The DMin Handbook (updated November 2020) contains the policies and procedures by which the degree program is governed.<\/p>\n
1.1 The Doctor of Ministry Degree<\/p>
The Doctor of Ministry degree (DMin) is designed to assist religious professionals to deepen their understanding of and commitment to ministry by providing a context in which to update and refine their theological knowledge, sharpen existing skills, and learn new ones. The aim is to help students bring together their experience with additional academic studies to create a fresh synthesis of theory and practice.<\/p>\n
The primary learning outcomes of the DMin include:<\/p>\n
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1.2 Admissions Procedures<\/p>
Applicants must possess an MDiv degree (or equivalent) with a minimum GPA of 3.3 from an institution of higher education accredited by a US agency recognized by the Council for Higher Education Accreditation or approved by a Canadian provincial quality assurance agency. Degrees from institutions outside of North America may also be accepted (subject to review by the Associate Dean for Academic Affairs). Applicants also must have completed a minimum of three years of fulltime professional ministry or its equivalent.<\/p>\n
Admission to the DMin program will be determined by the Online and Hybrid Programs Committee or by procedures and policies superintended by the committee and implemented by the Director of Admissions, the Director of Online and Hybrid Programs, and the Associate Dean for Academic Affairs. Admission also includes the appointment of a program advisor (usually the Director of Online and Hybrid Programs) by the Associate Dean of Academic Affairs. The program advisor guides the student in coursework selection and in navigating the program more broadly. Students are appointed a faculty project thesis advisor by the Associate Dean for Academic Affairs typically in the second year of study.
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1.3 Time to Completion<\/p>
Students enter the program on a part-time basis as a cohort and can expect to complete the program in 3 to 3 and \u00bd years. Courses are taken with one\u2019s cohort. All students must complete the program in no more than five years.<\/p>\n
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1.4 The Online and Hybrid Programs Committee<\/p>
The Online and Hybrid Programs Committee provides oversight for the operation of all second-level masters and doctoral degrees. Specifically, it serves as the admission committee for these degrees, reviews project proposals, makes recommendations to the faculty regarding degree program policies, and monitors student academic progress.<\/p>\n
The daily operation of the DMin program is under the oversight of the Director of Online and Hybrid Programs.<\/p>\n
Decisions of the Online and Hybrid Programs Committee may be appealed to the Associate Dean for Academic Affairs of the School of Theology.<\/p>\n
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1.5 The Director of Online and Hybrid Programs<\/p>
The Director of Online and Hybrid Programs works closely with the Associate Dean for Academic Affairs, and the Director collaborates with the Online and Hybrid Programs Committee and faculty to design details of the DMin program, initiate and administer all aspects of the DMin program (including intensives and online components), and serve as the program advisor for DMin students. As noted in section 1.2, each student also has a faculty project thesis advisor who works along with the Director to facilitate the student\u2019s development of a DMin project and supervises the writing of the project thesis.<\/p>\n
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1.6 Academic Review Procedures for DMin Candidates<\/p>
A minimum grade of B- is required in all courses taken to fulfill DMin requirements and all students must maintain a minimum cumulative GPA of 3.0. The Online and Hybrid Programs Committee shall undertake an academic review of a student when it receives a report of an unsatisfactory GPA or course grade or other unsatisfactory outcome such as required withdrawal from a course.<\/p>\n
If a student has failed to meet degree deadlines without approved petition for an extension, the Online and Hybrid Programs Committee may undertake an academic review.<\/p>\n
Any faculty member may request an academic review of a DMin student\u2019s standing by submitting to the Online and Hybrid Programs Committee a memorandum detailing the grounds for such a request.<\/p>\n
In carrying out the academic review of a DMin student, the Online and Hybrid Programs Committee shall:<\/p>\n
After discussion, the Online and Hybrid Programs Committee shall decide whether to recommend formal academic probation, to terminate the student from the program, or to continue the student in the program. A memo shall be sent to the candidate, with copies to the professor and the advisors, informing all parties of the Online and Hybrid Programs Committee\u2019s response and decision.<\/p>\n
Two unsatisfactory course grades result in termination of candidacy, except by approved petition to the Online and Hybrid Programs Committee. In such cases, no academic review is necessary. The Online and Hybrid Programs Committee, upon being informed of the relevant events, shall notify the student of termination from the program, and unless the Online and Hybrid Programs Committee, within six weeks of the notification or at its next scheduled meeting, whichever is later, receives and approves a petition from the student to continue in the program, the Registrar shall be informed of the Online and Hybrid Programs Committee\u2019s action and the student\u2019s candidacy terminated. Students may appeal the decision of the Online and Hybrid Programs to the Associate Dean for Academic Affairs within two weeks of receiving notice of termination.<\/p>\n
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2.1 Plan of Study<\/p>
In keeping with the School of Theology\u2019s mission \u201cto cultivate leaders for communities of faith\u201d and \u201cto equip women and men for ministries and vocations that foster personal and social transformation,\u201d the DMin program is oriented around Transformational Leadership as its central theme. Students may focus their studies within a particular field of specialization to the extent that coursework is available in that field.<\/p>\n
The degree is composed of 4 seminars that meet on site at STH for approximately one week of intensive work (with preparatory assignments and follow-up work), one in August and one in January in each of the first two years of the program. The intensive seminars provide a rigorous academic foundation in the study of religious leadership, community transformation, and contextual theological analysis, as well as grounding in research methods and opportunities to discuss and shape research projects with faculty and peers. Other cohort and elective courses for the program are offered online, though a student might petition to take an elective course on site at the School of Theology. All courses contribute to the research and professional goals of doctoral students by including reflection opportunities that are directly or indirectly preparatory for the DMin project.<\/p>\n
Online courses will supply the three cohort courses and the free elective for the DMin. All of the courses will contribute to the research and professional goals of the doctoral students by including reflection opportunities that are directly or indirectly preparatory for the DMin project. Instructors will be encouraged to design major assignments for their courses in such a way as to enable students to pursue their project interests within their shared coursework. The number of options will be limited in order to maximize the strength of the courses and the cohorts, but the flexibility comes for the students in the research-driven nature of the DMin and the potential of each course to support that research.<\/p>\n
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2.2 Coursework Guidelines<\/p>
Students are required to register for courses at the 900-level. Students can petition the OHP Director and Academic Dean to take courses at the 800 level or MARPL courses. Undergraduate courses will not count toward the required coursework for the DMin program. Approval by the course instructor and coordination of advanced, doctoral assignments is required in advance of submitting a petition for course registration.<\/span><\/p>\n No more than 4 credits may be taken outside of Boston University through the Boston Theological Institute (BTI). Students may not register for a BTI course unless registered for an equal number of credits at Boston University.<\/p>\n The following 30 credits of coursework are required for the Doctor of Ministry degree (though students typically take 32 credits if taking a full 6 semesters):<\/p>\n \u2022 Cohort Online Course (4)<\/td>\n \u2022 Cohort Online Course (4)<\/td>\n \u2022 Cohort Online Course (4)<\/td>\n \u2022 Cohort Online Course (4)<\/td>\n <\/div>\n<\/div>\n\n 3.1 Elements of a DMin Project Thesis Proposal<\/p> The following guidelines are meant to serve as a framework for students and faculty in the School of Theology to meet the requirement of a Project, to help students clarify the nature and significance of their writing project, and to allow the faculty of the School of Theology to give constructive criticism, advice, and approval. Students should remember that they are trying to communicate not only to the experts in a field but also to knowledgeable non-specialists in the study of religion and theology. Avoid jargon or technical language as much as possible.<\/p>\n It is expected that the Proposal will be written clearly, effectively, and with proper grammar, spelling, punctuation, and formatting according to Turabian.<\/p>\n 3.1.1 Present a Title that Succinctly Condenses the Main Ideas of the Project<\/em><\/p>\n This should be understood as a condensed version of the one-sentence summary of the project the student has worked throughout the duration of the program.<\/p>\n 3.1.2 Identify a Problem and Put it in Context<\/em><\/p>\n In brief, your proposal will be assessed on the following elements:<\/p>\n As you think about the issue, consider the following questions. Some may be more relevant than others. What needs to be transformed? What is your relationship to the situation? What is your\u00a0responsibility in the face of this situation? What will you need to learn about this issue\/context in\u00a0order to effectuate transformational change? What motivates or inspires these people? How can you\u00a0gather that info? Is the data you need already available in articles or books? Do you need empirical\u00a0research or is there data available to you elsewhere? Does your research need to focus on\u00a0educational issues, demographic issues, psychological issues, ethnographic issues, historical issues, or\u00a0some combination of the above? For some, this will be a body of written materials; for others, it will\u00a0be the results of certain tests and\/or questionnaires; for yet others, it will be the results of a series of\u00a0interviews or experiments from some other sources. You must make clear why you need this information and how you will gather it.<\/p>\n 3.1.3 Provide a Normative Ideal and Justify its Use<\/em><\/p>\n In brief, your proposal will be assessed on the following elements:<\/p>\n As you think about the ideal or vision, consider the following questions. Some may be more relevant than others. What does the literature (theological and otherwise) suggest as a creative response to this context\/situation\/opportunity\/problem\/threat? What ideal, vision, promise or opportunity can be articulated that would call for a transformation within or among these people?\u00a0What is your opportunity in the midst of this perhaps wider call? As part of your explanation of the\u00a0vision or ideal, you should describe the body of literature (theological, scriptural and\/or social\u00a0scientific) that will serve to structure that vision. What other scholars and practitioners have wrestled with the problem before you, and how will your research and analysis move beyond theirs in theory and\/or practice? How will you put authors in dialogue to create a new synthesis of ideas?<\/p>\n 3.1.4 Your Practical Transformational Proposal\/Process for Bridging the Gap<\/em><\/p>\n In brief, your proposal will be assessed on the following elements:<\/p>\n As you think about how you are going to lead people from the current problem in its context to the vision or ideal that you will articulate, consider the following questions. Some may be more\u00a0relevant than others. What are you going to do about it? Who will be leading the change for the wider group, you or a leadership team that you pull together? How will that process occur? What process will you undertake? What is(are) the foundation(s) for that process? How will this process honor the beginning place of the problem and context you described above? How will this process take seriously the help the people involved live the ideal or vision you have described? How are you equipped to lead this process? What knowledge, skills, or dispositions do you need to learn or develop to implement this process?<\/p>\n 3.1.5 Evaluation or Assessment<\/em><\/p>\n In brief, your proposal will be assessed on the following elements:<\/p>\n As you think about the transformational process you describe, consider the following questions. Some may be more relevant than others. Transformational leadership is inherently an ongoing process. How will you evaluate whether and to what extent the Practical Transformational Proposal\/Process is successful? Describe the timeline and a process for such an evaluation or assessment. For some projects the evaluation and assessment may occur prior to the completion of the Doctor of Ministry Project. For others, the implementation of the project will be on a more extended timeline so the evaluation or assessment may be on a longer horizon.<\/p>\n 3.1.6 A Sequence or Chapter Outline<\/em><\/p>\n The Online and Hybrid Programs Committee is interested in how you envision presenting the material. Please include an outline (by chapter or some other logical sequence) that indicates how you foresee the Project being\u00a0constructed.<\/p>\n 3.1.7 Definitions<\/em><\/p>\n Not infrequently a project leads a student to a very precise or specific definition of certain key words or concepts. If such definitions are important to the understanding of this project, they should appear in the Proposal. Be certain all key words in the title or statement of the problem are either self-evident or appropriately defined.<\/p>\n 3.1.8 Limitations<\/em><\/p>\n Make clear any limitations that are inherent to the nature of the project or that have been deliberately set in order to limit the size of the undertaking. Explain the reasons for the limitations.<\/p>\n 3.1.9 Working Bibliography<\/em><\/p>\n List and comment, where appropriate, on the sources you plan to use for your study. Organize the bibliography by categories and provide an introductory paragraph.<\/p>\n 3.1.10 Appendices<\/em><\/p>\n This should list any documents that should be appended for the project to make sense to the world. If the project involves research on human subjects, this should also include in an Appendix the Institutional Review Board Proposal that will be submitted.<\/p>\n <\/div>\n<\/div>\n 3.2 Length of the Project Thesis Proposal<\/p> Normally, the body of the proposal should be limited to 12-15 pages of typewritten, double-spaced text; the bibliography is not counted within those pages. Having completed the above, the student will be in good position for the writing of the thesis. See Appendix A for approved project\u00a0templates that outline the structure of the proposal.<\/p>\n <\/div>\n<\/div>\n\n
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\n <\/td>\n Year 1<\/strong><\/td>\n Year 2<\/strong><\/td>\n Year 3<\/strong><\/td>\n<\/tr>\n \n Fall<\/td>\n \u2022 Transformational Leadership Intensive Seminar at STH (4)<\/p>\n \u2022 Research Methods Intensive Seminar at STH (2)<\/p>\n \u2022 Directed Study (2)<\/td>\n<\/tr>\n \n Spring<\/td>\n \u2022 Contextual Analysis Intensive Seminar at STH (4)<\/p>\n \u2022 DMin Project Colloquium Intensive Seminar at STH (2)<\/p>\n \u2022 Directed Study (2)<\/td>\n<\/tr>\n<\/thead>\n<\/table>\n Project Thesis Proposal<\/strong><\/h2>\n
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