Chaplaincy (NAD), 2019 Cohort Year One - Andrews

2022 Mario Ceballos April 20-29, 2021 Altamonte Springs, FloridaGSEM796 DMin Project Spring semester 2021CHMN786 Clinical Issues in Care and Counseling (5cr)Siroj Sorajjakool April 19-28, Loma Linda UniversityORCHMN773, Healthcare CPE Pre-Requisite (5cr)TBD, April 19-28, 2022 Altamonte Springs, FLGSEM796 DMin Project Spring semester 2022 (3 Cr)Always consult the Doctor of Ministry program planner at www.doctorofministry.com forpossible adjustments to the date and locations of future teaching intensives.MODULE REQUIREMENTSI. Pre-IntensivePre-Intensive Reading:A report is due the first day of the teaching intensive for each of the five required pre-session titles. Theseare to be posted to the Andrews University Learning Hub. The journal (there will be five, one for eachbook) is an informal reflection of your thoughts as you read the book. Reflection in this context suggests acognitive and imaginative process. Examine what you read and “bounce it off” what you have experiencedor imagined. Consider the text in the light of your values, experiences, ideas, and hopes. The result is your“reflection” on the text. Give deliberate and intentional attention to how the text relates to your life, andrelate it with written clarity. Journals are usually four to six pages, need not follow any particular style, andwill not be graded for grammar, writing, etc. Begin the report for each book with a simple statementthat you have read the required book or state what you have read of the book.1. Chamberlain, Theodore J and Christopher A. Hall. Realized Religion (PB): Research on theRelationship between Religion and Health. Radnor Pensylvania: Templeton FundationPress, 2007.2. Koenig, Harold. Sprirituality and Health Research: Methods, Measurements,Statistics and Resource. West Conshohocken, Pensylvania:Templeton Fundation Press2011.3. Park, Ctystal, Joseph M. Currier and J Irene Harris, Jeanne M. Slattery L. Trauma, Meaning,and Spirituality: Translating Research into Clinical Practice. Secacus, New Jersey:American Psycological Association, 216.4. Leggett, Taban. Reflections on a Healing Journey: An Investigation of Published Researchon the Importance of Spirituality in the Lives of Women Healing from the Effects ofDomestic Violence. VDM Verlag, 2009.5. Swinton, John, & Mowat, Harriet. Practical Theology and Qualitative Research. SCM Press,2006. ISBN: 0334029805 Amazon Kindle price 15.30.SEVENTH-DAY ADVENTIST THEOLOGICAL SEMINARY7

6. Compilation of Chaplaincy as science articles from peer reviewed journals and studies, a Pdfprovided by the instructors (download from Moodle course shell at AU website).Books can be purchased in any manner convenient to the participant. Books are often less expensivethrough online outlets, especially used books at the Amazon online book store.II. The IntensiveA. Punctual attendance is required for all classes. A maximum of 10% absence of total activities isallowed.B. Participation in class discussion, group activities, journaling, and compilation of notes isexpected.C. Five pages Reading Report of three articles of chaplaincy as science selected from PDF providedby Dr J. Ramirez, due in class.D. Three to Five pages Reading Reports to be reported in class as scheduled from John SwintonPractical theology and Qualitative ResearchIII. Post IntensiveA. Journal and report the following two books in the same manner as for the pre-intensive books.1. Sensing, Tim. Qualitative Research: A Multi-Methods Approach to project for Doctor of MinistryTheses. Eugene Oregon, MI: Wipf Stock Publishers, 2011. 259 pages.2. Swinton, John, & Mowat, Harriet. Practical Theology and Qualitative Research. SCM Press,2006. ISBN: 0334029805 Amazon Kindle price 15.30.B. Review and revise the Ministry Development Plan (MDP) you were required to do in year one. TheMinistry Development Plan has four sections; a description of your current situation, your vision for yourlife and ministry following the program, the steps you propose to move in the direction of that visionduring your program, and a listing of the helping as well as hindering forces. The Ministry DevelopmentPlan should include spiritual, personal, relational, and professional context, vision, and activities toaccomplish the vision in those areas.C. Project ChaptersChapter three of your project document, a paper of at least 16 but no more than 22 pages, will berequired providing a review of literature relevant to your project challenge. This is the workrequired in year one that integrates your 6 credits of project learning into the program.The Doctor of Ministry Project Writing Manual 2nd Edition (or more recent edition) will provide thestandards for all written work. Doctor of Ministry papers are done in Turabian Parenthetical style.D. Meet again with your context support group of five to nine persons and review your MDP. Themeeting will center on personal and professional progress. The meeting must occur on or before June 1,SEVENTH-DAY ADVENTIST THEOLOGICAL SEMINARY8

2019. The group will review the MDP and its progress. Post a brief journal of the meeting with date to theLearning Hub.E. Students will participate in a minimum of two sessions of a work group for peer support and sharing ofexperience.1. A journal and attendance record of the group meetings will be required from a secretary foreach group by Dec 1, 2019. The journal needs to include the dates of the two meetings.2. The first group meeting must occur on or before Aug 10, 2019, and review the work of eachstudent on their chapter five.3. The second group meeting must occur on or before October, 2019, and review the case studydone by each student.4. Groups may meet by phone conference, face-to-face, or via electronic conference.F. Each participant will select an effective community, business, education, or church leader, seekpermission of that person to write a case study based on their experience, observe critical incident rolesand behavior of the subject leader within the context of their leadership, sit for an interview of at least 30minutes with the subject leader or an affiliate, interview a minimum of three persons who interact withinthe subject leader within their community, and write a 4 to 5 page case study documenting theobservations, interviews, and describing specific incidents of behaviors relating to a minimum of three ofthe six leadership essentials.G. Continue your work with an appropriate field mentor, be involved in at least monthly sessionswith your mentor, and report the 1) name, 2) contact information, and 3) a one page journal ofsession dates and reactions to the sessions to the lead teacher on the final assignment due date.GRADING CRITERIA AND COURSE ASSESSMENT ITEMSA. Criteria for GradesAssessment is accomplished by evaluating participation and assignments around the competencies of theconcentration. There are competencies in the area of being, in the area of knowing, and competencies inthe area of doing. The chart below describes the process of judging the integration of those competencies.The cyclical process of true learning in the areas of being, knowing, and doing are considered.Competency of theConcentrationSpiritual maturityLearning Resources Provided in this ModuleProcess of AssessmentIntensive presentation and exerciseThe Ministry Development PlanThe literature and journaling assignedEvaluation of the qualityof intensiveparticipation, includingdaily journalingJournaling of literature:evaluation of criticalthinkingEvaluation of the MDPSEVENTH-DAY ADVENTIST THEOLOGICAL SEMINARY9

Living by the Spirit(Galatians 5:22-26)Intensive presentation and exerciseThe Ministry Development PlanThe literature and journaling assignedEvaluation of the qualityof intensiveparticipation, includingdaily journalingJournaling of literature:evaluation of criticalthinkingEvaluation of the MDPEnrichment ofpersonal and familylifeIntensive presentation and exerciseThe Ministry Development PlanThe literature and journaling assignedEvaluation of the qualityof intensiveparticipation, includingdaily journalingJournaling of literature:evaluation of criticalthinkingEvaluation of the MDPGreatercommitment toministryIntensive presentation and exerciseThe Ministry Development PlanThe literature and journaling assignedEvaluation of the qualityof intensiveparticipation, includingdaily journalingJournaling of literature:evaluation of criticalthinkingEvaluation of the MDPA biblicalperspective ofevangelism,mission, andministryIntensive presentation and exerciseThe Ministry Development PlanThe literature and journaling assigned, especiallyEvaluation of the qualityof intensiveparticipation, includingdaily journalingJournaling of literature:evaluation of criticalthinkingEvaluation of the MDPPositive collegialrelationshipsIntensive presentation and exerciseThe Ministry Development PlanThe literature and journaling assignedEvaluation of the qualityof intensiveparticipation, includingdaily journalingJournaling of literature:evaluation of criticalthinkingEvaluation of the MDPA global view ofsociety andministryIntensive presentation and exerciseThe Ministry Development PlanThe literature and journaling assignedEvaluation of the qualityof intensiveparticipation, includingdaily journalingSEVENTH-DAY ADVENTIST THEOLOGICAL SEMINARY10

Journaling of literature:evaluation of criticalthinkingEvaluation of the MDPExceptionaltheoreticalknowledge ofleadershipIntensive presentation and exerciseThe Ministry Development PlanThe literature and journaling assigned, especiallyThe Third ChapterThe Case StudyAn understandingof a biblicaltheology ofleadershipIntensive presentation and exerciseThe Ministry Development PlanThe literature and journaling assignedThe Third ChapterThe Case StudyAn understandingof organizationalculture andsystems thinkingIntensive presentation and exerciseThe literature and journaling assigned, especiallyThe Third ChapterThe Case StudyPractice of thefollowing coreleadershipessentialsIntensive presentation and exerciseThe Ministry Development PlanAll the literature and journaling assignedThe Case StudyEvaluation of the qualityof intensiveparticipation, includingdaily journalingJournaling of literature:evaluation of criticalthinkingEvaluation of the MDPContent of ChapterThreeThe Quality of Analysisand Learning Reflectedin the Case StudyEvaluation of the qualityof intensiveparticipation, includingdaily journalingJournaling of literature:evaluation of criticalthinkingEvaluation of the MDPContent of ChapterThreeThe Quality of Analysisand Learning Reflectedin the Case StudyEvaluation of the qualityof intensiveparticipation, includingdaily journalingJournaling of literature:evaluation of criticalthinkingContent of ChapterThreeThe Quality of Analysisand Learning Reflectedin the Case StudyEvaluation of the qualityof intensiveparticipation, includingdaily journalingSEVENTH-DAY ADVENTIST THEOLOGICAL SEMINARY11

Proficiency inadministrativeskillsIntensive presentation and exerciseThe Ministry Development PlanThe Case StudyJournaling of literature:evaluation of criticalthinkingEvaluation of the MDPThe Quality of Analysisand Learning Reflectedin the Case StudyEvaluation of the qualityof intensiveparticipation, includingdaily journalingEvaluation of the MDPThe Quality of Analysisand Learning Reflectedin the Case StudyB. Grade PointsCase StudyReading Journals and Reports:Ministry Development PlanChapter 1 and 5Context Support GroupSmall Group MeetingsJournal During IntensiveReport Regarding MentorTotal100 points25 points each x 7 books 175 points60 points175 points40 points40 points (20x2)40 points40 points670 points96 - 100% - A93 - 95% - A90 - 92% - B 85 - 89% - B82 - 84% - B79 - 81% - C 75 - 78% - C72 - 74% - C-C. Assignment submission deadlines will be applied as follows:Assignment due date:(possible A grade)Late up to 30 days:(no more than A- grade)Late 31 to 60 days:(no more than B grade)SEVENTH-DAY ADVENTIST THEOLOGICAL SEMINARY12

Late 61 to 90 days: (no more than B grade)*Late 91 days or more: (DN deferred and not completable)Reading reports and reading journals for pre-intensive books are due the first session of the teachingintensive. If submitted late, the work will be discounted 10%. The remainder of the assignments are dueDecember 1, 2019. They are to be submitted electronically to the Andrews University Learning Hub.Always keep copies. The grade of DG (deferred grade) will be given until the due date.* Graduation requires a 3.0 or better program GPA. Students who receive a DN must seek permissionfrom the DMin office to restart with another cohort and seek a new program time limit. Such requests areconsidered by the DMin program committee and not guaranteed. No tuition refunds are considered.D. Course Time Parameters and CalculationsThe Doctor of Ministry program requires 56 hours of study for each semester credit. Professor contacttime is to be 15 hours per credit within that number. This module is 4 hours, so the entire coursemodule is to require 224 hours. Following is a rule of thumb to help guide your reading, research, andwriting for Seminary courses: Average reading speedAverage writing speed15-20 pages/hr.3 hr./pageThe time for this module is calculated as follows:Ministry Development Plan5 hoursReading and journaling122 hoursIntensiveJournaling during the intensiveContext support groupPeer group attendance and journalingCase studyMentoringTotal60 hours2 hours3 hours5 hours20 hours7 hours224 hoursPost intensive paper – (60 hours relate to the project credits registered in years three and four)E. Assignment SubmissionSubmit assignments electronically to the Andrews University Learning Hub. Always keep a copy, andconfirm submissions after 30 days.ASSESSMENT GUIDELINESCriteria for Assessment of the Post Intensive Paper: Chapter 1 IntroductionSEVENTH-DAY ADVENTIST THEOLOGICAL SEMINARY13

3.00Needs ImprovementCategory4.00 TargetContentsThe chapter includes all of thefollowing components:Description of the MinistryContext, Statement of theOnly 1 of the elements isTask, Statement of themissing.Problem, Delimitations of theProject, Description of theProject Process, and Definitionof Terms.2.00 Incomplete 1.00 UnacceptableOnly 2 of theelements aremissing.More than 2 of theelements aremissing.What is sharedSets a clear context for theabout theIt is not clear whatimplementation of the project, context for thethe context for thebut is three to four pages in project is notproject is.length.concise (over 4pages).The problem isThe problem is notThe problem is clearly defined The problem is clearlynot clearlyclearly defined, notand supported by clear,defined and supported bydefined and/orsupported byobjective evidence.subjective evidence.not supported byevidence.evidence.It is not evidentClearly states what you areClearly states what you areThe what, who,what you intend togoing to do, with whom, and going to do, with whom, but and why aredo, with whom orwhy.is less clear on why.vague.why.It is unclearExpresses a clearExpresses an understanding what the self- There are no selfunderstanding of the selfof the self-imposedimposedimposedimposed limitations of thelimitations of the project.limitations oflimitations.project.the project are.The outlinedThe section is well organized.Steps seem to beThe section is organized. One steps do notIt outlines a clear and logicalrandomlyidea may seem out of place. seem to have asequence of steps.organized.logical flow.Esoteric terms central to theEsoteric terms central to thestudy and used throughout theEsoteric termsThe terms arestudy and used throughout the project document are listed incentral to the studynot inproject document are listed in alphabetical order. The termsand used throughalphabeticalalphabetical order. The terms are defined by professionalthe projectorder or citedare defined by the literature in sources such as a dictionarydocument are notproperly.the field with proper citation. or encyclopedia with properdefined.citation.There are 2There are 3 or moreThe chapter formatting followsThere is 1 formatting mistake. formattingformattingproper AU stylemistakes.mistakes.A concise/precise (no moreDescription ofthan 2 pages) description ofthe Ministrythe context where the projectContextwill be implemented.Statement ofthe ProblemStatement ofthe TaskDelimitationsof the ProjectDescription ofthe ProjectProcessDefinitions ofTermsFormatStyleThe chapter follows There is 1 stylisticAPA style, including mistake.There are 2 stylisticmistakes.There are 3 or more stylisticmistakes.SEVENTH-DAY ADVENTIST THEOLOGICAL SEMINARY14

in-text referencing tocite sources.There are noThere are 1 or 2 spelling, There are 3 or 4spelling, grammar,Languagegrammar, or punctuation spelling, grammar, orConventions or punctuationerrors.punctuation errors.errors.The chapter isThe chapter is written in a Expression of somewritten in a reader- mostly reader- friendly ideas is confusing toClearlyfriendly manner that manner. There is a slight the reader. Uses lotsWrittenmodels clarity oftendency to use a fewof long, ramblingexpression.long rambling sentences. sentences.10-12 pages13-15 pages16-20 pagesLengthThere are more than 4spelling, grammar, orpunctuation errors.The chapter does not promotereader understanding and/or isunclear in language use andexpression. Uses long,rambling or run-on sentences.More than 20 pagesChapter 5 Narrative of Intervention Implementation3.00Needs ImprovementCATEGORY4.00 TargetIntroductionThe chapter begins with anintroduction that invitesSame as Target, thethe reader into the topicbird’s eye view isand presents a bird’s eyeincomplete.view of what the chapterwill cover.2.00 Incomplete1.00 UnacceptableThere is no introduction orThe reader is invited into theno clear connectiontopic but no bird’s eye viewbetween the introductionis given of what the chapterand the body of thewill cover.chapter.The implementationnarrative does not move inA concise narrative of the A narrative of the precisechronological fashion and/or No narrative of thechronologicalImplementation precise chronologicalit gets side- tracked withimplementation of theimplementation of theimplementation of theNarrativetangents that are not relevant intervention is given.intervention is given.intervention is given.to the implementationprocess.The chapter formattingfollows proper Andrews There is 1 formattingThere are 2 formattingThere are 3 or moreFormatStandards for Writtenmistakes.mistakes.formatting mistakes.Work.The chapter follows APAThere is 1 stylisticThere are 2 stylisticThere are 3 or morestyle, including in-textStylemistake.mistakes.stylistic mistakes.referencing to cite sources.There are no spelling,There is1 spelling,There are 2 spelling,There are 3 or moreLanguagegrammar, or punctuation grammar, or punctuation grammar, or punctuationspelling, grammar, orConventionserrorserror.errors.punctuation errors.The chapter does notThe chapter is written inpromote readerThe chapter is written in aExpression of some ideas isa mostly reader- friendlyunderstanding and/or isreader-friendly mannerconfusing to the reader. Usesmanner. There is a slightunclear in language useClearly Writtenthat models clarity oflots of long, ramblingtendency to use a fewand expression. Uses long,expression.sentences.long rambling sentencesrambling or run-onsentences.20-25 pages26-30 pages31-40 pagesMore than 40 pagesLengthCRITERIA FOR ASSESSM ENT GUIDELINESTHE B GRADESEVENTH-DAY ADVENTIST THEOLOGICAL SEMINARY15

We start with the B grade for a very specific reason. It is because a B grade is a sign that you havecompetently fulfilled all of the requirements stipulated for an assessment or competency eva

Chaplaincy (NAD), 2019 Cohort 2019, Year One CHMN787 THEORY AND RESEARCH IN CHAPLAINCY Mario Ceballos, DMin, BCC (lead) Johnny Ramirez, Ed.D, MA SEVENTH-DAY ADVENTIST THEOLOGICAL SEMINARY. SEVENTH-DAY ADVENTIST THEOLOGICAL SEMINARY 2 CHMN787