the CTU Registrar and ATS through annual surveys. All of the gathered data is reviewed at least annually and some on a semester basis. The MA in Specialized Ministries Program Director performs a critical role in initially assembling many of 21

5 the reports from compiled data and qualitative surveys and in forwarding those reports to the Vice President and Academic Dean s office and to the Committee on Assessment. Closing the Loop Recommendations for follow-up activity based on the assessment of collected data and reports can be made by the Vice-President and Academic Dean, the MA in Specialized Ministries Program Director, or the Committee on Assessment. In general, follow-up actions will depend upon the character of recommendation/s coming from recipients of data. As a norm:! Program recommendations: follow-up with APP, FCD, the Vice-President and Academic Dean, and the Program Director regarding overall program design assessment.! Course recommendations: follow-up with Departments and the Vice-President and Academic Dean regarding content.! Assessment/evaluation recommendations: follow-up with COA and the Vice-President and Academic Dean.! Recommendations with financial implications: follow up with the Vice-President for Administration and Finance, the Executive Committee, and the Vice-President and Academic Dean. 22

6 CTU ACADEMIC ASSESSMENT PLAN: CHART A 1 Professional Master of Arts in Intercultural Ministry H = Religious Heritage C = Cultural Context F = Personal and Spiritual Formation L = Specialization Leadership Skills CTU Mission & Vision Program Goals Learning Outcomes Assessment Criteria M The mission of Catholic Theological Union is to prepare effective leaders for the Church, ready to witness to Christ s good news of justice, love, and peace. V1 In concert with our sponsoring religious communities, our founding mission is the academic and pastoral preparation of religious order candidates for the ordained priesthood and support for the formation and continuing education efforts of these religious communities. V2 Moreover, as a Roman Catholic graduate school of theology and ministry, we are dedicated to offering quality theological education and ongoing formation for laity, religious, and clergy who are preparing for or who are already engaged in ministry in the United States and around the world. V3 As an inter-cultural community of faith and learning, we seek to bring the richness of the Roman Catholic tradition, teaching, and practice to our students, to the broader Church, and to the public. We accomplish this through our graduate degree programs, our faculty, our programs for youth and young adults, and a variety of other educational opportunities and resources. V4 In communion with the Church, we are committed to ecumenism as well as interreligious dialogue, particularly with the Jewish and Muslim communities, and we welcome students from those communities who are seeking to study in a Catholic context. V5 We strive to accomplish this mission in a community environment composed of religious, clergy, and lay women and men who mirror the local and global Catholic Church in all its vibrant diversity. To prepare pastoral ministers for a variety of leadership roles in the Roman Catholic context. M Specifically, to prepare ministers to serve in settings with a diversity of cultural groups interfacing with and impacting one another. [See B.1.2.2] 1 Note:- M/V = CTU Mission and Vision Statement; B = ATS Program Standard. Religious heritage H/C Engages in constructive theological reflection on the Catholic scriptures and tradition, and the area of specialization in a faithful, historically critical and culturally and ecumenically sensitive manner M B.2.2, B.2.3 Envisions ministry in particular cultural and religious contexts B.2.2. B.2.3 Understands the theological dynamics of social reconciliation B.2.2, B.2.3 Able to do theological reflection on intercultural ministry B Specialization leadership skills Demonstrates in practice the capacity for effective pastoral leadership in the specialized ministry including an understanding of its cultural and religious context M, V4 B.2.3, B.2.5 Able to foster dialogue across cultural and religious boundaries B.2.3, B.2.5 Able to integrate intercultural ministerial concerns and theological study B.23.3, B.2.5 Formation F Demonstrates progress toward integration as a minister/leader, including growth in spiritual formation and a coherent theological vision. M B.2.4 Engages in personal and communal spiritual formation toward personal transformation and growth B.2.4 L Religious heritage Course assessment grids with performance criteria established by instructors Criteria for granting degree candidacy: - Successful completion of 25% of program - Acceptable potential for ministry Specialization leadership skills Course assessment grids with performance criteria established by instructors [Practicum requirement grids with performance criteria established by instructors] Criteria for granting degree candidacy: - Successful completion of 25% of program - Acceptable potential for ministry Formation Approval for graduation Note: Chart B is same as for Prof. MA in Biblical Ministry. 23

7 Assessment Plan Professional Master of Arts in Justice Ministry (MA-JM) Program Description The Professional Master of Arts in Justice Ministry (MA-JM) is one of five Professional Master of Arts in Specialized Ministry degrees offered at the Catholic Theological Union. The MA-JM is a 36-credit professional degree that provides expertise in dealing with theological and pastoral issues related to reconciliation and peace-making processes within the Church and the world. It is structured to provide the opportunity for students to concentrate in one of four areas: environmental justice, racial justice, reconciliation, or social justice. It requires students take 8 credits in foundational and introductory courses, 11 credits in area requirements, and 12 elective credits related to students' area concentration. Students complete a 3-credit Ministry Practicum and a 2-credit Capstone Project related to justice ministry. Assessment Plan The Assessment Plan for the MA-JM was approved by the faculty at its Faculty Assembly, April 18, At the same time, the current Program Goals and Learning Outcomes were approved. The program goals for the MA-JM are twofold:! The MA-JM will prepare pastoral ministers for a variety of leadership roles in the Roman Catholic context.! The MA-JM will provide ministers with expertise in dealing with theological and pastoral issues related to reconciliation and peace-making processes within the Church and the world. This program is governed generally by ATS ES 1.2, Basic Programs Oriented Toward Ministerial Leadership. Linked to ATS Degree Program Standards ( ATS B ) and to CTU s Mission and Vision Statement ( M, V ) as shown in the following chart, the MA-JM degree has three Learning Outcomes in common with other MAs in Specialized Ministry degrees at CTU. They require students to: 1. Engage in constructive theological reflection on the Catholic scriptures and tradition and on the area of specialization, in a faithful, historically critical and culturally and ecumenically sensitive manner. (Religious Heritage & Context, B.2.2, B.2.3); 2. Demonstrate in practice the capacity for effective pastoral leadership in the specialized ministry including an understanding of its cultural and religious context (Leadership Skills, B.2.3, B.2.5); and 3. Demonstrate progress toward integration as ministers/leaders, including growth in their spiritual formation and their development of a coherent theological vision (Formation, B.2.4).. The Assessment Criteria for the MA-JM degree program rely upon a mixture of direct (aggregate course work, practicum performance, cohort GPA) and indirect data (student evaluations, ATS surveys). The data collection points reflect the ongoing program effectiveness (aggregate course work data), one-time gateway moments (Candidacy, Capstone Project, GSQ data), and long-range effectiveness (AQ data). The collectors of the data involve a broad range of CTU faculty and include the MA in Specialized Ministries Program Director, course instructors, and Capstone Project directors as well as the CTU Registrar and ATS through annual surveys. All of the gathered data is reviewed at least annually and some on a semester basis. The MA in 24

8 Specialized Ministries Program Director performs a critical role in initially assembling many of the reports from compiled data and qualitative surveys and in forwarding those reports to the Vice President and Academic Dean s office and to the Committee on Assessment. Closing the Loop Recommendations for follow-up activity based on the assessment of collected data and reports can be made by the Vice-President and Academic Dean, the MA in Specialized Ministries Program Director, or the Committee on Assessment. In general, follow-up actions will depend upon the character of recommendation/s coming from recipients of data. As a norm: Program recommendations: follow-up with APP, FCD, the Vice-President and Academic Dean, and the Program Director regarding overall program design assessment. Course recommendations: follow-up with Departments and the Vice-President and Academic Dean regarding content. Assessment/evaluation recommendations: follow-up with COA and the Vice-President and Academic Dean. Recommendations with financial implications: follow up with the Vice-President for Administration and Finance, the Executive Committee, and the Vice-President and Academic Dean. 25

9 CTU ACADEMIC ASSESSMENT PLAN: CHART A 1 (draft 4/16/13) Professional Master of Arts in Justice Ministry H = Religious Heritage C = Cultural Context F = Personal and Spiritual Formation L= Specialization Leadership Skills CTU Mission & Vision Program Goals Learning Outcomes Assessment Criteria M The mission of Catholic Theological Union is to prepare effective leaders for the Church, ready to witness to Christ s good news of justice, love, and peace. V1 In concert with our sponsoring religious communities, our founding mission is the academic and pastoral preparation of religious order candidates for the ordained priesthood and support for the formation and continuing education efforts of these religious communities. V2 Moreover, as a Roman Catholic graduate school of theology and ministry, we are dedicated to offering quality theological education and ongoing formation for laity, religious, and clergy who are preparing for or who are already engaged in ministry in the United States and around the world. V3 As an inter-cultural community of faith and learning, we seek to bring the richness of the Roman Catholic tradition, teaching, and practice to our students, to the broader Church, and to the public. We accomplish this through our graduate degree programs, our faculty, our programs for youth and young adults, and a variety of other educational opportunities and resources. V4 In communion with the Church, we are committed to ecumenism as well as interreligious dialogue, particularly with the Jewish and Muslim communities, and we welcome students from those communities who are seeking to study in a Catholic context. V5 We strive to accomplish this mission in a community environment composed of religious, clergy, and lay women and men who mirror the local and global Catholic Church in all its vibrant diversity. To prepare pastoral ministers for a variety of leadership roles in the Roman Catholic context. M Specifically, to provide ministers with expertise in dealing with theological and pastoral issues related to reconciliation and peace-making processes within the Church and the world. There are four concentrations: environmental justice, racial justice, reconciliation and social justice. [See B.1.2.2] 1 Note:- M/V = CTU Mission and Vision Statement; B = ATS Program Standard. Religious heritage H/C Engages in constructive theological reflection on the Catholic scriptures and tradition, and the area of specialization in a faithful, historically critical and culturally and ecumenically sensitive manner M B.2.2, B.2.3 Attains a solid grounding in Catholic theological warrants for justice in a globalized world. B.2.3, B.2.5, B Attains a specialized knowledge of one issue area: environmental justice, racial justice, reconciliation, or social justice. Specialization leadership skills Demonstrates in practice the capacity for effective pastoral leadership in the specialized ministry including an understanding of its cultural and religious context M B.2.3, B.2.5, B Attains a set of practical skills that enables the employment of best practices in ministry for justice Integrates theological knowledge, skills in issue analysis, and ministerial practices for justice ministry Formation F Demonstrates progress toward integration as a minister/leader, including growth in spiritual formation and a coherent theological vision. M B.2.4 L Religious heritage Course assessment grids with performance criteria established by instructors Criteria for granting degree candidacy: - Successful completion of 25% of program - Acceptable potential for ministry Specialization leadership skills Course assessment grids with performance criteria established by instructors [Practicum requirement grids with performance criteria established by instructors] Criteria for granting degree candidacy: - Successful completion of 25% of program - Acceptable potential for ministry Formation Approval for graduation Chart B is same as for Prof. MA in Biblical Ministry. 26

10 Assessment Plan Professional Master of Arts in Liturgical Ministry (MA-LM) Program Description The Professional Master of Arts in Liturgical Ministry (MA-LM) is one of five Professional Master of Arts in Specialized Ministry degrees offered at the Catholic Theological Union. The MA-LM is a 36-credit professional degree that provides students with knowledge of the Roman Catholic liturgical tradition, past and present. Students take 10 credits in foundational and introductory courses, 8 credits in area requirements, and 14 elective credits in Word and Worship and other areas. Students complete a 2-credit Ministry Practicum and a 2-credit Capstone Project related to liturgical ministry. Assessment Plan The Assessment Plan for the MA-LM was approved by the faculty at its Faculty Assembly, April 18, At the same time, the current Program Goals and Learning Outcomes were approved. The program goals for the MA-LM are twofold:! The MA-LM will prepare pastoral ministers for a variety of leadership roles in the Roman Catholic context.! The MA-LM will give students the knowledge and skills needed to exercise liturgical leadership in a parish setting (B.1.2.2) This program is governed generally by ATS ES 1.2, Basic Programs Oriented Toward Ministerial Leadership. Linked to ATS Degree Program Standards ( ATS B ) and to CTU s Mission and Vision Statement ( M, V ) as shown in the following chart, the MA-LM degree has three Learning Outcomes in common with other MAs in Specialized Ministry degrees at CTU. They require students to: 1. Engage in constructive theological reflection on the Catholic scriptures and tradition and on the area of specialization, in a faithful, historically critical, and culturally and ecumenically sensitive manner. (Religious Heritage & Context, B.2.2, B.2.3); 2. Demonstrate in practice the capacity for effective pastoral leadership in the specialized ministry including an understanding of its cultural and religious context (Leadership Skills, B.2.3, B.2.5); and 3. Demonstrate progress toward integration as a minister/leader, including growth in their spiritual formation and their development of a coherent theological vision (Formation, B.2.4). The Assessment Criteria for the MA-LM degree program rely upon a mixture of direct (aggregate course work, practicum performance, cohort GPA) and indirect data (student evaluations, ATS surveys). The data collection points reflect the ongoing program effectiveness (aggregate course work data), one-time gateway moments (Candidacy, Capstone Project, GSQ data), and long-range effectiveness (AQ data). The collectors of the data involve a broad range of CTU faculty and include the MA in Specialized Ministries Program Director, course instructors, and Capstone Project directors as well as the CTU Registrar and ATS through annual surveys. All of the gathered data is reviewed at least annually and some on a semester basis. The MA in Specialized Ministries Program Director performs a critical role in initially assembling many of the reports from compiled data and qualitative surveys and in forwarding those reports to the Vice President and Academic Dean s office and to the Committee on Assessment. 27

11 Closing the Loop Recommendations for follow-up activity based on the assessment of collected data and reports can be made by the Vice-President and Academic Dean, the MA in Specialized Ministries Program Director, or the Committee on Assessment. In general, follow-up actions will depend upon the character of recommendation/s coming from recipients of data. As a norm:! Program recommendations: follow-up with APP, FCD, the Vice-President and Academic Dean, and the Program Director regarding overall program design assessment.! Course recommendations: follow-up with Departments and the Vice-President and Academic Dean regarding content.! Assessment/evaluation recommendations: follow-up with COA and the Vice-President and Academic Dean.! Recommendations with financial implications: follow up with the Vice-President for Administration and Finance, the Executive Committee, and the Vice-President and Academic Dean. 28

12 CTU ACADEMIC ASSESSMENT PLAN: CHART A 1 (draft 4/16/13) Professional Master of Arts in Liturgical Ministry H = Religious Heritage C = Cultural Context F = Personal and Spiritual Formation S = Specialization Leadership Skills CTU Mission & Vision Program Goals Learning Outcomes Assessment Criteria M The mission of Catholic Theological Union is to prepare effective leaders for the Church, ready to witness to Christ s good news of justice, love, and peace. V1 In concert with our sponsoring religious communities, our founding mission is the academic and pastoral preparation of religious order candidates for the ordained priesthood and support for the formation and continuing education efforts of these religious communities. V2 Moreover, as a Roman Catholic graduate school of theology and ministry, we are dedicated to offering quality theological education and ongoing formation for laity, religious, and clergy who are preparing for or who are already engaged in ministry in the United States and around the world. V3 As an inter-cultural community of faith and learning, we seek to bring the richness of the Roman Catholic tradition, teaching, and practice to our students, to the broader Church, and to the public. We accomplish this through our graduate degree programs, our faculty, our programs for youth and young adults, and a variety of other educational opportunities and resources. V4 In communion with the Church, we are committed to ecumenism as well as interreligious dialogue, particularly with the Jewish and Muslim communities, and we welcome students from those communities who are seeking to study in a Catholic context. V5 We strive to accomplish this mission in a community environment composed of religious, clergy, and lay women and men who mirror the local and global Catholic Church in all its vibrant diversity. To prepare pastoral ministers for a variety of leadership roles in the Roman Catholic context. M Specifically, to give the student the knowledge and skills needed to exercise liturgical leadership in a parish setting. [See B.1.2.2] 1 Note:- M/V = CTU Mission and Vision Statement; B = ATS Program Standard. Religious heritage H/C Engages in constructive theological reflection on the Catholic scriptures and tradition, and the area of specialization in a faithful, historically critical and culturally and ecumenically sensitive manner M B.2.2, B.2.3 Evidences progress toward a coherent and personally integrated theological vision for liturgical ministry B.2.2 Articulates knowledge of the Roman Catholic liturgical tradition past and present B.2.2, B.2.3 Interprets the Roman Catholic liturgical tradition in a faithful, historically critical, and culturally sensitive manner. B.2.2, 2.3 Specialization leadership skills Demonstrates in practice the capacity for effective pastoral leadership in the specialized ministry including an understanding of its cultural and religious context M B.2.3, B.2.5 For example: * Demonstrates ability to work out of a collaborative paradigm for ministry B.2.5, B Evidences pastoral skills to prepare, lead, and evaluate parish liturgical celebrations B.2.5 Able to organize and implement formation for liturgical celebration and ministry in a parish setting B.2.5 Formation F Demonstrates progress toward integration as a minister/leader, including growth in spiritual formation and a coherent theological vision. M B.2.4 L Religious heritage Course assessment grids with performance criteria established by instructors Criteria for granting degree candidacy: - Successful completion of 25% of program - Acceptable potential for ministry Specialization leadership skills Course assessment grids with performance criteria established by instructors [Practicum requirement grids with performance criteria established by instructors] Criteria for granting degree candidacy: - Successful completion of 25% of program - Acceptable potential for ministry Formation Approval for graduation Chart B is same as for Prof. MA in Biblical Ministry. 29

13 Assessment Plan Master of Arts in Theology Program Description Catholic Theological Union offers two types of academic Master of Arts ( MA ) in Theology: the Research MA and the General Academic MA. Within these two types there are two possibilities for completing the MA: the MA with major and minor areas, and the Multidisciplinary MA. The MA with major and minor areas is a 36-credit academic degree designed to include a major, that is a focused, in-depth concentration in a particular discipline, as well as a minor to insure a broader knowledge of theology. It may be taken as a Research or as a General Academic degree. Majors may be taken in:! Biblical Studies (a general concentration, or concentration in Old or New Testament)! Intercultural Ministry! Ethics! Interreligious Dialogue! Liturgy! Spirituality! Systematic Theology! World Mission Minors may be taken in these areas or in Pastoral Ministry. The minor must be different from the major (e.g. Old Testament major with minor in New Testament; Systematic Theology major with minor in New Testament, etc.). The Multidisciplinary MA is a 36-credit academic degree designed especially for students who do not have a previous theological degree and who are preparing for a ministry in which they need a wide acquaintance with the range of theological scholarship, rather than an in-depth knowledge of one discipline. Students take MA level work in courses across each of the theological disciplines. The Multidisciplinary MA may be taken as a Research or as a General Academic degree. Assessment Plan The Assessment Plan for the MA in Theology was approved by the faculty at its Faculty Assembly, April 18, At the same time, the current Program Goals and Learning Outcomes for each degree were approved. The program goals for the MA in Theology are:! The General Academic MA in Theology will provide students with a basic understanding of the Christian theological tradition and a familiarity with the state of various theological issues. This program will also provide the student theological background sufficient to teach at the secondary or college level.! The Research MA in Theology will provide students with an understanding of the Christian theological tradition and a familiarity with the state of various theological issues sufficient to prepare the student to pursue further studies in a doctoral program. These MA programs are governed generally by ATS ES 1.3 and Degree Programs part D, Basic Programs Oriented Toward General Theological Studies. All the Learning Outcomes for these programs are linked to ATS Degree Program Standards ( ATS D ) and to CTU s Mission and 30

14 Vision Statement ( M, V ) as shown in the following chart. The two degrees share four common Learning Outcomes: 1. Demonstrates proficiency in engaging in academic study and research for general educational purposes; 2. Demonstrates survey knowledge of diverse theological disciplines; 3. Evidences progress toward a coherent and personally integrated theological vision within the context of a communitarian spiritual formation; and 4. Demonstrates summative and integrative knowledge at the end of the academic program through the successful completion of the comprehensive oral examinations. In addition to these four Learning Outcomes, the Research MA program includes two additional Learning Outcomes: 1. Demonstrates focused knowledge in a specific discipline or interdisciplinary knowledge; and 2. Acquires and applies skills, including languages, required for the pursuit of doctoral studies. The Assessment Criteria for these degree programs rely upon a mixture of direct (aggregate course work, comprehensive exams, theses) and indirect data (ATS surveys). The data collection points reflect the ongoing program effectiveness (aggregate course work data), one-time gateway moments (comprehensive exam, thesis, GSQ data) and long-range effectiveness (AQ data). In addition, a qualitative survey of the effectiveness of the MA thesis process among MA-Research students who eventually pursued Ph.D. programs was conducted. The collectors of the data involve a broad range of CTU faculty and include the MA Program Director, MA Comprehensive Exam Panels, course instructors, and MA Thesis directors and readers as well as the CTU Registrar and ATS through annual surveys. All of the gathered data is reviewed at least on an annual basis, some on a semester basis. The MA Director performs a critical role in initially assembling many of the reports from compiled data, such as aggregate grids of comprehensive examinations,1 and in forwarding those reports to the Vice President and Academic Dean s office and to the Committee on Assessment. Closing the Loop Recommendations for follow-up activity based on the assessment of collected data and reports can be made by the Vice-President and Academic Dean, the MA Director, or the Committee on Assessment. In general, follow-up actions will depend upon the character of recommendation/s coming from recipients of data. As a norm:! Program recommendations: follow-up with APP, FCD, the Vice-President and Academic Dean, and the Program Director regarding overall program design assessment.! Course recommendations: follow-up with Departments and the Vice-President and Academic Dean regarding content.! Assessment/evaluation recommendations: follow-up with COA and the Vice-President and Academic Dean. Recommendations with financial implications: follow up with the Vice-President for Administration and Finance, the Executive Committee, and the Vice-President and Academic Dean. 1 A sample of the Comprehensive Examination Grid is included in Appendix I 31

15 CTU ACADEMIC ASSESSMENT PLAN M.A. in Theology General Academic; Research 1 H =Religious Heritage C =Cultural Context F =Personal & Spiritual Formation CTU Mission & Vision Program Goals Learning Outcomes Assessment Criteria M The mission of Catholic Theological Union is to prepare effective leaders for the Church, ready to witness to Christ s good news of justice, love, and peace. Vision V1 In concert with our sponsoring religious communities, our founding mission is the academic and pastoral preparation of religious order candidates for the ordained priesthood and support for the formation and continuing education efforts of these religious communities. V2 Moreover, as a Roman Catholic graduate school of theology and ministry, we are dedicated to offering quality theological education and ongoing formation for laity, religious, and clergy who are preparing for or who are already engaged in ministry in the United States and around the world. V3 As an inter-cultural community of faith and learning, we seek to bring the richness of the Roman Catholic tradition, teaching, and practice to our students, to the broader Church, and to the public. We accomplish this through our graduate degree programs, our faculty, our programs for youth and young adults, and a variety of other educational opportunities and resources. V4 In communion with the Church, we are committed to ecumenism as well as interreligious dialogue, particularly with the Jewish and Muslim communities, and we welcome students from those communities who are seeking to study in a Catholic context. V5 We strive to accomplish this mission in a community environment composed of religious, clergy, and lay women and men who mirror the local and global Catholic Church in all its vibrant diversity. The General Academic M.A. in Theology will provide the student with a basic understanding of the Christian theological tradition and a familiarity with the state of various theological issues. This program will also provide the student theological background sufficient to teach at the secondary or college level. The Research M.A. in Theology will provide the student with an understanding of the Christian theological tradition and a familiarity with the state of various theological issues sufficient to prepare the student to pursue further studies in a doctoral program 1. Demonstrates proficiency in engaging in academic study and research for general educational purposes. ATS D.1.1.1, 1.2.1, 1.3.1; H; M, V2, V3 2. Demonstrates survey knowledge of diverse theological disciplines. ATS D.1.1.1, 1.2.1, 1.3.1; H, C; M, V2, V3, V4 3. Evidences progress toward a coherent and personally integrated theological vision within the context of a communitarian spiritual formation ATS GIS 3.1.1, D.1.1.1, 1.3.1; C; M, V2, V3, V5 4. Demonstrates summative and integrative knowledge at the end of the academic program through the successful completion of the comprehensive oral examinations (see) ATS D 1.3.1, 2.2,;H; M, V2, 5. Demonstrates focused knowledge in a specific discipline or interdisciplinary knowledge. ATS D.1.2.1, D. 2.1; H; M, V2, V3 6. Acquires and applies skills, including languages, required for the pursuit of doctoral studies. ATS D1.2.1, D.2.1,2.2; M, V2, V3 1. Number of MA students passing courses based on instructor established course criteria for MA students 2. Number of MA students passing courses based on instructor established course criteria for MA students; number of MA students passing comprehensive oral examinations 3. Satisfactory participation in respective formation programs. Number of MA students receiving Candidacy. See MA Manual 1.3 statement on Candidacy 4. Number of MA students successfully passing comprehensive oral examinations; comprehensive oral examination aggregate grids. See Appendix 2 of the MA Manual for comprehensive exams competencies The graduate of the Research MA program satisfies the learning outcomes of the General Academic MA degree plus the following Learning Outcomes 5. Number of MA Research students passing courses based on instructor established course criteria for MA students; MA Research students success rates in passing comprehensive oral examinations; Thesis completions 6. Number of MA Research students passing courses based on instructor established course criteria for MA students; number of MA Research student success rate in passing comprehensive oral examinations; Thesis completions 32

16 CTU ACADEMIC ASSESSMENT PLAN M.A. in Theology General Academic; Research 2 Direct Data Indirect Data 1 Collects/Collates (ATS Compiles Survey Data) When Follow-up Actions 2 Completion Rate % Effective Placement % 1. Course work 1. GSQ 13, 19 AQ 19, 21, 22, 23, Instructors, Registrar 1. During and end of each semester, academic year 1. Information given to Dean s Office, MA Director and COA IPR 7 AQ 10, 11, Course work 2. GSQ 13, 19 AQ Instructors, Registrar, MA Director, MA Comprehensive Exam Panels 2. End of each semester; comprehensive oral exam; end of academic year review of aggregate grids of comprehensive exams 2. Information given to Dean s Office, MA Director and COA 3. Candidacy, formation programs 3. GSQ 12, 18, 19 AQ 21, 23, MA Director 3. Annual review of Candidacy results 3. Information given to Dean s Office, MA Director, COA. 4. Comprehensive Exams, MA Comprehensive Exams grid results 4. GSQ Comprehensive Exam Panels, MA Director 4. Comprehensive oral exam; end of semester review of aggregate grids of comprehensive exams 4. Information given to Dean s Office, COA 5. Course work, Comprehensive Exams, Comprehensive Exams & Thesis grids 5. MA Thesis Assessment Qualitative Survey 5. Comprehensive exam panels, Thesis director, readers, MA Director 5. End of academic year review of comprehensive exam and thesis grids 5. Information given to Dean s Office, COA 6. Course work, Thesis, Comprehensive Exams, Comprehensive Exams & Thesis grid results 6. MA Thesis Assessment Qualitative Survey; AQ, Comprehensive exam panels, Thesis director, readers, MA Director 6. End of academic year: review of aggregate grids of comprehensive exams and thesis completions 6. Information given to Dean s Office, COA 33 1 An issue with the ATS GSQ and AQ survey data, MA s are grouped as All Other which includes DMin and Cert. We will need to order raw data and make our own MA analysis. 2 IN GENERAL. Follow-up actions will depend upon the character of recommendation[s] coming from recipients of data. As a norm: Program recommendations: follow-up with APP, FCD and the Vice-President and Academic Dean Course recommendations: follow- up with Departments and the Vice-President and Academic Dean Assessment/evaluation recommendations: follow-up with COA and the Vice-President and Academic Dean Recommendations with financial implications: follow up with the Vice-President for Administration and Finance, the Executive Committee, and the Vice-President and Academic Dean

17 Assessment Plan Ecumenical Doctor of Ministry (DMin) Program Description Catholic Theological Union offers an Ecumenical Doctor of Ministry (DMin) which is an advanced degree for ministers (lay and ordained) with significant experience in ministry who wish to acquire this highest professional credential. This program is sponsored jointly by the Catholic Theological Union (CTU), Lutheran School of Theology at Chicago (LSTC), and McCormick Theological Seminary (MTS). The degree program integrates an advanced mastery of theological concepts with a continued development of pastoral skills to enhance the practice of ministry. It is distinguished by its emphasis on Practical Theology as a framework for developing strategies for ministry. The degree program consists of two Core Colloquium courses, four courses inside one s concentration, two courses outside one s concentration, and the DMin Thesis-Project. The possible concentrations are:! Educating for Witness! Hispanic Theology and Ministry! Intercultural Studies and Ministry! Liturgy! Spirituality Assessment Plan The revised DMin Program Goal and Learning Outcomes were approved by the Joint DMin Committee of the three schools on October 21, The CTU faculty approved the DMin Program Goals and Learning Outcomes and had their initial review of the DMin Assessment Plan on October 24, Final approval of the Assessment Plan was given by the faculty at its Faculty Assembly on March 13, The program goal for the DMin is:! The DMin program prepares experienced ministers to form others for ministerial leadership, and teaches practical theology in an ecumenical and intercultural context. The DMin program is governed generally by ATS ES 1.4 and Degree Programs part E. All the Learning Outcomes for these programs are linked to ATS Degree Program Standards ( ATS E ) and the Mission and Vision Statements ( M, V ) of CTU, LSTC, and MTS, as shown in the following chart. The DMin degree has the following Learning Outcomes: 1. Integrates an advanced understanding of practical theology as a theological discipline and as the dynamic of ministerial practice; 2. Leads others in collaborative ministry that recognizes and honors the plurality of cultures and perspectives; 3. Cultivates a mature spiritual and ethical sensitivity as the basis of ministerial choices; and 4. Competently researches, writes, and presents on ministry-related topics. The Assessment Criteria for this degree program rely upon a mixture of direct (aggregate course work, Core I essays, theses projects) and indirect data (admission materials, ATS surveys, peer and course evaluations). The data collection points reflect the ongoing program effectiveness (aggregate course work data), one-time gateway moments (post-core I evaluations, theses proposal reviews, GSQ data) and long-range effectiveness (AQ data). The collectors of the data involve a broad range of CTU faculty and include the DMin Program Director, DMin 34

18 committee, course instructors, DMin theses directors, and the Project Review Board as well as DMin peers and ATS through annual surveys. All of the gathered data is reviewed annually. The DMin Director performs a critical role in reviewing the pertinent direct and indirect data, such as initial admissions materials, essays and evaluations from Core I and Core II, and results from the Project Review Board, and in forwarding relevant information and reports to the DMin Committee, the Vice President and Academic Dean s office, and the Committee on Assessment. Closing the Loop Recommendations for follow-up activity based on the assessment of collected data and reports can be made by the Vice-President and Academic Dean, the DMin Director, the DMin Committee, or the Committee on Assessment. In general, follow-up actions will depend upon the character of recommendation/s coming from recipients of data. As a norm:! Program recommendations: follow-up with APP, FCD, the Vice-President and Academic Dean, the DMin Program Director, and the DMin Committee.! Course recommendations: follow-up with Departments, the DMin Committee, and the Vice-President and Academic Dean regarding content.! Assessment/evaluation recommendations: follow-up with COA and the Vice-President and Academic Dean! Recommendations with financial implications: follow up with the Vice-President for Administration and Finance, the Executive Committee, and the Vice-President and Academic Dean. 35

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