master of arts in christian education - itc.edu · pdf filebecome the living embodiment, ......

A T L A N T A

Master of Arts inChr ist ian Educat ion

2016-2017

T h e I n t e r d e n o m i n a t i o n a l T h e o l o g i c a l C e n t e r

Program DescriptionLogic ModelSurvival, Progress & ExcellenceGeneral Program PoliciesGrade Change and Appeal Policy

Mission StatementThe Interdenominational Theological Center (ITC) is a Christian Africentric ecumenical

consortium of seminaries and fellowships that educates students who commit to practicing justice and peace through a liberating and transformational spirituality to become leaders in the church

and local/global communities.

ITC Strategic Goal 1

Enhance the academic life of ITC by

building upon existing faculty

strengths and increasing institutional

resources in each degree program,

joint degree program,

continuing/distance education

program, and the library to advance

and improve academic excellence and

productivity.


Foster a collaborative and

intellectually stimulating community

that promotes an ethos of academic

freedom, mutual respect, and

integrity, high expectations of

academic, spiritual, and professional

achievement and work productivity

for its students, faculty,

administrators and staff and provides

community rituals and programs in

order to engender loyalty,

commitment and a sense of

community.


Reorganize and strengthen

Information Technology, to ensure

excellent support of both the academic

and administrative functions of the

Center and the deployment of new and

innovative teaching and research

technologies as they become available.


Enhance student life at ITC by building

upon existing student services and

institutional resources to increase the

quality and delivery of services to

students.


Improve recruitment, retention and

graduation of an ecumenically diverse

student body that is prepared

academically and spiritually to

provide leadership for the Church and

the global community.


Enhance fiscal stability of the Center

by diversifying revenue resources to

increase contributions from both the

public and private sectors of the

economy.


Enhance the ability and accountability

of all divisions and levels of the Center

to provide excellent service, sufficient

resources, efficient operations, and a

humane atmosphere to all students,

faculty, administrators and staff.


Strengthen integration of institutional

planning, communications, and

operations.


Become the living embodiment,

spiritually and physically, of

TheoEcology for the world, healing

humanity's prime estrangement, our

divorce from nature. Transform The

ITC and the world it serves, informed

by TheoEcology and guided by a vision

of Eden.

Copyrights reserved to The Interdenominational Theological Center, 2013, Department of Christian Education - 700 Martin Luther King Jr. Dr. NW Atlanta, GA 30314. Christian Education Department Faculty Fall 2016/Spring 2017 - Rev. Dr.

Carrie Scott, Adjunct Professor of Christian Education - Dr. Itihari Toure, Adjunct Professor of Christian Education, Sankofa Center Director - Rev. Dr. Maisha Handy, Associate Professor of Christian Education, Provost - Rev. Dr. Cynthia McDonald, Adjunct Professor of Christian Education - Rev. Dr. Reginaldo P. Braga, Jr, Associate Professor of Christian

Education, MA in Christian Education Degree Coordinator


he M.A. in Christian Education is a degree in educational ministry. For full-time students it is a two-year program. It is designed to prepare students for Christian religious educational ministries for

the contemporary church, institutional settings and global community. The program exists for, but is not limited to, persons that desire a) to practice Christian religious education in churches or schools; b) an opportunity for specialized preparation for ministries that intersect social activism, community organizing and Christian religious education; and c) initial preparation to research in the practices of Christian religious education and in its intersections with social activism and community organizing for a socially just, non-violent and democratic society.

The ITC Mission Statement and the MA in Christian EducationThe MA in Christian Education program therefore, responds directly to the Interdenominational Theological Center (ITC) as a consortium of denominational seminaries whose mission is to educate Christian leaders for ministry and service in the Church and the global community. The ITC educates and nurtures women and men who commit to and practice a liberating and transforming spirituality; academic discipline; religious, gender, and cultural diversity; and justice and peace.

03

“ We invite

future pastors,

teachers, and

activists to

think and

research deeply

and broadly

about crucial

questions and

their

corresponding

educational

practices for

transformative

and liberative

teaching

practices.”

MASTER OF ARTS IN CHRISTIAN EDUCATION DEGREE

Curricular CommitmentsIn light of these curricular commitments, three interrelated but distinctive professional tracks define the vocational objectives embodied in the MA in Christian Education program at the Interdenominational Theological Center. These tracks relate to the ITC distinctive Sankofa and the primary skills of community building, storytelling & storylinking, interpersonal and intrapersonal skills.

A. Academics and Teaching Track (TT)The Academics and Teaching Track focuses on the preparation for research in the practices of Christian Religious Education and its intersections with social activism and community organizing for a socially just, non-violent and democratic society. Participants in this track explore the current practices, theories and disciplines that intersect for the creation of the various practices of educating in faith, as it responds to the unique challenges of African American and diasporic expressions of Christianity.

B. Congregational Ministries Track (CT)The Congregational Ministries Track focuses on making available to the various communities of faith of our ecumenical consortium, their traditions, and making clear the correspondence of their traditions and transformation in the praise and service of God. Informed by the theological traditions of the black churches and the Christian Diasporic churches and their contemporary realities. This track seeks to bear witness to the Gospel through total educational ministries of the communities of faith that includes preaching, teaching, pastoral care, and liturgical and congregational leadership.

C. Public Space Witness Track (PT)The track of Public Space Witness focuses on the specialized preparation for ministries that intersect social activism, community organizing and Christian religious education. It envisions the joining in God’s mission in a world increasingly culturally and religiously diverse, bearing witness to God’s call to a more just, non-violent and democratic world. In responding to Christ’s call to serve the vulnerable, the stand of this track seeks to encourage communities of faith to proclaim the gospel, work for justice, and resist the powers of sin and evil.

The course of studies leading to the MA in Christian Education degree is constructed in accordance to the standards of the Association of Theological Schools in the United States and Canada, and the Commission on Colleges of the Southern Association of Colleges and Schools.

04

“Privileging

dialogue

education,

transformative

and liberative

pedagogies we

invite

participants to

not only learn to

question, but to

build a teaching

craft of

excellence,

attentive to the

whole human

experience in

general and

Africentric in

particular.”

PROGRAM STUDENT LEARNING OUTCOMES

Learning to live lives oriented to God and neighbor in a liberating and transformative spirituality is a challenge. It requires a lifetime of learning fueled by transforming encounters with grace within the context of the church, our diaspora communities histories and oriented toward the world. The Master of Arts in Christian Education at The Interdenominational Theological Center aims to prepare graduates that:

· Articulate and integrate personal life stories, Biblical stories, and cultural heritage stories through story-linking creating a professional practice for themselves of integrity and coherence with the scholarship in their field.

· Demonstrate critical, creative, and emergent, pedagogical approaches to implement ministry practices that reflect denominational traditions, religious heritages, and “a liberating and transforming spirituality.”

· Retrieve and integrate biblical, theological and philosophical tenets that under gird the socio-cultural experiences of “a liberating and transforming spirituality” in the African, African Diaspora, and global communities.

We invite future pastors, teachers, and activists to think and research deeply and broadly about crucial questions and their corresponding educational practices for transformative and liberative teaching practices. How people come to faith, and to Christian faith; how people grow in Christian faith; how people live out Christian faith in daily life; how daily lived Christian faith finds wisdom and strength in our Africentric community stories; how daily lived Christian faith can create socially just, non-violent and democratic societies for all peoples?

How does one build excellence in teaching? How to structure the teaching-learning process for transformation and liberation? How to integrate diversity and multiplicity in Afrocentric pursuits of excellence in teaching? Privileging dialog education, transformative and liberative pedagogies we invite participants to not only learn to question, but to build a teaching craft of excellence, attentive to the whole human experience in general and Afrocentric in particular.

With the Society for Religion and Education and several Special Programs, we aim to develop new models, approaches and practices of educational ministry that imagine a more just, non-violent, and democratic society. With classroom, field work and extracurricular

05

“Applicants to the

degree must

submit a

Statement of

Total Program

Completion,

outlining a

program proposal

that makes use of

the candidate’s

previous training

and experience,

lays out a

tentative project

for the MA thesis

or project, and

states how the

candidate plans

to use the courses

and resources

available at the

ITC.”

initiatives we aim at closing the gap of theory and practice, church and society, faith and justice.

REQUIREMENTS FOR THE MASTER OF ARTS IN CHRISTIAN EDUCATION DEGREE (M.A.C.E.)

1. Terms of AdmissionAll persons seeking to enroll in the Master of Arts in Christian Education degree program must meet the same general admission requirements as students applying to the M.Div. program.

Applicants to the degree must submit a Statement of Total Program Completion, outlining

a) a program proposal that makes use of the candidate's previous training and experience,

b) lays out a tentative project for the MA thesis and

c) states how the candidate plans to use the courses and resources available at the ITC for the successful completion of the program and its thesis.

2. Minimum Requirement

The minimum requirement for the M.A. in Christian Education degree is the completion of sixty semester credits with a cumulative grade point average of not less than 2.25. No more than six semester credits may be completed with a grade of “C-.” All Christian education courses must be completed with a grade of “C” or better.3. Course RequirementsThe core courses and electives for the M.A. in Christian Education. are spread across the four Areas of the curriculum and include required courses in biblical studies; philosophy, theology, ethics, and history; persons, society, and culture and the church and its ministries. A minimum of fifteen credits must be earned in Christian education courses; three credits must be earned in Foundations for Ministry, and six in Ministry and Context (three credits for Ministry and Context I and three credits for Ministry and Context II) with an emphasis on Christian education. During the pursuit of a Master of Arts in Christian Education degree, students should remain mindful that eighteen is the maximum number of credits per semester that a student may carry.

4. Master Thesis or Program Conclusion Project RequirementA Master Thesis or a Program Conclusion Project (PCP) that is a major research project connecting Christian educational theory and practice will be required of all candidates for the M.A. in Christian Education. The

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“A Master

Thesis or a

Program

Conclusion

Project (PCP)

that is a major

research project

connecting

Christian

educational

theory and

practice will be

required of all

candidates for

the M.A. in

Christian

Education. “

thesis or the PCP will be developed over the final half of the student's matriculation in the degree program as outlined in the schedule of M.A. in Christian Education courses. The development and progression of the project will occur under faculty supervision in the courses of Research Methods in Religion and Education and Research Practicum in Religion and Education. At the completion of the projects in Research Practicum in Religion and Education, the student will present the project in a public forum, and the thesis in a public defense.a. Program Conclusion Project The project may take one of the following forms:

· A substantive applied research paper and curriculum proposal on a current focus or new direction in the field of Christian education;

Examples of PCP's include without being limited to:· The creation and performance of a dramatic work (e.g., play)

with commentary on Christian educational theory undergirding it, relevancy of the work for Christian education, and potential use of the work in one or more Christian educational contexts;

· The creation of a collection of poetry or short stories of publishable quality with commentary on Christian educational theory undergirding it, relevancy of the work for Christian education, and potential uses of the work in one or more Christian educational contexts; and

· The creation of a portfolio or group of visual religious art forms (e.g., painting, sculpture, photography, stained glass, etc.).

b. Master ThesisThe primary goals of a Master's Thesis in:

· prepare students for doctoral studies; and

· permit students with a terminal master's degree to develop a research topic for professional advancement.

Completing a master's thesis requires skills, competence, and confidence. The thesis is a piece of original, independent, and scholarly research conducted under the supervision of a member of the department. Whereas a thesis may convey an original and significant contribution to knowledge, it must, at a minimum, expand on knowledge by advancing a known position in a new direction or applying a known method to a new matter of inquiry.The thesis provides evidence of the student's skills in:

· identifying and defining a problem and formulating a research question;

· using adequate sources and pertinent specialist literature to

07

“Completing a

master's thesis

requires skills,

competence, and

confidence. The

thesis is a piece

of original,

independent,

and scholarly

research

conducted under

the supervision

of a member of

the

department.”

contextualize the problem within the contemporary academic discussion;

· developing an effective method to solve the problem;

· applying the method;

· reporting effectively on the research results; and

· describing the relation of the results to the problem initially identified.

A thesis submitted to the thesis director and second reader in partial fulfillment of the requirements for the degree of Master of Arts in Christian Education

· is 60-100 pages long;

· is written grammatically correct; and

· complies formally with the standards prescribed in the Chicago Manual of Style.

The Chicago Manual of Style (Kate L. Turabian, A Manual for Writers of Research Papers, Theses, and Dissertations: Chicago Style for Students and Researchers, University of Chicago Press

Students should request from the Department of Christian Education copies of the current guidelines for the MACE thesis, as well as its timeline and formatting. Students should also familiarize themselves with the thesis submission and formatting guidelines prepared by the Department of Christian Education for submission of final copies.

All requirements for the M.A.C.E. degree must be completed within five years from the date of first registration. If a student returns after an absence of more than three years, the requirements will be those current at the time of re-entry.

COURSE WORK FOR THE MASTER OF ARTS IN CHRISTIAN EDUCATION

08

10

Dual Degree of MA in Christian Education and Master in DivinitiesThe dual degree of Master of Arts in Christian Education/Master of Divinity is offered with the following unique stipulations:

1. M.Div. students who wish to enroll in either of the dual degree programs must complete twenty-seven credits or a full year of work at ITC, eighteen of which must be from the core, before declaring their intent. M.Div. students must declare their intent to pursue a dual degree before beginning their final year of study. Students cannot file for the dual degree program when they are candidates for graduation.

2. The Master of Divinity concentration of four courses must be different from those taken for the M.A. degree if a concentration is declared.

3. MA in Christian Education/M.Div. students are not required but strongly encouraged to declare a concentration and thus use the required electives to concentrate in a field towards their MA in Christian Education thesis or project.

4. MA in Christian Education/M.Div students are required to fulfill the both capstones sequences for their programs, Ministry and Context I and Ministry and Context II for the M.Div degree and Research Methods and Research Practicum in Religion and Education for the MA in Christian Education degree.

5. M.A. students who wish to enroll in either of the dual degree programs must complete twenty-seven credits or a full year of work at ITC, fourteen of which must be from the core, before declaring their intent. M.A. students must declare their intent to pursue a dual degree before beginning their final year of study. M.Div. students must declare their intent to obtain a dual degree before earning fifty-nine credit hours. Students cannot file for a dual degree when they are candidates for graduation.

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5. Students enrolled in dual degree programs must receive both degrees at the same time: one degree for the Master of Divinity and a separate degree for Master of Christian Education. Students are entitled to receive two degrees upon completion of dual programs.

Required courses for each program are listed below. Advisement and flexibility are of utmost importance for students enrolled in this program. During the pursuit of a dual degree, students should remain mindful that sixteen is the maximum number of credits per semester that may be carried.

MASTER OF ARTS IN CHRISTIAN EDUCATION (M.A.C.E.) / MASTER OF DIVINITY (M.DIV.)MA in Christian Education Requirements Common MA and M.Diiv. core requirements indicated in bold

Sociology of Religion 3Educational Leadership: Congregations, Community and Academy 3

Religious Education and Sacred Texts 3Area IV Christian Education Elective Critical Theories Class (813b, 813c or 821) 3 Seminar: Teaching and Learning 3Research Methods in Religion and Education 3Research Practicum in Religion and Education 3Ethics 3Area IV Elective 3Worship 3Introduction to Philosophy and Theology 3Foundations for Ministry 3Introduction to Hebrew Bible/Old Testament 3Introduction to New Testament 3Biblical Exegesis Elective 3Introduction to Religious Education 3History of the African-American Church 3Introduction to Missiology 3Ministry and Context I 3Ministry and Context II 3

M.Div. RequirementsChurch History I 3Systematic Theology 3Clinical Introduction to the Psychology of Pastoral Care 3Introduction to Preaching 3Religious Leadership 3Christian Worship 3Religions of the World 3Denominational History 3Denominational Polity 3

u pDenominational Theology (Wesleyan or Theology ) 3p Biblical Languages 12

u pElectives or Concentration Electives 33†-30 - 18 Total Hours 120

u Required of United Methodist students.

pRequired of Presbyterian Church (USA) students. †For those students not required to take Wesleyan or Reformed Theology The total number of required credits for the completion of the M.Div./M.A.C.E. is 120, including elective and concentration courses (if declared). The normal time of

completion for this dual degree is four years.

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Throughout the program you can map your progress by relating the intended program

competencies, the student learning outcomes, the program outcomes and the various

assignments for the courses.


PROGRAM’S COMPETENCIES& STUDENT LEARNING OUTCOMES

Competences Program Student Learning Outcomes

Community Building skills

Design and implement creative and critical research, programs, curriculums, sermons, liturgies, ministry and administrative models that evidence a liberating and transforming spirituality and reflect the significance of Sankofa in the practice of ministry.

Storytelling / Storylinking skills

Through story linking connect the core belief of liberating and transforming spirituality to the concrete practices of ministry.

Interpersonal skillsRetrieve and refine biblical and theological tenets that under gird the socio-cultural experiences of “a liberating and transforming spirituality” in the African, African Diaspora and global community

Intrapersonal skills

Demonstrate critical, creative, emergent, pedagogical approaches to implement ministry practices that reflect denominational traditions, religious heritages, and “a liberating and transforming spirituality” both individually and collaboratively.

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Competence SLO’s Measures Benchmark

Community Building skills

Design and implement creative and critical research, programs, curriculums, sermons, liturgies, ministry and administrative models that evidence a liberating and transforming spirituality and reflect the significance of Sankofa in the practice of ministry.

Logic Model (ICAM 802) 60% scores 60%

Lesson Plan and Lesson Sample (ICAM 811)

70% scores 70%

Thesis (ICAM 820) 80% scores 80%

Storytelling / Storylinking

skills

Through story linking connect the core belief of liberating and transforming spirituality to the concrete practices of ministry.

Philosophy of Teaching (ICAM 801) 60% scores 60%

My Teaching Sacred Text Manifesto (ICAM 804)

70% scores 70%

Thesis proposal (ICAM 819) 80% score 80%

Intrapersonal skills

Retrieve and refine biblical and theological tenets that under gird the socio-cultural experiences of “a liberating and transforming spirituality” in the African, African Diaspora and global community

Philosophy of Teaching (ICAM 801) 60% scores 60%

My Teaching Sacred Text Manifesto (ICAM 804)

70% scores 70%

Thesis Proposal (ICAM 819) 80% scores 80%

Interpersonal skills

Demonstrate critical, creative, emergent, pedagogical approaches to implement ministry practices that reflect denominational traditions, religious heritages, and “a liberating and transforming spirituality” both individually and collaboratively.

Logic Model (ICAM 802) 60% scores 60%

Final Supervisor’s Report (ICAM 842) 70% scores 70%

Thesis (ICAM 820) 80% scores 80%


SATISFACTORY ACADEMIC PROGRESS POLICY

A three credit hour course requires a minimum of 42 contact hours in a 14-week time frame. Please note that class schedules meet this minimum such that an unexcused absence of one session can severely hinder the student's ability to meet the required hours and may consequently affect the student's ability to make satisfactory attendance, which may affect the student's satisfactory academic progress for financial aid.

DISABILITY ACCOMMODATION POLICY

The Office of Student Services provides services for qualified students with verified physical or mental disabilities in accordance with Section 504 of the Rehabilitation Act and the Americans with Disabilities Act. (ADA). Services provided include, but are not limited to: readers, note takers, equipment loan, interpreters, adaptive computer software, large print copying, test proctoring, community referral, and advocacy. The mission of the Abilities office is “empowerment through education,” These services provide disabled students with equal access to education and an opportunity to fully participate in activities related to the academic pursuits. Students with disabilities must identify themselves in order to receive support from the Abilities office. All documentation related to the existence of a disability is treated as confidential information

ATTENDANCE POLICY (Effective July 1, 2015)

The institution recognizes the correlation between attendance and both student retention and achievement. Any class session or activity missed, regardless of cause, reduces the opportunity for learning and may adversely affect a student's achievement in the course. Class attendance is required beginning with the first class meeting, and students are expected to attend all class sessions for which they are registered. It is the responsibility of the student to arrange to make up all course work missed because of legitimate class absences and to notify the instructor when an absence will occur. The instructor determines the effect of absences on grades. Students who are

GENERAL PROGRAM POLICIES

15

reported as never attending a course may be withdrawn from the class by the institution. Funds may be adjusted or rescinded for students who are receiving financial aid or veterans' benefits.

In order to obtain credit for a course, a student must attend at least 85% of the contact hours for a particular course. However, instructors are given the option of allowing a student to complete the course based on the student's documented circumstances and his or her progress in the course. In online courses, instructors define expected interaction between themselves, students and the class learning management system (and/or media). Inconsistent interaction and/or inconsistent use of the learning management system or course materials, regardless of cause, reduces the opportunity for learning.

The instructor may withdraw any student from the course if the student misses more than 15% of the scheduled class sessions and activities. In the case of online courses, any student who is not interactive or responsive in a timely manner, as specified by the instructor, may be withdrawn. Students must be enrolled before they can attend class.

Note: Veterans should refer to the institution catalog for more information about attendance.

Instructor-Specific Attendance Policy

Instructors are required to monitor attendance and report students who are not attending class during designated reporting periods, normally on a monthly basis, each term. Faculty members shall publish and distribute a class syllabus no later than the end of the second week of class in a given academic term. The syllabus should include the instructor's attendance policy and may include special circumstances under which students' absences may be excused and stipulations for making up work and exams missed during instructor-excused absences. Instructors may require a more rigorous attendance policy due to program requirements. Specific course requirements will be noted in their syllabuses.

eLearning Course Attendance Policy

Log into your class on the first day of the term and perform an academic activity during the first three days. Online/eLearning students who do not participate in their classes weekly may be withdrawn for non-attendance and may not be reinstated.

Religious Observances and Required Activities

When the observance of a student's religious holiday(s) or required activities interfere with attendance in class, class work assignments, examinations, or class activities, the student must notify the instructor in writing within the first week of class. Students are held responsible for material covered during their absence. The instructor should provide alternative arrangements for students to complete the work for the missed session. Students excused for religious observances or required activities will be expected to meet the class requirements for those days without undue delay. Students who believe they have been unreasonably denied educational benefits due to their religious activities may seek redress through the student appeal procedure.

Mandatory Attendance Policy Table

Term # of Meetings 15% of Class Meetings Student Dropped after X Days

16 week-1 day a week 16 2.4 3

16 week-2 days a week 32 4,8 5

16 week-3 days a week 48 7.2 8

2-week 10 1.5 2

DISABILITY ACCOMMODATION POLICY

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CHEATING AND PLAGIARISM

Cheating of any kind, including plagiarism, is considered unethical conduct, inconsistent with the habits of a Christian student, and may be grounds for immediate dismissal.

PAPERS FORMAT

All academic work at the ITC will conform to the current standards of the Turabian Manual of Style, formatting, citations and footnotes should adhere strictly to the standards.

ANNUAL GUILD MEMBERSHIP REPORT

MA in Christian Education students are strongly suggested to enroll and participate in guild associations’s national and regional gatherings. Memberships on AAR, or SBL and REA, and any other educational association are recommended and students are required to report such activities on an annual basis to their academic advisors.

ANNUAL PROGRESS REPORT

Academic advisors will review the student annual progress together with student. Students will bring to advisors updated copies of their statement of total program completion, plan of studies, and guild membership reports for this annual evaluation.

ADVANCEMENT TO CANDIDACY

The Registrar's Office according to the MA in Christian Education annual calendar, will report in the Spring semester the students that have completed all requirements for enrollment in the sequence of Research Methods and Research Practicum. Academic advisors review requirements for advancement to candidacy, plan of studies, statement of total program completion and guild membership recommending the advancement to candidacy or not. The Degree Coordinator review the recommendation together with the MACE committee and reports remedial actions for those who did not qualify or advancement. This Advancement to Candidacy Form, signed by the academic advisor and the degree coordinator, is the official approval for the student to be enrolled in the candidacy stage and in Research Methods in Religion and Education course.

MA IN CHRISTIAN EDUCATION CRUCIAL BIBLIOGRAPHY

The office of the MA in Christian Education will maintain and offer annually a list of crucial bibliography that supports both the research lines of the ITC and the program outcomes of the MA in Christian Education degree. Students can request a copy of the bibliography from the MA in Christian Education office.

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MACE THESIS ADVISOR GUIDELINES

Thesis advisors have their activities regulated by the Thesis Advisor Guidelines. Students and advisors can obtain a copy of the current guidelines from the office of the MA in Christian Education.

THESIS MANUAL

MA in Christian Education candidates enrolled in 819 or 820 should obtain a copy of the current Thesis Manual from the office of the MA in Christian Education. The manual regulates style, format and requirements of the MA thesis and it is based on Booth, Wayne C, The Craft of Research, Third Edition (Chicago Guides to Writing, Editing, and Publishing) London: The University of Chicago Press, 2008, and on Turabian, Kate L. A Manual for writers of Term Papers, Theses, and Dissertations, Chicago: The University of Chicago Press, 2010.

ITC STUDENT SERVICESQUICK REFERENCE GUIDE FALL 2016Quick reference guide:Cost of Attendance Office of Finacial Aid Office of the Registrar

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Cost in the 2016-17 year $ ________

Tuition and fees $ ________

Housing and meals $ ________

Books and supplies $ ________

Transportation $ ________

Other educational costs $ ________

Grants and scholarships to pay for seminary $ _________

Total Grants and Scholarships (Gifts, Aid and no repayment needed)

Scholarships from your Denominations $ ________

Grants you can use $ ________

Other scholarships you can use $ ________

What you will pay for seminary

Net costs $ _________ $ _________(Cost of attendance minus total grants and scholarships)

Options to pay net costs

Personal (out-of-pocket) $ _________

Work Options $ _________

Work-Study (Federal, state or institutional $ ________

Amount from part-time employment $ ________

Amount from full-time employment $ ________

Loan options $ _________ Federal Direct Unsubsidized Loan $ ________ (Check with financial aid office to clarify amounts)

Other Financial Options $ _________ Family Contributions $ _________ Other contributions $ _________

Net other payment $ _________

Balance $ _________


Estimated Cost of Attendance

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1. What Type of financial aid is available at ITC?

There are three types of financial aid available to students:Ÿ Scholarships - merit or need based financial aid that does not have to be repaid. Students may apply for the United Negro College Fund Scholarship every year in August at www.uncf.org. Ÿ Loans - allow a student to borrow money for school.

Ÿ Work-study – provides part-time jobs for students with financial need allowing them to

earn money to help pay education expenses.

2. When should I apply for financial aid?

You may complete the FASA as early as January 1 for the following year.

3. Do I have to apply for financial aid every year?

Yes financial aid is year specific and is awarded for one year at a time. Applications for the upcoming

year are available the proceeding January of each year.

4. Do I have to be full time to receive financial aid?

No. However, a student must be enrolled at least half time (6 hours per semester).

5. How much Financial Aid can I receive for the year?

The award amount of your financial aid is based on your enrollment status, the budget, and outside

aid received (external scholarships, etc.)

6. Do I have to sign a promissory note every year?

No, you will complete a Master Promissory Note (MPN) and Entrance Counseling as a first time

borrower at ITC your first year. You can complete both of these processes at .www.studentloans.gov

7. I got an outside scholarship. Should I report it to the financial aid office?

Yes. If you are receiving any kind of financial aid from the university or government sources, you must

report the scholarship to the financial aid office. Receipt of an outside scholarship may require an

adjustment to your financial aid award.


FINANCIAL AIDFrequently Asked Questions

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http://www.uncf.org

http://www.studentloans.gov

8. How do I make a correction to my financial aid? You can make corrections to your FAFSA online by accessing . www.fafsa.ed.gov

9. I originally filled out my FAFSA with a different school listed. How do I add ITC?

You can go online at to add ITC to your FAFSA, school code 001568.www.fafsa.ed.gov

10. How do I receive the money I am awarded?

First, you must provide all necessary requested documents to complete your file so your eligibility

can be determined. Scholarships, workstudy and loans will be awarded in that order based on eligibility and

availability. You will receive an award notice by mail if you accept the student loan and you are a first-time

borrower, you must complete the Master Promissory Note and Entrance Loan Counseling. Once the process is

complete and you are enrolled for the minimum number of required credits, your financial aid will be applied

to your student account as the funds are received.

11. Can I cancel the loan if I don't need it?

Yes. ITC gives you the option to accept or decline any loan offered. You may cancel your loans or any

portion of your loan prior to disbursement. Contact the Financial Aid office to cancel the full loan or any

portion of the loan.

12. What is the interest rate on student loans?

The Unsubsidized Student Loans interest rate fixed at 6.21%. Your loan servicer will notify you of any

interest rate changes throughout the life of your loan.

13. Can I get more loan than what I was awarded?

Your loan amount is determined by your financial need. Not all students will qualify for the maximum

loans. They will determine the maximum amount you are eligible for and advise you appropriately. The

amount is then divided between the semesters you plan to attend. An origination fee is assessed to each loan

disbursed.

14. When do I pay back my loan?

Generally, you will begin paying back your loan six months after you graduate or drop below six

credits.

15. What is work study?

The Federal College Work-Study program provides jobs to eligible financial aid students. Most jobs

are on campus and can offer more flexibility than a traditional part-time job in that your class schedule is

considered when setting up your work hours. There are some off-campus jobs as well. Contact the work study

representative if you have questions.

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http://www.fafsa.ed.gov

http://www.fafsa.ed.gov

he mission of the Office of the Registrar is to provide administrative services to students, faculty, Talumni and administration of the highest quality in supporting the instructional role of the

Interdenominational Theological Center. Those services include:

Ÿ Academic calendar creation

Ÿ Academic records maintenance

Ÿ Assist in IPEDS reporting for all programs

Ÿ Certifying students for graduation

Ÿ Changing programs and advisers for the student population

Ÿ Cross-Registration processing

Ÿ Diploma processing

Ÿ End of term processing

Ÿ Enrollment certification/verification

Ÿ International Student Certification

Ÿ Interpreting the academic policies of the institution

Ÿ Largely responsible for the logistics of graduation ceremonies

Ÿ Maintaining classroom assignments

Ÿ Maintaining the Degree Audit module in PowerCampus

Ÿ Maintaining the students' addresses

Ÿ Maintaining Students' Rights under FERPA

Ÿ Preparing class schedules

Ÿ Processing Clearinghouse reports

Ÿ Registration

Ÿ Transcript processing

Ÿ Transfer credit evaluation

Ÿ Veteran certification

Ÿ Withdrawals


The Registrar’sOffice

25

ACADEMIC RECORDS MAINTENANCE

The Office of the Registrar maintains the permanent official records of student grades. Transcripts of student

records are normally available only upon written request of the student. The student must have no

delinquent indebtedness to the institution.

ADD/DROP PROCEDURES

Students are permitted to add courses in their program during the first five days from the beginning of class

with written consent of their advisors, instructors, denominational president-deans, and the provost. After

the fifth day from the beginning of class, students will not be permitted to drop courses until after the twelfth

week of the semester without the approval of Financial Services. Students who drop courses after the

drop/add period will receive a grade of 'W'.

ADVANCED STANDING/SHARED CREDIT IN DEGREE PROGRAMS

Students who have earned a degree for postgraduate work at ITC or another accredited theological school

may be granted a maximum of twenty-nine semester hours toward the M.Div. degree, twenty semester

hours toward the M.A.C.E. Students admitted to ITC can receive advanced standing for completed and

accredited master's degrees in theology up to 30 percent of the total number of hours needed to complete

the ITC master's degree. Courses to be transferred as advanced standing must have been taken within seven

years of matriculation.

APPLICATION FOR ADMISSION TO CANDIDACY

Students who plan to graduate from ITC must file an application for admission to candidacy by January 1 of the

year of intended graduation. This form may be picked up in the Registrar's office. A list of candidates for

graduation is then forwarded to the faculty in March and the Board of Trustees in April of each year for

approval for the ceremonies in May. Graduating students are expected to be present at Commencement

unless excused by the provost for justifiable reasons, stated in a written petition.

CALENDAR

The Office of the Registrar is responsible for the creation of the academic calendar. The is academic calendar

published regularly as part of the graduate seminary catalog and accessible from the Interdenominational

Theological Center (www.itc.edu) website.

26

http://www.oakland.edu/academic-calendar

Grade Change

ll grade changes are the result of either an informal or formal appeal process. Informal appeal Aprocesses are considered to a simple grade change. All other grade appeals are considered to be

formal. The student weighs the formality of the aggrievement and the route of process to be

undertaken.

A student who is dissatisfied with a decision by an instructor relative to a final course grade and is able to

document an error in the computing of that grade, must seek to reconcile the grievance with the instructor

through the grade change process within two weeks after receiving the semester grade report from the

Registrar's Office. A grade change is the result of student's conversation with the professor requesting a

review of submitted or re-submitted work which could or could not result in a change in grade. In either case it

is not expected that the student's grade should be lower than initially assigned.

Upon completed review of course material submitted in support of the grade change by the student, the

faculty member in conversation with the student determines whether or not this review will result in an

improved grade which otherwise produces a change in grade. Faculty member obtains grade change form

from the Registrar's Office.

It is completed in consultation with the Associate Provost. After obtaining the appropriate signatures, the

Provost has final review of the process and forwards the completed Change of Grade/Incomplete Removal

document to the Registrar's Office for subsequent grade change recording. Stipulation: The Provost or

stipulated Academic represented herein has review of the process and forwards the completed Change of

Grade/Incomplete Removal document to the Registrar's Office for subsequent grade change recording. If the

Provost or other Administrator is faculty of record for the course, either the Associate Provost, MDiv. or MACE

Degree Coordinators processes the Change of Grade to the Office of the Registrar.


CHANGE OF GRADEGRADE CHANGE AND APPEAL POLICY

27

GRADE APPEAL

Step 1

A student who is dissatisfied with a decision by an instructor relative to a final course grade and is able to

document an error in the computing of that grade, must seek to reconcile the grievance with the instructor

through the grade change process within two weeks after receiving the semester grade report from the

Registrar's Office. If there is not satisfactory resolution, the student may appeal the instructor's decision.

Step 2

The student should notify the Office of Student Services in writing of their intent to appeal their grade within

two weeks of initiating a change of grade request conversation with the instructor for the course in question.

Notice should state the factual reasons the student has been aggrieved by the final grade received, attach all

supporting evidence for the arguments set forth in the letter; i.e., examinations, term papers, book reports,

emails, etc. Student should retain original document(s). The Office of Student Services will notify the Office of

the Provost of the file of a formal grade appeal who will then notify Said faculty member for subsequent

consultation. The Provost will set a date for review of materials and consultation with both Faculty member

and student for resolution.

Step 3:

During the grade appeal process, the Provost will hear each party, allowing opportunity to present any

additional data, facts, records, etc. supporting the earlier resolution of grade change by the faculty member

and grade appeal by the student. The Associate Vice President of Academic Service and Associate Vice

President of Student Services may be involved in the process as consultants to faculty and student

respectively.

Upon completed review of course material submitted by both the student and faculty member in support of

the grade appeal process, the Provost in conversations with the faculty member and the student determines

whether or not this appeal will result in an improved grade which otherwise produces a change in grade. The

Provost obtains and the completed Change of Grade/Incomplete Removal document to the Registrar's Office

for subsequent grade change recording. Both the faculty member and the student are notified of the outcome

in writing. The decision of the Provost in this matter is final and there are no subsequent appeals.

Stipulation: The Provost or stipulated Academic represented herein has review of the process and forwards

the completed Change of Grade/Incomplete Removal document to the Registrar's Office for subsequent

grade change recording. If the Provost or other Administrator is faculty of record for the course, either the

Associate Provost, MDiv. or MACE Degree Coordinator processes the Change of Grade to the Office of the

Registrar.

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CHEATING AND PLAGIARISM

Cheating of any kind, including plagiarism, is considered unethical conduct, inconsistent with the habits of a

Christian student, and may be grounds for immediate dismissal. Below is the actual text of the motion passed

by the Board of Trustees, which should govern all of our behavior. That all members of the ITC faculty notify the Provost, who shall notify the President, of all incidents of cheating by students and further that the President be authorized to take such action(s) that may be appropriate, including reprimand, suspension, and termination in line with the institution's policy; and the student fails the class. (ITC Catalog, 74)

CLASSIFICATIONS

The Registrar classifies all students who have met regular entrance requirements. Classification is based on

the following scale and having completed associated core courses:

1. Candidates for the M.Div. or dual degree, MDCE with fewer than twenty-eight credits are classified

as juniors.

2. Candidates for the M.Div. and dual degree, MDCE who have completed twenty-eight credits are

classified as middlers.

3. Candidates for the M.Div. degree and dual M.A. (CE) degrees who have completed fifty-eight credits,

candidates for the dual M.Div. (MDCE) degrees who have completed eighty-eight credits, and

candidates for the M.A. (MACE) degree who have completed twenty-eight semester credits are

classified as seniors.

COURSE LOAD/TIME STATUS

A student who is enrolled for twelve or more credits toward a degree is considered full time. The maximum

number of credits for a full-time student is sixteen, and the maximum number during summer sessions is


OTHER ACADEMIC POLICIES

29

twelve. Students whose cumulative grade point average is 3.0 or above may be allowed to register for an

overload of up to eighteen credits during fall and/or spring semesters only. A student enrolled for fewer than

twelve credits is considered part–time. All doctoral degree students are considered part– time.

Course overloads cannot be processed through the WEB. Students must secure and complete the Change of

Registration form, obtain the proper signatures, and return the form to the Office of the Registrar for

processing.

COURSE RE-TAKE POLICY

If a required core course has been failed, it must be (re) taken at the earliest opportunity. Courses taken to

replace a failure may not be taken by directed study. Financial aid will only pay to retake a course one time.

CROSS-REGISTRATION

ITC students in good standing may register for approved courses at any one of the Atlanta Regional

Consortium for Higher Education (ARCHE) institutions and receive credit, while paying tuition costs to ITC.

Students may not cross-register to ARCHE schools via WEB. Students must secure and complete the ARCHE

cross–registration application, follow the procedures, and submit to the Office of the Registrar. First-year

students are not allowed to cross-register.

COURSE-REPEAT POLICY

A student must repeat a required core course in which a grade of “C-“was received. Both the 'C-' and the

subsequent grade stand in the student's permanent record but only the passing grade will be calculated in the

grade point average. The 'C-'grade will be excluded from the total credit hours needed to complete of the

degree. Students must take additional hours to assure maximum total of credits for the completion of degree

requirements.

DENOMINATION CHANGE

All requests for a change in denomination must be made in writing. The denominational dean and financial

services must sign the request. Students cannot make a denomination change request until after one year of

enrollment.

INCLUSIVE LANGUAGE In an ongoing effort to eliminate oppression, the exclusive generic usage of masculine nouns, pronouns, and adjectives is no longer applicable at the ITC. The content of subject matter-spoken, written, sung, and visually portrayed language shall:

1. Expand the image of God, expressing a full range of images for the persons of the Trinity;

2. Express inclusiveness and affirmation of all God's people, showing sensitivity to age, race, gender, nationality, and those who are differently able;

30

3. Uphold and affirm academic dimensions of preparation for ministry; and

4. Embrace the diversity of historical traditions while providing a prophetic vision of hope for the future.

All persons within and outside the ITC community are invited to provide leadership in the ITC's educational,

worship, and other functions, are expected to adhere to these guidelines.

SATISFACTORY ACADEMIC PROGRESS

The objective of the academic advisement progress assessment is to determine the student's ability to meet

the required standards of progress as outlined in the institution's policy governing satisfactory academic

progress. Paramount to this assessment is the student's ability to complete his/her academic program within

the maximum allowable timeframe (total attempted hours cannot exceed 150% of the number of hours in the

degree program) with the minimum GPA required for graduation. The student failing to maintain their

matriculation

A student making satisfactory progress is expected to complete six credits hours by the end of the first

academic year. As stated under Dismissal Criteria, any student whose performance at the end of the first year

or two semesters is below a cumulative average of 2.25 will be dismissed. A student is expected to complete

fifteen credit hours by the end of the second year, at which time the student whose performance has a

cumulative average of 2.25 will be placed on probation (refer to Probation). A student is expected to

complete thirty credit hours by the end of the third year and fifty-seven hours by the end of the fourth year, at

which time the student whose performance is below the cumulative average of 2.25 may be subject to

dismissal. A 2.25 average must be maintained for the duration of the student's stay at ITC.

Academic CriteriaA full time student making satisfactory progress is expected to complete the following: Twenty-four (24) credit hours by the end of the first academic year. Any student whose performance at the

end of the first year or two semesters is below a cumulative average of and to include 2.0 hours will be placed on warning; academic

Ÿ Forty-eight (48) credit hours by the end of the second academic year, at which time the student whose performance is below a cumulative average of 2.0 and to include hours will be placed on academic probation;

Ÿ Seventy-two (72) credit hours by the end of the third academic year, at which time the student whose performance is below a cumulative average of and to include hours will 2.25 be placed on academic suspension'.

Ÿ Eight-four credit hours by the end of the fourth academic year, at which time the (84) student whose performance is below the cumulative average of 2.25 may be subject to academic dismissal/ suspension with an appeal. A student considered for graduation must have a 2.25.

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Part Time (less than 12 credits per semester) Ÿ A part time student making satisfactory progress is expected to complete the following: Ÿ Sixteen (16) credit hours by the end of the first academic year. Any student whose

performance at the end of the first year or two semesters is below a cumulative average of 2.0 and to include hours will be placed on academic warning;

Ÿ Eighteen (18) credit hours by the end of the second academic year, at which time the student whose performance is below a cumulative average of 2.0 and to include hours will be placed on academic probation;

Ÿ Fifty-four (54) credit hours by the end of the third academic year, at which time the student whose performance is below a cumulative average of and to include hours will be placed 2.0 on academic suspension.

Ÿ Sixty-six credit hours by the end of the fourth academic year, at which time the student (66) whose performance is below the cumulative average of 2.25 may be subject to academic dismissal/suspension with an appeal. A student considered for graduation must have a 2.25.

DISMISSAL CRITERIA

1. Any student whose performance at the end of the first year or two consecutive semesters is below a

cumulative average of 2.25 will be dismissed.

2. Any student whose performance at the end of the middler year is less than 2.25 may be subject to

dismissal.

3. A student dismissed for academic reasons (failure to maintain the required grade point average)

may not be re–admitted. For the policies for dismissal from ITC please consult the Student

Handbook.

TIME LIMIT

All requirements for the M.Div. or the M.A. degree must be completed within five years from the date of first

registration. Those students who, for providential reasons, are unable to meet this stipulation may apply for

an extension not exceeding two years. Each request will be reviewed on a case-by-case basis. The normal

period within which part-time students are expected to complete the M.Div. or M.A. program is seven years.

Those who, because of their work situations, are unable to meet this stipulation may apply for an extension

through the Admission Committee not exceeding two years. Each request will be reviewed on a case-by-case

basis.

STUDENTS' RIGHTS UNDER FERPA

The Family Education Rights and Privacy Act give students the following rights:

The right to inspect and review education records

The right to amend records

The right to have some control over the disclosure of information

Forbid disclosure of 'directory' information

Direct institutions to distribute records (transcripts) to third parties on their behalf

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The right to obtain a copy of the institution's FERPA policy

The right to file a complaint with the FERPA office in Washington, D.C.

WITHDRAWALS

A student is enrolled in a course after having registered for it, unless and until withdrawal occurs according to

procedures stated in the Catalog. Privilege to withdraw from a course is the student's until four weeks before

the end of each semester. Refer to Academic Calendar for specific dates. Instructors are required to report an

earned grade for each student who does not withdraw officially, noting attendance requirements. A student

may withdraw from the Institution at any time, and records are to indicate such withdrawal, including the

date. Anyone desiring readmission must follow regular admission policies.

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