TALBOT SCHOOL OF THEOLOGY
••l•l◄ I•>;• OF EDUCATION PROGRAM
Director: Klaus Issler, Th.M, Ph.D.
for enrichment purposes or transfer credit. An abbreviated application for such purposes would include a com pleted short special sessions form, a letter from the registrar of the school indicating good standing and a com pleted pastoral reference form. PROGRAM REQUIREMENTS Course Work While the doctorate is not awarded simply for completion of stated course work, there is a 48-semes ter unit minimum requirement for the degree including 21 units of required course work and 27 units of electives. The Ed.D. program director serves as the student's advisor who assists in planning the schedule of courses and supervises the student's progress in the program and the development of a specialization. Up to six units of graduate course work directly related to the specialization may be taken in other depanments at Biola University or transferred in from other accredited graduate institutions. Doctoral Program Proposal During the first term of study and in consultation with the program director, students identify the 27-unit electives program they will complete, along with the remaining core courses, to meet the 48-semester unit minimum requirement Then, during the second term of study at a meeting with the program director , students will present their doctoral Program Proposal. Once approved, this sched ule serves as the projected course of study. A copy of the Program Pro posal is placed in the students' file . Any modifications must have prior approval of the program director. Comprehensive Examination Upon completion of all course work, the student completes the Com prehensive Examination (DE 888) before engaging work on the disserta tion. The comprehensive examination evaluates the student's attainment of program study objectives. The exami nation includes written work, a written exam and an oral exam. Detailed information is available in the Doc toral Handbook. Advancement to Candidacy Official candidacy for the doctor ate signifies an advanced stage in the student's progress and is characterized by self-directed research in the comple-
of the program. A few students are in the doctoral program. In addition, elec transition in their career path. The curtive courses in theology maybe taken to
FACULTY
study further the relationship of educa
riculum particularly encourages critical
Professors: Anthony, Dirks, Issler Associate Professors: Garland, Lawson Adjunct Faculty, JCS University Faculty:
thinking, integrative synthesis of Scriptional and theological conceptions.
Through its interaction with members
lllre and social science data, and original
research. Courses typically follow a gradof the Christian community, the Ed.D.
Alexander, Douglas, Hayward,
program is committed to demonstrating to the church the potentially significant contributions and understanding that social science data and methods can make to the Church 's role of educating
uate seminar format requiring student initiative for significant participation in class discussion. Small class sizes of 8-12 students permit such a dialogical format, an important element for promoting
Kraft,]. Lingenfelter, S. Lingenfelter, Steffen
OBJECTIVES
The Ed.D. course of study is designed for men and women to enhance further their leadmhip roles in a variety of educational ministries within God 's Kingdom - the local church, educational institutions and ministry
the whole person.
critical and integrative thinking.
An Ph.D. program is also offered in the School of lntercultural Studies
Community of Christian Scholars As members of a Christian university
emphasizing the enhancement of crosscommunity, the Ed.D. faculty believe that
cultural perspectives and competencies. Talbot students may enroll in elective courses offered by the JCS faculty as
relating one's faith to an academic disc~ pline goes beyond the theoretical and cognitive. Opportunities for fellowship, dialogue and worship are seen as vital
organizations throughout the world. The Doctor of Education degree, estab- Integration Distinctive Christian Education department of TalTalbot School of Theology sponsors a An important component of the bot School ofTheology. Since the Ed.D. weekly chapel service. Various discussion Talbot Ed.D. program is the integrative degree facilitates both academic and times over meals and other social ac~ professional development, it should not synthesis of social science data within a ties provide an opportunity for informal, be viewed exclusively as a professional Christian world view perspective. Since out of class interaction with faculty and doctorate, but also as an academicboth education and theology address students. The Ed.D. Research Center research degree with significant similarithe human condition, the Ed.D. faculty offers computer access to various data ties to the residential Ph.D. model. A believe there is a great deal to be gained bases as well as providing a meeting place proposal to change our program to a by an interdisciplinary study of human for students. Students are also encour Ph.D. degree is currently under review development, the teaching-learning aged to become involved in one of the by AT.S., our accrediting agency. process and issues of leadership. Conse many local churches in the Southern Students come to the program quently, students are expected to come California area already having completed a graduate to the program with a sufficient back degree and significant ministry exper~ ground of theological training (miniSpecial Study Status ence in the field of educational ministry. mum of 18 graduate units of Bible and Students actively enrolled in an In general, Ed.D. students are estabtheology). Students lacking these preaccredited doctoral program in educa lished within a particular ministry organ~ requisites can fulfill them at Talbot tion may be eligible to take an elective zation and return following completion School of Theology prior to entering class in Talbot 's Ed.D. program either SAMPLE ED.D. SCHEDULE ll part of their elective program. lished in I984, is offered within the parts of the total educational process. ~ l(
4 Years - Full-lime Study ' First year Fall I 802 Educational Research Methods
lntertmn
Spring
Summer
3 808 Statistical Meth. d 80 I Foundational Issues in C.E.
d
3 Elective #3
3 804 Organizational Ad in Ed Leader 3
3
803 Human Development &Leaming 3
d 9
Elective #2
Elective #I
~
1 Second year 885 Professional Internship
d
d
805 Teaching &Currie. Theory 3 Elective #9
3 Elective #6
I
3 Elective #7
3 d
3
3
Elective #4 Elective #5
d 9
Elective #8
9
Third year 888 Comprehensive Examination*
89I Dissertation
3
0
1 Fourth year I 89 I Dissertation
0
891 Dissertation
0
• Oral Defrose and Graduation • No!L: Additional suggested stquenas Jor distribuud study (part time) and minimal study art available from tht Admissions offia. *Students with government loans or with international student visas must complete at least 8 units per fall and spring semesters to qualify as full-time students. Students enrolled in 888 can be considered full-time students for one semester only. During
I
dissertation studies (beginning with DE 889), students are considered full-time for four semesters
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