doctor of ministry student manual

Transcription

DOCTOR OF MINISTRY
STUDENT MANUAL
BETHEL SEMINARY
ST. PAUL
SAN DIEGO
Table of Contents
SECTION ONE
Bethel’s Mission, Vision and Values ............................................................................................... 3
The Seminary’s History and Beliefs ................................................................................................ 4
Features of the Bethel D.Min. ..........................................................................................................7
Personnel and Contact Info ............................................................................................................ 8
Program Features ........................................................................................................................... 9
Self-Directed: Church Leadership Track (CL) ............................................................................ 9
Church Leadership Track Concentrations: ............................................................................. 9
Self-Directed: Congregation and Family Care Track (CFC) ......................................................10
Congregation and Family Care Track Concentrations: ..........................................................10
Self-Directed: Biblical and Theological Engagement (BTE) ...................................................... 11
Congregation and Family Care Track Concentrations: .......................................................... 11
Church Leadership/Congregation and Family Care/ Biblical and Theological Engagement 12
Cohort-Based Programs ............................................................................................................. 14
Cohort Descriptions................................................................................................................ 14
Core Course Descriptions ....................................................................................................... 14
Doctor of Ministry Assessment Process ........................................................................................ 16
Candidacy and the Assessment Process ..................................................................................... 16
Program Procedures ........................................................................................................................ 1
Admission Process ....................................................................................................................... 1
Tuition and Fees ............................................................................................................................. 2
Tuition amounts are provided in the Bethel Seminary academic catalog annually. Amounts
will be increased annually beginning in the fall of 2014 based on budget parameters approved
at the January Board of Trustee meetings. ................................................................................. 2
Scholarships and Financial Assistance ....................................................................................... 4
Program Guidelines and Policies .................................................................................................... 5
Program Duration ....................................................................................................................... 5
Course Registration ..................................................................................................................... 5
Coursework ................................................................................................................................. 6
Withdrawing.................................................................................................................................7
Leave of Absence ......................................................................................................................... 8
Termination ................................................................................................................................ 8
Benefits........................................................................................................................................ 9
Role of the FDMAC ........................................................................................................................ 11
Role of the Thesis Advisor ............................................................................................................. 11
Grading ................................................................................................................................... 11
SECTION ONE
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Role of the Instructor ............................................................................................................. 12
Grading ................................................................................................................................... 12
Course-Related Ministry Projects .................................................................................................. 13
Nature of a Project ..................................................................................................................... 13
Proposal...................................................................................................................................... 13
On-Site Evaluator ....................................................................................................................... 14
On-Site Evaluator Responsibilities: ....................................................................................... 14
Project Procedures and Report .................................................................................................. 14
Project Requirements................................................................................................................. 15
Project Deadlines ....................................................................................................................... 17
Project Submission..................................................................................................................... 17
Project Extensions...................................................................................................................... 17
Report Waiver ............................................................................................................................ 17
Thesis Project ................................................................................................................................. 19
Deadline Checklist (Students may work ahead of deadlines, but these are final dates in the
thesis timeline) ........................................................................................................................... 19
Thesis Expectations................................................................................................................... 20
Thesis Readers ........................................................................................................................... 21
Thesis Advisor ........................................................................................................................ 21
Second Reader ........................................................................................................................ 21
Technical Reader .................................................................................................................... 21
Faculty Reader ....................................................................................................................... 22
Research Design Reader ........................................................................................................ 22
Library Reader ....................................................................................................................... 22
D.Min. Program Director ...................................................................................................... 23
Thesis Examining Committee ................................................................................................... 23
Thesis Proposal Workshop........................................................................................................ 24
Proposal Development .............................................................................................................. 25
Expectations for Thesis Project Proposals ................................................................................ 25
Proposal Outline........................................................................................................................ 25
Thesis Proposal Approval.......................................................................................................... 29
Thesis Project Proposal Submission ......................................................................................... 29
Form Instructions for Thesis Advisors .................................................................................. 29
Implementation Guidelines ...................................................................................................... 30
Thesis Report ............................................................................................................................. 31
Thesis Report Outline ............................................................................................................... 32
Questions for Guiding the Theological Reflection Chapter ...................................................... 33
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Guidelines for the Theological Reflection Chapter ............................................................... 34
Colloquium ................................................................................................................................ 36
Thesis Executive Summary ................................................................................................... 36
Presentation........................................................................................................................... 36
Microfilming and Indexing Thesis Projects .............................................................................. 37
Style and Form Manual........................................................................................................... 39
Printing and Paper ............................................................................................................... 39
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Bethel’s Mission, Vision and Values
The University’s mission: Boldly informed and motivated by the Christian faith, Bethel
University educates and energizes men and women for excellence in leadership, scholarship,
and service. We prepare graduates to serve in strategic capacities to renew minds, live out
biblical truth, transform culture, and advance the gospel.
The Seminary’s vision statement: The passion of Bethel Seminary is to advance the gospel
of Jesus Christ in culturally sensitive ways among all people. As a Spirit-empowered, biblically
grounded community of learning, Bethel strives to develop and equip whole and holy persons
to serve and lead so that churches and ministry agencies can become all they are called to be
and do all they are called to do in the world for the glory of God.
Bethel Seminary’s purpose is connected to the mission that Jesus entrusted to His church in the
Great Commission. Therefore, what matters to local churches and ministry agencies matters to
Bethel Seminary. We believe that effective ministry demands solid biblical grounding, the highest qualities of character and integrity, and significant leadership skills.
While Bethel has effectively educated to ensure biblical grounding, we continue to improve in
character formation and leadership skills. Thus, we have refocused the energies of Bethel’s faculty and administration, renewing our purpose to educate students in a holistic way for transformative leadership in God’s church.
As a result, the culture and spiritual climate of Bethel Seminary is evolving to create intentional
people of mission to accomplish our vision. Bethel is becoming a place where people increasingly understand the truth of the gospel, grasp the contexts of diverse cultures, grow toward
personal holiness and wholeness, and gain the skill and passion to lead people to transforming
encounters with the Lord. We are deeply committed to the mission Christ entrusted to His
church as expressed in the Great Commandment and the Great Commission.
We are Christ-followers: orthodox, conversionist, and evangelical; rooted in the authority of
Scripture.
We are character-builders: concerned with personal and spiritual formation and therefore
committed to the development of whole and holy persons.
We are truth-seekers: recognizing that all truth has its source in God as revealed in creation
and Scripture and personified in Christ.
We are learners: committed to academic excellence within a community characterized by
teaching, scholarship, and service.
We are reconcilers: honoring the worth and dignity of people from all races and purposely
seeking to create a community that reflects the diversity of the Body of Christ.
We are salt and light: relating to the world and society in culturally relevant ways while being
informed by our pietistic denominational heritage and characterized by an irenic spirit.
We are world-changers: driven to prepare graduates who will shape and change the world
through exemplary leadership in the church and throughout society.
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The Seminary’s History and Beliefs
Bethel University is a leader in Christian higher education. Under its banner, Bethel Seminary
continues as a world-class evangelical institution of theological education offering a variety of
master of arts degrees, a master of divinity degree, a doctor of ministry degree, and several
certificates. Accreditors have praised the seminary’s approach to developing whole and holy
Christian leaders through an emphasis on biblical and theological foundations, transformational
leadership, and spiritual and personal formation. With locations in St. Paul and San Diego as
well as a model distance learning program, Bethel Seminary is breaking new ground in effective
ministry training.
Our history dates back to 1871, when founder John Alexis Edgren
responded to the need for educated pastors among the Baptist churches of
Swedish immigrants. Except for 1884-1888, when the seminary was located in St. Paul, Minnesota, and then in Stromsburg, Nebraska, its first
half century was spent as the Swedish Department of the Divinity School
of the University of Chicago and its predecessor, the Baptist Union Theological Seminary. In 1914, the churches of the Baptist General Conference (now Converge Worldwide) assumed full support of the seminary,
moving it back to St. Paul. There it joined Bethel Academy to become
Bethel Academy and Seminary of the Swedish Baptist General Conference.
Accredited in 1944, the seminary offers theological education in accordance with the standards
established by the Association of Theological Schools. With the offering of college degrees, the
institution became Bethel College and Seminary in 1947. Following a period of rapid growth, especially in master’s programs, the school became Bethel University in 2004.
Swedish pietism left its mark on the Seminary. The current vision seeks to keep the curriculum
Bible-centered, to emphasize the building of a vibrant spiritual life, and to embody a spirit of tolerance in areas of evangelical disagreement.
Bethel’s graduates have played a significant role in advancing the worldwide mission of the
Baptist General Conference (now Converge Worldwide). The Seminary has maintained a close
relationship with the churches of the Baptist General Conference through the years, with a part
of each seminarian’s education underwritten by contributions from the churches. The school is
dependent on this constituency for prayer and financial support. In turn, the seminary is committed to the ministries of the denomination.
Bethel Seminary is mindful of its founder’s original purpose: “The instruction will be so conducted that above all the spiritual life may gain strength and, secondly, that knowledge may be
gained and understanding developed.” The administration and faculty of the Seminary share
Edgren’s aim: to produce graduates who “go forth in the Master’s service with an increased faith
and a deeper insight into the Christian life, and thus be the better prepared by example and
teaching to lead others.”
Theological studies at Bethel are set within the framework of historic evangelical theology, such
as the reliability of the Scriptures as the authority for Christian living and church order; the
depravity of humanity, making divine redemption necessary through personal regeneration; the
virgin-born Christ as the incarnate Redeemer; the vicariously atoning death of Jesus Christ; the
historicity of the resurrection; and the certainty of the return of Christ. While faculty at Bethel
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are encouraged to share their personal convictions when teaching essentials of the Christian
faith, we maintain broad tolerance for divergent views in theological interpretation. We combine
the continuing foundational truths of evangelicalism with the best insights of contemporary
thought. While preserving our own distinctive theology, there is healthy interaction of faculty
and students with the larger ecumenical world of theological discussion.
An Affirmation of Our Faith [adopted by the Baptist General Conference (now Converge
Worldwide) 1951, amended 1987, reaffirmed 1990, and amended 1998].
The Word of God. We believe that the Bible is the Word of God, fully inspired and without
error in the original manuscripts, written under the inspiration of the Holy Spirit, and that it
has supreme authority in all matters of faith and conduct.
The Trinity. We believe that there is one living and true God, eternally existing in three
persons, that these are equal in every divine perfection, and that they execute distinct but
harmonious offices in the work of creation, providence, and redemption. God the Father. We
believe in God the Father, an infinite personal spirit, perfect in holiness, wisdom, power, and
love. We believe that He concerns Himself mercifully in the affairs of each person, that He
hears and answers prayer, and that He saves from sin and death all who come to Him
through Jesus Christ.
Jesus Christ. We believe in Jesus Christ, God’s only begotten Son, conceived by the Holy
Spirit. We believe in His virgin birth, sinless life, miracles, and teachings. We believe in His
substitutionary atoning death, bodily resurrection, ascension into heaven, perpetual intercession for His people, and personal visible return to earth.
The Holy Spirit. We believe in the Holy Spirit who came forth from the Father and Son to
convict the world of sin, righteousness, and judgment, and to regenerate, sanctify, and empower all who believe in Jesus Christ. We believe that the Holy Spirit indwells every
believer in Christ, and that He is an abiding helper, teacher, and guide.
Regeneration. We believe that all people are sinners by nature and by choice and are, therefore, under condemnation. We believe that those who repent of their sins and trust in Jesus
Christ as Savior are regenerated by the Holy Spirit.
The Church. We believe in the universal church, a living spiritual body of which Christ is the
head and all regenerated persons are members. We believe in the local church, consisting of a
company of believers in Jesus Christ, baptized on a credible profession of faith, and associated for worship, work, and fellowship. We believe that God has laid upon the members of
the local church the primary task of giving the gospel of Jesus Christ to a lost world.
Christian Conduct. We believe that Christians should live for the glory of God and the wellbeing of others; that their conduct should be blameless before the world; that they should be
faithful stewards of their possessions; and that they should seek to realize for themselves and
others the full stature of maturity in Christ.
The Ordinances. We believe that the Lord Jesus Christ has committed two ordinances to the
local church: baptism and the Lord’s Supper. We believe that Christian baptism is the immersion of a believer in water into the name of the triune God. We believe that the Lord’s Supper
was instituted by Christ for commemoration of His death. We believe that these two
ordinances should be observed and administered until the return of the Lord Jesus Christ.
Religious Liberty. We believe that every human being has direct relations with God and is
responsible to God alone in all matters of faith; that each church is independent and must be
free from interference by any ecclesiastical or political authority; that therefore, Church and
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State must be kept separate as having different functions, each fulfilling its duties free from
dictation or patronage of the other.
Church Cooperation. We believe that local churches can best promote the cause of Jesus
Christ by cooperating with one another in a denominational organization. Such an organization, whether regional or district conference, exists and functions by the will of the churches.
Cooperation in a conference is voluntary and may be terminated at any time. Churches may
likewise cooperate with interdenominational fellowships on an independent voluntary basis.
The Last Things. We believe in the personal and visible return of the Lord Jesus Christ to
earth and the establishment of His kingdom. We believe in the resurrection of the body, the
final judgment, the eternal felicity of the righteous, and the endless suffering of the wicked.
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Features of the Bethel D.Min.
The Board of Bethel College and Seminary approved a program for the Doctor of Ministry
degree in 1974. The following year the program received accreditation from the Association of Theological Schools.
Several changes have been made to the program in the intervening years, both in the systems for
delivering the program and in the tracks and concentrations offered.
Presently, the Doctor of Ministry Program has two primary delivery systems: the Self-Directed
Program and the Cohort-Based Program (formerly Emerging Leaders). The Self-Directed
Program has three tracks, Church Leadership, Congregation and Family Care, and Biblical and
Theological Engagement. Two of the tracks have three concentration options. The Church
Leadership track offers concentrations in Organizational Systems, Evangelism and Discipleship, and Faith Communication. The Congregation and Family Care track offers concentrations in Spiritual Formation, Pastoral Care, and Marriage.
Self-Directed Program
Church Leadership
Organizational Systems
Evangelism and Discipleship
Faith Communication
Congregation and Family Care
Spiritual Formation
Pastoral Care
Marriage
Biblical and Theological Engagement
The Cohort-Based Program offers tracks in innovative ministry fields. Current cohort tracks include Servant Leadership for Team and Organizational Effectiveness, Missional Effectiveness.
Collegial Support. Bethel’s program emphasizes the relational dimension of learning through
colleague groups, cohorts, and thesis advisor relationships. Clusters of students with like concentrations and ministry interests interact with and support one another through the duration
of the program.
Current Technology. Because their use facilitates and enhances research, word-processing
and communication between program personnel, instructors, thesis advisors and students, students are required to use computers to participate in the D.Min. program.
Academic Excellence. Students will be stimulated to consider new ideas and ways of
approaching ministry as a result of interacting with our excellent faculty and thesis advisors. Instructors in the D.Min. program are Bethel faculty members or faculty associates and highlyskilled ministry practitioners who have earned doctoral degrees.
Ministry Application. Employing an approach that integrates reflection and practice,
Bethel’s program places learning and growth in the context of ministry. Participants consistently
draw upon their studies as they design and implement their ministry projects. The program
structure requires students to remain in active ministry while they pursue the degree.
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Personnel and Contact Info
Program Director. The director is responsible for the administration and supervision of the
Doctor of Ministry program in its entirety. The director recruits, interviews, selects and contracts all instructors and thesis advisors for the program. The director also defines topics, course
descriptions, structure and schedules.
651.635.8706 (fax: 651.638.6002)
Program Coordinator. The program coordinator is responsible for the day-to-day administration of the program. The program coordinator is also the program advisor for all students
and assists students with course scheduling and other program details.
651.638.6894 (fax: 651.638.6002) (email: [email protected])
Business Office. The accounts receivable office manages all of the student accounts at Bethel
University. For any questions regarding tuition and billings, contact this office. This office also
handles military tuition assistance and veterans assistance.
651.635.6208 (fax: 651.635.8855)
Financial Aid Office. Beginning with the 2013 summer term, federal educational loans are
available to D.Min. students. Limited private or alternative loans are available to qualified students as are limited scholarships. Contact the Financial Aid office for an application.
651.638.6241 (fax: 651.635.1491)
Library Resources. To speak to a Resource Librarian about research or available resources,
contact a Bethel Seminary Library.
St. Paul: 651.638.6184
San Diego: 619.582.8188 or 800.238.4352
Registrar’s Office. To request a transcript or to check on your registration status, contact the
Registrar’s Office.
651.638.6882 (fax: 651.635.8581)
Information Technology Services (ITS). For assistance with technology including Blink
and the Moodle online delivery system, contact ITS.
651.638.6500 (option 2 for student help desk)
Bethel University toll-free number. Reach any Bethel University department or office.
800.255.8706
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Program Features
Self-Directed: Church Leadership Track (CL)
Vital and growing churches of the 21st century will value good preaching, appreciate able teaching and treasure pastoral care, but they will demand effective leadership. As we emerge from the
modern era and begin fashioning ministry and the church in the post-modern era, leadership
skills are essential for effectiveness. This program focuses on leadership. Its context is the local
church, blending ministry experience with cutting-edge instruction to prepare pastors, pastoral
staff and others in full-time ministry for leadership in the 21st century. Church Leadership students will (1) develop personal, spiritual well-being for ministry effectiveness and satisfaction;
(2) increase their capacities for understanding congregations; (3) learn to lead effectively in situations of change; and (4) gain understanding and skills in major strategic areas of ministry leadership. This track is designed for pastors and ministry staff of churches as well as for leaders of
other Christian organizations.
The degree program requires completion of 48 credits (7 Class Units of 6 credits each plus a
Thesis Project).
Each Class Unit includes one Content/Intensive course of three credits and one Project course of
three credits for a total of six credits per Class Unit:
Content/Intensive course (3 credits)
___+ Project course (3 credits)____
Class Unit (6 credits)
The Content/Intensive course must be taken before the Project course. Most Content/Intensive
courses will include a one-week on-campus intensive preceded by reading, the completion of assignments, and interaction on Moodle. The Project course will be done independently following
the on-campus intensive and be based on the subject matter of the Content/Intensive course.
Instructors grade the Content/Intensive course and the Project course. (Any student failing to
complete a Project course in the succeeding term must register to complete it as an Independent
Study since the instructor may not be available after the end of the term. Such registration will
be subject to additional fees.)
Church Leadership Track Concentrations:
Organizational Systems (OS): Focuses on developing abilities to lead Christian congregations or organizations in change and in the promotion of organizational health.
Evangelism and Discipleship (ED): Focuses on developing abilities to lead in the
growth of the Christian community quantitatively through evangelism and qualitatively
through fostering the spiritual nurture of individuals and groups.
Faith Communication (FC): Focuses on developing abilities to lead through effective
preaching and teaching of the beliefs and practices of the Christian faith.
Required: ML810 Personal Well-Being and Ministry Effectiveness or
SP810 Whole and Holy: The Person of the Minister
GS801 Integral Research and Writing
GS901/GS902 Thesis Proposal Foundations and Workshop
Concentration: Two courses in the concentration chosen by the student
Elective: Two courses in either track (must include one Bible or Theology course)
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Self-Directed: Congregation and Family Care Track (CFC)
The Congregation and Family Care track is designed for pastors and ministry staff of churches
as well as for those carrying ministry responsibilities in other Christian organizations. In a period characterized by increasing family and societal disintegration and by larger numbers of
emotionally wounded persons seeking help through the Church, the call for preventive strategies
and therapeutic responses by Christian practitioners is ever increasing. The degree will develop
increased understanding of systems (including family systems) and proficiency in both strategies and skills for effective pastoral care with individuals and groups.
Thesis Project).
Congregation and Family Care Track Concentrations:
Spiritual Formation (SF): Focuses on developing spirituality and capacity to lead in
processes designed to deepen the spirituality of individuals and groups.
Pastoral Care (PC): Focuses on the care of both the pastor/leader and the community
to which they minister.
Marriage and Family Studies (FS): Focuses on developing skills for effective pastoral care with individuals and groups.
Required: SP810 Whole and Holy: The Person of the Minister or
ML810 Personal Well-Being and Ministry Effectiveness
Elective: Two courses in either track (must include one Bible or Theology course)
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Self-Directed: Biblical and Theological Engagement (BTE)
The Biblical and Theological Engagement track is designed for pastors and ministry staff of
churches as well as for those with other responsibilities in Christian organizations that focus on
critical aspects of ministry practice from a place of thoughtful biblical and theological engagement. For persons in the program, it will develop personal and spiritual well-being for ministry
effectiveness and satisfaction; increase capacities for understanding biblical, theological and historical resources, and provide opportunities to investigate the biblical and theological emphases
that under gird the relationships in Christian organizations and the people they serve.
Thesis Project).
Congregation and Family Care Track Concentrations:
Generalist (G) is the only concentration available for Doctor of Ministry in Biblical and
Theological Engagement.
Required: SP810 Whole and Holy: The Person of the Minister or
Elective: Two courses in either track
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Core Course Descriptions:
Church Leadership/Congregation and Family Care/ Biblical and Theological Engagement
The ability of a minister to enable others to become all they have the capacity to be in
Jesus Christ is directly related to his or her own personal, spiritual, emotional and relational well-being. This course will focus on the ability of the minister to maintain
health and, therefore, effectiveness in the demanding context of the pastorate. Attention will be given to aspects of the minister’s personal and family life, roles and role
expectations as understood from a systems perspective. Other related issues that will
be explored are the emotional hazards of ministry such as anger, depression, non-assertiveness in conflict, guilt and sexuality. Attention will be given to what it means to
be “self” seeking to minister to other “selves” in and through the Body of Christ. Each
class session will include (1) didactic and discussion and (2) small group
therapy, support and discussion.
SP810
Whole and Holy: The Person of the Minister
The ability of a person to minister with others in a way that encourages them to realize their capacity in Jesus Christ is strongly related to that person’s own personal,
spiritual, emotional, and relational well-being. This course will focus on the personal
and spiritual health of those who minister to and care for others. An integrative perspective will be employed in order to engage spiritual, theological and social science
paradigms regarding personal and spiritual well-being (wholeness and holiness). The
interface of emotional, spiritual, and systemic dynamics will be considered through
didactic and dialogical formats.
GS801
Integral Research and Writing
The culmination of all doctoral level work is a research project commonly called a
thesis or dissertation. Because the Doctor of Ministry degree is a "professional"
doctoral degree, its focus is more practical than academic. However, it still requires a
very high level of research, analysis, synthesis and writing. The purpose of the research project is to contribute new knowledge, models, and/or methodologies to the
practice of ministry. The research project may also focus on discovering solutions to
ministry challenges. Integral Research and Writing provides students with a comprehensive conceptual framework for conducting effective qualitative (and/or mixed
method) research. This course also introduces students to a variety of research methodologies from which to pursue their research. Additionally, students will participate
in an Integral Research Inventory to help them discover their most natural “research
path” and begin the process of developing an integral research proposal. Students will
also be exposed to matters related to doctoral level research writing and become familiar with the style guide that dictates the final form the research project will take.
This is a required course and should be taken by all students no later than their second course.
GS901
Thesis Proposal Foundations
Thesis Proposal Foundations (GS901) and Thesis Proposal Workshop (GS902) are
two parts within a combined course unit and are to be taken in order in subsequent
terms. For GS901, students orient themselves to the nature of research proposals and
the purpose of research. Additionally, students use GS901 as a place to identify and
refine their research topics, crystallize this topic in the form of a problem and
re-
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sponse statement, begin to explore the relevant literature related to the topic, and develop a preliminary bibliography related to this literature. The identification and submission of a problem and response statement and the development and submission of
a preliminary bibliography are the primary outcomes for Thesis Proposal Foundations. These outcomes serve as the basis upon which the Thesis Proposal Workshop
will be conducted.
GS902
Thesis Proposal Workshop
All students in the Doctor of Ministry program will participate in a one-week thesis
proposal workshop. Each participant will develop and bring to the workshop a preliminary thesis proposal developed according to guidelines stated in the pre-course assignments and based upon the work done in GS901. The week will be spent in a process of modification, expansion and refinement of this proposal as well as in development of a strategy for proposal implementation and for the writing of the thesis project report.
GS991
Thesis Project 1
This course is for students who have completed GS901 Thesis Proposal Foundations
and GS902 Thesis Proposal Workshop and are currently working on their thesis writing and engaged with their Thesis Advisor. This course is required and is Pass/ Fail.
GS992
Thesis Project 2
This course is for students who have completed GS991 Thesis Project 1, have an approved thesis proposal, are currently working on their thesis writing, and are engaged
with their Thesis Advisor. This course is required and is Pass/ Fail.
GS993
Thesis Project 3
This course is for students who have completed GS991/ GS992 Thesis Project 1 and 2
and are currently working on their thesis writing and engaged with their Thesis Advisor. It is taken in the spring semester of the year they intend to graduate. This course
is required and is graded by the Thesis Advisor based on the entire thesis and the oral
defense. Students not meeting the guidelines will be put in extension status and required to meet graduation deadlines again the following year.
New students are required to take GS801 Integral Research and Writing in the
first or second year and GS901/GS902 Thesis Proposal Foundations and
Workshop as one of the last two class units in the program.
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Cohort-Based Programs
In 2005, Bethel Seminary launched a prototype cohort in its Doctor of Ministry program that
features a master practitioner as its primary instructor and mentor. Formerly Emerging Leaders, the Cohort-Based program seeks to engage its members in multi-sensory learning experiences in an effort to foster interaction, exploration and research directed toward developing
leaders of excellence who are uniquely equipped to serve in emerging churches and non-profit
organizations.
Delivery systems for this Doctor of Ministry cohort will include residential intensives, doctorallevel reading, online interactivity via Moodle, as well as regular interaction with a leadership
Professor of Record who will remain with the cohort throughout the program. The cohort student will complete the required coursework, research projects and writing over a three-year period, with a final year of thesis writing.
The primary method for recruiting students for the cohorts will be by invitation of the Professor
of Record after which they must apply to the Doctor of Ministry program and gain acceptance to
the program after meeting all admissions requirements.
Cohort Descriptions
Servant Leadership for Team and Organizational Effectiveness: Developing
leadership skills based around the theory and practice of transformational servant
leadership through practices that are both consistent with biblical foundations and
contemporary scholarship. The Professor of Record is Justin Irving, Associate Professor
of Ministry Leadership and Director of the D.Min. program at Bethel Seminary, St. Paul.
Missional Effectiveness: In a world that is becoming increasingly diverse, skeptical of
the church, and even post-Christian, pastors, church planters, parachurch leaders, and
non-profit Christian leaders will need to develop and refine the leadership skills necessary to reach those without faith and raise up other leaders to partner with them in their
missional efforts. This Doctor of Ministry program engages the biblical foundations of a
missional model and contemporary scholarship on missional leadership with practitioners who have been effectively transforming the culture where they live and serve. The
Professor of record is Dr. Eric Bryant, (Doctor of Ministry, Entrepreneurial Leadership,
Bethel Dr. Bryant is the author of Not Like Me: A Field Guide for Influencing a Diverse
World, and serves on the pastoral team at Gateway Church in Austin. For twelve years,
Eric served as an elder, speaker, and navigator with the leadership team at Mosaic in Los
Angeles, a church known for its creativity and diversity.
New students are required to take GS801 Integral Research and Writing in the
first or second year and GS901/GS902 Thesis Proposal Foundations and
Workshop as one of the last two class units in the program.
Core Course Descriptions
GS801
Integral Research and Writing
The culmination of all doctoral level work is a research project commonly called a thesis or dissertation. Because the Doctor of Ministry degree is a "professional" doctoral
degree, its focus is more practical than academic. However, it still requires a very high
level of research, analysis, synthesis and writing. The purpose of the research project
is to contribute new knowledge, models, and/or methodologies to the practice of min-
September 2016
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istry. The research project may also focus on discovering solutions to ministry challenges. Integral Research and Writing provides students with a comprehensive conceptual framework for conducting effective qualitative (and/or mixed method) research. This course also introduces students to a variety of research methodologies
from which to pursue their research. Additionally, students will participate in an Integral Research Inventory to help them discover their most natural “research path” and
begin the process of developing an integral research proposal. Students will also be
exposed to matters related to doctoral level research writing and become familiar with
the style guide that dictates the final form the research project report will take. This is
a required course and should be taken by all students no later than their second
course.
GS901
Thesis Proposal Foundations
Thesis Proposal Foundations (GS901) and Thesis Proposal Workshop (GS902) are
two parts within a combined course unit and are to be taken in order in subsequent
terms. For GS901, students orient themselves to the nature of research proposals and
the purpose of research. Additionally, students use GS901 as a place to identify and
refine their research topics, crystallize this topic in the form of a problem and response statement, begin to explore the relevant literature related to the topic, and develop a preliminary bibliography related to this literature. The identification and submission of a problem and response statement and the development and submission of
a preliminary bibliography are the primary outcomes for Thesis Proposal Foundations. These outcomes serve as the basis upon which the Thesis Proposal Workshop
will be conducted.
GS902
All students in the Doctor of Ministry program will participate in a one-week thesis
proposal workshop. Each participant will develop and bring to the workshop a preliminary thesis proposal developed according to guidelines stated in the pre-course assignments and based upon the work done in GS901. The week will be spent in a process of modification, expansion and refinement of this proposal as well as in development of a strategy for proposal implementation and for the writing of the thesis project report.
GS991
Thesis Project 1
This course is for students who have completed GS901 Thesis Proposal Foundations
and GS902 Thesis Proposal Workshop and are currently working on their thesis writing and engaged with their Thesis Advisor. This course is required and is Pass/ Fail.
GS992
Thesis Project 2
This course is for students who have completed GS991 Thesis Project 1, have an approved thesis proposal, are currently working on their thesis writing, and are engaged
with their Thesis Advisor. This course is required and is Pass/ Fail.
GS993
Thesis Project 3
This course is for students who have completed GS991/ GS992 Thesis Project 1 and 2
and are currently working on their thesis writing and engaged with their Thesis Advisor. It is taken in the spring semester of the year they intend to graduate. This course
is required and is graded by the Thesis Advisor based on the entire thesis and the oral
defense. Students not meeting the guidelines will be put in extension status and required to meet graduation deadlines again the following year.
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Doctor of Ministry Assessment Process
The Doctor of Ministry Assessment Process is designed to help students reflect on
their personal and professional development during the course of their Doctor of Ministry
studies. Because personal and professional development is not merely a matter of proceeding
through academic coursework, students in the Doctor of Ministry program will engage in the
following steps to help facilitate this important assessment opportunity:
First Summer Residential Intensive. Receive an introduction to the Doctor of Ministry
Assessment Process through the Moodle course and during the new student orientation. This
introduction will take place during the first residential intensive.
Take assessment tools at a distance before the first residential intensive. The assessments are
focused on several dimensions of personal formation and development. An assessment fee of
$400 will be billed to the student as part of registration for TL005 D.Min. Assessments. BarOn
EQ-I (BarOn) measures important areas of emotional intelligence that reflect the ability to deal
with environmental challenges such as interpersonal skills, intrapersonal skills, stress management, adaptability, and general mood. California Psychological Inventory (CPI 260) identifies
psychological assets with attention to interpersonal dimensions such as leadership style, conformity to social norms, academic achievement, and general attitudes toward relationships and
organizations.
During the First Summer Residential Intensive. Meet with a professional Christian
therapist
for an interpretation of these assessments. Appointments will be arranged for students
during the evenings of the first residential intensive and will include the future scheduling of
two follow-up Skype appointments with the same therapist.
Candidacy and the Assessment Process
The Doctor of Ministry Assessment Process is an important part the Doctor of Ministry program. In order to recognize this important dimension of the program of study, engaged participation in the developmental journey is included as a consideration and requirement for Doctor
of Ministry candidacy.
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Program Procedures
Admission Process
Requirements
To be admitted into the Bethel Doctor of Ministry degree program, the following are required:
1. Master of Divinity degree or M.Div. equivalence
2. GPA of 3.0 or higher
3. three years of paid ministry leadership experience
M.Div. Equivalence
Applicants requesting entry into the Bethel Doctor of Ministry degree program who have not
earned a Master of Divinity degree from an accredited institution must satisfy the following
equivalency criteria:
1. possess a masters degree from an accredited institution
2. course requirements in eleven core areas
3. up to 48 semester hours of credit
4. Non-M.Div. Application Checklist with ministry portfolio documentation
Applicants who have not completed the full equivalent of a three-year accredited Master of Divinity degree but who have a two-year seminary degree (at least 72 quarter units or 48 semester
units) may apply for provisional admission. If accepted, the student must complete equivalency
work to supplement his/her educational portfolio to gain the foundational elements that would
have been provided by the M.Div. The M.Div. degree is not awarded upon completion of this
work.
Provisional Students
Students accepted into the D.Min. program who are in the process of completing M.Div. equivalency are classified as provisional. Once a student has 24 credits or less of M.Div. equivalency
remaining, upon acceptance into the program, he/she may begin taking D.Min. courses. He/she
must complete the equivalency requirements before receiving the D.Min. degree. Provisional
status is removed by fulfilling required courses specified by the program at the time of admission.
Visiting Students
Students admitted to the D.Min. program who are currently in another ATS accredited D.Min.
program may take up to 12 credits. A special application must be procured from the Admissions
Office and is subject to approval by the D.Min. director.
Matriculation
Students must matriculate within one year of acceptance into the program. If one year passes
and no classes have been taken, the acceptance expires and the student must re-apply to the
program through the Seminary Admissions Office.
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Tuition and Fees
Tuition amounts are provided in the Bethel Seminary academic catalog annually. Amounts will
be increased annually beginning in the fall of 2014 based on budget parameters approved at the
January Board of Trustee meetings.
Billings
Students in the D.Min. program are billed per credit.
Tuition is billed in each term. Semester payments are due on the first day of the academic term
(fall, spring, summer). These dates vary and will be announced annually (early September, early
February, early June).
Payments begin the semester of the year the student will be starting the program. Additional
program fees are a $50 non-refundable application fee (payable upon submission of application), $400 for the Doctor of Ministry Assessment Process (billed between the first and second
intensive or when the assessments are taken by the student), and a $750 thesis project fee
(charged in April of the year of graduation).
Tuition Payment
Tuition payment is due upon receipt of the online monthly tuition statement. Charges are based
on the student’s program of study. The student is responsible for payment reaching the St. Paul
Bethel Business Office when due, regardless of the source of payment. Students may apply for
loans through the Office of Financial Aid. Loan applications should be made well in advance of
registration for funds to be distributed at the beginning of the semester. A finance charge of one
percent per month will be assessed on any charges more than 30 days old. Enrollment for succeeding terms is dependent on full payment of the previous term’s expenses.
Online Monthly Statements
Around the 17th of each month, students will receive an email at their Bethel email addresses
notifying them that the Bethel University paperless online monthly statement is available for
viewing, with access instructions. To view online monthly statements: Blink (Student Services
tab > My Statement channel > click Statement and Payment History > View Statement). Students can view their accounts and/or pay online through Blink (Student Services tab > My
Bethel Account channel > select term > click “Online Payment” at the bottom of the page and
follow instructions).
Payment Options:
Online by E-Check: Authorize a one-time payment or automatic withdrawal from
your checking or savings account.
Online by Credit Card: Mastercard, American Express, or Discover are accepted,
with a non-refundable convenience fee of 2.75% or $3 minimum.
In Person: Pay by cash, check, or money order at the St. Paul Business Office
Banking Window. (Credit cards are accepted online only.)
By Mail: Mail your check to Bethel University Business Office, 3900 Bethel Drive,
St. Paul, MN 55112. Include your student ID number in the memo portion of the check.
Authorized Users
Students may give electronic access to spouses or other persons to view their accounts and/or
make online payments by authorizing them as an Authorized Users. Once the student has followed the steps below, the authorized user will receive an e-mail with further instructions. (If
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the authorized user does not receive the email, it may have been delivered to his/her spam mailbox.) Blink (Student Services tab > My Bethel Account > select term > click “Online Payment” at
the bottom of the page > click Authorized Users on the toolbar and follow instructions.)
Registration Hold
Registration for classes in succeeding terms is dependent on full payment of the previous term’s
expenses. A student with an account in arrears will have a registration hold placed on his/her
account and will not be permitted to register for the subsequent term.
Transcript Hold
When full payment has not been received, a transcript hold is placed on the student account. A
transcript hold will prevent an official transcript from being printed by the Office of the Registrar.
Financial Clearance for Graduation
A student with unmet financial obligations will not be issued an official transcript or receive a
diploma.
Past Due Accounts
A student who is not currently enrolled at Bethel University and has an account balance more
than 60 days past due may be transferred to Educational Computer Systems, Inc. (ECSI), a collections service that offers payment plans for students not currently enrolled at Bethel University. No student who has an account balance with ECSI will be for re-admitted to the program.
Continuation Fee
A continuation fee of $1,050 per year will be charged in quarterly installments of $350 in the
fifth and sixth years in the program. Program time limit is six years.
Tuition Refund
Refunds in the D.Min. program follow the same policy laid out in the current Seminary catalog.
Other Expenses
Additional expenses include travel, living costs while on campus, textbooks, copying costs for
handouts, course supplies and postage.
Transfer of Credit
A maximum of 12-semester hours may be transferred into the program.
Transfer of Concentration
If a student wishes to transfer his/her concentration, a request must be made in writing (email
or letter) to the program coordinator.
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Scholarships and Financial Assistance
Adolph Carlson Scholarship Fund
This scholarship is available to post-M.Div. students ministering in Canada or the western
United States. The scholarship application form may be obtained by contacting the Financial
Aid Office.
Carlson Scholarship Fund
This scholarship is available to those students who have been making satisfactory progress in
the D.Min. program for at least two years. The applicant must by quality of work have given
promise of successful completion of the program and must be facing financial pressures serious
enough to prevent further progress in the program. The scholarship application form can be obtained by contacting the Financial Aid Office.
Financial Assistance
To apply for these scholarships or to learn about additional financial assistance, students may
contact the University Financial Aid Office 651.638.6241.
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Program Guidelines and Policies
Program Duration
Matriculation
Students must matriculate within one year of acceptance into the program. If one year
passes and no classes have been taken, the acceptance expires and the student must
re-apply to the program through the Seminary Admissions Office.
Time Limit
The Doctor of Ministry program must be completed within six years from the date of matriculation. (Two additional years are allowed beyond the initial four but continuation
fees of $1,050 per year must be paid.) Those on overseas assignment may request an extension to ten years. The continuation fee of $1,050 per year is charged for any time required beyond the six years.
Course Registration
Registration
Self-directed students register online through Blink. Students in cohort-based programs
are automatically registered for classes. Registrations received after the deadline (March
15-April 15 for summer courses, May 15-July 15 for fall courses and October 15-November 15 for spring courses) must be approved by the Program Coordinator.
Student Account
No student currently active in the program may attend courses until his/her student account is paid in full. The Business Office will place a hold on the student’s account so
he/she is unable to register until the outstanding balance is paid in full. Students may
contact the Business Office (651.638.6208) to make payments on their accounts. Students with holds on their accounts should contact the D.Min. office before attempting to
register.
Curricula and Course Cancellation
Bethel Seminary, at its sole discretion, reserves the right to revise, replace, or eliminate
curricula, delivery systems, or programs at any time as necessary to streamline, improve,
or expand learning opportunities. Bethel also reserves the right to cancel any course due
to insufficient enrollment.
Attendance
Attendance at all sessions of D.Min. courses is mandatory. In case of an emergency, the
instructor must be notified prior to the absence. The student may be required to take another course to satisfy the requirements. Travel arrangements such as flight reservations
are not to interfere with class attendance.
MLK Day Class Schedule
Bethel Seminary observes Martin Luther King, Jr. Day, the third Monday of January.
D.Min. courses the third week of January will meet Tuesday through Saturday.
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Coursework
Style and Form
All work submitted in the D.Min. program must conform to the form and style described
in this manual (see Section Seven) and the 8th edition of A Manual for Writers of Term
Papers, Theses, and Dissertations by Kate L. Turabian.
Grading
Students must maintain a B average. Students earning less than a B are placed on probation and may be terminated from the program. Students may not graduate with less than
a B grade point average.
Students will receive a grade for each course. Content/Intensive and Project courses will
be graded separately. For Thesis Project 1 and 2, students will receive a grade of Pass or
Fail. For Thesis Project 3, students will receive a final letter grade. Students working on
their theses beyond the term they have registered for Thesis Project 3 will be assigned a
grade of IP (in progress) until the thesis is completed and available for grading.
Students will automatically be registered for Thesis Project courses once they complete
the Thesis Proposal Workshop. They will also automatically be registered in extension
status once they have completed 9 Thesis Project credits.
Students must attend the intensive portion of Content/Intensive courses to receive a
passing grade. The D.Min. program follows the academic policies laid out in the current
Seminary catalog, specifically for amount the of time instructors have to submit grades at
the end of each term.
Waiving One Project
Students may waive or drop the project for one elective or concentration course before
the Thesis Proposal courses. The course project for a required (core) course may not be
waived. Cohort students should consult with the Professor of Record regarding which
project course may be waived.
Active Status
A student must be registered for a course to stay active in the program.
Candidacy
Candidacy will be granted when the student has successfully completed the D.Min.
Assessment Process and all courses and projects, has attended the Thesis Proposal
courses, and has an approved thesis project proposal. M.Div. equivalence must be completed.
Certificate of Advanced Graduate Studies
The Certificate of Advanced Graduate Studies is awarded to Doctor of Ministry students
who enter formal Doctor of Ministry Candidacy but are unable to complete the thesis.
Independent Study
The purpose of an independent study is to provide the student an opportunity to pursue
a specialized area which he or she would not be able to explore through the normal
course offerings. Its design is flexible to meet the varying needs of individual students.
Certain minimum requirements, however, are part of any design. Approximately 115
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hours of study will be involved in such courses of 3 credit hours. The student must complete it in the term in which he/she is registered for it. Before an independent study is
approved, the student must submit a written proposal of the course to his or her faculty
advisor, and secure the signature of approval from the advisor. The student must then
submit the proposal and signed contract to the D.Min. office for final approval and registration. A registration fee of $250 will be charged to the student account. If a student
wants to take more than one independent study during his/her program, approval must
be granted by the D.Min. director and, in some cases, the Faculty Doctor of Ministry
Committee (FDMAC).
Course Audit
D.Min. graduates may audit D.Min. courses for $25 per credit if space is available. All
pre-course work must be completed in order to participate in the course. Active D.Min.
students who have achieved candidacy status may also audit courses. Only concentration
courses in the Self-Directed track may be audited. Required courses and cohort courses
may not be audited.
Transcripts
To receive an official transcript or to have an official transcript sent to another institution please contact the Registrar’s office.
Use of Bethel Seminary Letterhead
Students may not use Bethel Seminary letterhead to request participation in thesis project surveys.
Withdrawing
Withdrawal from Course
Once a student has registered for a course, notice of withdrawal must be given in writing
to the program coordinator. The grade of “W” will be entered on the student’s transcript.
Withdrawal from Program
Students wishing to withdraw from the D.Min. program must notify the program coordinator in writing. The withdrawal will be effective upon receiving the written notice. All
future billing installments will cease and the student will be responsible for any outstanding balance on his or her student account.
Readmission/Reinstatement Policy
A student who has withdrawn from the program but wishes to be reinstated to complete
the degree must apply for admission through the Admissions Office and follow the current application procedure. If readmitted, the student can transfer 12 credits (two class
units) to the program. More may be transferred on the approval of the Director of the
D.Min. program. Once the student is reinstated, tuition payments resume at the current
rate. The student must complete the degree in the allotted time.
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Leave of Absence
Requested Leave of Absence
A leave of absence from the program is granted only under serious and unusual circumstances and only for a maximum of one year. A student who wishes to request a leave of
absence should write a letter to the D.Min. director explaining the circumstances and
reasons for the request. Students on leave of absence must demonstrate they are making
significant progress on outstanding projects and coursework before returning to active
status.
Forced Leave of Absence
A forced leave of absence from the program will be issued automatically by the D.Min.
director for a maximum of one year for any student who falls behind more than two semester in payments, is undergoing circumstances that in the judgment of the director
necessitates leave or is charged with criminal activity.
A student who is issued a forced leave of absence must pay the outstanding balance on
his or her student account and complete all outstanding projects and coursework before
returning to active status. A forced leave of absence generally is for a minimum of six
months but students may petition the D.Min director to return earlier if the reason for
the forced leave of absence has been addressed. If a student does not pay the outstanding
balance on his or her student account during the one year forced leave of absence, the
student will be dismissed from the D.Min program and must re-enroll if he or she wishes
to return to the D.Min. program.
Termination
Termination from Program
A student will be subject to termination from the D.Min. program if the student:
 has not been active in the D.Min. program for two years (not taken courses or
completed any projects in two years).
 has not completed the D.Min. program within the time limit of six years and has
not requested and been granted an extension.
 is two or more payments behind on his/her student account.
 has not completed outstanding courses and/or paid his or her outstanding balance in full after the one year of forced leave of absence.
 is guilty of gross moral failure as determined by the Faculty Doctor of Ministry
Committee.
 is found guilty of criminal activity.
If a student is terminated from the D.Min. program, all future billing installments will
cease and the student will be responsible to pay for any outstanding balance on his or her
student account. Any outstanding courses will receive a failing grade.
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Benefits
Spousal Tuition Benefit
Spouses of D.Min. students will be permitted to receive a half-tuition benefit to pursue
D.Min. coursework only. Both students must remain in full-time active status.
Veterans Administration (VA) Benefits
Students may receive VA benefits toward D.Min. tuition. In order to receive VA benefits,
the student must have his/her enrollment in the D.Min. program certified by the school’s
VA Certifying Official (a member of the Registrar’s Office). The student must submit to
the Official a copy of his/her VA benefits application or a copy of his/her Notice of Eligibility, received from the VA office. Certification by the VA Certifying Official releases
benefits. Upon enrollment, the student should contact the Bethel Seminary Registrar’s
Office (651.638.6181) to begin the process.
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Role of the FDMAC
The Faculty Doctor of Ministry Committee (FDMAC) is made up of full-time faculty from each of
the three Centers at Bethel Seminary: Center for Biblical and Theological Foundations, Center
for Spiritual and Personal Formation, and Center for Transformational Leadership. The FDMAC
was created to advise the D.Min. director on policies and procedures of the D.Min. program and
to help the program realize its mission of educating doctoral students. The FDMAC meets several times during the academic year and addresses program and student issues as they arise.
Role of the Thesis Advisor
The thesis advisor is the main advisor for students in the thesis research and writing stage of the
D.Min. program. A thesis advisor is assigned when the student completes the Thesis Proposal
Workshop.
The thesis advisor fills an important role in the program. Thesis advisors are either full-time
Bethel faculty members or faculty associates. They are selected based on their competence in the
area of concentration of the thesis project, their skills in advising ministry-related thesis research projects, their access to appropriate technology to facilitate non-residential learning and
communication, and their willingness to act as ministry and research consultants.
Thesis advisors are selected by the Doctor of Ministry office and are required to attend a Thesis
Advisor Workshop every other year. Thesis advisors must acquaint themselves with research
methodologies relevant to D.Min. thesis research and must be comfortable advising students in
the use of Turabian style and form. They rely on other thesis readers to assist with reviewing the
student’s thesis project report. These readers include the second reader, the research design
reader, the technical reader, the faculty reader, and the library reader. Thesis advisors are responsible for guiding students in their attention to the feedback of these multiple readers.
Each thesis advisor generally relates to a Doctor of Ministry track or cohort in the program. The
thesis advisor works with students in all stages of the thesis writing to completion. Thesis advisors select a second reader for each thesis project based on the topic area of the thesis to assist
them in analyzing the project in terms of style and form, content, and research methodology.
Students are encouraged to work closely with the thesis advisor, receiving feedback on each
chapter of the project.
See Section Six for the roles of the Thesis Readers and Thesis Examining Committee.
Grading
It is the responsibility of the thesis advisor, in collaboration with other readers on the thesis examining committee, to grade the final thesis project.
Thesis Proposal:
100% grade is given by the instructor of the Thesis Proposal Workshop. The
thesis advisor and second reader will formally approve the thesis proposal
(see Thesis Proposal Approval Form). A student must pass the Thesis Proposal Workshop and receive thesis advisor and second reader approval before they may begin the thesis research.
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Final Thesis:
100% given by the thesis advisor after their examination of the thesis and
consideration of the inputs of the other thesis readers (see Thesis Project
Grade Sheet).
Grades:
The thesis advisor is to assign a final grade for the thesis based on the quality
of the work produced by the advisee.
Role of the Instructor
Instructors are recommended to the Faculty Doctor of Ministry Committee by the D.Min. director to teach specific courses in their areas of expertise. Instructors select the pre-course reading
and assignments, teach during the resident intensive and oversee the project course in the succeeding term.
Grading
It is the responsibility of the instructor to grade each student’s performance and work each term.
A student completes five project courses plus the thesis project in the program.
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Course-Related Ministry Projects
The successful completion of a series of course-related ministry projects is an important component of the D.Min. program. Most class units in the D.Min. program consist of one three-credit
semester Intensive Course and one three-credit semester Project Course in the subsequent term.
The work for the course-related ministry project must be completed by the end of the Project
Course semester. Each project is to include application of concepts presented in the Intensive
Course content. The projects are individually designed programs related to the student’s ministry, carried out in the student’s own setting.
The project concept is based on the expectation that a competent professional seeks to expand
understanding and skill through professional practice. Such growth requires the designing of
segments of ministry activity with specific aims in mind. In the D.Min. program these projects
test creativity and skill—and the ability to conceptualize and articulate the integration of theology and practice as well.
A grade will be assigned for both the Intensive Course and the Project Course. An instructor
evaluation of the course-related ministry project is the primary basis for the determination of
the grade for the Project Course.
Nature of a Project
A project is any set of activities that the student undertakes arising out of:
1. personal interest and perceived needs of the ministry setting.
2. the focus of the course from which it is derived.
3. movement toward final thesis project.
4. any number of things—an organized program of study and reflection; new programs
initiated in the church, institution or community; revision of existing programs;
design and creation of new institutional forms or procedures—the possibilities are
limited only by the parameters of the related Intensive Course.
A project consists of three steps:
1. proposal (submitted at the end of the intensive week of the Intensive Course)
2. execution of the project
3. project write-up: the project report provides an overview of what was done in the
project, the biblical and theoretical basis for the project, and relevant discussion/conclusions flowing out of the project results and findings
Proposal
Students are to prepare a one-page description of the proposed research project for
approval by the instructor during the intensive course:
The proposal for a research project begins with reflection by the student concerning:
 student’s own personal growth needs
 needs of the ministry setting
 the need for theological reflection and integration
 focus of the course
 contribution to the final thesis project
The project proposal is to be a concise one or two-page document stating:
A. Objectives: What are the specific outcomes expected for participants and for
you?
B. Resources: What is needed to complete the project (bibliography, materials,
people, research tools, money, etc.)?
C. Methodology: What will you do? Who will be involved and how?
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On-Site Evaluator
The purpose of the on-site evaluator is to ensure feedback from someone who knows the ministry setting and will experience and observe the implementation of the project. This increases the
probability that the project will be vitally and realistically related to the needs of the ministry
setting.
Unless specifically stated, an on-site evaluator is required for all course projects. The student is
to recommend an on-site evaluator who can assist in the attainment of objectives for the particular project. This person should not be a relative or close friend in order to ensure both objectivity and developmentally beneficial feedback for the student.
The on-site evaluator must be very familiar with the student’s ministry context. He or she must
know that context well and have an understanding of the persons to whom the project will be
directed. The on-site evaluator must also have sufficient background and experience to make
valid judgments regarding the project. Genuine concern for the growth of the student and the
people related to the project is essential. The relationship between on-site evaluator and the student must be one that fosters mutual candor, constructive criticism and support.
The whole experience is intended to be a means of enrichment and growth for the student, the
on-site evaluator and the congregation or community.
On-Site Evaluator Responsibilities:








To become familiar with the student’s thinking about the relationship of the
D.Min. program to the needs and aspirations of the congregation or community.
To review the preliminary design of the project proposal.
To reach agreement with the student concerning the terms of the On-Site Evaluator Contract.
To help plan for meaningful evaluation of the project experience by congregational participants.
To be one of the project participants if appropriate.
To give feedback to the student at various stages during execution of the project.
To read the project report.
To write an evaluation of the project following the Project Evaluation Guidelines (available on BLink) and share this with the student for submission with
the project report.
Project Procedures and Report
After approval of the project proposal, the project is to be implemented. Consultation with the
project on-site evaluator should be carried out according to the terms of the Project On-Site
Evaluator Contract. Although the project proposal constitutes a basic blueprint for the project,
it is recognized that the nature of ministry is fluid. Thus, minor modification and restructuring
may take place during the execution stage.


The Project Report should include several important features and a narrative account of the planning and execution of the project. Particular attention is to be
paid to evaluation, with critical reflection on the degree of goal achievement and
the reasons for it.
Included should be references to what was learned from the project and how
these findings are important to further professional development.
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
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A typical course project is 40-60 pages in length and must take approximately 120 hours of combined work for the project implementation, research, and write-up. The project report may include as appendices
any supporting documents used in the project if they are helpful to a reader’s
understanding of what was done.
Project Requirements
Project reports are to be:
 typewritten, double-spaced, following the writing style and form guidelines of
Turabian (see Section 7 of this manual). If Turabian is not used correctly, the instructor can return it to you for correction or give you a lower grade.
 submitted directly to the instructor in the mode requested (e-mail or paper copy).
When the background work of the project is completed, a project report is to be written following the Project Report Outline contained in this manual.
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RECOMMENDED PROJECT REPORT OUTLINE
(To be followed in writing and compiling project reports)
1.
Project Cover Sheet (See Title Page Sample)
2.
Project Abstract
A summary of no more than 250 words describing the situation addressed by the project,
the project design and its results.
3.
Table of Contents
It consists of a listing of sections and sub-sections and the page number on which each
begins.
4.
The Project Proposal
In its entirety as submitted to the instructor including the Project On-Site Evaluator
Contract. It is not necessary to re-number the project proposal, simply insert it into the
report. Numbering of pages is to begin with the project report narrative.
5.
Project Report Narrative
Discussion of the project as it was actually carried out; activities, results, etc. This can be
broken down into sub-sections as needed. A report of time spent by the student in planning, implementing, evaluating and reporting the project should be included. Where appropriate, this project report narrative should engage the relevant literature, including
biblical-theological sources.
6.
Project Evaluation
a. Discussion of the results of the project as measured against the goals/objectives
stated in the project proposal, and the supporting literature and associated theories.
b. Identification of modifications from the project proposal and reasons for these.
c. Completed Project Evaluation Guidelines sheet and evaluation by on-site evaluator.
7.
Learnings and Conclusions
a. Discussion of learning achieved by project participants and by you (new insights,
etc.). Situate this learning in the relevant literature.
b. Reflection on Biblical/theological issues.
c. Future ministry possibilities suggested by the project.
8.
Appendices
Additional or supplementary materials relating to or used in the project that clarify or
support the project report narrative.
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Project Deadlines
All course projects are to be completed and submitted to the course instructor by the date requested by the instructor (no later than the final day of the project course semester).
If a student does not turn in his or her project prior to the semester deadline, the student will
receive a failing grade for the course. Incompletes for extreme circumstances (e.g., illness requiring hospitalization, death in the family, relocation during timeframe of the project) can be
requested in writing to the D.Min. office for approval by both the instructor and D.Min. director.
All late projects must be turned in by the incomplete deadline (if granted by the D.Min. office) in
order for the student to continue in the D.Min. program.
Project Submission
When the project report is completed, it should be forwarded to the instructor for evaluation
with the appropriate title page. BLink has other forms available under Student Academics.
The instructor will fill out a Project Report Grade Sheet and submit it to the program coordinator for a final grade.



One copy (electronic or paper copy) of the project, with a title page submitted to
the instructor by the deadline.
On-Site Evaluation – The project on-site evaluator is to submit a written evaluation of the project that responds to the questions on the Project Evaluation
Guidelines.
o This evaluation should be shared with the student and submitted with the
project report.
o It should be accompanied by a copy of the Project Evaluation Guidelines.
Project Report Grade Sheet will be completed by the instructor and submitted to the D.Min. office to facilitate proper transcript reporting.
Project Extensions
Project extensions will generally NOT be granted. Those that are will be granted for extreme
cases such as illness requiring hospitalization, death in the immediate family, or relocation during the time of the project. Project extensions must be submitted in writing (i.e., e-mail) to
the instructor and program coordinator for approval; approval is only granted when both instructor and D.Min. director approve the extension request. The program coordinator will send
confirmation of extension approval. This extension will be for no more than an additional semester after original semester deadline for the project. Course projects that are submitted after
this deadline will be given a failing grade.
Report Waiver



Students can waive ONE project in the course of the program.
The waived course project can be taken from an elective or concentration course,
but not from a required (core) course (e.g., GS801 and GS901/902). For cohort
students, the Professor of Record should be consulted regarding which courses
may receive a project report waiver.
A project waiver grade form must be given to the instructor by Friday of the related course intensive.
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Thesis Project
Deadline Checklist (Students may work ahead of deadlines, but these
are final dates in the thesis timeline)

Take Thesis Proposal Foundations (GS901); attend Thesis Proposal Workshop (GS902)

2 months after workshop: formal approval of the thesis project proposal by thesis advisor and second reader

Prior to or by November 1 of intended graduation year: First three chapters, title
page, table of contents and bibliography due for review by thesis advisor and technical
reader

Between November 1 and January 15: Provide thesis advisor with chapter-by-chapter submission of thesis work for review. Students should receive general approval of
their work from the thesis advisor prior to the February 1 submission deadline.
The above items can be completed before the listed dates.

January 15 of intended graduation year: Final copy of thesis due to student’s thesis advisor. Submitting to the broader committee on February 1 will not be permitted unless
this January 15 deadline is met. If a thesis advisor does not feel the document is ready for
final review by the technical reader and the Thesis Examining Committee, the student’s
thesis advisor may notify the D.Min. office that the student is not ready to proceed
through the graduation cycle this year.

February 1 of intended graduation year: Final copy due for review by thesis advisor,
who forwards it to the second reader, technical reader, research design reader, faculty
reader, and D.Min. office.

Mid/Late February (TBD each year) of intended graduation year: Oral defense of thesis with the Thesis Examining Committee.
If the final copy of the thesis project or the oral defense is not satisfactory, the
program director reserves the right to remove thestudent’snamefromthegraduation list until the following year.

March 1 of intended graduation year: Readers will return final copy of thesis project to
student with mandatory corrections to be made

April 1 of intended graduation year: final thesis project due to thesis advisor and library
reader with ALL corrections made for technical examination

May 1, send the Thesis Executive Summary to program coordinator by e-mail for the
colloquium and distribution to other graduates; send the completed thesis project to thesis advisor for a final grade and a pdf copy of paper are due as well to the program coordinator.

May 15 of intended graduation year: Three corrected hard copies of thesis due to program coordinator, ready for library binding. TREN registration and RIM registration,

Day prior to graduation: Thesis Project Colloquium
The above deadlines should be taken very seriously by students. Failure to meet
these deadlines may result in postponement of graduation to the following year.
The culminating phase of the Doctor of Ministry program is the development, implementation
and report of the thesis project. This project provides the opportunity for D.Min. candidates to
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draw together in one focused undertaking the skills, insights and understanding derived from
the several components of the program. It is a major undertaking with a general expectation of
the investment of at least 350 hours and a resultant report of at least 15o pages.
The thesis project report is to be written in third person and should follow the writing guidelines
in this manual. Turabian is the default guide if you cannot find a particular answer regarding
writing guidelines in this manual.
Although the thesis project differs from a Ph.D. thesis, it requires similar rigorous investigation,
clarity and coherence of thought and quality of writing. It differs primarily in its focus on the
practice of ministry, in its use of research materials appropriate to the focus and in its insistence
on integration of ministry practice with the candidate’s own theological understandings of ministry.
Thesis Expectations
Admission into the program does not guarantee graduation from the program with the Doctor of
Ministry degree. Because the thesis project is the culmination of the Doctor of Ministry program, it is possible for a student to successfully complete all classes in the program and still not
graduate with the Doctor of Ministry degree due to an incomplete or unsatisfactory performance
in the final thesis research and writing. Successful graduation from the program requires that
students complete an acceptable, doctoral-level research project as described in the Integral Research and Writing course, the Thesis Proposal Workshop, and the student manual. Some students may not be able to finish the thesis process after completing all required course work and
obtaining an approved thesis proposal. In these cases, a Certificate of Advanced Graduate Studies will be granted to these students in order to recognize the hard work they’ve put into the program even though they were unable to complete the journey.
Students should note that participation in Commencement does not constitute graduation from
the program. The Registrar’s Office is responsible for granting the Doctor of Ministry degree to
students after all requirements of the program and University are met.
The four most common problems students face when struggling to complete the research project
are:
a.
b.
c.
d.
Failure to grasp the conceptual framework for how to engage in doctoral research.
A project that lacks clear focus.
Inability to adequately communicate their thinking in writing.
Failure to conduct field research in which data is collected, analyzed and interpreted.
Drawing integrative conclusions based upon sound biblical-theological reflection, the
relevant literature of the field, and original field research is essential in doctoral level
thesis work.
It is vital that students who discover that they struggle in any of these areas seek immediate help
from their respective thesis advisors, who can direct them to the resources necessary to overcome these struggles. It is also important that students adhere strictly to the Thesis Project
Checklist and all deadlines to avoid any last minute problems with their research projects.
There are five phases to the thesis process:
o Development of a thesis project proposal
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o
o
o
o
Page 21
Implementation of the thesis project
Writing and submission of the thesis project report to thesis readers
Oral defense of the thesis project with the thesis examining committee
Completion of all required revisions noted by all thesis readers
Thesis Readers
Several readers review the thesis project during the approval process: the thesis advisor (chair),
the second reader, the technical reader, the faculty reader, the research design reader, and the
library reader who reviews the thesis project before it is bound.
Students are to communicate directly with the thesis advisor on matters pertaining to the thesis. Students should not engage other readers in conversations about thesis work without coordinating this with the thesis advisor. This policy is to insure that students are hearing a unified
voice on matters of thesis requirements, and helps to insure that students are not engaging in
triangulated communication.
Thesis Advisor
A thesis advisor (TA) is assigned after completion of the Thesis Proposal Workshop, based on
the topic or request by the student. The TA is the main reader of the thesis and is primarily responsible for approving the thesis in its final form and grading the final thesis project. The TA
will read the thesis for form and style, content, and research methodology. Of special importance is ensuring that the student has adequately rooted his/her study in a biblical and theological context, has undertaken a thorough search of the literature related to the research topic
and articulated the role the thesis serves in light of the literature search, has employed appropriate research methods in gathering data and has cogently analyzed and interpreted the data. The
TA is responsible for funneling comments from all other readers to the student in a responsible
and timely manner and ensuring that edits are made consistent with those comments. The TA
serves as a member of the Thesis Examining Committee.
Second Reader
The thesis advisor is responsible to select a second reader (SR) for each thesis project and to notify the program coordinator of the selection. The second reader is to primarily serve the TA as
an objective, second pair of eyes. The SR should also read for form and style, content, and research methodology. Of special importance is ensuring that the student has adequately rooted
his/her study in a biblical and theological context, has undertaken a thorough search of the literature related to the research topic and articulated the role the thesis serves in light of the literature search, has employed appropriate research methods in gathering data and has cogently analyzed and interpreted the data. The SR’s comments are detailed in writing and provided directly to the TA for communication to the student. At NO TIME should the SR directly communicate with the student regarding the thesis. The only exception to this is when the TA requests communication between the SR and the student for a specific reason (e.g., the SR possessing expertise in a particular research method or in the use of particular data analysis software that may help to strengthen the student’s work.) Again, this communication should only
happen at the request of the TA.
Technical Reader
The technical reader (TR) has been selected by the Doctor of Ministry office. The TR is primarily
responsible for reading the thesis to ensure it that adheres to all form and style requirements as
outlined in the Section Seven of this student manual. The TR gives special attention to whether
the overall writing style is consistent with doctoral level writing and follows conventions of
grammar. The TR will pass all comments to both the student and the TA so that the TA can then
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interact with the student regarding the TR’s comments and ensure that they are addressed.
Other than the written report, the TR should not communicate directly with the student but rather direct all follow-up communication through the TA to ensure a consistent message is communicated to the student.
Faculty Reader
The faculty reader (FR) is a member of Bethel Seminary’s faculty who is also a member of the
Faculty Doctor of Ministry Committee (FDMAC). The FR is primarily responsible for examining
the quality of the thesis in terms of its subject domain. This includes an evaluation of the biblical-theological treatment, engagement with the literature of the field, and overall study findings.
The FR serves as a member of the Thesis Examining Committee.
Research Design Reader
The research design reader (RDR) has been selected by the Doctor of Ministry office. The RDR
has primary responsibility for examining the quality of research reported in the thesis. Of special
concern is ensuring that an acceptable research design has been undertaken, that data have
been adequately collected, and that appropriate analysis and interpretation of the data has been
conducted so as to result in acceptable findings for a doctoral level research project. The RDR
provides a report to the TA that is then communicated directly to the student. The RDR will indicate whether the level of research is a Pass (no significant comments needed), a Pass with
Comments (some revision necessary), a Conditional Pass (significant revisions necessary),
or Not Passable at this Time (substantial revisions necessary). The RDR serves as a member
of the Thesis Examining Committee.
Library Reader
The library reader (LR) has been selected by the Doctor of Ministry office. The LR is responsible
for ensuring that the thesis meets the necessary conventions of style, form, grammar and binding requirements for and final placement within the library. The LR will evaluate the thesis to
ensure that the student has implemented all of the required changes requested by the technical
reader and provide a technical review of the thesis in collaboration with the TA. The LR will provide the student with a written report articulating necessary changes to be made for acceptance
of the final thesis project as complete and approved. The TA assigns a grade after this final technical reading, once the thesis is in its completed form.
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D.Min. Program Director
The program director (PD) is the primary arbiter when various readers express concerns regarding the quality of a thesis. When the quality of a thesis is called into question and the thesis is at
risk of not being approved, the PD will coordinate communication between the various readers
and the thesis advisor to bring the issue to resolution. The PD serves as a member of the Thesis
Examining Committee.
Thesis Examining Committee
The acceptability of the student’s work is determined by an examining committee made up of
the thesis advisor, research design reader, faculty reader, and the D.Min. director. The thesis examining committee will evaluate the student’s work during an oral defense and determine the
student’s readiness for moving toward commencement and graduation from the program. The
director reserves the right to terminate a student from the D.Min. program for failing to complete a passable thesis project after several corrections, at the recommendation of the thesis examining committee and the Faculty Doctor of Ministry Committee (FDMAC).
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Each student will participate in Thesis Proposal Foundations (GS901) and the Thesis Proposal
Workshop (GS902) in preparation for the implementation of the thesis project. These courses
(which are two parts of a unified course experience) are to be taken in order after completing all
other course work. Under unique circumstances, they may be taken as the next to final course in
the student’s program.
Upon completion of the Thesis Proposal Workshop, a thesis proposal will be submitted to the
workshop instructor for a course grade. The instructor will inform the student’s thesis advisor of
the status of the proposal and the thesis advisor will assume advisement of the thesis project
proposal process. A second reader will be assigned as well. The goal of the workshop is the development of a workable thesis project concept and the writing of a thesis project proposal consistent with program guidelines. To achieve that goal some preparatory work is essential. In
preparation for the course, we recommend that students obtain current editions of the following
books:
Paul Leedy and Jeanne Ellis Ormrod. Practical Research: Planning and Design. Upper
Saddle River, NJ: Prentice Hall.
Kate Turabian, A Manual for Writers of Research Papers, Theses, and Dissertations.
Chicago: University of Chicago Press.
Nancy Jean Vyhmeister, Quality Research Papers. Grand Rapids, MI: Zondervan.
William Myers, Research in Ministry: A Primer for the Doctor of Ministry Program.
Chicago: Exploration Press. [A pdf copy of this is available to you through the
D.Min. office for a charge of $5 for the copyright fee]
John W. Creswell, Qualitative Inquiry and Research Design: Choosing Among Five
Traditions. Thousand Oaks, CA: Sage.
Students are requested to study carefully parts one and two (chapters one through six) of Leedy.
These sections focus on the basic issues and procedures in designing a project and writing a proposal. When the student has a good grasp of this material and has some idea about the project
focus, the student should browse the remainder of the book to gain a general idea of the subject
matter.
Following the student’s completion of the Thesis Proposal Workshop, the instructor will forward
the latest draft of the student’s proposal to the thesis advisor with comments reflecting his/her
perceptions concerning both the student and the forwarded proposal. In some cases only modest revision/addition is necessary for the proposal to be acceptable for approval. In other cases
significant work may remain before approval can occur. It is recognized, however, that the addition of two other perspectives (thesis advisor/second reader) will likely raise additional issues
that need attention. Students are apprised of this and should understand that the thesis advisor
may request modification concerning issues which have not been raised with them in the workshop. Those issues should not, however, represent a departure from the proposal format detailed in the following material.
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Proposal Development
The thesis project proposal (exclusive of the bibliography or research instruments) should be
20-30 pages in length, double-spaced,. The thesis project proposal is to be written in the
third person.
The development of the thesis project proposal should follow the guidelines that are drawn with
some modification from Leedy, part two (chapters three through six). The student should refer
to Leedy for description of the terms used in the guidelines. This initial draft of the thesis project
proposal will be significantly reshaped during the Thesis Proposal Workshop. The student must
bring the proposal to the workshop in digital form. The student must also bring a laptop computer to the workshop so that work on the proposal may be done in class.
Expectations for Thesis Project Proposals
The following material presents guidelines concerning expectations for thesis project proposals
in Bethel Seminary’s Doctor of Ministry program. By distributing this document to both students who are writing the proposals and thesis advisors who are reading and approving them, it
is hoped that greater consistency in expectations will be achieved. The approved thesis project
proposal should be viewed as a contract between the student and the thesis advisor and the second reader for the work to be done in implementing the thesis project.
Proposal Outline
TITLE
A clear, concise statement communicating the focus of the project.
SECTION I – THE PROBLEM AND ITS CONTEXT
The Problem
The heart of this section is two sentences. The first sentence will complete the thought, “The
problem this project will address is … .” The second sentence will complete the thought, “In the
response to this problem, this researcher will … .” The second offers an amplification of the researcher’s response, highlighting how the researcher will address the problem from the various
data sources (e.g., biblical-theological reflection, engagement with the related literature, and
field research).The heart of the section is a clear statement of a problem and the choice of an appropriate response. It should be recognized that there are numerous possible responses to any
problem, and the second sentence identifies the particular responses the researcher will engage.
Definition of Terms
These are operational definitions of key concepts used in the project. While they should bear a
definite relationship to commonly understood meanings of the terms used (black should not be
defined as white), they are not confined to dictionary definitions. It is understood that wherever
the terms are used, they mean what is stated in the operational definitions.
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Delimitations
Delimitations are intended to indicate those issues logically related to the problem and its
response which will not be addressed in the project. Delimitations of geography, scale and organizational scope may be stated but the more important task is to anticipate and answer the
logical questions which might be asked about the project’s focus.
Assumptions
Assumptions are primary concepts which must be accepted as true in order for the project to be
implemented. They may relate to the project’s context or to its theoretical base. They differ from
hypotheses in that hypotheses are ideas that are being explored in the doing of the project. If
something is stated as an assumption, it should not be significantly treated or engaged later in
the thesis research. It will be assumed rather than defended or further engaged.
Subproblems and Hypotheses
Subproblems are the logical components of the problem response as a whole. They may be written either as a series of statements or as a series of questions. In either case, they represent the
logical steps of work which must be taken in order that the entire problem response to be completed. Each proposal must include one subproblem that addresses biblical/theological issues
and one that addresses issue to be explored through other related literature. Other subproblems
usually include one or two focused on the researcher’s field research, and another focused on the
outcome of the study in the form of a developed program or model or the implementation/evaluation of what was developed or discovered through the study. In some cases where implementation/evaluation components are not appropriate or feasible, the terminal point of the project
may be a decision point concerning the program/model which has been evaluated by means
other than implementation and evaluation.
Hypotheses in this type of qualitative research are not required or formally tested. Generally hypotheses will only be included for those engaging in quantitative paths of inquiry for their thesis
research. Qualitative research often uses the language of propositions instead. Hypotheses and
propositions represent informed hunches concerning what the student expects to discover in addressing a particular subproblem. Their articulation serves to alert both the student and the thesis advisor/second reader to existing biases on the part of the student. Any hypotheses and
propositions which are stated should follow the statement of the subproblem to which they are
related. Again, the statement of hypotheses and propositions are not required.
Setting of the Project
This section should contain a description of the context or contexts in which the project will be
carried out and to which it applies. While a general description of the context(s) is appropriate,
the primary focus should be on the particular characteristics of the setting(s) which make the
project significant.
Importance of the Project
There are three sub-sections in this part of the proposal:
1. The first explains why the project is important to the researcher as a person. It is appropriate here to draw upon personal experiences to explain the importance of the
project focus to the student.
2. The second sub-section indicates the importance of the project in terms of the contribution it will make to the student’s immediate ministry context. Here it is appropriate for the student to talk about his/her current ministry roles and responsibilities.
3. The third sub-section explores how the project will contribute to the broader social
and ministry context and how the project will contribute to the wider academic com-
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munity. Care should be taken that there is no claim that results in the particular context in which the project is implemented can be replicated elsewhere. At best, in this
type of research project, findings can serve to suggest models or examples which may
be contextualized to other settings.
SECTION II – THEOLOGY
This section is used to expand the biblical/theological subproblem by identifying the questions
and/or issues which will be explored in developing a biblical/theological basis for the project. It
is not a place for the student to expound theological convictions—these may be articulated as hypotheses following the earlier statement of this subproblem. It represents the writing of a contract indicating the issues/questions which will focus the biblical/theological study of the project
itself. It is expected that the listing of questions/issues is preliminary. The study itself will in
most cases generate more questions/issues. However, by looking at this section and the proposal’s preliminary bibliography, the thesis advisor/second reader should be able to determine
whether the student is “on the right track” both in terms of issues and in terms of resources.
SECTION III – REVIEW OF RELATED RESEARCH
This section expands another of the subproblems by identifying the areas of knowledge other
than biblical/theological that must be examined to develop an adequate theoretical base for the
project. It parallels the previous section in that the heart of it is the identification of the issues/questions which must addressed in implementing the project, but additionally it must
identify the disciplines from which appropriate literature will be drawn. Again, by looking at this
section and the bibliography, the thesis advisor/second reader should be able to tell whether the
student is getting to the right sources with the right questions. Questions relating to social research methodology should not be included in this section.
SECTION IV – DATA AND METHODOLOGY
In this section, the student should cover the subproblems related to the field research. Following
three preliminary sections, each subproblem will be addressed by the use of a series of identical
questions.
Nature of the Research – The section should begin with an identification by the student of the
basic integral research approach and the student’s unique research path (qualitative/quantitative or a combination), the model being used (frequently case study), the kinds of research being
done (historical/descriptive/field/action, grounded theory, biographical, etc.), and the specific
methods being employed (questionnaire/interview, etc.).
Data – This section is to be used by the student to identify both the secondary data and the primary data which will be employed or generated in doing the project. Secondary data consist
of anything created by others but used in the implementation of the project (books, periodical
articles, internet materials, church or denominational documents, etc., etc.). Primary data are
all materials created by the student in the process of implementing the project (letters, questionnaires, questionnaire responses, programs, models, evaluative tools, etc., etc.). Both secondary
and primary data are simply to be listed under the appropriate category without discussion or
reference to ways they are secured, produced or used.
Project Overview – This section is to be a narrative summary of the student’s plan for the project. It should begin with a description of the intended theoretical work and continue with the
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description of any field research, model or program development, implementation, and evaluation to the project’s termination point. Generally, it will follow the sequence of the subproblems,
but since often the subproblem work is concurrent rather than sequential, the description is frequently a combination of logical and chronological sequencing. It appears at this point to give
the thesis advisor/second reader a view of the “forest” before looking at the “trees” in the section
on subproblem treatment. In developing the proposal, the student writes this section following
completion of the work on subproblem treatment.
Subproblem Treatment – In this section the student is to restate each subproblem and under it
write a response to the following questions:
What data are needed to address subproblem?
What criteria will be used to determine acceptability of the data?
Where are the data located?
How will the data be secured?
For what purpose and in what ways(s) will the data be used?
The responses are to be brief, direct, and descriptive—and are to remain focused solely on the
question to which they represent a response. Usually there will be a pattern of responses under
the subproblems which focus on the theoretical work and a different pattern under field research, model/program development, implementation/evaluation or decision-making. Under
some of the later subproblems, data to be used have been secured under the work of earlier subproblems and are in the student’s possession. In such cases, responses to the question may
simply refer to the appropriate earlier subproblem work.
SECTION V – PROPOSED THESIS REPORT OUTLINED
The student will have followed a model for the proposed outline which is distributed and discussed in the Thesis Proposal Workshop and is contained in the student and advisor manuals.
However, the generic headings of the model should be replaced by chapter headings and even
subheadings which are project specific. Headings should be reflective of the focus and concerns
of the particular project.
SECTION VI – TENTATIVE SCHEDULE FOR COMPLETION
This section is to present a tentative schedule for planning and implementation of the project as
well as for the writing of the thesis project report. These two elements will be interwoven since
the writing process will usually begin prior to completion of the activity of the project. The
schedule should begin with a proposed date for approval of the project proposal and should conclude with the date of intended graduation.
SECTION VII – PRELIMINARY BIBLIOGRAPHY
The preliminary bibliography should run approximately three to five pages. It is preliminary in
the sense that it is assumed the student will discover additional resources in the course of
his/her work. The basic criteria for the preliminary bibliography are that it covers all areas necessary to the completion of the project and that the sources listed represent the quality of
resources for that area which is acceptable for doctoral level work. An example of this would be
that biblical commentaries cited be exegetical in nature rather than homiletical or devotional.
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Thesis Proposal Approval

It is the student’s responsibility to submit all materials to the thesis advisor, who will forward it to the second reader (selected by the thesis advisor).

The thesis advisor and second reader will review the proposal, suggest revisions and formally approve the proposal. Such approval will be signified by submission of the proposal to the program coordinator with the Thesis Project Proposal Evaluation Form.

This approval cannot take place prior to being reviewed by the thesis advisor and second
reader of initial drafts of research instruments to be used in the project.

Under no circumstance is the student to proceed to write and submit sections of his/her
thesis report until the student has received the Thesis Project Proposal Evaluation
Form. This signifies approval of the thesis proposal by the thesis advisor, the second
reader and program director. Only upon receiving Thesis Project Proposal Evaluation
Form may the student begin the research and the writing of the thesis report.

Approval must take place no later than September 1 of the intended graduation year,
though earlier approval is highly encouraged. The return of an official letter to the student by the program coordinator signifies the approval of the proposal. There are two
forms of approval:


Full Approval (instruments included). Full approval will not be granted
until the instrument(s) has been approved by the thesis advisor.

Provisional Approval (instruments yet to be submitted). This approval
allows the student to begin work on their thesis project while also developing the research instruments to be used in the thesis project.
Keep in mind that students working with youth or vulnerable populations in their research will require a higher level of review with Bethel’s Institutional Review Board
(IRB). Students should plan additional time for this review process in their schedule for
completion. Additional conversation research ethics and the role of IRB will occur during
the Thesis Proposal Workshop.
Thesis Project Proposal Submission
Form Instructions for Thesis Advisors
1. Use the Thesis Project Proposal Evaluation Form to submit the proposal to the
program coordinator.
2. Sign and date the form, indicating the type of approval, full or provisional.
3. Obtain the approval and signature of the second reader.
4. Return the proposal and the signed evaluation form to the program coordinator.
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Implementation Guidelines
During the implementation of the thesis project, the student may consult with the thesis advisor.
This is particularly important when questions arise about modifying the project design. The
thesis project proposal should be viewed as a contract between the student and the examining
committee. Changes of that contract without prior approval by the thesis advisor will put the
student’s work at risk.
Other resource persons, from Bethel or elsewhere, may be consulted during project implementation. The thesis advisor may suggest such persons to advise the student in areas outside his/her
field of expertise.
Communication with the thesis advisor is particularly important at this stage. Following this
procedure will give the student early feedback on the acceptability and/or needed revisions in
patterns of organization or writing. A chapter-by-chapter procedure of submission and
feedback from the thesis advisor is the expected pattern. The student is also to submit
a first submission of the first three chapters to the technical reader for review of style and
form issues.
The thesis advisor is responsible for reading the student’s material for content and organization.
Following thesis advisor identification of problems and suggestions for improvement, it is the
student’s responsibility to respond concerning these issues. The thesis advisor is not to function
as an editor of form and style but will pass along necessary revisions suggested by the technical
reader. If material continues to be submitted which does not conform to style and form expectations, it will be returned as unacceptable for submission. Students may hire an outside editor.
An editor can help with style, content and the challenges of English as a second language.
During the writing process and chapter-by-chapter submission, the technical reader is only to
receive the first three chapters for review. The technical reader does not see any other part of the
thesis project report again until the student submits the first full draft of the thesis project report. Allow time for editing. Do not submit first drafts to any readers.

No later than November 1 of the intended graduation year, one copy of the first three
chapters, title page, table of contents, and bibliography are to be submitted to the technical reader for review. Submissions should be sent via e-mail in final form (no markup).

By January 15 of the intended graduation year, final copy of thesis due to the student’s
thesis advisor. Submitting to the broader committee on February 1 will not be permitted
unless this January 15 deadline is met. The thesis advisor may notify the D.Min. office
that a student is not ready to move forward in this year’s graduation cycle if the student’s
document is not satisfactory at this point. Chapter-by-chapter submission of the thesis to
the thesis advisor prior to January 15, along with addressing feedback from the thesis advisor on these submissions, should help both the student and thesis advisor to avoid surprises related to the January 15 deadline. Students are advised to work ahead of the
deadlines. As noted above, last minute submissions can lead to work being delayed to the
following year’s graduation cycle. Students must take responsibility for a defensible and
high-quality submission at this January 15 deadline.

By February 1 of the intended graduation year, one copy of the thesis project report is
to be submitted to the thesis advisor, technical reader, faculty reader, D.Min. office, and
research design reader. This is considered the first final copy submission and should be
in appropriate thesis project format.
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
It is the student’s responsibility to submit all materials to the various readers, except the
second reader, in the format that they request.

In mid/late February of the intended graduation year, an oral defense of the thesis
topic will be scheduled for each potential graduate with members of the thesis examining
committee.

The thesis examining committee will give an evaluation report will be returned to the
student by after the oral defense with mandatory corrections, suggested modifications and revisions.
Thesis Report
After Oral Defense: At this point two options are open to the candidate:
1. If the suggested changes can be made within time, revision can take place for
submission of a final copy by April 1.
2. If the suggested changes are of such a nature that they cannot be completed by
April 1, the student may petition the director for a one-year extension for completion of the program. Decisions concerning this petition will be made in consultation with the thesis advisor.
By April 1 of the intended graduation year, the final project (with all suggested corrections
made) will be submitted to the library reader. The library reader will review the thesis project
for style and form as it relates to binding, and give final comments to the student for minor revisions. The final project is due to the thesis advisor who will do a last review of the report. Primary consideration will be given to the candidate’s responsiveness to the committee’s and technical reader’s earlier guidance. The thesis advisor is responsible for supervision of any corrections to be made in the final draft copies of the thesis project.
By May 1 of the intended graduation year, a decision will be made by the thesis advisor concerning a grade for the thesis project and that grade will be submitted to the program coordinator on the Thesis Project Evaluation Report. (Note: there is also a one-page Thesis Approval
Sheet to be signed and dated by all members of the examining committee and placed in the front
of the library bound copies).
By May 1 of the intended graduation year, a thesis executive summary is also due to the program coordinator by e-mail for the colloquium and distribution to other graduates as well as a
pdf copy to the program coordinator and thesis advisor.
Three corrected, unbound copies on acid free, cotton rag, watermarked bond
paper (see Section Seven) are to be submitted by the student to the program coordinator by May 15. TREN registration and RIM registration also due May 15 to the
program coordinator.
These three copies will be bound and added to the holdings of the library at St. Paul and San Diego. Bethel will only bind the three copies for the library collection. Bethel will bind one personal copy for each graduate. A $20 check made out to Bethel and an additional copy must accompany the other copies on May 15. The bound copy will be sent to the student at the end of
the summer following graduation. The candidate is encouraged to contact a local bindery to
have other copies bound. Bethel Seminary uses Houchen Bindery, 340 First Street, Utica, NE
68456, phone 402.534.2261 or 800.869.0420.
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A colloquium completes the responsibilities related to the thesis project. All candidates who
have received a passing grade on the thesis project will participate in a colloquium on the day
before commencement. Participation in the colloquium requires distribution of an executive
summary of the project to other participants and an oral presentation for interaction and feedback.
Thesis Report Outline
The following list is the order of elements in the thesis project report. Parts of the paper listed in
italics must be included in the report. These and any other elements must be in the order below.
Significant changes to the outline structure require approval from the student’s thesis advisor
and the program director. Chapter titles should not be generic but reflect the subject focus of the
project.
Title Page
Blank Page
Acknowledgements
Preface
Contents
List of Illustrations
List of Tables
List of Abbreviations
Glossary
Abstract
Dedication
Epigraph
INTRODUCTION
CHAPTER ONE: PROBLEM AND RESEARCH DESIGN (The content of Sections I & IV of the
Thesis Project Proposal rewritten in a user-friendly manner to introduce the reader to the project, its purpose and its design.)
CHAPTER TWO: THEOLOGICAL REFLECTION (Expansion of Section II of the Thesis Project
Proposal developing the biblical, theological and ministry rationale for the project.)
CHAPTER THREE: REVIEW OF THE RELATED LITERATURE (Expansion of Section III of the
Thesis Project Proposal demonstrating your knowledge of the issues, resources and persons relevant to the project.)
CHAPTER FOUR: PROJECT DESCRIPTION AND RESEARCH METHODS (Review of the project as it was actually carried out including description of and rationale for any changes from the
project design. Be sure to address both what was done in the study and why it was done. A defense of the projects methods is to be grounded in the literature related to your particular research methodology.)
CHAPTER FIVE: ANALYSIS AND FINDINGS (Presentation and analysis of data generated by
the project. This chapter is to be focused on reporting in an objective manner what was found
through research project and analysis of the associated data. Be sure to explicitly link your findings to the data generated in the research project.)
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CHAPTER SIX: EVALUATION AND DISCUSSION (Discussion of (a) the strengths and weaknesses of the project design and implementation including suggested modifications for improvement, and (b) the overall findings of the study. While chapter five is to be an objective presentation of the study’s findings, chapter six is the place for researchers to provide their perspective
on the findings, engaging the benefits and challenges associated with the findings as they relate
to the practice of ministry. Additionally, chapter six is a place to draw together the findings from
your three primary data sources—biblical-theological reflection, related literature, and field research—into a set of integrated conclusions.)
CHAPTER SEVEN: REFLECTION (Description of the author’s personal growth through the
project plus identification of further possible research questions generated by the project. As
Christians engaged in the process of learning and research, we recognize that the journey of a
D.Min. degree program and thesis research is not simply an academic step, but rather a process
that involves the whole person under God’s leadership in our lives. Chapter seven is a place for
the researcher to reflect on their own personal and spiritual formation through this season, and
to grow in their reflection on how God has been at work in his/her life through this process.)
APPENDICES
BIBLIOGRAPHY
Questions for Guiding the Theological Reflection Chapter
Why is theological reflection needed?
The Association of Theological Schools requires D.Min. programs to include:
1. “An advanced understanding and integration of ministry in relation to various
theological disciplines.”
2. “The formulation of a comprehensive and critical understanding of ministry in
which theory and practice interactively inform each other.”
All good practice is rooted in good theory.
Some theory stands behind every practice. We must ask whether the theory undergirding the ministry activity in each project is biblically and theologically
sound, biblically and theologically relevant to the project ministry and adequately
reflective of the reality of the project context.
What does the student-writer do in the theological reflection chapter?
1. Show that the ministry goals of the project are rooted in the Bible, theological tradition
and/or denominational history. (What will you be doing and why?)
2. Show that the methods to be used in the project are influenced by/consistent with biblical/theological/traditional values and assumptions. (How will you do this and why?)
What are some general guidelines?
1. Start broadly and narrow quickly to the topic of the project using pyramid style.
2. Work theologically, systematically summarizing the whole of scripture, not simply
quoting selected Bible texts. Citation of texts is needed, but these should document
broad biblical principles.
3. Avoid unsupported assertions based on personal experience except for illustrative purposes. Use a descriptive (research) style rather than a persuasive (preaching) style.
4. Use classic theological books, contemporary theological essays and exegetical biblical
commentaries rather than “how to” books by practitioners.
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5. Fifteen sources, not including scripture citations, is the minimum guideline.
Guidelines for the Theological Reflection Chapter
Thesis
The chapter on the biblical and theological foundations of your project (usually chapter 2) must
have a sustainable and clearly articulated thesis. This thesis is modified from the thesis of the
project and is designed to support the major thesis. Generally, the thesis of this chapter is also
formed as a direct answer to a subproblem identified in the first chapter. Instead of simply exploring the topic, this section must argue that the biblical and theological disciplines support the
thesis’ claim. (In other words, this section is supposed to be a survey, similar to chapter three, of
the relevant research that has been done on your topic. Thus, it should have a sub-thesis that
supports that claim.)
Assumptions
Special care must be taken to make sure that the assumptions given in the first chapter of the
thesis are not the same as the thesis of chapter two. Doing so would constitute a classic case of
“begging the question.” In the discipline of logic, when one’s premise (in this case, the assumptions) are the same as the conclusion (the thesis of the chapter) one commits the “begging the
question” fallacy. For example, if you assume in chapter one that the Bible has much to say
about transformational leadership, your thesis in chapter two cannot be that the Bible has much
to say about transformational leadership. The best practice would be to eliminate the assumption from your thesis and do the work of demonstrating your conclusion in chapter two.
Counter-arguments
Major counter-arguments to your thesis should be addressed and refuted. It is especially important to identify other opinions on biblical texts or theological positions that would run counter to your thesis. Remember, this is an academic pursuit and your audience is other experts
(and budding experts) in the field, not parishioners.
Depth vs. Breadth
In biblical and theological surveys there is always a judgment call to be made whether to do
in-depth study on a few exemplars or to survey the breadth of the topic. If you use the survey
method make sure that you cover the topic thoroughly using a significant portion of the Bible
(see section on generalization below) so that you are accurately capturing the Bible’s presentation of that topic. If your topic is most related to a specific portion of the Bible (e.g., Old Testament, New Testament, Pentateuch, Pauline letters, etc.), you must provide a rationale for why
you are focusing your work on this portion of the Bible. If you are doing an in-depth study, pick
a few (three or four) texts to focus on for your study and avoid making your conclusions broad
generalizations. You may also start broad and quickly narrow to relevant biblical examples;
again be careful of generalizations. The same is true with the theological tradition.
Generalizations
Be especially careful in your Bible and theology section not to make generalizations. Make sure
that you do not generalize the interpretation of the Bible. (For example, do not assume that because the New Testament presents material in one way, the rest of the Bible does it in the same
way). Also, do not generalize theological claims, citing one theologian on a topic does not mean
that “all theologians” or even “most theologians” agree with you. Avoid words like “all” and
“most” unless you are sure that this is really the case. Phrases like “evangelical view” and “biblical worldview” may have significance to you, but are too general to be helpful. In short, defend
your assertions, provide biblical or theological examples and cite authorities whenever you make
a claim.
Note: If you need a “brush up” on biblical exegesis and/or theological method, please feel free
to contact the seminary library for resources to help you in the writing this chapter.
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References
As with any other academic discipline, the resources used must be contemporary, scholarly and
relevant. As a rule of thumb, no resource more than thirty years old should be used unless justification for that source is given within the text of the thesis.
Popular vs. Scholarly Sources
Scholarly sources should be used. Scholarly sources are simply defined as scholars writing to
scholars. Special care should be used in the chapter to use scholars of Bible and theology. Be especially careful of the use of practioner’s work in this chapter. As a rule of thumb the number of
sources that you interact with should be roughly equivalent to the number of pages that you
have in the chapter.
Sermonic vs. Academic
The Doctor of Ministry thesis is an academic paper and must be written in an academic style.
Avoid sermonic rhetoric, which is appropriate in a sermon but not in an academic paper. Assertions should be supported with sources, definitions must never be assumed and proof-texting
must be avoided at all costs.
Opinion vs. Statement
All major (and most minor) claims must be backed up with scholarly support. It is not appropriate in a scholarly paper to simply make a claim; it must be supported by scholarship. Opinions
may be included in the paper, but only when stated as opinion within the thesis and kept to a
minimum.
Length
Remember, you are not getting graded based on the number of pages that you write! A shorter
and more concise chapter is much preferable to a long and rambling one. Of course, you need to
be thorough, but this does not necessarily mean longer.
Style and Formatting
You must use the style and formatting conventions of Turabian. This is not a suggestion, but a
requirement. The best practice is to use Turabian from the beginning of your writing. This eliminates the arduous task of having to go back to your paper and re-format it once you are done
writing.
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Colloquium
Thesis Executive Summary
The executive summary is to be 10-12 pages in length, double-spaced, with a title page and bibliography (not included in the page count) and written following the D.Min. style and form guidelines. The following categories are to be explored in the summary:
1. a clear statement of problem addressed in the thesis project
2. a synopsis of the integration of the Biblical and contemporary literature review
3. instruments employed and the outcomes
4. recommendations and conclusions
Each candidate will submit an executive summary no later than May 1 of the year of intended
graduation by e-mail to the program coordinator who will then distribute them via e-mail to
other candidates and thesis advisors.
A memo will be sent in the spring regarding the specific colloquium dates and instructions. In
preparation for the colloquium, each student is expected to read the student colloquium group
summaries and be prepared to ask at least one question of each presenter in their group.
Each presentation is to last 30 minutes—15 minutes for the presentation and 15 minutes for
question and answer time.
Presentation
The colloquium gives each graduate an opportunity to present his/her thesis project before fellow students, thesis advisors and other faculty. These questions are to guide the student-writer
in preparing for the colloquium:
1. What are the five most significant findings in your thesis project?
2. What are the lessons learned from your thesis project (recommendations and conclusions)?
3. How will your thesis project contribute to ministry/social innovation?
4. What further areas of study are suggested by the project?
Having read the executive summary, the audience will be familiar with each graduate’s thesis
project so it is important that the graduate use the presentation time expanding on the thesis
project in a more personal way.
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Microfilming and Indexing Thesis Projects
Theological Research Exchange Network, TREN, microfilms and indexes graduate level
work, specializing in theology and religion on both masters and doctoral levels. TREN microfilms research papers and disseminates this information in an online index at www.tren.com.
Research in Ministry, RIM Online, is a database that indexes Doctor of Ministry projects
and theses from reporting schools of theology accredited by the Association of Theological
Schools in the United States and Canada. RIM is an abstracting and indexing service that provides a useful access tool for clergy, students, and others on practical aspects of ministry.
D.Min. graduates are required to have their theses microfilmed and published by TREN and
RIM. This is accomplished by completing the TREN Microfilm Distribution Agreement and the
RIM Submission Form available from the D.Min. office.
This process helps to secure permission from students to duplicate and distribute their theses
and dissertations. Students also submit an electronic .pdf copy of their final theses to the program coordinator in the D.Min. office.
TREN will also register the copyright of a student’s thesis with the Library of Congress. The cost
for this service is $60.00 payable by cashier’s check or money order to TREN. The copyright service is optional.
For TREN to register copyright on a student’s behalf the student-writer must:
1. Complete the TREN Agreement Form provided by the D.Min. office.
2. Enclose a $60 money order or cashier’s check payable to TREN.
3. Send the payment and form to the D.Min. Program Coordinator, Bethel Seminary,
3949 Bethel Drive, St. Paul, MN 55112
Students with questions about the procedure for microfilming the thesis project may contact
Robert Jones, Theological Research Exchange Network, Box 30183, Portland, OR 97294-3183,
800.334.8736, [email protected], www.tren.com.
For more information about RIM Online, to submit an abstract of the thesis, or to review submission guidelines, visit www.rim.atla.com/star/rimonline_login.htm. There is no deadline for
submissions. The abstract must not exceed 100 words.
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Style and Form Manual
Printing and Paper
All papers are to be double-spaced on white 8½” x 11” paper, using a 12-point serif font such as
Times New Roman or CG Times. Do not use sans serif, decorative or informal fonts. Headings
must be in the same font as the body text. Block quotations and footnotes may be in the 10-point
size of the same font used in the body text. Paper of good quality is adequate for class project
proposals and reports, as well as drafts of the thesis project proposal and report. The library
copies of the thesis project report must be printed on acid-free, cotton rag, watermarked, bond
paper.
Writing and Formatting Guidelines
All papers in the D.Min. program must be written in the Notes-Bibliography Style of chapters 16
and 17 of Turabian.
A Manual for Writers of Term Papers, Theses, and Dissertations (8th edition, 2007) by Kate L. Turabian, revised by Wayne C. Booth and others.
Early in his/her program, each student must obtain a copy and consult it frequently while writing papers. Using it as a guide to preparing class project proposals and reports will enable the
student to practice the forms and style necessary for an acceptable thesis project report. Below
are guidelines for some of the more frequently encountered issues and situations. Most of these
standards follow Turabian. When these guidelines conflict with Turabian, follow the guidelines.
Students working on their theses must refer to Section Six of this manual for the thesis report
outline and guidelines for writing the thesis project.
Abbreviated Names and Acronyms
Names of organizations may be abbreviated by an acronym or initials after one spelled-out use.
The first time a name is used, it must be followed by the acronym or initials in parentheses. Initials and acronyms are capitalized with no periods. Once an acronym has been introduced, it
should be used consistently through the rest of the paper.
Abbreviations
Etc., e.g., i.e. and other abbreviations of Latin terms are to be used only in parenthetical references in the text. In the text, use an unabbreviated English version of the term (e.g., “and so
forth,” “for example,” “that is,” etc.). The terms “e.g.” and “i.e.” should not be confused; the former means “for example,” the latter “that is.” Abbreviations are not to be used in the body of the
paper.
Abstract
An abstract is a brief, comprehensive summary of the contents of a paper that allows readers to
survey the contents of the paper quickly. The abstract needs to be dense with information but
also readable, well-organized and self-contained. Make sure that the abstract is written in the
past tense and includes a summary of the conclusions reached in the thesis. Do not submit abstracts for course project proposals and reports or for the thesis project proposal. Two abstracts
are required for the thesis project: an abstract of no more than 300 words to be submitted
within the thesis project report itself and an abstract of no more than 100 for online library database cataloging. In addition to these abstracts, each graduate is required to write a 10-12 page
executive summary for the colloquium held prior to graduation.
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Appendices
Appendices, while not essential to the thesis project report, provide illustrations and details that
are too long to include in the main body. If a paper has only one appendix, label it APPENDIX. If
a paper has more than one appendix, label each with a capital letter (APPENDIX A, APPENDIX
B, etc.) in the order in which it is referred to in the main text. Each appendix has a title page
with the pages numbered consecutively in the upper right hand corner. All appendices must:
a. Be substantially important to the thesis. For example, sample letters sent to potential
research subjects should not be included.
b. Be short and relevant. Handbooks, programs, curricula and the like should not be
placed in an appendix or elsewhere in the paper. Any information that is important to
the project should simply be summarized in the project report. A few pages considered
necessary for illustrative purposes may be included.
c. Follow the style of the rest of the thesis.
d. Not include PowerPoint slides, graphics or other style-enhanced material unless this
visual material is directly valuable to the argument of the thesis.
Bibliography
The bibliography lists materials used by the writer in preparing the paper. All materials cited
must appear in the bibliography. Materials consulted but not cited may be listed. The bibliography should not be inflated with materials not used by the writer, nor should it be a list of suggestions for further reading about the topic of the paper.
The bibliography is single-spaced with one blank line between entries. Each entry is a paragraph
with a “hanging indent.” (The first line of each entry is not indented. Additional lines are indented one half inch.) In bibliographical entries of works by the same author, the name is given
in the first entry and replaced by an eight-space underscore (_________) in subsequent entries. The thesis project report bibliography, unlike the thesis proposal bibliography, should be
in alphabetical order with no subdivisions or other separations. Consult Turabian for templates
and examples of correct bibliographical forms.
Some Examples of Correct Bibliographical Form:
Bennis, Warren. On Becoming a Leader. Redding, MA: Addison-Wesley, 1989.
________. Why Leaders Can’t Lead. San Francisco: Jossey-Bass, 1989.
________ and Burt Nanus. Leaders: Strategies for Taking Charge. San Francisco: Harper and
Row, 1985.
Conner, James H. “The Senior Minister as Change Agent.” D.Min. Thesis Project, Bethel Theological Seminary, 1991.
Evanston Public Library Board of Trustees. “Evanston Public Library Strategic Plan, 2000-2010:
A Decade of Outreach.” Evanston Public Library. http://www.epl.org/library/strategicplan-00.html (accessed June 1, 2005).
Gurtner, Daniel M. “The Veil of the Temple in History and Legend.” Journal of the Evangelical
Theological Society 49, no. 1 (March 2006): 97-114.
Mayfield, Ross. “The Social Capital of Blogspace.” Ross Mayfield’s Weblog, 9 April 2003.
http://radio.weblogs.com/0114726/2003/04/09.html, (accessed December 18, 2008).
McCullough, Michael E., Steven J. Sandage, and Everett L. Worthington. To Forgive is Human:
How to Put Your Past in the Past. Downers Grove, IL: InterVarsity Press, 1997.
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Capitalization
Avoid common errors in the capitalization of words. For example, “Scripture” is capitalized,
“scriptural” is not. Similarly “Bible” is capitalized, “biblical” is not. Be consistent in capitalizing.
Commas, Semicolons and Colons
Minimize the use of commas by using them only where their omission would cause confusion in
meaning. Elements in a series of three or more elements are to be separated by commas. When a
conjunction joins the last two elements, a comma is sometimes used before the conjunction.
(The writer may choose to omit this comma as long as consistency is maintained throughout the
paper.) A semicolon is used between the two parts of a compound sentence when the parts are
not joined by a conjunction. A colon is used to introduce a clause or phrase which expands, clarifies, or exemplifies the meaning of what precedes it. Colons are used after the phrases “the following” and “as follows.”
Dashes
An em dash (—) takes the place of two consecutive hyphens to signal a sudden disruption in the
structure of a sentence. There is no space before or after a dash.
Dates
Express dates in accordance with the standard U.S. practice of month, day (followed by a
comma), and year (e.g., December 18, 2008). If the day is omitted, the comma is to be omitted
as well (e.g., December 2008). When quoting an author using the British-style dating convention (e.g., 18 December 2008), do not change the dating style in the quote. References to a year
are not to be abbreviated (e.g., 2005, not ’05). No apostrophe is used in references to decades
(e.g., the 1890s, not the 1890’s).
Ellipsis Points
Any omission of words, phrases or paragraphs in quotations is shown by ellipsis points, a special
character in word processing or three periods separated by single spaces. The punctuation and
capitalization before and after the material quoted remains in the quotation. Consult Turabian
for the correct use of ellipsis points.
Footnotes
Footnotes, not endnotes, are to be used. American Psychological Association-style parenthetical
references are not to be used. Consult Turabian for the correct formatting of footnotes and for
acceptable shorter versions of footnotes referring to a source cited earlier. Footnotes are separated from the text with a short separator line. The first line of each footnote is indented onehalf inch. Footnotes are single-spaced with a blank line between each footnote. Footnotes are
numbered in superscript consecutively throughout each chapter; numbering of footnotes restarts at the beginning of each new chapter. Numbering may be restarted by inserting a section
break at the end of each chapter so that a new section begins on the next page. In project reports
without chapters, utilize numbering consecutively throughout the document.
Gender Inclusive Language
Students are expected to use gender inclusive language in generic references. Gender neutral
words such as one’s and their may be used with proper attention to the number of the referent.
“Their” may not be used as a singular possessive personal pronoun. “He/she,” “her/his” and the
like are acceptable but elaborate and awkward constructions should be avoided. Feminine and
masculine pronouns may be alternated within the paper.
Graphics
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No color printing of any kind will be accepted in the thesis project. Graphics must be printed in
grayscale.
Headings
Be consistent in following a plan for headings and subheadings that gives greater prominence to
more important sections of the paper. In descending order of use, that plan should be consistent
with the following five levels. Note that this style of formatting is different from that presented
in Turabian. Follow the style offered here in the D.Min. Manual.
LEVEL ONE IS CENTERED UPPERCASE
Level Two Is Centered Bold Uppercase and Lowercase
Level Three Is Centered Italicized Uppercase and Lowercase
Level Four Is Aligned Left Bold Uppercase and Lowercase
Level five is indented italicized lowercase ending with a period. After a Level Five heading, the new sentence begins one space after the period rather than on the next line.
Headings for major sections of the paper such as chapters and the bibliography are to be
placed two inches from the top of the page, centered, and in capital letters. Leave a blank line
(one double-space, not two) after a heading and the text which follows it except for Level Five
headings. Insert an additional 6 points space before Level Two through Five headings.
Ibid. in Footnotes
Instead of using ibid. (the Latin abbreviation for ibidem, “in the same place”) for subsequent references to the same work and author, use the shortened “author-only” forms Turabian suggests
and provides templates for.
Interpolations
Use brackets [ ] to enclose words inserted in a quotation to clarify, correct or explain. When italics are used to emphasize a word or phrase in a quotation, insert within brackets the words “italics added” or “emphasis mine.”
Margins
Except for the thesis project report, 1” margins are to be left on all four sides of the page. In thesis project reports, because of binding requirements, the left margin is 1½”. The top margin of
the first page of each chapter is 2”. Do not align or justify text at the right margin; leave the ragged edge.
Numbers
A sentence is never to begin with a numeral—either spell out the number or rewrite the sentence. Numbers one to twelve are to be spelled out; those 13 and higher are to be written as numerals. Common fractions such as one-fourth and one-half should be spelled out.
Page Counting and Numbering
In both the front matter and the body text, the page number is in arabic numerals at the top
right of the page, numbered consecutively throughout the entire document. Do not start renumbering with each chapter. The title page is not counted as a page and no number appears on it. The blank page after the title page is counted as a page, but no number appears
on it. The acknowledgements follow the blank page in the bound copy is counted as a page
or pages, and is numbered. Any acknowledgment or dedication pages are counted as pages
and are numbered. The contents page or pages are counted and numbered.
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Paragraph Indention
The first line of paragraphs are to be indented one-half inch. The length of indentions must be
consistent throughout the paper.
Periods in Lists
Periods are omitted at the ends of items in a list or enumeration, unless the items are whole sentences or paragraphs.
Pronouns Referring to God
Pronouns referring to Persons of the Trinity may or may not be capitalized but capitalization
should be consistent throughout the paper.
Quotations
Use double quotation marks for quotations in text. Use single quotation marks within double
quotation marks to set off material that in the original source was enclosed in double quotation
marks. Quotations shorter than four lines should be enclosed by quotation marks in the body of
the text. Quotations four lines or longer should be in block form with no enclosing quotation
marks. Single-space block quotations and indent them from the left margin.
Quotation Marks and Other Punctuation
When a period or comma occurs with closing quotation marks, place the period or comma before the quotation marks. Put other punctuation outside quotation marks unless it is part of the
quoted material.
Referencing Published Materials
All book and journal titles are to be italicized. Titles of journal articles, dissertations, theses and
the like are placed in quotation marks and not italicized.
Scripture References
Scripture references are to be placed in parentheses within the text following the quotation or
citation. Scripture references must not be footnoted. When one version is used exclusively or
primarily, the first use should be noted in a footnote along the lines of “Unless otherwise noted,
all Scripture citations are from The Holy Bible, New International Version, (Colorado
Springs, CO: International Bible Society, 1984).” Subsequent citations and quotations from
different versions should be noted in a parenthetical note in the text as in the following example:
(John 3:16 NASB). The names of Bible books are not abbreviated in the body text of the paper
but should be within parentheses and footnotes. The names of Bible books should be consistently abbreviated using the “traditional” list on pages 341-3 of Turabian. The sentence-end period follows the parenthesis as in “. . . have everlasting life” (John 3:16).
Spacing and Punctuation
Place only one space after all punctuation marks and between sentences.
Table of Contents
The table of contents is labeled CONTENTS and lists major parts of the paper which follow it.
Only the beginning page number of each part is given. A “leader line” of periods or dots follows
the title of each section listed and precedes the page number.
Widows and Orphans
The first or last line of a paragraph cannot stand alone on a page. Any heading on a page must be
followed by at least two lines of text. Short words must not stand alone on a line. No page may
end with a hyphen. No page may begin with a part of a word.
SECTION SEVEN
Abstract, 50
Admission Process, 15
Affirmation of Our Faith, 3
Attendance, 19
Audit, 21
Authorized Users, 16
Benefits, 23
Billings, 16
Cancellation of Curricula and Course, 19
Candidacy, 20
Candidacy and the Assessment Process, 14
Certificate of Advanced Graduate Studies, 21, 34
Church Leadership Track Concentrations, 7
Cohort Descriptions, 11
Cohort-Based Programs, 11
Colloquium, 34, 50
Congregation and Family Care Track, 8
Contact Info, 6
Continuation Fee, 17
Core Course Descriptions, 9, 12
Course-Related Ministry Projects, 27
Credit Transfer, 17
D.Min. Program Director, 37
Deadline Checklist, 33
Doctor of Ministry Assessment Process, 14
Faculty Doctor of Ministry Advisory Committee,
21, 22, 25, 26, 36, 37
Faculty Reader, 36
Financial Assistance, 18
Financial Clearance for Graduation, 17
Global and Contextual Leadership, 11
Grading, 20, 25, 26
History and Beliefs, 2
Independent Study, 21
Instructor, 26
Leave of Absence, 22
Letterhead, 21
Library Reader, 36
M.Div. Equivalence, 15
Marriage and Family Studies, 8
Matriculation, 15
Microfilming and Indexing, 51
Online Monthly Statements, 16
On-Site Evaluator, 28, 30
Other Expenses, 17
Page 44
Past Due Accounts, 17
Pastoral Care, 8
Personnel and Contact Info, 6
Program Guidelines and Policies, 19
Program Procedures, 15
Project Extensions, 31
Project Report Outline, 30
Proposal, 20, 28, 30, 39
Provisional Students, 15
Readmission/Reinstatement, 22
Registration, 19
Registration Hold, 17
Report Waiver, 31
Research Design Reader, 36
Scholarships, 18
Second Reader, 35
Self-Directed: Church Leadership Track, 7
Servant Leadership, 11
Spiritual Formation, 8
Student Account, 19
Style and Form Manual, 53
Technical Reader, 36, 44
Termination, 22
Theological Reflection Chapter, 47
Thesis Advisor, 10, 12, 13, 25, 35
Thesis Examining Committee, 37
Thesis Expectations, 34
Thesis Project, 33
Thesis Proposal, 39
Thesis Proposal Approval, 43
Thesis Proposal Outline, 39
Thesis Proposal Workshop, 38
Thesis Readers, 35
Thesis Report, 45, 46
Time Limit, 19
Transcript Hold, 17
Transcripts, 21
Transfer of Concentration, 17
TREN, 51
Tuition and Fees, 16
Tuition Refund, 17
Turabian, 34, 53
Veterans Administration Benefits, 23
Vision Statement, 1
Visiting Students, 15
Waived Project, 20
Withdrawing Procedures, 21
Writing and Formatting Guidelines, 53
Sample Title Page
2” top margin, 1.5” left margin, 1” right margin
BETHEL UNIVERSITY
BETHEL SEMINARY ST. PAUL
THAT BY ALL MEANS WE MIGHT WIN SOME:
OPTIMIZING COMMUNITY OUTREACH
IN A RURAL MIDWESTERN CHURCH
A THESIS PROJECT SUBMITTED IN PARTIAL FULFILLMENT
OF THE REQUIREMENTS
FOR THE DOCTOR OF MINISTRY DEGREE
IN CHURCH LEADERSHIP
BY
STUDENT NAME
ST. PAUL, MINNESOTA
JUNE 2011
Sample Table of Contents
2” top margin, 1.5” left margin, 1” right margin, justified with leader line
before page numbers
CONTENTS
ACKNOWLEDGEMENTS………………………………………………………………iii
TABLE OF CONTENTS ................................................................................................... iv
ABSTRACT………………………………………………………………………...……vi
INTRODUCTION: WHERE GIFTS MEET NEEDS .........................................................1
CHAPTER ONE: HELPING OUT AND BRINGING IN ..................................................3
CHAPTER TWO: FOUNDATIONS FOR THE STUDY .................................................10
A Cultural Foundation for the Rural Church .........................................................10
A Biblical Foundation for Community Outreach Ministry ...................................14
A Theoretical Foundation in Ministry Theory .......................................................20
CHAPTER THREE: A REVIEW OF RELATED RESEARCH .......................................23
CHAPTER FOUR: THE RESEARCH PLAN ..................................................................30
Track Number One: The Needs the Experts See ...................................................30
Track Number Two: The Needs the People Feel ...................................................38
Track Number Three: The Gifts and Interests of the Congregation ......................48
Where the Tracks Cross .........................................................................................51
Finding the Quarry .................................................................................................52
Sample Text Page with Table, Block Quotation, and Footnote
1.5” left margin, 1” top, bottom and right margins
Title all
tables and
graphs.
Margins
still apply.
102
act is both shared by the missionary enterprise and its secular counterparts. Therefore, the
Page
number
task of interdisciplinary integration of the two constructs is possible.
at top,
right of
Textual and Thematic Parallels
page
He formulated his theological conviction from the “one another” commands in the
New Testament. He concludes that our nature of relationship is that of interdependence.
The following chart offers a preliminary look at these parallels:
Table 4.2 Texts Compared
Ecclesiastes 9:7-10 (NRSV)
Go, eat your bread with enjoyment
and drink your wine with
a merry heart
for God has long ago approved what you
do
Epic of Gilgamesh – Siduri Speech
O Gilgameš, where are you wandering?
You cannot find the life that you seek:
when the gods created mankind,
for mankind they established death,
life they kept for themselves.
You, Gilgameš, let your belly be full,
keep enjoying yourself, day and night!
Every day make merry,
The church through the missionary enterprise is about bringing God’s kingdom
rule personally and corporately, resulting in individual and social transformation. Charles
H. Kraft writes about the power of the gospel to create cultural transformation:
Left indented.
Single-spaced.
Right not
justified.
Thus when we speak of cultural transformation, whether gradual or rapid, we must
assume that we are speaking primarily of the people who bring about that change.
When we speak of the preparation for rapid transformational change, we mean that
the people within that society … have felt a need and prepared themselves to bring
about the changes necessary to meet that need.63
Kraft is on target in establishing that culture change is one of the consequences of
mission work. He differentiates between the roles of missionaries as outside cultural
63
Charles H. and Marguerite G. Kraft, Christianity in Culture: A Study in Biblical Theologizing in
Cross-cultural Perspective (Maryknoll, NY: Orbis Books, 2005), 289.
47
Sample First Page of Chapter
2” top margin, 1.5” left margin, 1” right and bottom margin
CHAPTER THREE: PREVIOUS PROPOSALS OF A CONNECTION
Ever since 1905 when Hubert Grimme wrote that between Ecclesiastes and
Gilgamesh “einehöchstauffälligeUebereinstimmungherrsche” (a most striking
correspondence prevails), scholars have been looking at what, if any, connection exists
between Gilgamesh and Ecclesiastes.1 Grimme suggested that King Jehoiachin was
Qohelet in a theory that has never been accepted by any other scholar due to problems
this identification creates for dating the book in light of current arguments about the
language of Ecclesiastes. The parallels between Ecclesiastes and Gilgamesh pointed out
by Grimme, however, were discussed in detail by George A. Barton in his commentary of
Ecclesiastes and has been a staple in commentaries ever since.2
On the individual level of empowerment, leadership influence will require
missionary functions to progress from being a discipler, to being a trainer, then a mentor,
and eventually a ministry coach. This progression must be driven by the goal of
individual leaders becoming catalysts in leading the ministry toward self-support.
Oftentimes, a church started by a missionary whose salary, ministry expenses, and
projects were raised abroad goes through the painful transition under an indigenous
leader of trying to sustain a ministry infrastructure beyond the means of local believers.
The primary issue in developing a self-supporting ministry is the sense of ownership.
1
2
Hubert Grimme, “Babel und Koheleth-Jojakhim,” OrientalischeLiteraturzeitung 8 (1905): 432.
George A. Barton, A Critical And Exegetical Commentary on the Book of Ecclesiastes,
International Critical Commentary (Edinburgh: T & T Clark, 1908), 162.

doctor of ministry student manual

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