Course Syllabus

A Feminist Reading of Galatians

BIB 328 ZM / 728 ZM | Fall 2021

Dr. Crystal L. Hall | chall@uls.edu

 

Click Here to Download a PDF of the Syllabus

 

Office Hours: By appointment via Dr. Hall’s Bookings calendar.

Contacting the Professor: The best way to contact the professor is by ULS email. Please abide by the email policy below. Do not contact the professor via social media (Facebook, Instagram, Twitter, etc.) for course-related issues. Do not contact the professor by voicemail or the Canvas “Inbox” for course- related issues.

Type of Course:  0 % Residential | 100% Online or Online Components

 

Course Description

Paul’s letter to the Galatians is a central articulation of the call to justice and right relationship, with God one’s neighbors and Creation. This call to right relationship is central to many Christian traditions and denominations, including Lutheranism. This course will explore the intersections among the call for justice and where justice has been denied, especially for women and girls. Key dialogue partners will include feminist, womanist and LGBTQIA+ theorists, as well as biblical scholars, historic and contemporary, who have shaped the interpretation of Galatians. This course will also build exegetical skills to interpret Galatians in its literary, canonical and historical contexts, and develop theological resources for preaching and teaching from feminist perspectives in ministerial contexts. Fulfills Bible at the Crossroads Requirement or Free elective. [Pre-requisites: BIB 100, BIB 201, BIB 212]

 

Course Learning Outcomes

By the end of this course students are expected to:

1. Demonstrate a working knowledge of contemporary and historical modes of interpreting Galatians, especially their relevance for, and presence within, contemporary ministry contexts  (Degree outcomes MDIV B1, B3; MAPL A1, B1, B2, B3; MA A1, B1, B2, B3, C1, C3; MAML B2, B3; STM A1, B2, B3; DMin B1, B2)
2. Compare and critically assess the relevance of historical artefacts (inscriptions, literature, art, architecture) contemporary to the New Testament for interpreting Galatians (Degree outcomes MDIV B2, B3; MAPL B1, B2, B3; MA A1, B1, B2, B3, C1, C3; MAML B2, B3; STM A1 B2, B3; DMin B1, B2)
3. Engage in critical and self-compassionate reflection on one’s own interpretive lenses and communities of accountability with regards to biblical interpretation (MDiv competencies A1, A3, A4, B1, B2, B3; MAPL competencies B1, B2, B3; MA competencies B2, B3, C1, C4; MAML competencies A1, A3, A4, B1, B2, B3, C2; STM A2, C3; DMin A1, C2)
4. Identify and develop biblical and theological resources for engaging current issues of with regards to the intersection between feminism and Galatians in faith communities and society at large (Degree outcomes MDIV A1, A3, A4, B1, B4, C2; MAPL A2, C4; MA A2, C4; MAML A1, C2; STM A2, C3; DMin A1, C2)

 

Course Materials 

Required texts:

hooks, bell. Feminism Is For Everybody: Passionate Politics. New York: Routledge, 2015.

            ISBN 9781138821590; 1138821594

Kahl, Brigitte. Galatians Re-Imagined: Reading with The Eyes of The Vanquished. Minneapolis:

            Fortress Press, 2010. 9780800638641; 0800638646 

Lesser, Elizabeth. Cassandra Speaks: When Women Are The Storytellers, The Human Story

            Changes. New York: Harper Wave, 2020. ISBN 9780062887184; 0062887181

Lopez, Davina C. Apostle to The Conquered: Reimagining Paul’s Mission. Minneapolis: Fortress Press, 2008. 9780800662813; 0800662814 

Taylor, Sonya Renee. The Body Is Not An Apology: The Power of Radical Self-Love. Second

            edition. Oakland, CA  Berrett-Koehler, 2021. ISBN 9781523091010; 1523091010

 

Primary Text:

The primary text of this course is the New Testament itself. Toward that end, an annotated study Bible such as the Harper Collins or Oxford Annotated is strongly recommended. Consult the professor on the use of an alternative annotated study Bible.

The HarperCollins Study Bible: Fully Revised and Annotated: New Revised Standard Version: Including the Apocryphal/Deuterocanonical Books, Revised Edition. Harold W. Attridge et al, eds. New York, HarperCollins, 2006. ISBN 0061228400 / 9780061228407

OR

The New Oxford Annotated Bible: New Revised Standard Version: With the Apocrypha: An Ecumenical Study Bible, Fourth Edition. Michael D. Coogan et al, eds. New York: Oxford University Press, 2010. ISBN 0195289609 / 9780195289602

 

Course Schedule

This schedule is tentative and subject to change, with schedule adjustments posted on the course website via Canvas “Announcements.”

To reduce the number of hours spent on Zoom in instructional time, this course will integrate a “flipped classroom” approach. To avoid lecturing during synchronous class meetings, I have created mini lectures to be viewed in advance of each class meeting. Take notes. Come prepared to class with questions about the material and ready to discuss the mini lectures and assigned readings.

 

Week 1: August 31 (Beginnings)

            Mini-Lecture: Introductory Questions for Galatians

            Mini-Lecture: Pauline Corpus 101

            Readings:

• • Galatians 1-6 in an annotated study Bible with footnotes
  • hooks pp. 1-60

 

Week 2: September 7 (Contexts and Methods)  

            Mini-Lecture: History of Interpretation of Galatians

            Mini-Lecture: Critical Re-Imagination

            Mini-Lecture: A Few More Interpretive Frameworks

            Readings:

• • Galatians 1-6 in an annotated study Bible with footnotes
  • hooks pp. 61-118
  • Lopez pp. 1-25

 

Week 3: September 14 (Gal 1-2)

            Mini-Lecture: The Great Altar of Pergamon

            Mini-Lecture: Overview of Galatians 1-2

Readings:

• • Galatians 1-2 in an annotated study Bible with footnotes
  • Kahl pp. 77-128
  • Lesser pp. 17-71

 

Week 4: September 21 (Gal 1-2)

            Mini-Lecture: Dying Gauls

            Mini-Lecture: The Gentile Mission

Readings:

• • Galatians 1-2 in an annotated study Bible with footnotes
  • Kahl pp. 31-76
  • Lesser pp. 73-102

           

Week 5: September 28 (Gal 1-2)

            Mini-Lecture: The Suicidal Galatian and His Wife

            Mini-Lecture: Victory and Conquest in First Century CE Context

Readings:

• • Galatians 1-2 in an annotated study Bible with footnotes
  • "Justification and Justice: Reading Paul with the Economically Vanquished" by Brigitte Kahl
  • Lesser pp. 103-160

 

No Class October 5 or 12 for Intensive Week and Reading Days

 

Week 6: October 19 (Gal 3-4)

            Mini-Lecture: The Gemma Augustea

            Mini-Lecture: Overview of Galatians 3-4

Readings:

• • Galatians 3-4 in an annotated study Bible with footnotes
  • Lopez pp. 26-55
  • Lesser pp. 161-210

 

Week 7: October 26 (Gal 3-4)

            Mini-Lecture: The Prima Porta Statue

Readings:

• • Galatians 3-4 in an annotated study Bible with footnotes
  • Lopez pp. 56-118

 

Week 8: November 2 (Gal 3-4)

            Mini-Lecture: Temple of Augustus and Roma at Ancyra

            Mini-Lecture: Res Gestae Divi Augustus

Readings:

• • Galatians 3-4 in an annotated study Bible with footnotes
  • Kahl pp. 169-208

 

Week 9: November 9 (Gal 5-6)

            Mini-Lecture: Galatian Priest List

            Mini-Lecture: Overview of Galatians 5-6  

Readings:

• • Galatians 5-6 in an annotated study Bible with footnotes
  • Kahl pp. 209-244
  • Lesser pp. 211-290

 

Week 10: November 16 (Gal 5-6) 

            Mini-Lecture: Ara Pacis Augustae   

Readings:

• • Galatians 5-6 in an annotated study Bible with footnotes
  • Kahl pp. 245-290
  • Taylor pp. 1-80

 

No Class November 23 for Thanksgiving Break

 

Week 11: November 30 (Gal 5-6)

            Mini-Lecture: Market Gate at Miletus

Readings:

• • Galatians 5-6 in an annotated study Bible with footnotes
  • Lopez pp. 119-163
  • Taylor pp. 81-130

 

Week 12: December 7

• In Class Presentations

 

Week 13: December 14

• In Class Presentations

 

Week 14: December 21 (Endings)

• In Class Presentations

 

Course Grading Rubrics & Grading Policies

Students have the option of choosing a letter grade or a pass/fail designation for the evaluation of their performance. (In some courses, however, the professor determines the mode of evaluation.) Students must declare this preference at the time when they register for a particular course. Any changes in preference need to be requested by the drop/add deadline.

Grading Table

A     94-100     4.0

A-    90-93      3.7

B+    87-89     3.3

B      84-86       3.0

B-     80-83       2.7

C+    77-79       2.3

C      74-76       2.0

C-     70-73      1.7

P =    70 and above

Full course grading policies and grievance procedures can be found in the Student Handbook.

 

Assignments / Assessments

Book Reviews (First Professional; Graduate)

(Adapted from University of North Carolina at Chapel Hill Writing Center, “Book Reviews,” https://writingcenter.unc.edu/tips-and-tools/book-reviews/; Indiana University Bloomington Writing Tutorial Services, “Writing Book Reviews,” https://wts.indiana.edu/writing-guides/writing-book-reviews.html)

Above all, a review makes an argument. The most important element of a review is that it is a commentary, not merely a summary. It allows one to enter into dialogue and discussion with the work’s creator and with other audiences. One can offer agreement or disagreement and identify where one finds the work exemplary or deficient in its knowledge, judgments, or organization. One should clearly state one’s opinion of the work in question, and that statement will probably resemble other types of academic writing, with a thesis statement, supporting body paragraphs, and a conclusion.

A review will include the following features:

First, a review gives the reader a concise summary of the content. This summary includes a relevant description of the topic, as well as its overall perspective, argument, or purpose. Consider summarizing the key ideas in each chapter.

Second, and more importantly, a review offers a critical assessment of the content. This assessment involves one’s reactions to the work under review: what strikes one as noteworthy, whether or not it was effective or persuasive, and how it enhanced one’s understanding of the issues at hand.

Finally, in addition to analyzing the work, a review often suggests whether or not the audience would appreciate it.

As one is reading or preparing to write the review, ask oneself these questions:

• What is the author’s viewpoint and purpose? The viewpoint or purpose may be implied rather than stated, but often a good place to look for what the author says about his or her purpose and viewpoint is the introduction or preface.
• What are the author’s main points? Again, these will often be stated in the introduction.
• What kind of evidence does the author use to prove his or her points? Is the evidence convincing? Why or why not? Does the author support his or her points adequately?
• How does this book relate to other books on the same topic?
• Is the book unique? Does it add new information? What group of readers, if any, would find this book most useful?
• Does the author have the necessary expertise to write the book?
• What are the most appropriate criteria by which to judge the book?
• How successful does one think the author was in carrying out the overall purposes of the book?

Format: The format for each book review will be 1500 words, size 12, Times New Roman font, single spaced, and one-inch margins. Page numbers will be listed parenthetically in the body of the text. Neither a title page nor a bibliography is necessary.

Book Review I (hooks or Lesser): Due September 28 by 7:00 PM

Book Review II (Kahl or Lopez): Due November 16 by 7:00 PM

Book Review III (free choice): Due December 21 by 7:00 PM

 

First Professional (MDiv, MA, MAML, MAPL) Creative Digital Presentations and Final Papers

At the end of the course first professional students will make a creative digital presentation on a theme/focal text covered in the course materials in class. A focal text will consist of 1-2 verses or a focal theme will include one main idea. This presentation may take a variety of digital forms, including a talk, sermon, artistic project or podcast of no longer than 5 minutes in length. While the presentation will have an exegetical focus, it will also make relevant connections to the student’s community of accountability.

Each presentation will be accompanied by a 5-8 page paper summarizing the exegetical and historical research that underpins the creative digital presentation.

Format: size 12, Times New Roman font, 1-inch margins, double-spaced, include a cover page (not included in page count)

Citation Style: Society of Biblical Literature – see “Student Supplement” – with bibliography (bibliography not included in page limit)

Due: December 7, 14 or 21 by 7:00 PM

 

Graduate (STM/DMin) Final Paper

Select a short biblical passage (1-2 verses) from among the texts studied in this course as a focal text. Summarize the text in your own words, and explore this text in light of its literary and historical contexts. Dialogue partners in this exploration should include assigned secondary literature, as well as your own research into relevant secondary literature (commentaries, books, articles, Accordance, etc.). To conclude, draw out the theological and ministerial implications of your textual observations for today’s context. (I am leaving “implications” deliberately vague for you to determine.)

Format: size 12, Times New Roman font, 1-inch margins, double-spaced, 30 pages, include a cover page

Citation Style: Society of Biblical Literature – see “Student Supplement” – with bibliography (bibliography not included in page limit)

Due: January 10 by 11:59 PM

 

Assignment	Due Date(s)	Course objective(s) fulfilled AND Outcome(s) assessed by assignment	% of course grade
Class participation	Weekly	Course Learning Outcomes 1-5 (Degree outcomes MDIV A1, A3, A4, B1, B2, B3, B4, C2; MAPL A1, A2, B1, B2, B3; MA A1, A2, B1, B2, B3, C1, C3, C4; MAML A1, A3, A4, B2, B3, C2, C4; STM A1, A2, B2, B3, C3; DMin A1, B1, B2, C2)	30 %
Book Reviews	As assigned	Course Learning Outcomes 1-5 (Degree outcomes MDIV A1, A3, A4, B1, B2, B3, B4, C2; MAPL A1, A2, B1, B2, B3; MA A1, A2, B1, B2, B3, C1, C3, C4; MAML A1, A3, A4, B2, B3, C2, C4; STM A1, A2, B2, B3, C3; DMin A1, B1, B2, C2)	40 %
Final Project and Paper (first professional students)   (Final Paper for graduate students)	As assigned	Course Learning Outcomes 1-5 (Degree outcomes MDIV A1, A3, A4, B1, B2, B3, B4, C2; MAPL A1, A2, B1, B2, B3; MA A1, A2, B1, B2, B3, C1, C3, C4; MAML A1, A3, A4, B2, B3, C2, C4; STM A1, A2, B2, B3, C3; DMin A1, B1, B2, C2)	30 %

 

Learner Expectations

All teaching and learning at ULS strives to live up to the expectations embodied in our Welcome and Equity Statement: https://www.unitedlutheranseminary.edu/about/welcome-equity

Full participation in all seminary courses requires a certain level of computing abilities, including but not limited to certain hardware requirements as well as software requirements (course-specific).  For more details, see the United Lutheran Seminary Information Technology page.

This course is an advanced exegetical course. Therefore, it will require substantial time devoted to watching materials posted on the course website, reading assigned materials, and responding to course material primarily. As with any graduate-level course, the bulk of the learning happens outside the “classroom,” which in this case is the course website.

Participation in all course discussions and assignments is required.

Due to the fast-paced nature of this course, extensions on discussions, projects and written work will not be granted barring extraordinary circumstances.

 

Zoom Etiquette Policy

To make sure you are comfortable and competent with Zoom, review the “Zoom Guide for Students.” Things to consider when participating in Zoom include:

• Unless the group is very small, mute your microphone when not speaking.
• The instructor may ask that you “Raise Your Hand” using one of the “Reactions” choices when you want to speak.
• Depending on the class, it may be appropriate and appreciated to use other “Reactions” emojis to signal affirmation or concern.
• Be mindful of what you are doing with the Chat and what the instructor allows.
  • The instructor might ask that no chat conversations occur and can disable that feature.
  • The instructor may enable only public chats and disallow any private chats.
  • The instructor may encourage chatting as a way of asking questions without disrupting the presentation.
  • Be aware of whether you are replying to Everyone or only to an individual directly.
• Depending on the course or event, you may be asked to keep video on or off. Turning video off does reduce bandwidth needs if you have a slower internet connection, but keeping video on does make for a more personalized experience.
• Be aware that you have nothing distracting or offensive in your background.

 

Plagiarism

Plagiarism comprises both intellectual theft as well as intellectual fraud or deception. It is stealing and presenting the ideas or words of someone else as one’s own. It is literary theft in presenting as new or original an idea or material that is derived from an already existing source. The use of the words or ideas of another without acknowledgement of their source or the absence of due attribution of credit may be committed unintentionally as well as intentionally. Plagiarism is also the undue quoting of material without the indication of quotation, whether it be merely a sentence or two or a significant portion of the work of another.

Plagiarism injures the community by inhibiting the recognition and cultivation of gifts. Clearly the unattributed use of the words and/or ideas of others fails to give appreciative recognition of their gifts. But this illegitimate appropriation of the gifts of others also blocks the recognition and cultivation of the actual gifts of the person engaged in plagiarism.

Traditionally, plagiarism referred to the selection, preparation, and distribution of printed matter (e.g., books, newspapers, magazines, and pamphlets). However, with advent of the digital age, plagiarism has been expanded to include material beyond the medium of print.

Plagiarism is considered a violation of the Seminary’s policy on appropriate conduct of Seminary students. See the relevant section in the Student Handbook for disciplinary procedures related to conduct.

 

Inclusive Language

As members of the Seminary community engaged in ministry and ministry preparation, all are encouraged to cultivate a willing participation in verbal and written expression that seeks to acknowledge and respect inclusivity and diversity. Fostering such linguistic commitments honors the heart of the gospel, which affirms that a person’s worth includes, but also extends beyond the categories of age, ethnicity, gender, sexual orientation, family affiliations, vocation, and physical, mental or emotional status.

Inclusive language is not limited to the words we use to describe people. Inclusive language also includes the words we use about God. The words we use to speak to and about God affect how we understand all of life. Our language about God should reflect our understanding that we are all created in God’s image.

We may not intentionally use language that excludes, but if the effect of our language is that others are excluded, then our language is not inclusive. Language that includes is language with dignity. It can help us both widen and deepen our understanding of one another, our faith and our world.

Two priorities, therefore, guide the life of this community. First, all verbal behavior in corporate worship, classes, personal interactions, meetings, and convocations is invited to exhibit the highest linguistic expression, which is charitable, thoughtful, diverse, expansive and inclusive. Second, the same standards of excellence also apply to all written materials in the community: bulletins, written assignments, tests, Seminary publications, scholarly works, Board materials, and materials on the Seminary’s web site.

Guidelines for using inclusive language and examples thereof are available in a number of online resources including:

• Guidelines for Inclusive Language from the Evangelical Lutheran Church in Canada,
• Faith, Sexism, Justice Glossary from the ELCA,
• and How is Language Used in Worship also published by the ELCA. 

 

Hate Speech Policy

No symbols depicting imagery associated with hate groups or hate speech shall be permitted for display on campus. This prohibition includes the symbols of Nazi Germany, all forms of the Swastika, that which is referred to (incorrectly) as the “Confederate flag” or “stars and bars” (more accurately, the battle flag of the Army of Northern Virginia), and symbols used by the KKK and other supremacist organizations.

The only exception to this policy applies to the use of such images in historical exhibits and displays that are placed in proper historical context and for educational purposes, which must be pre-approved by Seminary officials.

The Seminary will not allow the display of any such symbols associates with the Confederate States of America (in any form) due to the fact that at this time, outside the Seminary Ridge Museum, no proper, unambiguous historical context can be created.

Examples of banned flags and symbols connected to the American Confederacy and the 20^th Century Nazi movement are available in the Student Services office on either campus.

 

Accommodations for Students with Disabilities

United Lutheran Seminary is committed to providing an environment in which all students have full access to educational opportunities and community life. In order for the Seminary to provide reasonable and appropriate accommodations to students with either short- or long-term disabilities, documented evidence of the disability and of the required accommodation is needed.

Documentation includes:

• A current assessment of the disability by a qualified professional (in most cases within the past 2 years). The evaluator should include information regarding his/her license or certification and area of
• The basis for the diagnosis, including information to substantiate the diagnosis
• Evidence of impact on major life activities and learning
• Suggested modifications or accommodations
• A release form signed by the student granting permission for the qualified professional to provide the Seminary with a written report

All expenses incurred for testing and diagnosis are the responsibility of the student. Students who seek academic and/or physical modifications or accommodation need to contact the Senior Assistant to the Dean at least six weeks prior to the start of the semester. The process will then begin with the student completing the Student Disability Notification Form. The Dean’s Office, in collaboration with the student and the faculty, will determine an appropriate and reasonable accommodation that is supported by the documentation and does not compromise the essential educational requirements of the Seminary.

 

Email Policy

I will work to respond to email within 48 hours of receiving it. If you do not receive a reply within 48 hours, please resend the email on the same email thread. You may expect responses to emails Monday through Friday. I typically do not respond to email over the weekend.

Please check the syllabus, relevant assignment descriptions and rubrics before sending questions, as I will not respond to requests for information contained in the course materials. I am happy to use email to respond to straightforward questions but will not discuss substantial issues of course material or grades over email. As a general guideline, if a question requires more than a brief yes/no response, it needs to be addressed by appointment. Make an appointment for more involved discussions and questions. Appointments can be made via my Bookings calendar. 

Announcements will be made about the course via Canvas “Announcements.” I will keep such emails to a minimum but ask that you please check your email at least once every two days and be sure to read any emails relevant to the course.

 

Degree Learning Outcomes

Master of Divinity (MDiv)

Mission Statement of United Lutheran Seminary:

Unifying, Learning, Serving: United Lutheran Seminary is a welcoming and diverse learning community equipping people to proclaim the living Gospel for a changing church and world.

MDiv Mission Statement:

The mission of the MDiv program is to prepare persons for ordained ministry and for committed and transformative pastoral and religious leadership.

MDiv Learning Outcomes

Unifying – Developing skills to bring people together as an engaged learning community in the diverse unity enabled by the Triune God

1. 1. Actively draws on faith traditions and diverse perspectives, including biblical, theological, scientific, ecumenical, and interfaith, when engaging contemporary events
   2. Consistently advocates for the development of a shared vision in groups of diverse learners
   3. Demonstrates an ability to lead and teach with biblical and theological integrity communities of faith in worship and service
   4. Presents a biblically and theologically clear and consistent message when proclaiming and engaging the gospel in all contexts

Learning – Developing skills in lifelong critical thinking and research through the lifegiving power of the Holy Spirit

1. 1. Interprets the Bible through various methodological approaches in light of both historical and contemporary contexts
   2. Recognizes interrelationships among concepts and commitments, combining them to interpret past and present realities within biblical, historical, theological, sociological, and cultural contexts
   3. Understands one’s rootedness in a living theological tradition, its place in the context of human living, articulates it to others, and cultivates a capacity for self-critique
   4. Draws on contextual experience as a source of continuing critique and ongoing education

Serving –Developing skills and confidence in leading communities for outreach and public witness grounded in the risen Christ

1. 1. Utilizes conflict management, counseling, and pastoral theology effectively in individual and group situations, while also understanding the limits of one’s skills

2. On the basis of sound theological and biblical understanding, establishes opportunities to accompany those who are marginalized, actively addresses the systems that cause and perpetuate such marginalization, and works to transform the community
3. Articulates a sound and ethical approach to management of human, cultural, institutional, and financial resources
4. Celebrates opportunities and challenges in building communities of diverse peoples and the gifts they bring

 

Master of Arts in Public Leadership (MAPL)

Mission Statement of United Lutheran Seminary:

Unifying, Learning, Serving: United Lutheran Seminary is a welcoming and diverse learning community equipping people to proclaim the living Gospel for a changing church and world.

MAPL Mission Statement:

The MA Program in Public Leadership takes as its mission to prepare students to be theologically articulate, critically reflective, and practically skillful individuals capable of engaging with civil society and the wider world as leaders of social ministry and other public service organizations and agencies.

MAPL Learning Outcomes

Unifying – Developing skills to bring people together across social divisions, in the diverse unity enabled by the Triune God

1. 1. Actively articulates diverse perspectives, including scientific, ecumenical, and interfaith
   2. Documents experiences accompanying those who are marginalized
   3. Advocates consistently for the development of a shared vision in groups of diverse learners
   4. Utilizes conflict management, business and/or social work skills effectively in individual and group situations

Learning – Developing skills in lifelong critical thinking, research, and application through the life-giving power of the Holy Spirit

1. 1. Demonstrates problem-solving abilities combining biblical, historical, theological, and integrative disciplines with business and/or social work paradigms
   2. Articulates critical and constructive engagement with a living theological tradition, and capacity to engage that tradition with pressing public problems for which social ministry organizations exist
   3. Evidences abilities to interpret historic religious traditions, including their sacred scriptures, historical development, and cultural forms, engaging contextual analysis
   4. Draws on contextual experience (including field work) as a source of continuing critique and ongoing education

Serving – Developing skills and confidence in leading organizations and communities

1. 1. Demonstrates abilities to lead and teach social ministry and other public service organizations effectively
   2. Presents a clear and consistent message in public leadership, grounded in the risen Christ, across contexts

3. Articulates and practices a sound and ethical approach to management of human, cultural, institutional, and financial resources
4. Evidences skills to address the systems that cause and perpetuate marginalization and division, including drawing upon biblical, theological, historical, integrative, and business and/or social work disciplines

 

Master of Arts (MA)

Mission Statement of United Lutheran Seminary:

Unifying, Learning, Serving: United Lutheran Seminary is a welcoming and diverse learning community equipping people to proclaim the living Gospel for a changing church and world.

MA Mission Statement:

The MA degree program is designed to provide students the opportunity to pursue a concentration in an area of theological interest while also providing a broad foundation for further graduate study or for general educational or vocational use.

MA Learning Outcomes:

Unifying – Developing skills in academically rigorous research that contributes to bringing people together in the diverse unity enabled by the Triune God

1. 1. Actively articulates diverse perspectives, including from theological disciplines, and scientific, ecumenical, and interfaith points of view
   2. Documents awareness of perspectives of marginalized in research, writing, and application
   3. Advocates consistently for the development of a shared vision in groups of diverse learners
   4. Synthesizes multiple theological approaches in developing an inclusive theological approach

Learning – Developing skills in lifelong critical thinking, research, and application through the life-giving power of the Holy Spirit

1. 1. Demonstrates problem-solving abilities within a concentration and general competence across theological disciplines
   2. Articulates critical and constructive engagement with a living theological tradition, and capacity to engage that tradition with academic integrity
   3. Evidences abilities to interpret historic religious traditions, including their sacred scriptures, historical development, and cultural forms, engaging contextual analysis
   4. Shows capacity to complete a thesis or other summative assessment on a topic of significance

Serving – Developing skills and confidence in participating in academic communities, and teaching and leading as appropriate for an MA graduate

1. 1. Engages the broader academic community in contextualizing contemporary theological issues and themes
   2. Presents a clear and consistent message in public leadership, grounded in the risen Christ, across contexts
   3. Shows abilities to use tools necessary for academic inquiry in one’s fields
   4. Evidences skills to address the systems that cause and perpetuate marginalization and division, including drawing upon theological and other academic disciplines

 

Master of Arts in Ministerial Leadership (MAML)

Mission Statement of United Lutheran Seminary:

Unifying, Learning, Serving: United Lutheran Seminary is a welcoming and diverse learning community equipping people to proclaim the living Gospel for a changing church and world.

MAML Mission Statement:

The Master of Arts in Ministerial Leadership program prepares persons for leadership service in the church. For students in the ELCA, the preparation for service is in conjunction with the student’s candidacy committee in preparation for rostering as a deacon, a minister of Word and Service.

MAML Learning Outcomes:

Unifying – Developing skills to bring people together as an engaged learning community in the diverse unity enabled by the Triune God

1. 1. Actively articulates faith traditions and diverse perspectives, including biblical, theological, scientific, ecumenical, and interfaith, when engaging contemporary events
   2. Consistently advocates for the development of a shared vision in groups of diverse learners
   3. Demonstrates an ability to lead and teach communities of faith in Word and Service, with biblical and theological integrity
   4. Presents a biblically and theologically clear and consistent message when proclaiming and engaging the gospel in all contexts

Learning – Developing skills in lifelong critical thinking, research, and application, through the life-giving power of the Holy Spirit

1. 1. Demonstrates problem-solving abilities combining biblical, historical, theological, and integrative disciplines
   2. Articulates critical and constructive engagement with a living theological tradition, and capacity to engage that tradition with contemporary problems
   3. Evidences abilities to interpret historic religious traditions, including their sacred scriptures, historical development, and cultural forms, engaging contextual analysis
   4. Draws on contextual experience (including field work) as a source of continuing critique and ongoing education

Serving – Developing skills and confidence in leading organizations and communities for outreach and public witness grounded in the risen Christ

1. 1. Utilizes conflict management, counseling, and pastoral theology effectively in individual and group situations, while also understanding the limits of one’s skills
   2. On the basis of sound theological and biblical understanding, establishes opportunities to accompany those who are marginalized, actively addresses the systems that cause and perpetuate such marginalization, and works to transform the community
   3. Demonstrates growth in personal and spiritual maturity for leadership in public ministry
   4. Celebrates opportunities and challenges in building communities of diverse peoples and the gifts they bring

 

Master of Sacred Theology (STM)

Mission Statement of United Lutheran Seminary:

Unifying, Learning, Serving: United Lutheran Seminary is a welcoming and diverse learning community equipping people to proclaim the living Gospel for a changing church and world.

STM Mission Statement:

The STM program of United Lutheran Seminary offers those with a first professional theological degree the opportunity to engage in advanced work in an aspect of, or an area within, theological inquiry in service of the church and the world.

STM Learning Outcomes:

Unifying – Developing advanced skills in academically rigorous research that contributes to bringing people together in the diverse unity enabled by the Triune God

1. 1. Actively articulates diverse perspectives, including from biblical and theological disciplines, and scientific, ecumenical, and interfaith points of view
   2. Clearly documents awareness of perspectives of marginalized in research, writing, and application
   3. Advocates consistently for the development of a shared vision in groups of diverse learners

Learning – Developing advanced skills in lifelong critical thinking, research, and application through the life-giving power of the Holy Spirit

1. 1. Demonstrates excellent problem-solving abilities within a concentration and general competence across theological disciplines
   2. Clearly articulates critical and constructive engagement with a living theological tradition, and capacity to engage that tradition with academic integrity
   3. Evidences advanced abilities to interpret historic religious traditions, including their sacred scriptures, historical development, and cultural forms, engaging contextual analysis
   4. Shows capacity to complete an extensive thesis on a topic of significance

Serving – Developing advanced skills and confidence in participating in academic communities, with teaching and leading as appropriate for an advanced degree graduate

1. 1. Presents a clear and consistent message in public leadership, grounded in the risen Christ, across contexts
   2. Shows high level abilities to use tools necessary for academic inquiry in one’s fields
   3. Evidences advanced skills to address the systems that cause and perpetuate marginalization and division, including drawing upon biblical, theological and other academic disciplines

 

Doctor of Ministry (DMin)

Mission Statement of United Lutheran Seminary:

Unifying, Learning, Serving: United Lutheran Seminary is a welcoming and diverse learning community equipping people to proclaim the living Gospel for a changing church and world.

DMin Mission Statement:

The Doctor of Ministry program offers those in leadership positions within the ministries of the church the opportunity to reflect academically and pastorally on their vocation, ministry, public leadership, and transformative praxis.

DMin Learning Outcomes:

Unifying – Developing advanced ministerial skills in bringing people together as an engaged learning community in the diverse unity enabled by the Triune God

1. 1. Actively draws on faith traditions as well as diverse perspectives, including biblical, theological, scientific, ecumenical, and interfaith, when engaging contemporary events
   2. Consistently advocates for the development of a shared vision in groups of diverse learners
   3. Demonstrates an advanced ability to lead and teach with biblical and theological integrity in a particular community of faith in a particular ministerial discipline/focus
   4. Presents a biblically and theologically clear and consistent message when proclaiming and engaging the gospel in a particular context

Learning – Developing advanced skills in critical thinking and research and the ability to integrate those skills within the practice of ministry through the lifegiving power of the Holy Spirit

1. 1. Interprets the Bible through various methodological approaches in light of both historical and contemporary
   2. Recognizes interrelationships among concepts and commitments, combining them to interpret past and present realities within biblical, historical, theological, sociological, and cultural contexts
   3. Understands one’s rootedness in a living theological tradition, its place in the context of human living, articulates it to others, and cultivates a capacity for self-critique
   4. Draws on contextual experience as a source of continuing critique and ongoing education

Serving – Developing advanced ministerial skills and confidence in leading a particular community for outreach and public witness grounded in the risen Christ

1. 1. Utilizes conflict management, counseling, and pastoral theology effectively in individual and group situations, while also understanding the limits of one’s skills
   2. On the basis of sound theological and biblical understanding, establishes opportunities to accompany those who are marginalized, actively addresses the systems that cause and perpetuate such marginalization, and works to transform the community
   3. Articulates a mature, sound and ethical approach to management of human, cultural, institutional, and financial resources
   4. Celebrates opportunities and challenges in building communities of diverse peoples and the gifts they bring