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|Title:||The Influence of The Doctor of Ministry Program and Its Expanded Clientele on The Program Content, Instructional Practice, and Perceived Mission of Mccormick Theological Seminary|
|Author(s):||Cobble, James Forrest, Jr.|
|Department / Program:||Education|
|Degree Granting Institution:||University of Illinois at Urbana-Champaign|
|Subject(s):||Education, Adult and Continuing|
|Abstract:||During the past decade the Doctor of Ministry program has added a new dimension to continuing professional education for clergy. Currently, over 5,000 students are enrolled in D. Min. programs in more than 50 seminaries. Differences in admission prerequisites, cost, course requirements, program duration, faculty involvement, and work load from one institution to the next have led to concern about the integrity of the degree. Other concerns exist relating to the purpose of the D.Min. program, and to its affect on participants, congregations, and sponsoring institutions. These concerns prompted this study which was concerned about the influence of the D.Min. program on one institution--McCormick Theological Seminary. The research problem was, What is the influence of the Doctor of Ministry program and its expanded clientele on the program content, instructional practice, and perceived mission of McCormick Theological Seminary?
Following a case study approach an effort was made to collect all relevant sources of information and data through examination of historical records and documents, through the distribution to and collection from available faculty members of a questionnaire, and through personal interviews with available faculty members and seminary administrators. Analysis of interview responses, historical documents, and questionnaire data indicated the following. (1) During the decade of the seventies, McCormick Theological Seminary experienced a shift in mission from pre-service education to pre-service and continuing professional education of ministers. The D.Min. program represents the most tangible evidence of this shift. The most prominent factors contributing to this shift included: (a) The desire by some faculty and administrators to develop a mission to be ordained. (b) The expressed need by pastors and congregations for help. (c) Declining enrollments and financial problems. (d) The motivation, concern, and expertise of one faculty member who was later to become Director of the D.Min. program. (e) The growth and success of the D.Min. program. (f) The legitimization and institutionalization of the D.Min. program. (g) Financial considerations related to institutional development and program expansion. (2) The D.Min. program has not had great influence on the progam content of the other degree programs. Findings indicated: (a) There had not been significant change in the M.Div. program. (b) The major identifiable change that occurred at the M.Div. level was greater emphasis on concerns related to the practice and theology of ministry. (c) Participation in the D.Min. program has provided faculty members with more direct knowledge about issues related to congregations and pastors. (d) Some new classes have been added to the M.Div. program as a result of faculty members participating in the D.Min. program. (3) Faculty members indicated that participation in the D.Min. program had influenced teaching style. Important points included: (a) In the D.Min. program the faculty-student relationship is viewed differently. Students are not as passive and more collegiality exists. (b) Teaching style was altered to include more workshops, case studies, and experiential components. There was more emphasis upon problem-centered education. (c) One important difference between the D.Min. and the M.Div. programs is the amount of experience faculty members could presuppose on the part of the students. D.Min. students had more opportunity to share from experience. (4) The D.Min. program caused faculty members and administrators to reflect more upon the purpose of the M.Div. program. (5) Because of the D.Min. program, McCormick now holds classes all across the nation.
Additional findings are presented in the dissertation.
Thesis (Educat.D.)--University of Illinois at Urbana-Champaign, 1981.
|Date Available in IDEALS:||2014-12-12|