MASTER OF ARTS ACADEMIC PROGRAM GUIDE

Transcription

1 MASTER OF ARTS ACADEMIC PROGRAM GUIDE

2 TABLE OF CONTENTS I. Overview of the Master of Arts (M.A.) Program...2 II. Master of Arts Degree Requirements...4 III. Advisement...5 IV. Assessment of Student Learning and Curricular Effectiveness...6 Appendix: A. M.A. Degree Planner 1

3 Mission Union Theological Seminary in the City of New York is a seminary and a graduate school of theology established in 1836 by founders deeply impressed by the claims of the world upon the church. Union prepares women and men for committed lives of service to the church, academy, and society. A Union education develops practices of mind and body that foster intellectual and academic excellence, social justice, and compassionate wisdom. Grounded in the Christian tradition and responsive to the needs of God s creation, Union s graduates make a difference wherever they serve. I. OVERVIEW of the MASTER of ARTS (M.A.) PROGRAM The Master of Arts (M.A.) degree provides a basic understanding of theological disciplines for further graduate study or for general educational purposes. (ATS Standard D.1.1) While the Union M.A. is primarily an academic degree, it prepares students for a variety of professional positions. The M.A. is designed as a two-year degree program for those studying full-time. The curriculum exposes students to a broad range of topics within theological disciplines common to all students in the program. In addition, the M.A. candidate pursues focused studies in an area of concentration that is normally declared at the time of application. The concentration may be in one of the following fields: Bible, Theology/Ethics, Church History, Practical Theology (Religious Education, Psychiatry & Religion; Preaching & Worship; Church & Society; Theology & the Arts), or Interreligious Engagement. Program Goals and Learning Outcomes In keeping with the vision of Union s founders that Union graduates should be equipped by their education to respond to the claims of the world with intellectual and academic excellence, social justice, and compassionate wisdom, the M.A. curriculum is designed to provide students with broad and basic knowledge and academic skills in three classical theological disciplines (Bible, Church History, and Theology). The curriculum also aims to cultivate the ability of students to apply this learning in contemporary social, cultural, and interreligious contexts and to social justice issues. The first two learning areas in the M.A. program are the same as those for the Master of Divinity (M.Div.) degree: Religious Heritage and Cultural Context. The third learning area, Specialized Preparation, is particular to the M.A. degree because it focuses on developing in greater depth a student s chosen area of concentration. The curricular goals of the M.A. program reflect the faculty s general aspirations for student learning. The learning outcomes associated with each goal identify more particularly the knowledge and skills that students will achieve and be able to demonstrate when they successfully complete the M.A. program. 2

4 M.A. PROGRAM GOALS and LEARNING OUTCOMES RELIGIOUS HERITAGE Goal 1: Goal 2: To develop a broad, critical understanding of Christian traditions in their scriptural foundations, historical developments, and theological perspectives. Outcomes: 1.1. Demonstrates an ability to identify, describe, analyze, and to interpret biblical texts in their literary, historical, and multi-religious contexts. 1.2 Demonstrates an ability to identify, describe, and to discuss significant periods, persons, and developments in the history of the Christian tradition(s). 1.3 Demonstrates an ability to recognize, explain, and to critically evaluate major theological themes, issues, and perspectives in Christian thought. To cultivate inter-religious awareness and deepen understanding of the Christian heritage through substantive engagement with the thought and practices of traditions other than Christianity. Outcome: 2.1. Demonstrates substantive engagement with the thought and practices of traditions other than Christianity. CULTURAL CONTEXT Goal 3: To develop competencies in understanding social and cultural contexts that are significant for contemporary theology, the life of the church, and the promotion of justice in the world. Outcomes: 3.1. Demonstrates an ability to work with persons of diverse backgrounds, to learn from differences, and to articulate one s own cultural and social perspectives with acknowledgment of their limitations Demonstrates an ability to articulate contextually informed and world-engaged theological perspectives Demonstrates an ability to analyze and address contemporary ethical issues from Christian and interreligious perspectives. Goal 4: To enrich theological work by incorporating the arts and cultural diversity of New York City. Outcome: 4.1. Demonstrates an ability to incorporate the arts, cultural diversity, international, and/or socioeconomic dimensions of New York City into theological reflection. SPECIALIZED PREPARATION FOR TEACHING OR ADVANCED STUDIES IN THEOLOGY/RELIGION Goal 5: To attain competency in the student s chosen theological discipline: Biblical Studies, Theology & Ethics, Church History, Practical Theology, Interreligious Engagement, or Interdisciplinary Outcomes: 5.1. Demonstrates an ability to identify, describe, discuss, and apply the sources, norms, methods, substantive content, and literature of the student s chosen discipline. Goal 6: To attain competency in academic research and writing skills. Outcome: 6.1. Demonstrates an ability to utilize relevant primary and secondary sources for critical and constructive work in the student s chosen discipline Demonstrates the ability to write a thesis-driven essay within the student s chosen discipline that is clearly written, cogently argued, and sufficiently substantiated with properly cited references to scholarly resources. Goal 7: To attain proficiency in a modern language (and in the case of the Biblical concentration, a working knowledge of Hebrew and/or Greek) Outcome: 7.1. Demonstrates the ability to read and accurately 3 translate text in French, German, or Spanish (and for Biblical Studies concentrators, in Hebrew or Greek)

5 II. MASTER OF ARTS DEGREE REQUIREMENTS The M.A. degree requires that students take a minimum of 51 points of course credit distributed as follows: A foundational biblical studies course Old Testament (OT 101) or New Testament (NT 101), each of which is 4 points and a second 3 point biblical studies course (total of 7-8 points in this field) Foundations in Christian Theology I or II (ST 103 or ST 104) and another course in one of the following areas within the theological field: Systematic Theology, Christian Ethics, Ecumenical Studies, or Philosophy of Religion (6 points) Two out of the three foundational courses in Church History (CH 107, 108, 109, each of which is 2 points) or one of the three foundational courses plus another course in Church History (total of 4-5 points in this field) A course in Interreligious Engagement (3 points) Advanced level courses (200 level and above) in the field of concentration (15 points) Electives (8-10 points) A Modern Language Reading Proficiency Exam (no points) Biblical Studies concentrators only: A Biblical Language Proficiency Exam (Hebrew or Greek) A thesis or summative project in the field of concentration (6 points). o the thesis topic declaration form must be submitted to the Registrar no later than the Friday before Thanksgiving (second year) Course Load and Program Planning Without permission from the Academic Dean, no one is permitted to take more than 15 points in any one semester or more than 30 points in an academic year, exclusive of the January and/or summer terms. Students are expected to complete their required foundational courses as early as possible. It is also very important to take an Interreligious Engagement course within the first year in order to enrich your study of Christian heritage in light of other religious traditions, and vice versa. The early completion of foundational courses equips the student with the basic vocabulary, data, and concepts necessary for closer or more advanced and specialized study in the five fields, the area of concentration, and/or in other subjects in the curriculum. Early completion of the core field requirements also provides the foundation for courses students may wish to take a Columbia University (Graduate School of Arts and Sciences), The Jewish Theological Seminary of America, 4

6 Fordham University, General Theological Seminary, and Drew University Theological School. Through electives students may exceed the minimum requirements for the degree in order to pursue particular interests and prepare for their vocations. Students will also profit from taking SU courses that provide opportunities for spiritual and personal enrichment (SU 125) and/or the acquisition of a skill requisite for various types of ministries within and beyond church contexts (SU 190). Please consult the course catalog for other SU courses on various topics, most of which may be taken for 1 credit point. Students may take as many SU courses as time and inclination allow. However, a maximum total of three SU 125 (Topics in Spirituality) and/or SU 190 courses (Topics in Ministry) may be taken for credit that can be counted toward the degree s elective requirements. The M.A. Degree Planner will help you to keep track of your progress toward completing the degree requirements. A copy of the planner, attached to this Program Guide as Appendix A, is also available in the My Union page under Forms and Documents on the Union web site. For up-to-date forms, thesis guidelines and other information related to the thesis requirement, please consult the Registrar s page on the Union web site. III. ADVISEMENT Consultations with faculty advisors may take place for a variety of purposes within a variety of contexts. Academic advisement may take place at any time and students are strongly encouraged to seek advisement as needed. However, the Seminary has established specific requirements for each degree program with regard to advisement consultations that take place prior to registration periods. Registration for Fall Courses: All incoming M.A. students are required to meet, in person, with their assigned faculty advisor for curricular advisement prior to Fall registration in the first year of study. First semester curricular advisement normally takes place during Fall orientation. Early online registration for the Fall of the second year of study normally takes place in April. Pre-registration consultations in April are not required to be in person unless the advisor and student decide to incorporate pre-registration consultation into the Student Progress Conference in April instead of May. (See details regarding the Student Progress Conference in the Assessment section below.) In any event, required pre-registration consultations are encouraged to be in-person, where possible. Students do not have to consult with their advisors again in September if they have had a pre-registration consultation in the previous April. 5

7 Registration for Spring Courses: Registration for Spring courses normally takes place in November. First-year M.A. students are required to consult with their advisor prior to early-registration for the Spring semester. While it is highly recommended that this consultation take place in person, the student and advisor may agree to consult by phone, , or video conference. However, by default, early registration for the Spring in the first year of study will remain blocked by a hold unless and until the faculty advisor certifies to the Registrar (via ) that there has been a meaningful registration consultation. Second-year M.A. students are strongly encouraged but are not required to consult with their advisors prior to early-registration for Spring classes. However, second-year students are required to check in with their advisors for general advisement purposes at least once before the last day of classes in the Fall semester. Beyond these required (or strongly encouraged) advisement sessions, your Advisors as well as the faculty members, the Academic Dean and Associate Deans, and Senior Administrative Staff are ready and most willing to offer advisement in their areas of expertise and competency. Please do take the initiative in asking for the advice that you need. IV. ASSESSMENT OF STUDENT LEARNING and CURRICULAR EFFECTIVENESS Assessment of student learning at Union is a comprehensive and continuous process that takes place at both the course level and program level. The purpose of this process is twofold: (1) to provide students with feedback on their progress toward and achievement of personal, course, and program learning goals; and (2) to provide the administration and faculty with a means to continually evaluate program effectiveness so that modifications and improvements to the curriculum can be made. All students at Union have been provided with a personal eportfolio into which evidence or their fulfillment of degree requirements and of their learning achievement is collected and periodically reviewed. Students manage their eportfolios through Google Drive (affiliated with account). The current assessment plan for the M.A. students requires that the following documents be deposited into the eportfolios at specified times (by specified persons) over the course of the student s progress through the program. 6

8 Preliminary documents: 1. Entrance Questionnaire (deposited by Academic Office staff) 2. Admissions Essay (deposited by Academic Office staff) 3. Current résumé or c.v., as available (deposited by student) 4. Program Plan (completed by you and your Faculty Advisor at the beginning of your program; deposited by student prior to pre-registration for the Spring semester) Registrar s documents: 5. Degree Audit (deposited by Academic Office staff prior to eportfolio reviews) 6. Unofficial transcript containing narrative course evaluations and grades (deposited by Academic Office staff prior to eportfolio reviews) Academic work: 7. Two essays from at least one required and one advanced course that have contributed significantly to achievement of learning goals (from different fields), including the professors comments (deposited by student) * first essay, required course, by the end of March of the first year * second essay, advanced course, by the end of March of the second year. 8. Thesis topic declaration and proposal (deposited by student on due date) 9. The thesis paper or the/summative project (written or electronically recorded components) with evaluation (deposited by student on due date) Assessment Surveys and Reports: 10. Student Progress Report (SPR) completed by student and Faculty Advisor; electronically submitted) 11. Final Assessment Report (prepared by Faculty Advisor and student; electronically submitted) 11. Exit Questionnaire (electronically submitted) Notes on the Assessment Process Entrance Questionnaire: The assessment process for M.A. students begins with the Entrance Questionnaire (EQ). The EQ includes a benchmark measure of your current competencies in the outcomes associated with Religious Heritage, Cultural Context, and Specialized Knowledge in one of the theological disciplines. During and at the end of your program, these competencies will be revisited to see how far your learning and skills have progressed. The Program Plan: Prior to your first advisement session, your Faculty Advisor reviews the admissions essay, EQ, (and c.v.) in your eportfolio. At that session (or at any time 7

9 prior to and including the November pre-registration conference), you and your advisor prepare a Program Plan that outlines a strategy for pursuing and meeting your academic goals (individual and program) and degree requirements. The format of the Program Plan is essentially the same as the Degree Planner (Appendix A). The Program Plan will specify, to the extent possible, which courses you plan to take in the foreseeable future and when you plan to take them. The Program Plan must be signed by you and your advisor. It is your responsibility to deposit the Program Plan into your eportfolio prior to pre-registration for the Spring semester. It is expected that the Program plan will be updated or modified during subsequent student-advisor consultation(s), as circumstances warrant. You are responsible for depositing updated Program Plans into your eportfolios with changes dated and initialed by you and your advisor. Earlier versions of the Plan should remain in the eportfolio. The Essays: During the first year and prior to the Student Progress Conference in April or May, you are required to deposit at least one essay from a required course into the eportfolio (March 30 th due date). Select at least one essay that you believe best reflects the learning outcomes associated with the Religious Heritage and Cultural Context program goals. The second essay should be deposited into your eportfolio in your final semester prior to your Final Assessment Conference (due March 30 th ). Student Progress Conference: Near the end of the first year (or equivalent mid-point in your degree), you will meet again with your Advisor for a Student Progress Conference to review the contents of your eportfolio, to discuss progress toward program goals, and to make plans for completion of degree requirements. A Student Progress Report (SPR) that includes a re-assessment of competencies based on the learning outcomes will be prepared for deposit into your eportfolio. This mid-program conference may take place in April during the pre-registration period for Fall classes in the second year. Be sure to deposit your selected first-essay(s) into your portfolio sufficiently in advance of this conference. Exit Questionnaire and Final Assessment Conference: Toward the end of the final semester, students prepare and submit the Exit Questionnaire. The student s Advisor and a senior representative of the Academic Office then engage in a final review of the student s e-portfolio prior to at a Final Assessment Conference. At that time, the student s achievement of learning outcomes is finally assessed, and the results are recorded in a Final Assessment Report that is deposited into the eportfolio. Alumni/ae Questionnaire: The assessment process concludes with an Alumni/ae Questionnaire that you will receive shortly after graduation. Assessment is not a credit-bearing process. Assessment results have no effect on grades. Student participation will not be used to determine academic eligibility for graduation. However, participation in and completion of the assessment process is a requirement for advancement through the program and conferral of the degree. The Seminary is required by its accreditation agencies to assess all of its programs. 8

10 STUDENT NAME FALL TERM FIRST YEAR NUMBER TITLE FIELD POINTS SPRING TERM FIRST YEAR NUMBER TITLE FIELD POINTS MASTER OF ARTS MASTER TWO-YEAR OF PROGRAM ARTS PLAN TWO-YEAR PLANNER M.A. REQUIREMENTS 51 POINTS BIBLICAL FIELD POINTS OT OR NT 101 : 34 POINTS Points : 3 POINTS HISTORICAL FIELD 4-5 POINTS CH 107 : 2 POINTS AND/OR CH 108 : 2 POINTS AND/OR CH 109 : 2 POINTS AND/OR : 3 POINTS THEOLOGICAL FIELD 6 POINTS ST 103 or 104: 3 POINTS : 3 POINTS (CE, EC, PR, OR ST) JANUARY/SUMMER TOTAL PTS. FOR YEAR FALL TERM SECOND YEAR NUMBER TITLE FIELD POINTS SPRING TERM SECOND YEAR NUMBER TITLE FIELD POINTS INTERRELIGIOUS ENGAGEMENT IE : 3 POINTS ADVANCED COURSES 15 POINTS : POINTS : POINTS : POINTS : POINTS : POINTS : POINTS : POINTS ELECTIVES : POINTS : POINTS : POINTS : POINTS MODERN LANGUAGE EXAM POINTS THESIS 6 POINTS JANUARY/SUMMER TOTAL PTS. FOR YEAR PROGRAM FOCUS/CONCENTRATION: N.B. Concentrating in certain subject areas requires a selective sequence of courses prerequisite to thesis writing, e.g., PS 204, PS 209, and PS 310 in Psychiatry & Religion SIGN HERE: Student: Advisor: Date: