Talbot - Graduate Student Handbook

TALBOT SCHOOL OF THEOLOGY
GRADUATE STUDENT HANDBOOK
August 26, 2015
This Handbook supersedes and replaces all previous versions of the Talbot School of Theology Graduate Student
Handbook. Each student, by enrolling at Biola University, is responsible for reviewing and adhering to all published
University policies, procedures and standards,. While the policies, procedures and standards outlined in this Handbook
provide students an effective set of guidelines for conduct, the University retains the right to enact additional policies,
procedures and standards, correct errors, or to modify existing policies, procedures and standards as it determines. New,
updated, or modified policies, procedures and standards are effective immediately upon publication (including online
publication) unless otherwise noted. In the event of any conflict or discrepancy between a PDF or other written version
and the online version, the online version shall be considered authoritative and take precedence. For information about
this Handbook, please contact the office of the Dean at x4816.
A WORD FROM THE PRESIDENT
Dear Talbot Student,
Thank you so much for choosing Talbot. I believe you have chosen well as we offer a seminary education
loaded with the extra benefits our university campus brings. We have the resources of a comprehensive
university with eight doctoral programs, 17 master’s programs, a library to support such graduate
degrees, opportunities in music, drama, sports and so much more.
Also available to both you and our excellent theological faculty are experts in intercultural studies,
psychology, music, history, business and dozens of other fields through the faculties of our other
schools. This breadth will help prepare you for your ministry to a wide range of people.
Yet, we have the feeling of a seminary with a strong commitment to help you know the Word of God, be
able to communicate it, and to incarnate its truth into every area of your life. We have a commitment to
prepare you well for the professional ministry.
Every seminary campus has its own culture and style. We try hard to make sure that all we do flows
from a commitment that who we say we are we truly are. As you become more acquainted with Talbot,
I trust you will understand more and more that we are a community of people who love God and want
to serve him with our hearts and minds.
I would like to share with you a few of the ways I believe that Talbot students are unique.
Our students are motivated. Talbot students find the right co-curricular activities and programs that are
right for them. As they do, they develop skills in leadership and service, in teamwork and selfconfidence.
Our students are relational. As they find their place to get involved, Talbot students also find new
friends, deep friends, lifelong friends. This is what happened to me in college and graduate school. I am
sure it will happen to you. Talbot students hold each other accountable. They help each other make
good choices and they pray for each other. If you want to develop deep friendships, this is a place that
provides that opportunity.
Our students are passionate about Jesus and they have hearts to be world changers. You'll be studying a
lot here and learning not only how to prepare for a career or ministry but how to live a life more sold
out for Christ. We're serious when we say that high on our agenda is helping you become more like
Jesus in your conduct and your character, to live a life that is courageous and committed for the cause of
Christ.
I look forward to meeting you at Talbot at some point during your time with us, and I will be praying that
this will be a very special experience for you and that we will truly help equip you to make an impact on
the world for Jesus Christ.
In Christ,
Barry H. Corey
A WORD FROM THE DEAN
To All New Students:
Please let me extend a warm welcome to you as you begin your studies at Talbot!
You are in for a treat. Talbot is an exciting and enriching place to be. We are glad that God has led you
to be with us for this season of your life. We pray that God works powerfully during your time here to
shape you and equip you for a life of service.
There are numerous resources available to you through Talbot. We invite you to take full advantage of
all that is offered. The greatest resource of all is our treasured faculty. We look forward to knowing you
and doing everything we can to aid in your spiritual growth and educational experience.
While you are with us, actively look for opportunities to reach out to others. Your gifts, talents and
experience are important to God's work at our school. Your ministry begins the first time you help
others in our University community — not when you receive your degree at graduation!
This booklet provides an array of important information that you will need for your Talbot experience.
Please look through this handbook to familiarize yourself with its contents. Then keep it handy as a vital
reference guide when questions arise.
The Lord’s richest blessings upon you throughout your time at Talbot.
Warmly,
Clinton E. Arnold, Ph.D.
Dean
TABLE OF CONTENTS
ACADEMIC POLICIES, PROCEDURES AND RESOURCES
TALBOT SHOOL OF THEOLOGY................................................................................................................. 2
Mission................................................................................................................................................. 2
Theologically ........................................................................................................................................ 2
Spiritually ............................................................................................................................................. 2
Academically ........................................................................................................................................ 2
Practically............................................................................................................................................. 2
MISSION STATEMENT OF THE UNIVERSITY .............................................................................................. 3
University Mission ............................................................................................................................... 3
University Vision .................................................................................................................................. 3
University Values ................................................................................................................................. 3
COMMUNITY EXPECTATIONS................................................................................................................... 3
Assumptions ........................................................................................................................................ 3
Biblical Principles ................................................................................................................................. 3
General Principles ................................................................................................................................ 4
Violation of Community Expectations ................................................................................................. 5
SPIRITUAL DEVELOPMENT ....................................................................................................................... 5
ABSENCES AND ATTENDANCE ................................................................................................................. 6
Attendance .......................................................................................................................................... 6
Absences, Medical Reasons ................................................................................................................. 6
Absences, Nonmedical Reasons .......................................................................................................... 6
Jury Duty .............................................................................................................................................. 6
ACADEMIC LOAD ...................................................................................................................................... 7
ACADEMIC PROBATION ........................................................................................................................... 7
ADD/DROPS.............................................................................................................................................. 7
ADVANCED STANDING AND REDUCTION SUBMISSION ........................................................................... 7
ARRANGED COURSES/INDEPENDENT STUDIES/THEOLOGICAL STUDIES DIGITAL COURSES ................................ 8
Arranged Courses/Independent Studies ............................................................................................. 8
Theological Studies Digital Courses ..................................................................................................... 8
AUDITING PROCEDURES .......................................................................................................................... 9
CATALOG JURISDICTION .......................................................................................................................... 9
CHRISTIAN SERVICE ................................................................................................................................ 10
CURRICULUM CHART ............................................................................................................................. 10
EXAMINATIONS ...................................................................................................................................... 10
FINANCIAL AID ....................................................................................................................................... 10
Federal Aid Programs ........................................................................................................................ 10
Aid Programs Specifically for Graduate Study ................................................................................... 10
General Financial Aid Information ..................................................................................................... 11
International Students ....................................................................................................................... 11
Student Employment ......................................................................................................................... 11
Application for Aid ............................................................................................................................. 11
Institutional Aid ................................................................................................................................. 12
Financial Aid Disbursements ............................................................................................................. 12
Financial Aid Withdrawal/Return of Aid Policy ................................................................................. 12
Return of Aid...................................................................................................................................... 13
Satisfactory Academic Progress Policy .............................................................................................. 13
Financial Aid Suspension Appeals ...................................................................................................... 14
FINANCIAL INFORMATION ..................................................................................................................... 14
Payment Information ........................................................................................................................ 14
Finance Charges ................................................................................................................................. 15
Refunds: Withdrawal ......................................................................................................................... 15
Fall and Spring Semester Refund Policy ............................................................................................ 16
Interterm and Summer Session Refund Policy .................................................................................. 16
Outstanding Balances ........................................................................................................................ 17
Refunds: Overpayment ...................................................................................................................... 17
GRADING SYSTEM .................................................................................................................................. 18
GRADUATION INFORMATION ................................................................................................................ 19
Graduation Check .............................................................................................................................. 19
Graduation with Honors .................................................................................................................... 19
Graduation Attendance ..................................................................................................................... 19
Graduation Regalia ............................................................................................................................ 19
LEARNING CENTER ................................................................................................................................. 20
Academic Accommodations .............................................................................................................. 20
LEARNING ENVIRONMENT ..................................................................................................................... 20
LECTURESHIPS ........................................................................................................................................ 21
Lyman Stewart Memorial Lectures.................................................................................................... 21
Robert L. Saucy Lectures .................................................................................................................... 21
LIBRARY .................................................................................................................................................. 21
MEDIA SERVICES .................................................................................................................................... 22
PLAGIARISM ........................................................................................................................................... 23
Cheating ............................................................................................................................................. 23
Fabrication ......................................................................................................................................... 23
Facilitating Academic Dishonesty ...................................................................................................... 23
Plagiarism .......................................................................................................................................... 24
Consequences of Academic Dishonesty ............................................................................................ 24
AVOIDING PLAGIARISM IN WRITTEN WORK .......................................................................................... 25
PROFESSIONAL CONFERENCES .............................................................................................................. 28
PROGRAM CHANGES ............................................................................................................................. 28
REPORT DELAYED PROCESS ................................................................................................................... 28
Notes & Restrictions: ........................................................................................................................ 29
Student Responsibilities .................................................................................................................... 29
Special Terms ..................................................................................................................................... 29
STUDENT ASSESSMENT .......................................................................................................................... 29
STUDENT RECORDS POLICY.................................................................................................................... 30
SUMMONS ............................................................................................................................................. 30
TECHNOLOGY IN THE CLASSROOM ........................................................................................................ 30
Laptops and Tablets ........................................................................................................................... 30
Cell Phones ........................................................................................................................................ 30
Electronic Dictionaries ....................................................................................................................... 30
Lecture Proprietary Matters .............................................................................................................. 30
THESIS .................................................................................................................................................... 30
Objectives .......................................................................................................................................... 31
Thesis Guidelines ............................................................................................................................... 31
Due Dates .......................................................................................................................................... 32
Registering for the Thesis .................................................................................................................. 32
Meeting the Deadlines ...................................................................................................................... 32
The Student’s Responsibilities with Regard to the Thesis ................................................................. 33
Requirements for Theses and Dissertations ...................................................................................... 33
PRODUCTION GUIDELINES FOR THE THESIS .......................................................................................... 35
TRANSCRIPTS ......................................................................................................................................... 36
TRANSCRIPT EVALUATION ..................................................................................................................... 36
TRANSFER OF CREDITS ........................................................................................................................... 36
WITHDRAWAL FROM SCHOOL ............................................................................................................... 36
CAMPUS LIFE
COMMUNITY LIFE .................................................................................................................................. 38
GENERAL POLICIES ................................................................................................................................. 38
CHAPEL ................................................................................................................................................... 42
CHILD CARE (ON CAMPUS)..................................................................................................................... 42
DAY OF PRAYER ...................................................................................................................................... 42
DISSENT AND DISRUPTION .................................................................................................................... 42
ENTERTAINMENT CHOICES .................................................................................................................... 42
FUNDRAISING PROJECTS ........................................................................................................................ 43
HEALTH CARE ......................................................................................................................................... 43
MODESTY STANDARD ............................................................................................................................ 43
Inappropriate Attire ........................................................................................................................... 44
RESEARCH POLICY .................................................................................................................................. 44
RIGHT OF ENTRY .................................................................................................................................... 44
VEHICLE POLICY ...................................................................................................................................... 44
Registration Fees ............................................................................................................................... 44
SERVICE ANIMALS .................................................................................................................................. 45
Purpose .............................................................................................................................................. 45
Definitions ......................................................................................................................................... 45
Detailed Policy Statement ................................................................................................................. 45
Procedures for Approval of Service Animals in University Housing: ................................................. 47
Getting Help ....................................................................................................................................... 50
Applicability and Authority ................................................................................................................ 50
STUDENT ORGANIZATIONS AND CLUBS POLICY .................................................................................... 51
TALBOT ASSOCIATED STUDENTS............................................................................................................ 52
Purpose .............................................................................................................................................. 52
Membership ...................................................................................................................................... 52
Officers .............................................................................................................................................. 52
Student Council ................................................................................................................................. 54
Finances ............................................................................................................................................. 54
GENERAL POLICIES (COMMON TO ALL GRADUATE STUDENTS AT BIOLA UNIVERSITY)
BIOLA COMMUNITY STANDARDS .......................................................................................................... 56
Graduate Student Standard of Conduct ............................................................................................ 56
When the Standards Apply ................................................................................................................ 57
Do the Standards Apply Off-Campus? ............................................................................................... 58
Violation of Law and University Discipline ........................................................................................ 58
Reporting Misconduct ....................................................................................................................... 58
STUDENT DISCIPLINE .............................................................................................................................. 58
SANCTIONS............................................................................................................................................. 59
GENERAL GRIEVANCE AND APPEAL PROCESS........................................................................................ 61
INFORMAL APPEAL PROCEDURES ..................................................................................................... 61
FORMAL APPEAL PROCEDURES ......................................................................................................... 61
ACADEMIC APPEALS ............................................................................................................................... 63
ACADEMIC INTEGRITY ............................................................................................................................ 64
Overview ............................................................................................................................................ 64
Definition ........................................................................................................................................... 64
Why is Plagiarism a moral offense? ................................................................................................... 65
What must you do to avoid plagiarism? ............................................................................................ 65
Examples of Academic Dishonesty and Plagiarism............................................................................ 66
Plagiarism in Media and Artistic Expression ...................................................................................... 66
Detection of Plagiarism ..................................................................................................................... 66
Disciplinary Results from Plagiarism or Academic Dishonesty .......................................................... 67
ADVERTISING, DISTRIBUTING AND SELLING ON CAMPUS ..................................................................... 67
Advertising & Selling On Campus ...................................................................................................... 67
Solicitation/Selling On Campus ......................................................................................................... 68
Political Advertising ........................................................................................................................... 68
Visual Mediums & Graphic Images On Campus ................................................................................ 69
Posting Policy & Procedures .............................................................................................................. 70
Political Advertising ........................................................................................................................... 70
Posting Policy: Who May Post ........................................................................................................... 70
Approval Process ............................................................................................................................... 71
Posting Locations ............................................................................................................................... 71
Posting in Residence Halls ................................................................................................................. 72
Chalking ............................................................................................................................................. 72
ALCOHOL, TOBACCO AND OTHER DRUGS POLICY ................................................................................. 73
Philosophy ......................................................................................................................................... 73
Health & Lifestyle Risks...................................................................................................................... 73
Sanctions Regarding Alcohol and Other Drugs .................................................................................. 73
Assistance in Overcoming Alcohol and Other Drug Abuse ................................................................ 74
Regulations Regarding Alcohol and Other Drugs .............................................................................. 74
SMOKING AND TOBACCO USE POLICY ................................................................................................... 75
COMMUNITY THREAT POLICY ................................................................................................................ 75
Danger to University Community ...................................................................................................... 76
Jeopardizing the Educational Process ............................................................................................... 76
University Response .......................................................................................................................... 76
Return Policy ...................................................................................................................................... 76
Suicide Assessment Process .............................................................................................................. 77
DISCRIMINATION: SEXUAL HARASSMENT AND SEXUAL MISCONDUCT (INCLUDING DOMESTIC
VIOLENCE, DATING VIOLENCE AND STALKING) ..................................................................................... 77
Compliance with Non-Discrimination Laws and Regulations ......................................................... 77
Sexual Misconduct Policy ................................................................................................................. 78
Procedure for Processing Complaints .............................................................................................. 79
DEFINITIONS ........................................................................................................................................... 93
Consent .............................................................................................................................................. 93
Sexual Assault .................................................................................................................................... 94
Domestic Violence ............................................................................................................................. 94
Dating Violence .................................................................................................................................. 95
Stalking .............................................................................................................................................. 95
College and Community Resources ................................................................................................... 95
Other Available Resources................................................................................................................. 96
Confidentiality/Legal Reporting Requirements ................................................................................. 97
HAZING POLICY ...................................................................................................................................... 97
IDENTIFICATION CARD POLICY ............................................................................................................... 98
MAIL SERVICES USAGE & PRIVACY POLICY ........................................................................................... 98
PEACEFUL ASSEMBLY POLICY ................................................................................................................. 99
STUDENT POLITICAL ACTIVITY ............................................................................................................. 100
Important Limitations ...................................................................................................................... 100
Political Postings and Advertising .................................................................................................... 100
Political Disagreement ..................................................................................................................... 101
Non-Partisan Political Activities ....................................................................................................... 101
On-campus appearances ................................................................................................................. 101
Use of University Facilities and Resources ...................................................................................... 102
Fund-Raising .................................................................................................................................... 103
In-Class Involvement........................................................................................................................ 103
SAFETY AND SECURITY ......................................................................................................................... 103
Campus Safety ................................................................................................................................. 104
The Crime Awareness and Campus Security Act Of 1990 ............................................................... 104
SEXUALITY & RELATIONSHIPS POLICY .................................................................................................. 104
Faculty-Student or Staff-Student Relationships .............................................................................. 105
Pornography .................................................................................................................................... 105
Pregnancy Issues.............................................................................................................................. 105
Graduate Student Pregnancy Policy ................................................................................................ 105
STUDENT RECORDS POLICY.................................................................................................................. 106
The Family Educational Rights and Privacy Act (FERPA) of 1974, as amended ............................... 106
Release of Student Directory Information under FERPA ................................................................. 106
TECHNOLOGY: NETWORK USAGE POLICY ............................................................................................ 107
EMERGENCY PROCEDURES .................................................................................................................. 107
Emergency Number ......................................................................................................................... 107
Additional Information .................................................................................................................... 107
Emergency Contacts: ....................................................................................................................... 107
General Security/Safety Problems................................................................................................... 107
Student Health ................................................................................................................................. 107
Office for Disabilities ....................................................................................................................... 107
Title IX Coordinators for Discrimination .......................................................................................... 107
Facilities Problems ........................................................................................................................... 107
Alcohol/Drug Problems ................................................................................................................... 108
Crisis Intervention............................................................................................................................ 108
PERSONS WITH DISABILITIES ............................................................................................................... 108
Wheelchair Users............................................................................................................................. 108
Visually Impaired Persons................................................................................................................ 108
Hearing Impaired Persons ............................................................................................................... 108
SHELTER ............................................................................................................................................... 108
Evacuations ...................................................................................................................................... 109
FEINBERG CENTER
ACCESS TO BIOLA ..................................................................................................................................... 2
ACADEMIC ................................................................................................................................................ 3
Academic Advising ............................................................................................................................... 3
Course Registration.............................................................................................................................. 3
Curriculum ........................................................................................................................................... 3
Curriculum Progress Chart ................................................................................................................... 3
FEINBERG TUITION ................................................................................................................................... 4
FINANCIAL AID ......................................................................................................................................... 4
Scholarships ......................................................................................................................................... 4
Student Loans ...................................................................................................................................... 5
GRADING SYSTEM .................................................................................................................................... 5
GRADUATION ........................................................................................................................................... 6
Graduation Check ................................................................................................................................ 6
Graduation with Honors ...................................................................................................................... 6
Graduation Attendance ....................................................................................................................... 7
Graduation Regalia .............................................................................................................................. 7
LIBRARY .................................................................................................................................................... 7
WITHDRAWAL FROM THE PROGRAM ...................................................................................................... 7
Re-enrollment to the Program ............................................................................................................. 8
INTERNATIONAL STUDENTS ..................................................................................................................... 8
STUDENT LIFE ........................................................................................................................................... 8
Chapel .................................................................................................................................................. 8
Health Insurance .................................................................................................................................. 8
Housing ................................................................................................................................................ 8
Mail ...................................................................................................................................................... 9
TALBOT FACULTY AND FRIENDS............................................................................................................... 9
Good Book Blog ................................................................................................................................... 9
Open Biola ........................................................................................................................................... 9
KYIV EXTENSION
ARRANGED COURSES ............................................................................................................................... 1
ATTENDANCE ........................................................................................................................................... 1
BOOKS ...................................................................................................................................................... 1
CANVAS .................................................................................................................................................... 1
COMMUNICATION / E-MAIL .................................................................................................................... 1
COURSE REGISTRATION ........................................................................................................................... 1
CURRICULUM ........................................................................................................................................... 1
First Year .............................................................................................................................................. 1
Second Year ......................................................................................................................................... 2
Third Year............................................................................................................................................. 2
GRADUATION ........................................................................................................................................... 2
HOUSING IN KYIV ..................................................................................................................................... 2
LIBRARY .................................................................................................................................................... 2
MEALS ...................................................................................................................................................... 3
PROBATION .............................................................................................................................................. 3
REGISTERING FOR COURSES .................................................................................................................... 3
RIGOR OF COURSEWORK ......................................................................................................................... 3
SCHEDULE ................................................................................................................................................ 3
STUDENT SPONSORS ................................................................................................................................ 3
SPIRITUAL FORMATION GROUPS ............................................................................................................. 3
TUITION .................................................................................................................................................... 3
Drop Fee .............................................................................................................................................. 4
Late Tuition Payment Fee .................................................................................................................... 4
Tuition Waiver from Biola University .................................................................................................. 4
INSTITUTE FOR SPIRITUAL FORMATION
ACADEMIC PROGRAM CHANGES ............................................................................................................. 2
GRADUATION ........................................................................................................................................... 2
Registrar Grad Check ........................................................................................................................... 2
ISF Grad Check ..................................................................................................................................... 2
SPIRITUAL DIRECTION .............................................................................................................................. 2
Requirement ........................................................................................................................................ 2
Important Forms .................................................................................................................................. 2
Initial Plan for Spiritual Direction Form ............................................................................................... 2
Completion of Semester Spiritual Direction Form .............................................................................. 2
THERAPY................................................................................................................................................... 3
Requirements ...................................................................................................................................... 3
Important Forms .................................................................................................................................. 3
RETREATS ................................................................................................................................................. 3
48-hour Retreats.................................................................................................................................. 3
Intensive Journey Inward Retreat ....................................................................................................... 3
Faculty/Student Retreats ..................................................................................................................... 3
RESOURCES .............................................................................................................................................. 4
Library .................................................................................................................................................. 4
Mailboxes ............................................................................................................................................ 4
ISF COMMUNITY LIFE ............................................................................................................................... 4
ISF Chapels ........................................................................................................................................... 4
International Student Lunches ............................................................................................................ 4
Spouses’ Night ..................................................................................................................................... 4
TH.M.
WHY DO A TH.M. DEGREE? ...................................................................................................................... 2
A FEW TALBOT THM GRADUATES ............................................................................................................ 3
RECENT (AND NOT-SO-RECENT) THESIS TOPICS ...................................................................................... 4
GETTING STARTED IN THE PROGRAM...................................................................................................... 5
Choosing a Major ................................................................................................................................. 5
Thesis Supervision ................................................................................................................................ 5
Choosing a Thesis Topic (Thesis-Track Students) ................................................................................. 5
AN OVERVIEW OF THE PROGRAM ........................................................................................................... 6
Program Sequence Checklist ................................................................................................................ 6
ASPECTS OF THE PROGRAM..................................................................................................................... 7
The ThM Research Seminar (BE/NT/OT/TH 891) ................................................................................. 7
Advanced Methods of Educational Instruction (CE 724) ..................................................................... 7
800-Level Courses ................................................................................................................................ 7
Cross-Listed 800-Level Courses (with an extra hour) ........................................................................... 7
Learning a Modern Research Language .............................................................................................. 7
Comprehensive Examination ............................................................................................................... 7
Submission of Two Research Papers (Non-Thesis-Track Students)...................................................... 7
Leave of Absence Policy ....................................................................................................................... 8
Residence Requirements ...................................................................................................................... 8
Transfer of Credit From Another Seminary .......................................................................................... 8
Time Limit for the Degree .................................................................................................................... 8
Required Courses ................................................................................................................................. 8
500-Level Courses ................................................................................................................................ 8
Full-Time Status = 9 Units .................................................................................................................... 9
Changing Your Major ........................................................................................................................... 9
Arranged Courses ................................................................................................................................ 9
Concurrent Enrollment Option ............................................................................................................. 9
Graduation Requirements ................................................................................................................... 9
SPECIAL NOTES TO ELSP STUDENTS ......................................................................................................... 9
ThM Research Seminar ........................................................................................................................ 9
Proper Citation of Sources: Avoiding Plagiarism ............................................................................... 10
ACCREDITATION ..................................................................................................................................... 10
THEOLOGICAL SOCIETY MEMBERSHIPS ................................................................................................. 10
TH.M. THESIS INSTRUCTIONS
WRITING THE THESIS ............................................................................................................................... 2
Planning the Writing Process to Graduate on Time ............................................................................ 2
Registering for the Thesis .................................................................................................................... 2
Taking Extra Time on the Thesis? Thesis Continuation Registration .................................................. 2
Thesis First Draft .................................................................................................................................. 2
Thesis Final Draft ................................................................................................................................. 3
Form and Style Guidelines ................................................................................................................... 3
YOUR RESPONSIBILITIES WITH REGARD TO THE THESIS.......................................................................... 3
Production Guidelines for the Thesis ................................................................................................... 4
On Meeting the Deadlines ................................................................................................................... 4
CHECKLIST FOR STUDENTS WRITING A THESIS ........................................................................................ 5
Deadlines ............................................................................................................................................. 5
REQUIREMENTS FOR TH.M. THESES ........................................................................................................ 6
REVISED SEPTEMBER 2012....................................................................................................................... 6
SUBMISSION OF THESES AND DISSERTATION.......................................................................................... 6
Print Requirements .............................................................................................................................. 6
Margin Requirements .......................................................................................................................... 6
Preliminary Page Requirements .......................................................................................................... 6
Submission of Thesis or Dissertation ................................................................................................... 7
APPENDIX A .............................................................................................................................................. 8
APPENDIX B .............................................................................................................................................. 9
APPENDIX C ............................................................................................................................................ 10
APPENDIX D: SBL HANDBOOK OF STYLE ................................................................................................ 20
DOCTOR OF MINISTRY
DOCTORAL PROJECT MANUAL ................................................................................................................. 2
INTRODUCTION ........................................................................................................................................ 3
Nature and Purpose of the Project ...................................................................................................... 3
Description of a Suitable Doctoral Project ........................................................................................... 4
Standard Structure............................................................................................................................... 6
PROJECT DETAILS ..................................................................................................................................... 6
Chapter Overview ................................................................................................................................ 6
PHRRC Requirement ............................................................................................................................ 8
Project Timeline ................................................................................................................................... 8
GRADUATION DEADLINES ........................................................................................................................ 8
PROJECT COMMITTEE .............................................................................................................................. 9
ORAL PRESENTATION ............................................................................................................................... 9
Oral Presentation Site .......................................................................................................................... 9
Typical Oral Presentation Schedule ................................................................................................... 10
Doctoral Project Rubric ...................................................................................................................... 11
After the Oral Presentation ............................................................................................................... 12
OTHER CONSIDERATIONS ...................................................................................................................... 13
Financial Information......................................................................................................................... 13
STYLE DETAILS ........................................................................................................................................ 14
FORMATTING DETAILS ........................................................................................................................... 16
CITATION PROTOCOL ............................................................................................................................. 18
APPENDIX A ............................................................................................................................................ 20
Doctoral Project Mile Markers Checklist ........................................................................................... 20
APPENDIX B ............................................................................................................................................ 21
Format Editing Checklist .................................................................................................................... 21
APPENDIX C ............................................................................................................................................ 22
Guidelines for Book Manuscript Projects ........................................................................................... 22
APPENDIX D ............................................................................................................................................ 23
Protection of Human Rights in Research Committee (PHRRC) Proposal Guidelines ......................... 23
APPENDIX E ............................................................................................................................................ 28
Sample PHRRC Application ................................................................................................................ 28
APPENDIX F ............................................................................................................................................ 41
APPENDIX G............................................................................................................................................ 42
PH.D./ED.D. EDUCATIONAL STUDIES
SECTION 1: INTRODUCTION .................................................................................................................... 2
Importance of Communication with the Ph.D./Ed.D. Office ................................................................ 2
Degree Distinctives .............................................................................................................................. 2
General Information ............................................................................................................................ 3
SECTION 2: ACADEMIC POLICY................................................................................................................ 3
Plagiarism ............................................................................................................................................ 3
Grievance and Appeal Policy ............................................................................................................... 4
Grievances and Appeals Related to All Other Types of Matters .......................................................... 4
MEMO: Individual and Group Work Policy for the Doctoral Program ................................................ 5
SECTION 3: GENERAL ACADEMIC INFORMATION ................................................................................... 6
Classification of Students ..................................................................................................................... 6
Full-Time/Part-Time Student Status .................................................................................................... 7
Grading System .................................................................................................................................... 7
Directed Reading/Research (Independent Study) ................................................................................ 7
Official Style Manual............................................................................................................................ 7
Registration ......................................................................................................................................... 8
Time Limit for Course Work ................................................................................................................. 9
Time Limit for Degree .......................................................................................................................... 9
Transfer of Credit ................................................................................................................................. 9
SECTION 4: FINANCIAL INFORMATION ................................................................................................. 10
Introduction ....................................................................................................................................... 10
How Do I Get Started? ....................................................................................................................... 10
Resources Students Use to Finance Their Education ......................................................................... 10
Employment or Field Internships ....................................................................................................... 10
Sponsor Support................................................................................................................................. 11
Institutional Scholarships ................................................................................................................... 11
Government Loans & Talbot Statement Regarding Student Debt..................................................... 11
Subsidized Stafford Loan.................................................................................................................... 11
Unsubsidized Stafford Loan ............................................................................................................... 11
Additional Information ...................................................................................................................... 12
SECTION 5: PH.D. PROGRAM REQUIREMENTS ..................................................................................... 12
Ph.D. Requirements ........................................................................................................................... 12
Ph.D. Course work .............................................................................................................................. 12
Ph.D. Program Plan Approval ............................................................................................................ 12
Candidacy Capstone (TTDE 877) 3 units One semester only ............................................................. 12
The Ph.D. Dissertation (TTDE 891) up to 5 semesters ....................................................................... 12
PH.D. PROGRAM PROGRESS CHART ...................................................................................................... 13
PHASE I: DOCTORAL COURSE WORK (Duration: two to three years) ................................................ 13
PHASE II: DISSERTATION (Must be completed within two and one-half years)................................. 13
SECTION 6: ED.D. PROGRAM REQUIREMENTS...................................................................................... 14
Course work ....................................................................................................................................... 14
Program Plan Approval...................................................................................................................... 14
Candidacy Capstone (TTDE 877) 3 units ............................................................................................ 14
The Ed.D. Dissertation ....................................................................................................................... 14
ED.D. PROGRAM PROGRESS CHART ...................................................................................................... 15
PHASE I: DOCTORAL COURSE WORK (Duration: two to three years) ................................................ 15
PHASE II: DISSERTATION (Must be completed within three semesters) ............................................ 15
SECTION 7: OPTIONS FOR COMPLETING PREREQUISITES ..................................................................... 16
Christian Education Prerequisites ...................................................................................................... 16
Deficiency Completion Options for Christian Education .................................................................... 16
Bible and Theology Prerequisites ....................................................................................................... 16
Deficiency Completion Options for Bible and Theology ..................................................................... 16
SECTION 8: CURRICULUM ..................................................................................................................... 17
Core Studies ....................................................................................................................................... 17
Elective Courses ................................................................................................................................. 17
Independent Studies .......................................................................................................................... 18
Internship ........................................................................................................................................... 18
SECTION 9: DISSERTATION .................................................................................................................... 18
Preparing for Your Dissertation ......................................................................................................... 18
SECTION 10: STUDENT LIFE ................................................................................................................... 19
Awards ............................................................................................................................................... 19
Chapels .............................................................................................................................................. 19
Immigration ....................................................................................................................................... 19
Retreats ............................................................................................................................................. 20
Social Events ...................................................................................................................................... 20
Symposium......................................................................................................................................... 20
SECTION 11: STUDENT RESOURCES ...................................................................................................... 21
Contact Information .......................................................................................................................... 21
SUGGESTED READING LIST ..................................................................................................................... 26
Reading and Critical Thinking Skills ................................................................................................... 26
Library Skills ....................................................................................................................................... 26
Developing A Christian World View ................................................................................................... 27
Thinking about the Dissertation ........................................................................................................ 27
MASTER'S READING LISTING FOR CHRISTIAN EDUCATION - SOME SELECTIONS .................................. 27
General Orientation To The Field – (Talbot Ph.D. Faculty Publications) ............................................ 27
Philosophical Issues in Christian Education (TTDE 801) .................................................................... 27
Human Development and Learning (TTDE 803) ................................................................................ 27
Theories of Leadership and Management (TTDE 804) ...................................................................... 28
Teaching and Curriculum Theory (TTDE 805) ................................................................................... 28
Educational Research Methods (TTDE 807) ....................................................................................... 28
TRANSLITERATION ................................................................................................................................. 29
CAMPUS LANDMARKS ........................................................................................................................... 30
Parking ............................................................................................................................................... 30
ACADEMIC POLICIES,
PROCEDURES, AND
RESOURCES
1
TALBOT SHOOL OF THEOLOGY
Mission
The mission of Talbot School of Theology is the development of disciples of Jesus Christ whose thought
processes, character and lifestyles reflect those of our Lord, and who are dedicated to disciple making
throughout the world. Both the nature and the purpose of Talbot School of Theology are elaborated
more specifically in the following paragraphs and further expanded at various places throughout the
catalog as noted under each heading.
Theologically
The theological position of Talbot School of Theology is Christian, protestant, and theologically
conservative. The school is interdenominational by nature and is thoroughly committed to the
proclamation of the great historic doctrines of the Christian church. It definitely and positively affirms
historic orthodoxy in the framework of an evangelical and premillennial theology that is derived from
a grammatico-historical interpretation of the Bible. It earnestly endeavors to make these great
doctrinal truths a vital reality in the spiritual life of this present generation. The seminary aims to
train students who believe and propagate the great doctrines of the faith as they are summarized in
our Statement of Doctrine and Explanatory Notes.
Spiritually
It is the purpose of Talbot to develop in the lives of its students a spiritual life that is in harmony with
the great doctrines taught, so that they may grow in the grace as well as in the knowledge of our Lord
and Savior Jesus Christ. Specifically, the goal is to educate and graduate students characterized by
commitment to serving Christ, missionary and evangelistic zeal and a solid knowledge of the
Scriptures. To accomplish these objectives the seminary conducts a chapel program and gives
attention to its students’ ministry/service opportunities.
Academically
It is the purpose of the seminary to provide its students with the best in theological education so they
may be equipped to preach and teach the Word of God intelligently and present it zealously to the
world. In keeping with this goal, every department is geared to emphasize the clear and accurate
exposition of the Scriptures. The biblical languages are utilized to expose the inner meaning of the
inspired text. Bible exposition, whether by synthesis or analysis, presents a connected and related
interpretation of the infallible Book. Systematic theology moves toward a well-organized and
structured arrangement of biblical truth. Historical theology engages itself to acquaint the student
with the progress of the inerrant Word among the household of faith throughout the Christian era.
Philosophy furnishes the elements whereby the servant of Christ may give a well-developed reason
for the faith that is within. Missions, Christian ministry and leadership, and Christian education strive
to perfect in the student a skillful and winsome presentation of the truth, privately and publicly.
Talbot stands for one faith, one integrated curriculum, one eternal Word of God and its effective
proclamation to this generation with its multiplicity of needs.
Practically
It is the purpose of the seminary to prepare for the gospel ministry those who believe, live and
preach the great historic doctrines of faith that have been committed to the church. To realize these
broad objectives, the seminary offers nine degree programs, each with its own distinctive purpose.
2
MISSION STATEMENT OF THE UNIVERSITY
University Mission
The mission of Biola University is biblically centered education, scholarship and service — equipping
men and women in mind and character to impact the world for the Lord Jesus Christ.
University Vision
The vision of Biola University is to be identified among the world’s foremost Christ-centered
universities — a community abiding in truth, abounding with grace, and compelled by Christ’s love to
be a relevant and redemptive voice in a changing world.
University Values
The values of Biola University are those essential things that guide how we carry out our mission. We
summarize them in three words: Truth, Transformation and Testimony. Each value provides a focal
point for the lifelong patterns we aim to develop in our students.
COMMUNITY EXPECTATIONS
In an effort to accomplish this mission, Biola University recognizes the difficulty of the task of
balancing inquiry with answers, freedom to fail with established standards, and individual rights with
community expectations. In this complex task, Biola University holds the following basic assumptions
and principles:
Assumptions
1. That all members of this community profess a personal faith in Jesus Christ, and seek to have
Him as Lord and Master of their lives.
2. That all members view the Bible to be the authoritative Word of God and, therefore, are
subject to its teachings and admonitions. As the Bible establishes the basic principles that
guide and develop Christian character and behavior, its standards are paramount to the daily
decisions made by individuals within the community.
3. That all members of this community desire to grow to be more like Christ both in word and in
deed; that their personal commitment to Jesus Christ might mature and deepen while a part
of this community.
4. That all members demonstrate stewardship of their mind, time, abilities, funds, and
opportunities for intellectual and spiritual growth, as well as care for our bodies as the
temple of the Holy Spirit.
Biblical Principles
The Biola community recognizes that biblical principles are foundational for corporate life and
individual behavior. Among those principles that seem pertinent are the following:
1. As Christians, our lives must be lived to the glory of God, daily conformed to the image of
Christ, and in recognition of the Lordship of Christ in every activity (Matthew 22:36-38, I
Corinthians 10:31, Colossians 3:9, 10, 17).
2. Love for and accountability to God should motivate Christian conduct (Deuteronomy 6:5, II
Corinthians 5:10).
3. Consistent with the example and command of Jesus Christ, love must guide and determine
our relationships with others (John 15:12-17, I John 4:7-12).
4. Christians bear responsibility for service to others. They are responsible to serve their
neighbors and be involved by appropriate means in the process of alleviating such pressing
3
5.
6.
7.
8.
9.
10.
worldwide problems as poverty, hunger, disease, illiteracy and racism (Matthew 7:12, 25:3146, Galatians 5:14, 6:10).
As members of a Christian community, our actions are not solely a private matter.
Accordingly, members of the Biola community must hold their neighbors accountable for the
implications of their conduct when it directly affects the welfare of community living
(Matthew 18:15-17).
The community as a whole and members individually are responsible for the effective
stewardship of abilities and opportunities, using both personal and institutional resources
(Luke 19:11-27, I Corinthians 4:2).
In the desire to attain common goals and to ensure orderly community life, the subordination
of some individual prerogative may be necessary. Specifically, as servants of Christ we are
called to practice forbearance. Christian freedom includes the option of not doing some
things in order to contribute to the good of the larger community (I Corinthians 8:9-13, 9:1923, 10:23-11:1).
Certain actions are expressly prohibited in the Scriptures and are, therefore, wrong.
Christians are responsible to avoid those practices that are called sinful in Scripture.
Similarly, Scripture comments on some actions that are matters of individual conviction
based on a given situation. In this latter area, care must be exercised so as not to judge one
another or to cause another to stumble or to fall (Matthew 7:1, Romans 14:1-23).
Christians are not asked to live the Christian life simply based on their own moral character
and strength. God has provided the authoritative Word of God, the guiding power of the
indwelling Holy Spirit, and the counsel of the Church. Christians are expected to study and
obey the Scriptures, to cultivate a heart attitude that allows for the guidance of the
indwelling Holy Spirit and to give serious consideration to the counsel of the people of God (II
Timothy 3:16, II Peter 1:19-21, I John 2:27, 5:1-6).
The Christian's obligation to separate himself from worldliness is important to an
understanding of Biola's behavioral standards (Romans 12:2, I John 2:15) "Worldliness" is a
subtle issue involving uncritical conformity to the prevailing spirit of the age. One's
disposition concerning such matters as materialism, secularism, isolationism, security,
success, injustice, hedonism and moral relativism must stand in perpetual review.
General Principles
Although there is much we share in common as a community of believers, there is a need to
understand that we also come as individuals with a variety of backgrounds and perspectives. Biola
University both desires to recognize the rich individuality of our community and seeks to establish
norms that will enhance the effective functioning of this body. Therefore, it is important that
individuals understand that certain underlying principles exist which needs to be exhibited in the
behavior and character of a maturing person in Christ. The following general principles reflect these
expectations. That each student:
1. Has voluntarily joined the Biola community. The student by virtue of enrollment agrees to
accept the rights and responsibilities of membership within this Christian community.
2. Will seek to understand those who come from different backgrounds but with a common
faith in Jesus Christ.
3. Understands that our journey toward maturity entails not only freedom, but also limits.
4. Demonstrates the positive attributes of our new life in Christ as indicated in Scripture
(Romans 12:6-21, Galatians 5:22-23, Colossians 3:12-17, II Peter 1:5-9).
4
5. Works to understand the rights and needs of the community, even at the sacrifice of
individual rights.
6. Assumes responsibility for their own actions in order to be persons who speak the truth and
demonstrate an understanding of their individual role before God and to the community.
7. Demonstrates a respectful spirit to other members of the community including students,
faculty, staff and administrators.
8. Is open to grow and develop, by receiving and seeking constructive feedback from other
members of this community in order that each might more clearly reflect Christ.
Violation of Community Expectations
The Assistant Dean will meet with the student involved in an attempt to determine the nature of the
Community Agreement violation. The Assistant Dean may consult with others (e.g., the Dean or other
faculty) in order to formulate a plan to assist the student in aligning with the Community Agreement
as well as a timeline for periodic review. Depending of the nature of the violation, a written copy of
the plan may be given to the student and a copy placed in the student’s file. At times the nature of
the violation may require a more thorough investigation. If that is necessary, the Assistant Dean will
conduct an investigation of the violation by meeting with those involved to determine the nature of
the conduct and an appropriate plan of action. A written summary of the violation and the plan of
response or remediation will be given to the student and placed in his/her file within 30 days of the
start of the investigation. A student may appeal the decision and plan of action developed by the
Assistant Dean by means of the process delineated in the Talbot Student Handbook. The appeal
should be initiated within 10 days of the written plan being delivered to the student.
SPIRITUAL DEVELOPMENT
One of the most significant aspects of your seminary experience is the intentional development of
your spiritual life. In an academic environment, personal spirituality often becomes the easiest area
to neglect. The Apostle Paul was very intellectual, but he also sought intensely to know more of
Christ (Phil. 3:10).
Your spiritual growth is dependent in large measure upon your devotional life. The Psalmist
emphasizes the importance of God’s word for godly living, and Scripture promises, "the effective
prayer of a righteous man can accomplish much" (James 5:16). There is no substitute for Bible study
and personal prayer if one desires to “grow in grace and knowledge of our Lord and Savior Jesus
Christ” (2 Pet. 3:18).
We urge you to set aside daily time for personal devotions. Certainly there is much to be gained from
group prayer meetings, mission’s prayer meetings and student devotional programs. However, these
are not sufficient to satisfy the Christian’s deepest spiritual need. Your daily schedule may be heavy,
your course of study may demand much time; but time for private prayer, meditation upon his Word
and integration of scriptural truths into your personal life and public ministry are God’s indispensable
way for spiritual development.
5
ABSENCES AND ATTENDANCE
Attendance
Regular class attendance is expected of all students. Because of the tremendous variety of class size
and purpose, specific requirements and final authority for attendance (and any effect it might have
upon grades) rests with the individual faculty member. However, students who miss more than 20%
of regular class sessions (even if absences are considered ‘excusable’) may be required to drop the
course. The specific rules for each course should be made clear on the first day of class.
Visitors and current students may visit a class for a maximum of one week; thereafter, registration in
credit or audit status for the course(s) is required.
Absences, Medical Reasons
Students with medical situations that require them to miss a number of class sessions should advise
their professors, as well as their RD (for resident students) or the Director of Commuter Life
(commuter students), of the situation and seek their guidance. Normally, absences would need to
extend beyond one week’s worth of classes before the RD or DCL would become involved; however,
they may become involved sooner if a crucial date (such as an exam) will be missed. If the student is
too ill, the RD or DCL will advise the faculty of the absences. It must be noted, however, the faculty
are the final arbiters of whether an absence is considered ‘excused’ or not. The faculty member has
the discretion to require a doctor’s notice as verification. The Health Center will issue such
verifications only in very limited situations; for additional information, contact the Health Center at
x4841 or (562) 903-4841.
Absences, Nonmedical Reasons
In certain extreme situations, a student may be forced to miss a number of class sessions for
nonmedical reasons; family emergency, extreme personal trauma, etc. Such students should advise
their professors, as well as their RD (for resident students) or the Director of Commuter Life
(commuter students), of the situation and seek their guidance. Normally, absences would need to
extend beyond one week’s worth of classes before the RD or DCL would become involved; however,
they may become involved sooner if a crucial date (such as an exam) must be missed. If the student is
incapable, the RD or DCL will advise the faculty of the absences; however, as noted above, the faculty
are the final arbiters of whether an absence is considered ‘excused’ or not.
Mission/ministry/service/performance trips during the semester that require the student to miss
class time are discouraged, and such absences will be considered ‘excused’ only at the discretion of
each professor.
Jury Duty
While Biola does encourage students to participate in their civic duty as jurors, accepting such service
can cause a student to miss excessive class sessions and important material. Biola students are
encouraged to request postponements until non-enrolled periods (summer, interterm, etc.). If a
postponement is not possible and a student is summoned and not excused, the student’s absence(s)
will be considered excused at the discretion of the instructor. The “Report Delay” option (see below)
will not be allowed for jury duty. Any exceptions to this policy must be granted through the Office of
the Vice-Provost for Academic Administration.
6
ACADEMIC LOAD
The minimum full-time load is 9 credits for those in the Master of Divinity, Master of Arts and Master
of Theology degree programs. Those carrying less than the full-time load are considered part-time
students. The standard student load in the Master of Divinity (M.Div.) program is 12 credits. A
student is permitted to carry a maximum of 18 credits each semester, pending approval. To exceed
this maximum load, the student must petition the Office of the Registrar. A maximum of 10 credits
may be taken by a student in a combination of Arranged Courses, Independent Studies, and
Theological Studies Digital Courses to be counted toward a student’s program. Doctoral students are
considered full time for a maximum of two years in the dissertation phase of their program.
A credit is generally considered to consist of one class hour (50 minutes) a week for a semester. In
some cases, such as laboratory sessions, a credit may involve more than one class period a week. As
indicated on the curriculum charts for each program, the various curricula require 14–18 credits per
semester in order to graduate in the number of years specified by the chart. However, students who
find it necessary to work 20 or more hours weekly to provide living expenses should plan to reduce
their academic load. Such a reduction would extend the time required for a degree program, though
participation in Summer session and Interterm could help offset the difference.
ACADEMIC PROBATION
Students placed on regular academic probation are required to carry a limited number of units in a
reduced schedule of courses. Two semesters are granted in which to raise academic work to the
required level for the program in which the student is enrolled for continuance at Talbot.
ADD/DROPS
Registration changes are made online on my.Biola.edu (free) or in person ($5) by submitting an
Add/Drop form to the Office of the Registrar. Courses may be added to the student’s schedule during
the first two weeks of the semester only. Course fees are non-refundable after the second week of
the semester.
Courses may be dropped until the end of the eighth week of the semester. There is a $15 fee for each
approved Late Add/Drop. A student who stops attending a class will not be automatically dropped
from the class and will receive a grade of Unofficial Withdrawal (UW) for the course. Courses dropped
during the first two weeks of the semester will not be recorded on the student’s permanent record.
Courses dropped between the third and eighth week will be recorded with the grade of “W.” Courses
may not be dropped after the eighth week of the semester.
ADVANCED STANDING AND REDUCTION SUBMISSION
Reduction or Advanced Standing is available for Master’s level degree programs. Advanced standing
or credit reduction must normally be processed and granted prior to the student beginning the first
semester of enrollment to confirm the admissions offer, transfer credit and remaining degree
requirements. Credit cannot be granted after completion of the first semester of enrolled
coursework.
7
ARRANGED COURSES/INDEPENDENT STUDIES/THEOLOGICAL STUDIES DIGITAL COURSES
Arranged Courses/Independent Studies
Arranged Courses are required courses or electives listed in the Catalog, but in which a student is
unable to enroll due to a scheduling conflict. Arrangements may be made with a faculty member who
agrees to guide the student in studying course content and fulfilling requirements individually apart
from the scheduled class meeting. An Arranged Course form is used for adding this type of course to
a student’s schedule and is obtainable in the Office of the Registrar.
Independent Studies are an integral part of the Biola University experience. An Independent Study is
a course which does not appear in the Catalog, is initiated by the student, and the student then works
independently toward the goals and objectives outlined by the professor on an Arranged Course
form. Students who are in good standing and not on probation are eligible to enroll in an
Independent Study.
A maximum of 6 credits may be taken by a student in independent study and/or arranged
coursework during the student’s degree program.
Theological Studies Digital Courses
These digital courses offer lectures on MP3-CD’s by outstanding biblical scholars. They are available
as electives or prerequisites for degree-seeking Talbot students. Students desiring to purchase these
courses for non-credit, personal use may contact the office of the Dean of Faculty. Students who
experience irresolvable scheduling problems previous to graduation may use them to meet their
requirements. They may not normally be used in lieu of required courses. The use of Theological
Studies Digital Courses is limited as follows:
Elective Credits or Irresolvable Scheduling Problem
Master of Divinity: 6 credits
Master of Arts: 6 credits
Master of Arts Christian Education, Accelerated: 2 credits
Certificate Programs: 2 credits
Courses include a syllabus on CD which provides a broad outline of the lectures, review questions and
a bibliography. Requirements for credit include textbook assignments, collateral reading, research
papers and examinations, all of which are outlined in a programmed syllabus.
Regular tuition fees are charged for each course regardless of the number of credits for which a
student is already enrolled and include costs of CD’s and programmed syllabus. CD’s must be ordered
through the Dean of Faculty Office. Students who desire graduate credit for Theological Studies
Digital courses must meet the normal requirements for admission to Talbot and register for the
courses through the Admissions and Registrar’s Offices. Further details may be obtained from the
Dean of Faculty Office.
Note: A maximum of 10 credits may be taken by a student in a combination of independent study,
arranged courses, and Theological Studies Digital Courses to be counted toward a student’s program.
8
AUDITING PROCEDURES
Students wishing to audit must complete the audit application and follow registration procedures.
Auditing students cannot register for a course until after the second week of the semester. An
auditor only participates in lectures, and they are not allowed to submit papers or take exams. A
course taken for audit cannot be repeated for credit at a later date. Students wishing to audit
graduate-level courses must have earned, be/been enrolled in, or been admitted to a graduate
program of equal or greater academic level. For instance, a student wishing to audit a master’s level
course must at least have earned, be/been enrolled in, or have been admitted to a master’s level
degree program. Doctoral level courses are not typically open to auditors. All auditors must pay the
appropriate per credit fee. If permitted, doctoral level auditors are subject to full doctoral level
tuition. (See Financial Information for fees.) Auditors must receive permission from both the Office of
the Registrar and the instructor of the course. Audit fees are non-refundable. Audit applications with
further instructions are available in the Office of the Registrar or online at: biola.edu/registrar/forms.
Audit Guidelines:
1. Auditing students must wait to be sure there is a seat in the class after credit students have
completed registration (3rd week).
2. Permission from the Professor is required.
3. Audit applications are available in the Admission's, Registrar's and Alumni Offices.
Completed applications are returned to the Registrar's Office for approval and course
selection.
Audit Categories:
1. Current full-time or part-time credit students (graduate or undergraduate) who wish to
audit a course. The fee is stated in the Biola University Catalog; the audit is recorded on the
student’s transcript. An add/drop form is used to add the audit.
2. "Audit Only" students (taking no credit courses, graduate or undergraduate). The fee is
stated in the Biola University catalog; the audit is not recorded. Graduate auditors are
required to provide an official undergraduate BA posted transcript. Both graduate and
undergraduate “audit only” students must fill out the audit application and provide a
pastoral reference.
3. Alumni/Faculty Emeriti. These are unrecorded "free" audits; the Alumni Office stamps
approval on the application form of the auditor.
CATALOG JURISDICTION
The contents of the catalog for Talbot School of Theology apply to graduate students enrolled in
Talbot. This catalog also serves as a contract between Talbot School of Theology and the student.
9
CHRISTIAN SERVICE
The seminary recognizes the necessity of active service in Christian work while students are pursuing
their courses of study. From the time of enrollment students are asked to engage in some type of
approved weekly ministry. The high population density of Southern California creates extensive
service opportunities of many types.
M.Div. students who expect to graduate in three years must register for field education each
semester. M.Div. students who are part-time should register for one field education class for each 16
units completed.
Those students in other degree programs taking nine or more units are expected to engage in some
form of Christian service that will contribute toward his or her preparation for the ministry. Should a
student experience difficulty in securing a service opportunity, he or she should consult with the field
education or Christian education offices.
CURRICULUM CHART
Each student is encouraged to maintain a curriculum chart indicating his or her status in regard to
courses completed. An additional curriculum chart may be requested by the student from the Office
of the Registrar.
EXAMINATIONS
All examinations must be taken at the hour and place indicated. Exception is made in case of illness,
in which case the examination must be made up within the period of extension specified by the
professor. Failure to observe the rule may result in failure in the course. Late papers and
assignments may be adjudicated on the same basis as late examinations.
FINANCIAL AID
Federal Aid Programs

Federal Direct Unsubsidized Loans: The Financial aid office will offer up to a student’s Full
Time, Full Year tuition amount, but students may receive an increase to their loan upon
request. See financial aid website for current interest rates.

Federal Direct Graduate Plus Loan: Graduate students may borrow up to the cost of
education minus financial aid. See the Financial Aid website for current interest rates.
Aid Programs Specifically for Graduate Study


Graduate Grant: This award is based on financial need as determined by the FAFSA. Up to
$2,500 per year depending on graduate school of enrollment. Funds are limited to availability
and are awarded on a first come, first served basis.
Church Matching Scholarship (Up to $750 from Biola): Biola will match one award per year up
to $750 for a full-time student demonstrating need. The match is prorated for a part-time
student. Not available to Doctor of Ministry who entered after Fall 2006, nor to students in
these programs: Master of Arts in Organizational Leadership, Master of Arts in Christian
Apologetics, Master of Arts in Science and Religion, Talbot Doctor of Philosophy, or other
special programs. ELSP students are eligible for two semester awards while enrolled in the
ELSP program. The church’s check must be accompanied by the Church Matching Scholarship
10
Application signed by the pastor or church official. Fall semester deadline is October 1. Spring
semester deadline (for Spring entrants only) is March 1. International students on an F-1 visa
are exempt from the FAFSA requirement.

Department Scholarships: Determined by each school. For scholarship opportunities, contact
the school of attendance.
General Financial Aid Information

Entitlement Aid: Biola University is authorized as an institution to grant benefits to veterans
and dependents, social security benefits and assistance from the California Rehabilitation
Program. Students interested in this type of aid should contact the Office of the Registrar.

Student Loans: Biola will notify all new students of their Federal Direct Student Loan eligibility
on their “Estimated Award Letter.” Continuing students will be notified of their Direct
Student Loan eligibility on my.Biola, once all required paperwork is completed.

PLUS Loans and Private Loans: These loans require separate applications, and the student
must initiate to process. See the Financial Aid website for more details.
International Students
International applicants who hold an F-1 visa must establish the degree of their ability to meet the
costs of an education at Biola University. Each international applicant must submit a signed
statement of financial responsibility as well as signed statements from any agencies or individuals
who have taken the responsibility of underwriting the student’s expenses. These statements must
include the exact amount of the commitment. Inquiries regarding financial aid for international
students should be directed to the Undergraduate and Graduate Admissions Offices for new
students, and to the Financial Aid Office for continuing students.
Student Employment
The University maintains an employment office for the benefit of students needing part-time work.
While this office does not guarantee employment, it does make an effort to place every student
desiring work in a position. Jobs are available both on and off campus, according to student’s ability,
capacity to handle the added burden of employment and financial need. Student worker positions
range from 10–20 hours per week.
Application for Aid
Students may apply for financial aid by filing a Free Application for Federal Student Aid (FAFSA). Biola
University and the school code (001122) should be included on the appropriate sections.
Departmental Scholarship applications (i.e. music, athletics and forensics, etc.) are available from the
academic departments only. In addition, a FAFSA may need to be filed unless a student can
demonstrate disqualification for need-based aid.
Note: FAFSA and Plus and/or Private loan applications need to be re-filed for each academic year.
11
Institutional Aid
While there is not a “deadline” to apply for financial aid and students are allowed to apply
throughout the academic year, resources are limited and are awarded on a first come, first served
basis. Therefore, students are encouraged to apply and complete their financial aid file as soon as
possible after January 1.
Financial Aid Disbursements
All financial aid is awarded for the academic year; one half is applied to a student’s school account
each semester (unless stated otherwise). Students enrolled for only one semester are entitled to only
that semester’s award after it is adjusted to a one-semester expense budget. Financial Aid is not
awarded for Interterm or Summer terms, except sources that are mandated by federal regulations.
Financial Aid Withdrawal/Return of Aid Policy
Biola University’s “Financial Aid Withdrawal Policy” is employed when a student withdraws prior to
completing 60% of the semester. Financial aid adjustments caused by a change in semester
enrollment status (student remains enrolled in at least one course) are not included in this policy, but
are addressed in the Financial Aid Handbook.
If a recipient of financial aid withdraws during a period of enrollment, the amount of financial aid
earned will be calculated according to regulations and policies established for the various categories
of aid. The unearned aid will be returned to the various aid sources. These sources include:

Title IV Financial Aid: Most types of government aid are included in this category, i.e. Federal
Pell Grant, Federal SEOG Grant, Perkins Loan, Federal Direct Student Loan, Direct PLUS Loan.
(Work Study is not included in the withdrawal calculation)

Institutional Aid: Includes all sources of financial aid awarded by Biola University, i.e.
scholarships, grants and campus-based loans.

Outside Assistance: Includes any aid received from outside organizations, i.e. churches, civic
organizations, Employee Tuition Waivers, private foundations, scholarship associations, etc.
When a student wishes to withdraw from Biola University, a “Departure Card” must be obtained from
and submitted to the Office of the Registrar. The official withdrawal date is the earlier of either the
date the student begins the withdrawal process, or the date the student provided official notification
of the intent to withdraw, and received acknowledgment of the same from the Office of the
Registrar.
Students who unofficially withdraw (fail to submit departure card, but stop attending class) will be
given an official withdrawal date determined by the last date of class attendance. If the last date of
attendance cannot be determined, the official withdrawal date will be the 50% point of the semester.
12
Return of Aid

Title IV Aid: Federal aid must be returned to the Title IV program(s) if a student withdrew on
or before completing 60% of the enrollment period (semester or term). The percentage of
Title IV aid to be returned is equal to the number of calendar days remaining in the semester
divided by the number of calendar days in the semester. Scheduled breaks of more than four
consecutive days are excluded.
Note: If prior to withdrawing, funds were released to a student because of a credit balance
on the student’s account, the student may be required to repay the federal funds back to
Biola upon withdrawing.

State Aid: State aid must be returned in the amount of the difference between the State aid
awarded for the enrollment period and the actual tuition charged once the tuition refund is
reflected.

Institutional Aid: In most cases, institutional aid is reduced when a student withdraws during
the first eight weeks of the semester. The institutional aid is reduced by the same percentage
of tuition refund. For example, a student has a $1000 scholarship for the semester, and
withdraws during the third week of the semester (80% tuition refund). The student keeps
20% of the scholarship, or $200; $800 is returned to the institution. Aid is usually not reduced
after the eighth week of the semester, unless the student has contracted for the aid, i.e.
athletics, music.

Outside Aid: Outside organizations providing financial aid are contacted when a student
withdraws and receives a tuition refund that produces a credit on the student account. The
organization can decide if any of the aid must be returned to them. Some organizations
specify beforehand the terms of their scholarship if a student withdraws. Unless requested,
outside aid sources are not contacted when the withdrawal occurs after the eight week
refund period.

Private/Alternative Loans: Alternative loans are only adjusted upon request of the student.
Returning excess funds remains the responsibility of the student.
Satisfactory Academic Progress Policy
Students attending Biola University who wish to receive financial aid (including federal, state,
Veterans benefits, Social Security benefits, etc.), in addition to meeting other eligibility criteria, must
maintain satisfactory academic progress in their degree or certificate program as described below.
Quality of Progress “GPA Requirement”
Students requesting aid must maintain a minimum 2.5 cumulative GPA.
 GPAs are reviewed at the end of each academic term (Fall, Spring, and Summer).

Students who fail to maintain the minimum GPA will be given a warning status for one
academic term, during which they will continue to receive financial aid. At the end of the
term, the cumulative GPA requirements must be met, or they will be suspended from their
aid eligibility until they once again meet the applicable GPA requirement.
13
Quantity of Progress “Pace Requirement”
Students requesting aid must complete 67% of all credits attempted. Pace is reviewed at the end of
each academic term (Fall, Spring, and Summer). Students who fail to maintain the pace requirement
will be given a warning status for one academic term, during which they will continue to receive
financial aid. At the end of the term, the Pace Requirement must be met, or they will be suspended
from their aid eligibility until they once again meet the requirement.
Duration of Progress “Maximum Time Frame”
Students requesting aid are expected to complete an academic program within a reasonable time
frame (including transfer credits) as follows:
Full-time: 11 semesters
Part-time: 17 semesters
Time frame is reviewed at the end of each academic term (Fall, Spring, and Summer). Students may
appeal for extended time by submitting a letter of petition to the Financial Aid Office.
Financial Aid Suspension Appeals
Any student whose aid has been suspended may appeal for a term of aid probation, by completing
the “Financial Aid Suspension Appeal Form,” which is available on the financial aid website. By the
end of the probation term, the student must meet all Satisfactory Academic Requirements, as
specified above, to regain financial aid eligibility.
FINANCIAL INFORMATION
Payment Information
A student’s account must be paid in full prior to re-enrollment in subsequent sessions. Transcripts are
withheld if a student has an outstanding obligation to the university or is in default on any
government-based loan.
A minimum down payment of 50% is due each semester to complete enrollment, with the balance
due according to the payment plan. The down payment includes 50% of the balance of tuition, class
fees, room, meals, parking permit and health insurance charges less authorized financial aid. Please
note that the down payment is calculated on the balance after financial aid is applied.
Down payments may be estimated using the online down payment worksheet
at: offices.biola.edu/accounting/costs/down-payment/.
Option 1: 100%
 Payment is due in full by August 15 for Fall semester and January 15 for Spring semester
 No fees
 No finance charges
14
Option 2: Two Payments of 50%
 Two payments of 50% due Aug. 15 & Sept. 15 for Fall semester; Jan. 15 & Feb. 15 for Spring
semester
 $35 plan fee
 No finance charges
 A late fee of 1.0% monthly is assessed on late payments
 Student must enroll in the payment plan online
Option 3: Three Payments
 50% due Aug. 15, 25% due Sept. 15 & Oct. 15 for fall semester; Jan. 15–Mar. 15 for spring
semester
 $85 plan fee
 No finance charges
 A late fee of 1.0% monthly is assessed on late payments
 Student must enroll in the payment plan online
 Please note that this payment plan is not available for students enrolling in off-campus
programs
Option 4: Four Payments of 25%
 Four payments of 25% due July 15–Oct. 15 for fall semester; Dec. 15–Mar. 15 for spring
semester
 $85 plan fee
 Enrollment is not complete until 50% of charges less aid is received.
 No finance charges
 A late fee of 1.0% monthly is assessed on late payments
 Student must enroll in the payment plan online
 Please note that this payment plan is not available for students enrolling in off-campus
programs.
Payments may be made online or mailed to:
Accounting Office
Biola University
13800 Biola Avenue
La Mirada, CA 90639
Student name and ID number must be noted on payments mailed to the University. Please be advised
that your check payment may be converted to an ACH transaction.
Finance Charges
For outstanding balances on student accounts not covered by a payment plan, a finance charge of
1.35% monthly (17.46% APR) will be assessed.
Refunds: Withdrawal
Inasmuch as faculty engagements and other commitments are made by the University for the entire
year in advance, the following refund schedule has been established in order that the University and
the student may share the loss equitably when it is necessary for a student to withdraw from school.
15
Fall and Spring Semester Refund Policy
Withdrawal within the first two weeks of classes:
1. Tuition: full amount, less enrollment deposit (students with six or fewer credits, $25;
auditors, $20).
2. Room: end of the week in which the student officially checks out of the residence hall.
Withdrawal after the second week and before the end of the eighth week of classes (except for
special programs):
1. Tuition: pro-rated as of end of week in which student withdraws.
Week 3
80%
Week 4
74%
Week 5
67%
Week 6
60%
Week 7
54%
Week 8
47%
2. Room: end of the week in which the student officially checks out of the residence hall.
Withdrawals after eighth week of classes:
1. Tuition: no refund.
2. Room: end of the week in which the student officially checks out the residence hall.
First-time students receiving Federal Student Financial Assistance are subject to the Statutory Pro
Rata Refund as prescribed by federal law.
Interterm and Summer Session Refund Policy
1. Room and Board is pro-rated to the end of the week of official withdrawal.
2. $25 of the tuition charge is considered a registration fee and is non-refundable.
3. Official withdrawal from summer session must be made through the Office of the Registrar.
Refund rates are determined by the date in which the written request for registration change
or withdrawal was made. Refunds are subject to the following schedule:
 First two-days: complete refund.

In a three or five week class, 70% day three and four, 30% refunded during the second
week, none thereafter.

Classes that do not fall within the regular session dates will still follow the refund
schedule under the first session. All arranged courses follow the refund schedule of the
first session.
16
No course may be dropped after its ending date, and no tuition will be refunded if a student
unofficially withdraws after the final day to officially drop a class has passed. Class fees are not
refundable after the second day of the session.
Tuition refunds for class changes (where applicable) will be made in the same manner as refunds for
withdrawals (i.e., full refund within first two weeks of classes and pro-rated refund after second week
until end of eighth week).
All refunds must be requested by properly completing and submitting a departure form or class drop
form, the official withdrawal date determining the amount of refund. Class, laboratory, health,
insurance, parking, activity and other fees are refundable only if withdrawal is on or before the final
date of late enrollment.
Music fees are for private music lessons and are refundable in the same manner as tuition, except no
refund after the sixth week.
Outstanding Balances
As Biola is an educational institution, any balance owing on a student’s account is an extension of
credit by the University and is considered an educational loan within the meaning of section 523 (a)
(8) of the U.S. Bankruptcy Code. If a loan becomes in default, Biola may disclose the default, along
with other relevant information, to credit bureau organizations and turn the educational loan over to
a collection agency for collection. Should this action be instituted by the University, there will be
additional charges for reasonable collection of the balance due. All transcripts and diplomas shall be
withheld until the outstanding amount is paid in full. An account is considered paid in full when all
checks clear the bank.
Refunds: Overpayment
Payments to student accounts which result in a credit balance will be refunded upon request, or in
accordance with cash management regulations as required by federal regulations for students having
federal aid. Requests for adjustments to charges must be made within four months from the date of
the student’s statement on which the charge first appears.
17
GRADING SYSTEM
The faculty employs the following numerical and letter grading system to determine the student’s
final grade.
Letter Grade
A
AB+
B
BC+
C
C-
D+
D
D-
F
UW
Letter Grade
AUD
Meaning
Outstanding
Good
Good
RD
Temporary grade
assigned for medical or
emergency reasons;
see Talbot dean.
W
Withdrawal-passing
R
Research-Thesis in
Progress
Satisfactory
Min. passing
performance for M.A.
programs
Meaning
Audit
Min. passing
performance for M.Div.
programs
Failure also assigned
for withdrawal while
failing.
Unofficial withdrawal
(considered failure)
Students are required to maintain grade point averages equal to or above the following, according to
degree program:
M.Div.
M.A.C.E.
M.A.C.M.L.
Th.M.
2.5
3.0
3.0
3.25
Master of Arts
Ph.D.
D.Min.
3.0
3.25
3.0
Failure to maintain the required average may result in probation or academic disqualification. (See
Probation Regulations) Students whose work is not satisfactory are not permitted to hold A. S.
offices.
18
GRADUATION INFORMATION
Graduation Check
Graduate students must make an appointment with a Graduate Graduation Counselor in the Office of
the Registrar to declare their intent to graduate. This should be done one year prior to graduation.
Students declaring this intention late will be charged a late graduate graduation check fee of $100.
This graduation check will be considered late after the last day of Add/Drop during the semester of a
student’s intended graduation.
For students graduating in the Spring, after May 1st students will not be allowed to be added to the
graduation lists regardless of payment of the fee. For the Fall, the date is December 1st, after which
no students will be added to the graduation lists.
Doctoral students must meet with their department advisor prior to contacting a Graduate
Graduation Counselor.
Graduation with Honors
Those graduating with a grade point average of 3.50 or higher are elected to membership in Kappa
Tau Epsilon, the Talbot scholastic honor society. This honor is noted on the permanent record card.
For graduation honors, students completing their program with a 3.50 GPA are graduated with
Honors. Students with a 3.70 GPA are graduated with High Honors. Students with a 3.90 GPA are
graduated with Highest Honors. GPA standards for honors must be met with no rounding of numbers.
Graduation Attendance
There are two commencements each year, one at the end of each semester. It is expected that all
graduating students be present at commencement exercises except in cases of extreme emergency
or other difficult circumstances. Permission to graduate in absentia must be secured well in advance
from the Dean of Talbot.
Graduation Regalia
Masters regalia (cap, gown and hood) will be available for purchase in the Biola Bookstore during
regular bookstore hours and are owned by the student. Payment to the Biola Bookstore is required
at the time of pickup. Masters hoods may be picked up at the Talbot Dean’s office.
Doctoral regalia (cap, gown and hood) will be rented and ordered by the Dean’s Office. Regalia may
be picked up from and returned to the student’s department administrative assistant. Payment for
the rental regalia will be due at the time of pick up.
19
LEARNING CENTER
The Learning Center exists to provide students with assistance in achieving and maintaining an
adequate level of academic proficiency in order to be successful within Biola University’s competitive
and rigorous intellectual environment. We aspire to cultivate and equip holistically minded learners
with the life skills, academic tools and personal resources to be their best self.
The Learning Center also provides programs that assist students in becoming effective and
intentional learners. Programs offered include:

Disability Student Services: The Learning Center is committed to ensuring equal treatment,
educational opportunity, accessibility, and human dignity for all students with learning,
physical, and psychological disabilities. The Learning Center actuates this commitment by
providing reasonable and appropriate accommodations to students with disabilities and
medical conditions, assisting in advocacy, educating the Biola community, and by ensuring
legal compliance with state and federal disability laws (the Americans With Disabilities Act
and Section 504 of the Rehabilitation Act).

Strategies for Academic & Personal Success (GNST 001): Instruction in success strategies for
navigating the rigors of college and life beyond. Particular attention is given to time
management, personal self-awareness, strengths based living/learning, moderation, critical
thinking, test-taking and holistic living.
Additional resources are available for students through The Learning Center website:
studentlife.biola.edu/student-support/academic/learning-center. For more information, contact the
Learning Center as (562) 906-4542.
Academic Accommodations
Students desiring accommodations for a class on the basis of a physical or learning disability may
contact Biola University’s Office of Disability Services. This office is located in the Student Services
building on campus. Students desiring accommodations for other program requirements may
present their request in writing to the Admissions and Academic Qualifications Committee. The
Committee will make a decision regarding the request within four weeks.
LEARNING ENVIRONMENT
Biola University endeavors to provide a safe and orderly environment, insofar as possible, in which all
students are able to pursue their academic and social development. In doing so, it reserves the right
to implement a disciplinary process, which may culminate in the suspension or dismissal of any
student who does not meet minimal and reasonable behavioral standards. The University also
expects that the actions of any student not pose an objective danger to self, not pose a direct threat
to the health and/or safety of others, and not significantly jeopardize the educational process of
other students.
20
LECTURESHIPS
Lyman Stewart Memorial Lectures
The Lyman Stewart Memorial Lectures are held each fall semester. These Lectures by off-campus
scholars are of outstanding scholarly and practical value.
Robert L. Saucy Lectures
This lectureship is intended to give opportunity for students and faculty to be exposed to current
issues in the academy and church as addressed by world-renowned scholars.
The lectures are named after Dr. Robert L. Saucy in recognition of his lasting impact on the history of
Talbot School of Theology. Dr. Saucy had been a faculty member from 1961 to 2015, and had an
enduring impact on students, faculty, and programs. He was a significant leading figure in American
evangelicalism, as evidenced, for example, in his role as President of the Evangelical Theological
Society. Dr. Saucy exemplified a commitment to scholarship in service of the church that
characterizes the mission of Talbot School of Theology, and so is a worthy recipient of the honor of
having the lectureship named after him as a model for all Talbot faculty and students.
The Robert Saucy lecture series is designed to stimulate scholarly discussion of critical issues that face
the academy and church in our day. The series is conducted by scholars who have national and
international influence in their discipline, and who can advance thought concerning those issues in
the Talbot community.
LIBRARY
The Library serves Biola University as the central information resource facility, supporting all
undergraduate and graduate programs with extensive resources, regardless of format or location,
and a wide variety of services. Opened in the Fall of 2001, our state of the art, 98,000 square foot, trilevel Library, located on the campus quad, integrates traditional print, modern online electronic,
multimedia and audio-visual resources. In an environment that respects the privacy of the individual
scholar and facilitates dynamic, interactive, collaborative learning groups, our flexible Library will
keep pace with the growth of the University for many years.
In addition to a two-story, quiet, current periodical reading room with mezzanine, the Library
provides 23 group study rooms. The technology-rich instruction room serves 48 students in a class
setting at 24 computer work stations which are available for individual students when not used for
group instruction. Our local area network in the Learning Commons allows up to 100 simultaneous
users in a mix of PCs and Macs. The building provides space for over 900 individual study stations at
carrels, tables and casual lounge reading seats most of which are equipped with data and power
connections for laptop or handheld computer use, and wireless network connectivity is available
throughout the Library. The upper-level Study Terrace and the middle-level Giumarra Courtyard offer
more than 100 outdoor study spaces with wireless network connectivity. The 12-seat coffee and food
court provides an informal setting for study, fellowship and nutrition breaks. The signature rooftop
beacon symbolizes Biola’s focus of bringing the Light, so that the Light may shine through enlightened
servant leaders to the glory of God. The Library also hosts two computer classrooms: one with 35 PCs
and one with 24 iMacs; and The Writing Center. Works of art and the graphic presentation of
Scripture on the theme of light contribute to the dynamic intellectual environment. The Library also
hosts art exhibits, curated by the Art Department, two or three times each year.
21
In addition to a growing collection of more than 320,000 print volumes and 200,000 eBooks, the
library currently subscribes to more than 500 print periodical titles, with several journal back files
dating from the 19th century. Further, many databases and over 45,000 additional periodical titles
are available full-text online to anyone with authorized Internet access from anywhere, anytime. The
diverse collection reflects Biola’s enthusiasm and scholarly commitment to the integration of faith
and learning in all academic disciplines, Bible history and translation, the historical roots of
fundamentalism and evangelical Christianity, and worldwide Christian service. The collection also
includes thousands of catalogued videotapes, CDs, and DVDs that support Biola’s academic programs
which are available for use at the Media Center’s dedicated multimedia carrels, media and group
study rooms, or for check out. Special collections embrace extensive microform resources, selected
Bible study tools in Braille, and curriculum resources for teacher education.
The Library provides access to its holdings through a web-based online public access catalog and
circulation system. Further, over 100 online databases are available through our local area network
and the Library Internet home page. Library automation reflects the University’s commitment to
quality service and expanding resources through the electronic exchange of ideas and information. In
addition, adaptive technologies and fee-based photocopying, scanners, printers, microform readers
and reader-printers facilitate resource use.
The Library is a gateway to the world of information and knowledge. It offers trained reference help
at posted times to connect patrons to our own and other relevant library resources throughout the
world. Reciprocal direct borrowing promotes Biolan access to the library resources at California State
Universities at Fullerton and San Bernardino, selected members of the Link+ consortium which
includes many public, college, university, and seminary libraries, as well as other consortia and
cooperatives. Interlibrary loan services facilitate borrowing resources from thousands of libraries
around the world. Networked computer services help Biola scholars access the Internet and
international bibliographical and full-text databases through such vendors as OCLC First Search,
EBSCOhost, ProQuest, J-Stor, Art-Stor, Lexis-Nexis Academic Universe, and Ebrary.
Nine professional librarians, a well-qualified paraprofessional staff, and many able student assistants
provide service more than 90 hours per week during the regular campus semesters with adjusted
schedules of service available year round. Through Ask a Librarian, Facebook, Twitter and other social
networks, many of our services and resources are available 24/7/365 for those with Internet access
and active NetIDs and passwords.
MEDIA SERVICES
Media Services in the Library Media Center offers a variety of audio-visual resources to enhance the
quality of communication and instruction by faculty and students. Media Services supports classroom
instruction through digital projection, presentation and AV equipped roll about units. Assistance and
training are available to assure the proper use of the equipment and media resources. Media Services
also provides fee-based duplication and media transfer for various copyright cleared items.
22
PLAGIARISM
Academic integrity is a significant aspect of responsibility, accountability, and discipline which
together serve an important purpose in both individual and community growth. Members of the
Talbot School of Theology community have committed themselves to the responsibility of living
within the expectations and guidelines as stated in the COMMUNITY LIFE section of this handbook.
When a member of the community fails to meet the responsibilities that they have agreed upon,
then there is a need to hold the individual accountable. The purpose for accountability and discipline
at Talbot School of Theology is to provide an opportunity for individuals to change and grow through
an environment that is conducive to living and learning within a distinctively Christian community.
Talbot School of Theology seeks to maintain the highest standards of integrity in academic work, in
field education and in community relationships. Members of the seminary community
(administration, faculty, staff and students) are expected to keep themselves "above reproach" (I
Timothy 3:2-7) in their personal lives. Our Lord expects this of all believers; and Scripture emphasizes
it for those involved in church leadership. In general, when evidence of lack of integrity comes to the
attention of administrators, faculty members or students, initial response may be to deal with it on a
personal basis in accordance with Matthew 18:15-20 and Galatians 6:1-2. If no resolution can be
reached, it is the prerogative of students and faculty to bring the situation to the attention of the
department chair, and then to the Assistant Dean that may ask for further consultation with the Dean
if necessary. In cases of academic dishonesty, more specific provisions apply.
Academic dishonesty, cheating or plagiarism almost always involve an intention to show a level of
knowledge or skill one does not actually possess. Talbot School of Theology expects student grades
will reflect, in the fairest possible way, an individual's own personal academic work.
Cheating
Cheating is:
1. using dishonest, deceptive or fraudulent means to obtain or attempt to obtain credit for
academic work;
2. using notes, aids, or the help of other students on tests in ways other than as expressly
permitted by the instructor;
3. looking at another student's work or test answers; or
4. allowing another student to cheat from one's own work on a test or other course
assignments.
Fabrication
The intentional and unauthorized falsification or invention of any information or study aids in any
academic exercise. It also includes falsification of academic records, forgery, entering computer
accounts not one’s own without prior consent of the owner, and entering or deleting data in
another’s account without permission.
Facilitating Academic Dishonesty
Intentionally or knowingly helping or attempting to help another to commit an act of academic
dishonesty.
23
Plagiarism
Plagiarism is:
1. taking the specific substance of another's work and offering it as one's own without giving
credit to that person or source;
2. not using quotation marks, indentation and/or footnotes to designate material which has
been directly quoted from another person or source; or
3. paraphrasing an author without acknowledgement in footnotes.
Consequences of Academic Dishonesty
Given its mission and objectives, Talbot cannot overlook failures of personal honesty and academic
integrity in members of the seminary community, and will deal with them in an effort to seek the
best interests of all concerned.
If a faculty member establishes to their satisfaction the academic dishonesty of a student, then one
or more of the following consequences may result: (1) a grade of “F” for the examination,
assignment, or course, (2) loss of credit for the course, or (3) referral of the student to the Assistant
Dean for possible further disciplinary action. Plagiarism on a thesis, dissertation or dissertation
action project may result in rejection of the thesis or dissertation.
Talbot expects that originality will be a prominent characteristic of M.A., M.Div., and Th.M. theses,
D.Min. dissertation projects, and Ph.D. dissertations. This policy is specifically intended to disallow
duplication of work already submitted for credit or degree requirements at another academic
institution, or material published previously. Failure to comply with this requirement could result in
the rescinding of a Talbot academic or professional degree.
The School of Theology is committed to fairness, reasonableness, and proper compassion. Such
matters may be reported to the Assistant Dean, which may in turn refer them to the Dean. Students
are advised however, that in cases of cheating or plagiarism, an unrepentant attitude could result in
dismissal from Talbot School of Theology. Any student appeals will be handled in accordance with
the Grievance and Appeal Process stated in this Student Handbook.
24
AVOIDING PLAGIARISM IN WRITTEN WORK
Adapted from the work of Kevin E. Lawson, Ed.D., and Robert L. Webb, Ph.D.,
Canadian Theological Seminary, 1994.
As a Christian graduate educational institution, Talbot School of Theology is committed to fostering
integrity and quality in written work. These are exemplified by work that exhibits careful and thorough
research, use of primary sources, evidence of comprehension and critical thought, accurate representation
of ideas of others, and clear and organized expression of one’s own thinking.
These standards are violated by the practice of plagiarism—an important ethical and moral issue in
academic institutions. This practice is regularly condemned, and yet plagiarism still occurs. Talbot School
of Theology, unfortunately, is no exception to this problem. This paper seeks to clarify the nature of this
problem, address its seriousness, and assist students in avoiding it in their written work.1
1.
DEFINITION OF PLAGIARISM
Briefly put, a student commits plagiarism when, in the course of completing an assignment, he/she
uses material taken from a source (e.g., a book, article, or lecture) without giving proper
acknowledgment of that source. This is an ethical and moral issue because by plagiarizing, whether
done willfully or un-willfully, a student is doing three things. First, the student is stealing ideas and
information from another person without properly acknowledging his/her indebtedness to that
person. Although ideas, information, and thoughts are intangibles, from a scholarly perspective they
are the property of the one who has expressed them, and to use them without acknowledgement is a
form of stealing. Second, the student is lying to the faculty. The student is implicitly leading the
faculty member to believe that the information, ideas, and/or thoughts are his/hers, rather than
acknowledging their true origin. Third, the student is showing disrespect, to the one whose ideas
he/she is using by not acknowledging that author with those ideas.
It is recognized that there are facts, ideas and perspectives that are commonly acknowledged to the
point where citation of a source is not needed (e.g., Martin Luther nailed his 95 theses to the door of
the Wittenberg Cathedral on October 31, 1517). However, a student should be careful to ensure that,
in using commonly held ideas he/she is not unwittingly perpetuating what is in fact either untrue or
may be questioned by others (e.g., Martin Luther started the Reformation).
2.
DESCRIPTION OF DIFFERENT TYPES OF PLAGIARISM
Plagiarism can take a number of different forms. What follows is a brief description of several of these
with recommendations on how to avoid them.2
2.1. Handing in another person’s work as one’s own
1
2
2.1.1.
To claim that another person’s work is one’s own is the most blatant form of plagiarism.
There should be no question concerning why this is wrong. Interestingly enough,
students readily acknowledge why handing in another student’s work is plagiarism, but
sometimes fail to see why plagiarizing from a published source is wrong. In no case
should you rely on another person for what should be your own research and writing.
2.1.2.
Recommendations:
Always do your own work for all assignments. If you are indebted to another person
(whether a student or a published author) for specific information or ideas that you use
in a paper, you must acknowledge them in a note.
Note that, unless specifically stated by the instructor, all assignments are to be your own
work.
It is recognized that standards for acknowledging sources in oral work (e.g., an oral presentation or sermon) are different from
written work, but the ethical issues are the same.
This explanation of types of plagiarism is adapted from a handout, “Plagiarism,” developed by Ken Badley for use at Canadian
Bible College.
25
2.2. Paraphrasing information from a source, but not acknowledging it with a note
2.2.1.
Any time you use information or ideas developed by another person (i.e., published, audio
recording, live presentation) you must acknowledge that person in your own work. Even
if you rephrase the information and put it in your own words (which you should usually
do), you must still acknowledge the author by identifying the source in a note.
2.2.2.
Recommendations:
Ask yourself where you acquired the information and ideas you are using as you write the
assignment. Be sure to acknowledge these sources.
Take careful notes and always identify in your notes the source and always include the
page number.
If you misplace or forget a source, there are two ways to deal with this problem: (1) you
can omit the material from the paper, or (2) you can use the material with a disclaimer in
a note that the material does not originate with the author but is taken from a source that
is no longer known. If you use this latter alternative (which is not a good alternative),
check with your instructor before doing it.
2.3. Acknowledging a source, but not placing quotation marks around a direct quotation
2.3.1.
When phrases and exact wording are taken from a source and used in a paper, it is not
enough to just note the source. Any time you rely on a source for phrases and wording
you must place quotation marks around this exact wording. This shows your
indebtedness to the author for how you are communicating the ideas or information.
2.3.2.
Recommendations:
Keep careful notes in which you identify exact phrasing from the source by quotation
marks.
Express yourself carefully when rephrasing and incorporating ideas from another source.
For example, your source states the following:
We move here into the second subdivision or strophe of this unit; many of the
ideas from the first strophe are continued, but the apocalyptic hostility is
heightened.
If you use this source and use the expression “but apocalyptic hostility is heightened,”
then you must use quotation marks and identify the source in a note:3
In his second section, the author uses several motifs found in the first section,
1
“but the apocalyptic hostility is heightened.”
1 Raymond E. Brown, The Epistles of John (AB 30; Garden City: Doubleday, 1982),
428-29.
If you do not use this expression from the source but still use the idea, then you do not
use quotation marks, but you must still identify the source in a note, as follows:
In his second section, the author uses several motifs found in the first section, but
the addition of the apocalyptic expression, “the last hour,” strengthens the
1
description of the animosity between the two groups.
1 Raymond E. Brown, The Epistles of John (AB 30; Garden City: Doubleday, 1982),
428-29.
Make sure you understand an author when attributing your own paraphrase of their ideas to them.
3
For alternative forms of citing sources (e.g., author-date citation) see Kate L. Turabian, A Manual for Writers of Term Papers,
Theses, and Dissertations, Fifth Edition (Chicago: University of Chicago Press, 1987). See also, Publication Manual of the American
Psychological Association, Fourth Edition (APA).
26
Generally speaking, an assignment should be written in your own words and expressing your own ideas.
Using a phrase from a source (with quotation marks and a note) is perfectly acceptable occasionally, when
needed, but do not use this too frequently.
Do not write an assignment by using quote after quote from various sources. Your written assignment is
to express your ideas as you interact with the ideas of others (i.e., your sources).
2.4. Quoting primary material from a secondary source
2.4.1.
When you read someone else’s research or summary of a subject, he/she often refers to
or quotes from a primary source. It is plagiarism if you simply quote this primary source
as represented in the secondary source you are reading and not acknowledge that it was
acquired through a secondary source.
2.4.2.
Recommendations:
Acknowledge the secondary source from which you quote the primary source. For
example, your source states the following:
The tendency to list three sources or species of evil is widespread . . . Philo, On the
Decalogue 28 § 153, traces all wars to desire, “the desire for money, or glory, or
pleasure”. . .
If you do not go to the writing of Philo, look this reference up, and make sure that it is
actually making the point you want, then you must identify your secondary source, as
follows:
In 1 John 2:16 the author identifies three types of love for the world. To have
such a list of three is not unique to 1 John. Similar lists are found elsewhere in
literature of this period. For example, Philo explains that war originates from
1
“the desire for money, or glory, or pleasure” (On the Decalogue 28 § 153).
1 Raymond E. Brown, The Epistles of John (AB 30; Garden City: Doubleday, 1982),
428-29.
A better way to avoid this type of plagiarism is to use the secondary source as a tool to
direct you to the primary sources. Study the primary source directly on your own. Then
you can legitimately quote the primary source directly. This ensures that you have
verified the material and helps you avoid passing on someone else’s mistake or biased
misrepresentation. You could then cite the primary reference without acknowledging the
secondary source.
It is important that all Talbot students understand what plagiarism is and seek to avoid it, even
unintentionally. If you have any questions or concerns about the possibility of plagiarism in a paper you
are working on, please see your course instructor before you turn in your paper.
Kevin E. Lawson, Ed.D.
Professor of Christian Education
Talbot School of Theology, October 1995
27
PROFESSIONAL CONFERENCES
Talbot recognizes the value of professional conferences and attendance is encouraged. During any
semester a student may substitute attendance at approved professional conferences for class
attendance up to a total of one week. The student is responsible to make arrangements prior to the
time of absence with each professor whose classes will be missed. The student is responsible to
complete all work he misses. Faculty members will cooperate so that the student is not penalized
because of class absence. This policy is in effect only for conferences that are specifically approved in
advance by faculty action or by the Student Welfare Committee.
PROGRAM CHANGES
To change a major or degree:
 If changing a degree program at the same degree level within a school, submit the Change of
Program Form to the office of Graduate Admissions (contact the office at 562-903-4752 or go
to the Admissions Front Counter in Metzger Hall), or

If changing a degree program in another school, submit a full application.
Major changes submitted after the second week are effective for the following semester.
A student may not avoid a requirement of Admission by a change in status. Whenever a student
changes major or degree, they follow the catalog for the academic year in which they make the
change.
A student must be in good standing in the current major/degree program before requesting a
change. Students are not allowed to change programs while on probation in their current program.
They must clear their present academic status before changing to a new degree program.
REPORT DELAYED PROCESS
The purpose of the Report Delayed Process is to meet the needs of a student facing unforeseeable
emergencies beyond his/her control and are serious enough to prevent completion of course
assignments before the semester ends (i.e. extended illness, significant injury, critical family
emergency).
A temporary mark of “RD” (report delayed) will be issued in special cases when approved by the dean
of the respective graduate school. RD grades are normally completed no later than five weeks in the
fall/six weeks in the spring after the end of the term. In the event of the inability of a student to
complete the coursework by the approved deadline, the Office of the Registrar will assign a “W”
(official withdrawal) for the course grade.
Request forms may be obtained from the Office of the Dean. All Report Delays require the
permission of the faculty member, and the authorization of the Dean.
28
Notes & Restrictions:
• Appeals for a Report Delayed cannot be accepted any earlier than the 14th week of the
semester.
• Report Delays will not be granted for matters such as excessive employment, over-scheduling,
or current poor performance in a course.
• Students who miss more than 20% of regular class sessions (including “excused” absences may
be required to drop the course and ineligible for an RD.
• An RD may not be granted for special sessions such as Interterm or Summer.
Student Responsibilities
The student is encouraged to schedule course load levels and class assignments in keeping with
personal responsibilities to family, employer and ability to handle class assignments and stress.
Students should plan ahead and not count on a Report Delayed to complete course work.
The student should evaluate their course progress and assignments yet to be completed prior to the
eighth week (the last week to drop classes without a “UW” for the course). See the current
University catalog for the exact date. The student is encouraged to drop a course in which the work
cannot be completed by the course and academic deadlines.
Special Terms
International Students: Although a grade of “W” has no negative impact on the student’s GPA,
receiving a “W” could possibly drop a student below full time student status (12 units for
undergraduate students), or may affect their “academic progress as required by the federal
government thus jeopardizing their financial aid eligibility for both the RD term and the proceeding
term. For international students, dropping below full time student status can seriously jeopardize
their international student status and possibly result in their need to exit the US. These ramifications
should be considered by the student before applying and consenting to the RD.
Registration Hold: If a student applies for Report Delays for 6 units or more of the current semester’s
courses, a registration hold for the next semester will be placed on the student’s record until grades
are posted for the outstanding Report Delays.
Delayed Degree Conferral: A student cannot graduate with RD(s) in place. All course work must be
completed before a degree is posted. Successfully earned degrees are posted at the next University
Graduating Conferral Date (i.e. last date of the main Fall term, last date of the main Spring term, or
August 31) with a corresponding degree earned date.
STUDENT ASSESSMENT
Recognizing the importance of individual suitability for ministerial work, the faculty of Talbot School
of Theology is committed to helping each student assess their level of preparedness for service in
academic, vocational, and personal areas. Throughout the curriculum of the different degree
programs various assessments are administered and studied in order to assist the student in
determining personal characteristics and skills related to readiness for ministry. The student is
encouraged to consult faculty regarding any such issues that they consider crucial to future success.
The school reserves the right to prescribe counsel to the student when deemed appropriate and to
require withdrawal from the seminary program when warranted.
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STUDENT RECORDS POLICY
Students are advised that the University maintains school and student records for no longer than a
five-year period beyond the student’s final term of enrollment, with the exception of the transcripts
and the academic record.
SUMMONS
A student must respond promptly to an administrative or faculty summons.
TECHNOLOGY IN THE CLASSROOM
Laptops and Tablets
Personal laptop computers and tablets may be used in Talbot class sessions for note-taking purposes
only. Other laptop/tablet uses, including personal email, is strongly discouraged during class time.
Laptops and tablets must be off, and put away, during all exams (except with the clear and expressed
permission of the instructor). Students with laptops or tablets on during an exam will receive a failing
grade for the exam.
Cell Phones
Cell phones (tablets used for communications purposes) must be turned to silent mode when
entering the classroom. Take special care to attend to this. It is the expectation of the Talbot faculty
that students will not take calls in the classroom, and will not exit the room during class to take calls,
except in the case of emergencies. Cell phones must be off, and put away, during all exams (except
with the clear and expressed special permission of the instructor). Students with cell phones on
during an exam will receive a failing grade for the exam.
Electronic Dictionaries
Electronic dictionaries are not allowed during exams. Students who anticipate the need of a
dictionary during an examination should bring a print dictionary to the exam, and check it in through
the professor or exam proctor.
Lecture Proprietary Matters
Recordings of classroom lectures, and printed course materials, are the intellectual property of the
instructor. They may not be distributed in any form without permission.
THESIS
Th.M., M.Div., and M.A. students are given the option of writing a thesis. After completing sufficient
units in within your degree program (See your advisor for required units.), the student electing to
write a thesis will need to enroll in the Thesis Seminar. Students write their theses in consultation
with their major professor who may use the help of another faculty member as a second reader. Any
professor has the right to refuse a student the privilege of writing a thesis in that department if the
student's work in the department has been inferior.
For information on the option of a thesis track or a non-thesis track in the Th.M. program, see the
current Talbot catalog and purchase a Th.M. Program Handbook from that departmental secretary.
The length of theses for the M.A. and M.Div. degrees is a minimum of 50 pages and a maximum of
100 pages. Th.M. theses are to be a minimum of 100 and a maximum of 150 pages. This includes all
regularly numbered pages, exclusive of table of contents and bibliography.
30
All theses and dissertations at Biola University must conform to the required style manuals and
guides of the respective programs. For M.A., M.Div., and Th.M. students, the thesis must conform to
A Manual for Writers of Term Papers, Thesis and Dissertations by Kate L. Turabian, 6th ed. Chicago
Press, 1996.
Objectives
There are two consecutive thesis seminars for master’s-level students electing to write
a thesis(Thesis First Draft and Thesis Final Draft). These seminars are taken during the student’s last
year. During the third semester before graduation, the student must, with the approval of a major
advisor, select a thesis subject, do research, and develop an outline and bibliography. During the final
year, the thesis can be written in conjunction with these two courses. See the Talbot student
handbook for dates, deadlines and requirements.
The progression of the thesis sequence is Thesis First Draft and Thesis Final Draft. Should a student
need more time to develop the first draft, Thesis Continuous Registration may be taken. Once the
student is enrolled in Thesis Final Draft, the thesis must be completed within that term.
Thesis Guidelines
• Selecting a Faculty Reader: The thesis writer has the responsibility of choosing a faculty thesis
supervisor in consultation with the Department Chair. Your major and your special interest
within the major determine the faculty reader.
• Staging the Writing Process to Graduate on Time: It is vitally important that the thesis student
establishes a tentative graduation date with the faculty reader so the thesis writing process can
be staged to enable the student to graduate on time. Please refer to the "Calendar for Thesis
Writers" below for determining the appropriate due dates of the stages in writing the thesis.

Calendar For Thesis Writer: Deadlines for submitting drafts of your thesis are determined by
when you plan to graduate are below.
May Graduation Due Dates
Title page, outline, bibliography
due September 30th
(or last school day in September)
Thesis First Draft
(register in the fall)
due February 1st
(or first school day in February)
Thesis Final Draft
(register in the spring)
due March 31st
(or last school day in March)
December Graduation Due Dates
Title page, outline, bibliography
due February 28th
(or last school day in February)
Thesis First Draft
(register in the spring)
due September1st
(or first school day in September)
Thesis Final Draft
(register in the fall)
due October 31st
(or last school day in October)
Submit PDF copy of thesis to
Department secretary no later
than 2 weeks prior to graduation
Submit PDF copy of thesis to
Department secretary no later than
2 weeks prior to graduation
Instructions
To be submitted to faculty
reader for approval
To be submitted to Myers
room # 204 for recording and
routing slip and then to the
faculty reader for suggestions
To be submitted to the
faculty
reader along with first draft
for approval
To be submitted to
Department Secretary. She
will provide paperwork to
complete.
31
Due Dates
The completed first draft of the thesis is not due on the semester in which you register for "Thesis
First Draft." For instance, if you register for "Thesis First Draft" in the Fall Semester, the completed
thesis draft will actually be due on the first school day in February. You will receive no letter grade,
however, until the entire project is complete. Your faculty Reader will mark your grade report for
"Thesis First Draft" with "R" (thesis in progress).
Registering for the Thesis
There are two consecutive thesis seminars for those electing to write a thesis (Thesis First Draft and
Thesis Final Draft), which the student must take in their major. These seminars are taken during the
student's last year.
The student begins the thesis writing process by registering for "Thesis First Draft.” This assumes that
the student has secured a faculty reader for the thesis and plans to graduate at the end of the
following semester.
The student then registers for "Thesis Final Draft" for the semester he/she plans to graduate.
In each M.Div. department, theses seminars are given the course numbers TTHE 797 first draft and
TTHE 798 final draft. The M.A. theses carry the numbers TTHE 793 first draft and TTHE 794 final
draft. The Th.M. theses course numbers are TTHE 891 first draft and TTHE 892 final draft
Meeting the Deadlines
There is a reduction of one letter grade on the thesis for each late day. Date of postmark is not
sufficient to meet the due date. The thesis must arrive at the time and place designated to avoid
penalty. No thesis will be accepted later than one week after the due date, unless the Student
Welfare Committee or Associate Dean has granted an exception in advance.
Students who need extra time to work on first or final draft of the thesis are required to register for
the course: TTHE799 Thesis Continuous Registration/MA and M.Div, TTHE899 Thesis Continuous
Registration/Th.M. A fee of $100.00 per semester is due and payable at registration.
Thesis First Draft
The "Thesis First Draft" represents the student's best effort at researching and writing the
complete thesis. The first draft should be viewed as near final from the student's standpoint.
The research should be viewed as 100% complete and the student should see the content as
final. By contrast, the first draft is not…
•
•
•
A 50 or 75 page summary of what the thesis will be in final form.
A detailed outline of the thesis.
A neglect of Turabian's form and style guidelines.
The first draft of the thesis in its entirety is to be submitted to the department secretary in Myers
Hall 204. Record will be made of the time the thesis is submitted. A routing slip is attached and
the student then takes the thesis to the faculty reader and possibly a second reader.
Consultation continues between the faculty reader and the student until the faculty reader is
satisfied with the changes.
32
Thesis Final Draft
The "Thesis Final Draft" represents the student's responsibility to respond to the comments of
the faculty reader(s).
Once the student has responded to the comments of the readers, he/she presents the final draft
of the thesis to the faculty reader. The corrected first draft must accompany the final draft for
comparison purpose. When the advisor is satisfied with the final draft, he signs the routing sheet
to indicate approval and files the grade card with the registrar.
The Student’s Responsibilities with Regard to the Thesis
The ultimate responsibility rests with the student for producing a clean thesis, that is, free of
excessive spelling, grammatical, stylistic, and form errors. While the faculty reader can offer
guidance, he cannot be expected to function as a proofreader. You are expected to submit a clean
copy of the thesis in the first instance.
If you are prone to committing excessive spelling and grammatical errors, you should avail yourselves
of the services of the University's Writing Center and employ a proofreader prior to submitting a
formal draft of your thesis.
A thesis draft with an excessive amount of form and style errors will not be accepted. Please make
sure you submit a clean copy of your thesis in the first instance so that your intended time of
graduation is not put in jeopardy.
By directive of the Graduate Studies committee, the faculty have been instructed to return a thesis
draft to the student if it contains an excessive number of stylistic errors. As a general rule, if the
thesis or dissertation contains more than three errors per page in the first twenty pages read, it will
be returned to the student immediately for proofreading and correction. The student will then be
held responsible to correct not only the errors marked on the first twenty pages, but all others (esp.
those of the same kind) throughout the thesis.
Requirements for Theses and Dissertations
Print & Margin Requirements
• Printing must be on one side of the page.
• An easily read font should be used. Select a font that is compatible with the printer and that
accommodates italics, solid underlining and…dotted leads.
• All text must be double-spaced. Exceptions may occur in figures and tables, bibliographies,
footnotes, and other special items (such as preliminary pages).
• All margins must be 1 inch except for the left, which should be 1 1/2 inches.
• Right margins should be ragged (not justified).
Submitting your thesis to Department Secretary
The Department Secretary will be responsible for making sure that the student has been given an
acceptance sheet which the student will incorporate into his thesis. Then the student will create a
PDF with approval sheet as the first page (see below for information on approval sheet).
Masters theses from Talbot go to TREN (Theological Research Exchange Network) as an electronic
PDF as well as a hard copy of the TREN Permission Form (completed through Department secretary).
33
A commercial binding company (Kater Crafts Bookbinders) will bind copies for students which can be
done through their website at: http://www.katercrafts.com/ThesesMailOrder.htm
Form and Style Guidelines
Talbot adopted the Turabian standard in 1990 so you should use caution against using pre-1990
Talbot theses as models for form and style. The handbook for reference is A Manual for Writers for
Term Papers, Theses, and Dissertations by, Kate L. Turabian, 8th ed. Chicago: University of Chicago
Press, 2013. This manual provides the primary guideline for the body of the thesis including
footnotes, bibliography, etc.
Preliminary Page Requirements
Preliminary page numbers should be small Roman numerals. They should appear at the bottom
margin (one inch from the bottom of the page), and centered (unless specifically designated
otherwise by an approved manual of style). The dissertation/thesis must include these pages in this
specific order (others may be required by departments).
Approval Sheet
An Approval sheet must be created by Department secretary in Myers 204, then printed, signed, and
scanned in order to create a PDF version of this sheet. It is then attached as the first page of the PDF
version of the thesis. There is no page number on the Approval Sheet.
Title Page
The author's name must appear on title page exactly as it will appear on the degree awarded.
The title page must be worded and spaced as in the sample following. The general rule for the
spacing of the title page is: the first line of the title should begin 2 inches from the top of the page
and the bottom line with the date should be 1 inch from the bottom of the page. Space the elements
in between these two lines as evenly as possible. The title page is Roman numeral i, but the numeral
does not appear on the page.
34
Copyright Notice
A Copyright Notice must appear in the dissertation whether or not the dissertation is officially
registered with the U. S. Copyright Office. The Copyright Notice page attached to your dissertation is
sufficient for an official copyright.
See the following sample of how the Copyright Notice should look. The copyright symbol may be
drawn in by hand in black ink if your computer is not able to produce the symbol.
The writer may be interested in registering the work with the U. S. Copyright Office. Dissertations
and theses submitted to TREN or University Microfilms may, at the same time and for an additional
fee, be officially registered for copyright. You may register for copyright as well as request creation
of a microfilm backup (both optional) by going to: http://www.tren.com.
Table of Contents
Every chapter title, every subheading within each chapter, the List of Figures, List of Tables,
Bibliography (or References), and Appendixes must appear in the Table of Contents.
Abbreviations and Bibliography
Detailed information and examples can be found in the Th. M. Handbook.
PRODUCTION GUIDELINES FOR THE THESIS
There are no mandatory costs to the student for the submission of the thesis, only costs for any
optional services mentioned above under the category of Copyright Notice.
35
TRANSCRIPTS
Students or alumni may view Biola’s transcript policies and request transcripts online at
biola.edu/registrar. Telephone, e-mail, and in-office requests will not be accepted. All transcript
requests require payment upon ordering and the signature of the student. Processing time is 1–2
business days. Official transcripts cannot be faxed.
A transcript cannot be released if the student owes money to the University or if a payment is
outstanding on any loans obtained through the University. This policy is in compliance with the
Family Educational Rights and Privacy Act of 1974 (Buckley Amendment). No transcript will be issued
until all obligations to the school have been met. Official transcripts can be sent only to other
institutions, not to individuals. Transcript records may be released to other institutions upon request
provided there is no financial obligation to the institution.
TRANSCRIPT EVALUATION
Tentative evaluation of work done at other seminaries may be rendered by the Registrar’s Office
after a student has been accepted.
TRANSFER OF CREDITS
For a student who earned a master’s degree at a previous accredited school, up to 50% of the credits
of coursework with similar content may be shared and transferred toward another Master of Arts or
Master of Divinity Talbot degree. All transferred coursework must be appropriate for the degree. At
least 50% of the master’s degree requirements must be taken at Talbot.
For a student who did not complete a master’s level degree at the previous school, all appropriate
comparable course credits may be transferred; however a minimum of 24 credits of the Master of
Arts or Master of Divinity degree requirement must be completed at Talbot.
Transfer credit for acceptable work done in other graduate schools will be allowed for courses which
are parallel to those required in the curriculum. Applications received by May 1st will be provided
with transfer credit decisions at the point of acceptance. Transfer credit for late applications will be
accomplished during the Fall semester. Graduate courses with grades of “C” or above (a “C-” is
not transferable) at accredited institutions or those validated with grades of “B” or above (a “B-” is
not transferable) from approved unaccredited schools are considered as acceptable on
a transfer basis. For information on the validation procedure for unaccredited work, contact the
Office of the Registrar.
WITHDRAWAL FROM SCHOOL
Official withdrawal from enrollment in the University is made by submitting a completed Departure
Form to the Office of the Registrar. Students may officially withdraw until the end of the eighth week
of the semester. Students who drop from enrollment at any time during the semester without
submitting a Departure Form, or withdraw from enrollment during the ninth through the 15th week
of the semester, are considered unofficially withdrawn. Unofficially withdrawn students will not
receive a refund of any portion of tuition or fees and will receive grades of “UW” for their courses.
Students departing the University for longer than one year will be required to follow the current
catalog at the time of their readmission. Students may petition for an exception.
36
CAMPUS LIFE
37
COMMUNITY LIFE
As a member of the Biola community, individual students share in the unique benefits of a Christian
university. The breadth of course offerings in the graduate and undergraduate levels provide a rich
backdrop for study in a particular major. In addition to gaining an education, which provides
competence in a specific discipline, students also gain the benefit of an integrated view of learning
that utilizes Scripture as the foundation for all of life. At Biola, we believe that learning occurs both
inside and outside of the classroom. We are able to impact the world for Jesus Christ only as we are
integratively competent in our fields of study and as we develop a lifestyle that reflects our Maker.
As a body of believers, the Biola community seeks to encourage the development of each individual,
in order that all would understand and utilize their unique, God-given gifts and abilities. The support
of peers who share a common belief in Jesus Christ is for many a great benefit of being a part of this
community. Faculty, staff and administrators are available for those who seek the wisdom and
concern of the people who have traveled further in their Christian journeys. The co-curricular
programs offered by the University are provided for members of this community as a stimulus for
further growth and development. It is the intent of Biola University that all that is done in the
classroom, in co-curricular programs, in relationships established and in knowledge gained, reflect
the unique mission of the University.
GENERAL POLICIES
The following examples of violations of the Biola Community Standards are not exhaustive but are
intended to give a student an idea of the types of behaviors that may result in disciplinary action:
1. Violation of published University policies, rules, or regulations. Published University policies,
rules, or regulations include:
a.
b.
c.
d.
e.
f.
g.
Talbot Graduate Student Handbook
Biola University Student Handbook
Biola University Catalog
Housing and Food Services Contract and Residence Halls Housing Handbook
Campus Safety Handbook
Biola Network Usage Policy
All other official Biola University publications
2. Violation of Federal, State, or local law (see “Violation of Law,” below).
3. Dishonesty in any form, including but not limited to: plagiarism, cheating on assignments or
examinations, knowingly furnishing false information, forgery, alteration or misuse of
documents, records, or identification cards. See the policy statement on “Academic Integrity”
for more information.
4. Inappropriate behavior, including but not limited to:
a. Drunkenness, disorderly, lewd or indecent behavior;
b. Disruption or obstruction of teaching, research, administration, disciplinary
proceedings, and other University activities, including its public-service functions on
or off campus, or other authorized non-University activities when the activity occurs
on University premises;
38
c. Bullying: Actions, language (verbal, written, or images), technological communication
(texting, cell, social media) that contain, imply, or are perceived as: threatening,
humiliating, intimidating, harmful, stalking, hateful, violent or that create a hostile
environment directed toward anyone will not be tolerated and will be subject to
disciplinary action.
5. Some behaviors of bullying may also be considered unlawful harassment or discrimination.
In compliance with local and national non-discrimination laws and regulations, these actions
will be processed according to the Title IX: Harassment Policy: See the policy on
“Discrimination & Sexual Harassment.”
a. Unnecessary or loud noise, particularly between the hours of 10 pm and 8 am (also a
violation of La Mirada city ordinances).
6. Promotion, distribution, sale, possession, or use of alcohol or narcotics or other controlled
substances (including misuse of prescribed medications or use of any substance with the
intent of becoming impaired/intoxicated) on- or off-campus regardless of the student‘s age.
This will include drug paraphernalia, the use or collection of non-alcoholic beers on campus
and collections of containers used for the delivery or storage of alcohol beverages. See the
policy statement on “Alcohol and Other Drugs” for more information.
7. Gambling, betting, or any lotteries, games, or raffles that require the staking or risk of money
or objects of value. A person engages in gambling if s/he stakes or risks something of value
upon the outcome of a contest of chance or a future contingent event not under his/her
control or influence, upon an agreement or understanding that s/he or someone else will
receive something of value in the event of a certain outcome.
a. No displays of any kind that promote or encourage gambling or betting are
permitted. Examples include casino or betting parlor advertisements or clothing.
8. Failure to comply with written or verbal directives of University officials or law enforcement
officers acting in performance of their duties, and/or failure to provide identification to a
University official upon request.
9. Failure to comply with requests to meet given by Student Development professionals as it
pertains to Student Care and Conduct related issues.
10. Authorizing your student ID card to be swiped by another individual and/or swiping a student
ID card other than your own.
11. Soliciting or advertising without prior approval from the Office of Student Development or
another appropriate University office. See the policy statement on “Advertising and Posting”
for more information.
12. Sexual harassment, sexual assault, and discrimination. See the policy statements on
“Discrimination & Sexual Harassment,” and “Sexual Assault” for more information.
13. Sexual activity outside of a marriage between husband and wife, including but not limited to,
premarital, extramarital or same-sex behavior. See the policy statement on “Sexuality &
Relationships” for more information.
39
a. If a pregnancy occurs, the University is committed to supporting both the mother and
father of the child. See the policy statement on “Sexuality & Relationships” for more
information.
14. Same-sex romantic behavior. See the policy statement on “Sexuality & Relationships” for
more information.
15. Persistent or exaggerated examples of cross-dressing.
16. Exhibition, possession, or distribution of material or representations deemed to be obscene
or contrary to the moral standards and/or mission of the University, including, but not limited
to, pornography. Further, the use of institutional or personal computers for the viewing,
transmission, retrieval and/or storage of such material is a violation of University community
standards and will result in disciplinary action. See the policy statement on “Sexuality &
Relationships” for more information.
17. Smoking on or off campus; possession or use of any tobacco products (e.g. cigarettes, snuff,
cigars, pipe tobacco, chewing tobacco, e-cigarettes and vaporizers). See the policy statement
on “Alcohol and Tobacco” for more information.
18. Hazing, defined as an act which endangers the mental or physical health or safety of a
student, or which destroys or removes public or private property, for the purpose of initiation
or admission into, affiliation with, or continued membership in a group or organization. See
the policy statement on “Hazing” for more information.
19. Participation in student organizations not recognized by the University.
20. Possession of Firearm / Unauthorized Weapon: The possession or use of any type of weapon
on Biola's campus is prohibited. Weapons include, but are not limited to: firearms,
ammunition, air and spear guns, knives, martial arts weapons, bows and arrows, swords,
paint pellet guns, batons, clubs, TASERS, stun guns, and explosives of any type. All individuals
in possession of self-defense items must comply with applicable California State law
regarding training and permit to use. It is a felony to possess firearms on campus.
21. It is a misdemeanor (PC 626.10) to bring or possess a less lethal weapon or stun gun upon the
grounds of a college or university.
22. All individuals in possession of self-defense items must comply with applicable California
State law regarding training and permit to use.
23. Unauthorized entry to or use of University premises or property and/or unauthorized
possession, duplication or use of keys to any University premises.
24. Attempted or actual theft of, and/or damage to, property of the University or property of a
member of the University community or other personal or public property.
a. This includes vandalism, disrespect, destruction, or defacement of University
property.
b. The cost of repairs for damaged University facilities will be the responsibility of the
student or group using them.
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25. Unauthorized access, theft or other abuse of technology and computers, including but not
limited to:
a. Unauthorized entry into a file to use, read, or change the contents, or for any other
purpose;
b. Unauthorized transfer of a file;
c. Unauthorized use of another individual's identification and password;
d. Interference with the work of another student, faculty member, or University official.
e. Illegal uploading or downloading and/or use of copyrighted material, including but
not limited to copyrighted music, television broadcasts, or motion pictures.
26. See the policy statement on “Technology” for more information.
27. Misuse of disciplinary procedures, including but not limited to:
a. Falsely reporting misconduct knowingly and with intent to harm.
b. Failure to respond to the summons of a University official.
c. Falsification, distortion, or misrepresentation of information before a disciplinary
body.
d. Disruption or interference with the orderly conduct of a disciplinary proceeding.
e. Attempting to discourage an individual‘s proper participation in, or use of, the
disciplinary system.
f. Attempting to influence the impartiality of a member of a disciplinary body prior to,
and/or during the course of, the disciplinary proceeding.
g. Harassment (verbal or physical) and/or intimidation of a member of a disciplinary
body prior to, during, and/or after a disciplinary proceeding.
h. Failure to comply with the sanction(s) imposed by a disciplinary body.
28. Tampering with, unlawfully activating, or removing fire equipment is a misdemeanor and
subject to fines or time in jail. These include automatic door closers, fire extinguishers, smoke
detectors, and fire alarms. Violating state and local fire code, and offenses such as pulling of
fire alarms, and propping open fire doors (except in case of emergency), are subject to fines
or other sanctions.
29. Use of skateboards/rollerblades/roller skates and other similar devices on campus.
30. Burning candles or incense without special permission from the Office of Campus Safety or
member of the Residence Life staff.
31. Possession of fireworks is against campus policy and is also a violation of city ordinances.
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CHAPEL
The purpose of chapel is to provide opportunities for worship, instruction and exposure to current
issues, ministries, missions and gifted individuals. Chapel is an important part of a student's
educational experience, contributing significantly to individual spiritual formation and the unity of
the seminary community.
Chapel services are conducted each Tuesday in Calvary Chapel. Additional special chapels are held as
announced. Special chapel series, such as the Lyman Stewart Memorial Lectures, Robert L. Saucy
Lectures, and the Faculty Series (Fall and Spring), are held Tuesday through Thursday. Joint
university-wide chapel services are held several times a year. Participation in the chapel services of
the university community is highly encouraged.
CHILD CARE (ON CAMPUS)
Because of liability risks and insurance limitations, facilitating on-campus childcare is not permitted.
DAY OF PRAYER
A day of prayer is scheduled for each semester. Special emphasis on prayer is given in the chapel
services and during classes.
DISSENT AND DISRUPTION
In certain circumstances, when a student's presence or conduct on campus may cause a disruption of
the educational process or be considered a threat to individuals, to the community or to University
property, the University reserves the right to restrict a student's access to campus. Students have a
right to ask questions, seek information and assistance or to express dissent, but this right must be
exercised in a manner consistent with the Biola Community Standards. It must not be practiced in a
way that violates the rights of others and the educational mission of the University.
ENTERTAINMENT CHOICES
Because film, television, and music are the principal forms of art and entertainment in American
culture, the University encourages students to think seriously about the artistic merits as well as the
moral and philosophical implications of the material. Discernment must be exercised in avoiding all
activities that are spiritually or morally harmful. Individual decisions regarding movies, television
programs, music, video games, and all forms of electronic media and other activities are expected to
reflect this moral commitment. Biola University does not presume to be a censoring agency for all
activities; it does, however, expect tangible evidence of maturing Christian convictions and discerning
judgment.
Although the University discourages the use of the industry rating code as a guide in determining
which films and programs are "acceptable" for Christians, films with an "R" rating are not permitted
for viewing in public places on campus, nor are television programs rated “MA.” Students are
admonished to select films and programs of aesthetic and ethical interest that offer an important
perspective on contemporary culture, and will show discretion not only in the content of the material
viewed, but in the amount of time spent in such activity.
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FUNDRAISING PROJECTS
To ensure that the integrity of Biola University is maintained, and that our university fundraising
efforts are well coordinated, all fundraising activities must be approved by the University
Advancement department before contact is made with potential donors. A Fundraising Information
Packet and Pre-Proposal/Approval Form are available from Constituency Records; to obtain a packet
or additional information, please contact them at ext. 5364.
Student fundraising projects (groups/clubs/organizations) must be approved through the appropriate
university personnel overseeing the specific group/club/organization. Please refer to Advertising,
Distributing, and Selling On Campus policy for additional information.
HEALTH CARE
Biola University offers health services for all registered students, regardless of insurance coverage.
These services are available at the Student Health Center on Monday through Friday, from 8:00am to
4:00pm. There is a small fee for injections or other treatments. (Note: No non-student spouses or
children are eligible for the Health Center services, even if they are signed up for the Biola Health
Insurance Plan.)
Students carrying seven units or more are required to:
1. Have a physical exam on file at the Health Center prior to the time of registration;
2. Show proof of private health insurance coverage (at registration) or
3. Enroll in Biola's student accident and sickness insurance plan.
(Note: Coverage in Biola's Student Insurance Plan is available to any currently enrolled
student, regardless of the number of units he/she is taking; however, it is required for the
student who does not carry a private insurance policy and is enrolling for seven or more
units.) The cost of this insurance is subject to change from time to time by the company.
MODESTY STANDARD
(Created by the Associated Students' Modesty Committee and the Office of Residence Life and approved by the Associate Dean of
Student Development; Rev. Aug. 2003)
Biola University seeks to maintain a vital Christian community and witness through its appearance,
in particular our standards of dress. Talbot is an integral part of Biola University, a local community
and linked to the Church. In these contexts, personal appearance, the nature of one's Christian
testimony and responsibility to and for others are often linked.
As members of a community pursuing authentic relationships in order to provide a place of growth
in our knowledge and love of Christ, we have the calling to avoid being a hindrance to one another's
growth in all areas of life. As representatives of this community even while outside the Biola
campus, we have the desire to present a holistic witness that includes modesty.
With a dress standard, our specific interest is to create an environment that promotes a Christcentered community and a Christian witness to the world on the Biola campus. As adults we
recognize there is freedom for personal choice; however our commitment to this community
should reflect our pursuit of modesty in dress—that is, dressing in such a way not to draw
another's attention. Students should be aware that the standards of modest dress are applicable to
both men and women.
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Inappropriate Attire
Regardless of intent the following items may be perceived as sexually provocative and therefore
inappropriate on campus:
 short shorts,
 halter tops,
 short or tight dresses and skirts, including mini-skirts,
 tight, strapless, backless, or low-cut shirts,
 visible undergarments.
Shirts must be worn at all times, with the exception of pool areas, areas designated for sunbathing,
and during sports activities. Sunbathing is only appropriate at the swimming pool and Alpha Chi
sun deck and Biola-owned apartments. T-shirts and cover-ups should be worn to and from these
places. These standards will be enforced by all members of the community.
As brothers and sisters in Christ, it is our responsibility to hold one another accountable to the
aforementioned standards of dress in a manner of genuine love and concern. We acknowledge
modesty runs deeper than a dress standard, and begins with remaining pure in mind and heart
regardless of the way another is dressed.
RESEARCH POLICY
Any educational research/survey investigator requesting the participation of students, either on
and/or off- campus, must request permission from the Office of the Dean of Student Development,
ext. 4871. All research surveys must be approved by the Protection of Human Rights in Research
Committee (PHRRC) prior to requesting permission from the Student Development office. Written
protocols for the PHRRC are available from the Rosemead School of Psychology, Receptionist Desk.
Research assigned by faculty as part of an undergraduate class curriculum does not require this
approval; the faculty in charge is responsible and expected to exercise wise discretion and awareness
of such protocols.
RIGHT OF ENTRY
University personnel can enter rooms in an emergency, for health and safety inspections, to enforce
rules and regulations, and to show partial vacancies to prospective students.
VEHICLE POLICY
The use of a motor vehicle at Biola University must be considered a privilege with accompanying
responsibilities. The safety of our campus community and the University‘s relationship with the La
Mirada community are influenced by our driving choices. Inappropriate or reckless driving may be
subject to disciplinary proceedings and/or the removal of on-campus driving privileges.
Policies regarding possession, operation, and parking of vehicles (motor and other) can be found in
the Campus Safety Handbook at http://www.biola.edu/offices/campus_safety/faq//
Registration Fees
Per semester there is a registration fee for automobiles, motorcycles, and motorized bicycles.
Temporary permits are available at a prorated fee.
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SERVICE ANIMALS
Purpose
In accordance with the Americans with Disabilities Act (ADA), service animals will not be restricted
from Biola university facilities and events. Support animals/therapy pets while potentially allowed on
campus are subject to different regulations and restrictions.
Definitions
A. Service Animal:
“any dog that is individually trained to do work or perform tasks for the benefit of an
individual with a disability, including a physical, sensory, psychiatric, intellectual, or other
mental disability. Other species of animals, whether wild or domestic, trained or untrained,
are not service animals for the purposes of this definition. The work or tasks performed by a
service animal must be directly related to the handler’s disability.” (28 CFR § 36.104, ADA
regulations)
B. Support/Therapy/Comfort Animals:
Animals that individuals with disabilities might utilize for support or assistance, but which do
not meet the ADA criteria for Service Animals. Types of support animals might include
emotional/social anxiety support animals. Support animals are not Service Animals.
C. Partner/Requesting Individual/Handler:
The individual with a disability who utilizes a service or support animal as an accommodation.
D. Individual with a Disability:
An individual with a disability is a person who:
a. Has a physical or mental impairment that substantially limits one or more major life
activities or…
b. Has a record of such an impairment or…
c. Is regarded as having such an impairment (ADA definition).
Detailed Policy Statement
A. Types of Service Animals Permitted on Campus.
These guidelines have been developed with the understanding that all service animals
working on the university campus will be dogs. (For policy regarding “support animals” that
do not meet the definition of “service animal”—e.g. emotional support animals, therapy
animals, seizure response animals— please see Section III.D. of this document).
“Examples of work or tasks include, but are not limited to, assisting individuals who are blind
or have low vision with navigation and other tasks, alerting individuals who are deaf or hard
of hearing to the presence of people or sounds, providing non-violent protection or rescue
work, pulling a wheelchair, assisting an individual during a seizure, alerting individuals to the
presence of allergens, retrieving items such as medicine or the telephone, providing physical
support and assistance with balance and stability to individuals with mobility disabilities, and
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helping persons with psychiatric and neurological disabilities by preventing or interrupting
impulsive or destructive behaviors.”
“The crime deterrent effects of an animal’s presence and the provision of emotional support,
well-being, comfort, or companionship do not constitute work or tasks for the purposes of
this definition.” (28 CFR § 36.104, ADA regulations)
B. Responsibilities of Persons with Disabilities Using Service or Support Animals on Campus
Students, faculty and staff with disabilities, including regular visitors, who utilize service or
support animals on campus grounds, must complete a Biola University Animal Registration
Form. (Note: support animals must receive prior approval before being brought onto campus;
see Section III.D.).
Current and prospective students will work with The Learning Center (located upstairs in the
Biola University library). Staff and faculty are encouraged to contact the Human Resources
Office. For use of a service or support animal by a resident or potential resident in University
Housing, see Section III.C and D. of this document.
Partners are responsible for any damage caused by their animals and must take appropriate
precautions to prevent property damage or injury. The cost of care, arrangements and
responsibilities for the well-being of a service or support animal are the sole responsibility of
the partner at all times. Service and support animals on campus must:
1. Meet Legal Requirements: All requirements for the presence of animals in public places
(vaccinations, licensure, ID tags, etc.) mandated by State or local ordinances must be
followed, including but not limited to:
a. Los Angeles County Animal Services Dog License, updated yearly.
b. If the animal is intact (not spayed or neutered), a Los Angeles County Animal Services
Unaltered Animal Certificate, updated yearly.
2. Be under Control of Partner: “A service animal shall be under the control of its handler. A
service animal shall have a harness, leash, or other tether, unless either the handler is
unable because of a disability to use a harness, leash, or other tether, or the use of a
harness, leash, or other tether would interfere with the service animal’s safe, effective
performance of work or tasks, in which case the service animal must be otherwise under
the handler’s control (e.g., voice control, signals, or other effective means).” (§ 36.302,
ADA regulations)
3. Adhere to Cleanup Rule: The partner must follow local cleanup ordinances when the
animal defecates. Individuals with disabilities who physically cannot clean up after their
own service animal may not be required to pick up and dispose of feces.
C. Service Animals in University Housing.
Service animals may not reside in University Housing without prior written approval as
described in this section.
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Procedures for Approval of Service Animals in University Housing:
1. Incoming residents must submit requests to have service animals in University Housing
with their initial housing application. Existing residents must submit requests at least six
weeks prior to the date the animal is expected to be in residence.

To make a request: To make a request, contact the appropriate office: Students and
regular visitors contact The Learning Center. Staff and faculty contact Human
Resources.

The documentation required must include completion of Service Animal Registration
form. Includes list of tasks or functions the animal has been trained to perform as a
disability-related accommodation, the type of animal, a description of the animal
(e.g. weight, breed, etc.) and the animal’s name.
2. The following departments will be privy to your request: The Learning Center, Residence
Life, Housing and Auxiliary Services. The requesting individual will be notified in writing of
the decision by The Learning Center within ten business days of the date the request and
receipt of all required documentation.
3. If the request is approved, the requesting individual must:
a. Follow all sections of this Biola University Service Animal Policy
b. Register the animal with The Learning Center before move-in is allowed.
c. Sign and submit to University Housing the Guidelines for Maintaining a Service or
Support Animal in University Housing. Form available through The Learning Center
and Housing offices.
D. Support Animals/Therapy Pets
Support Animals, as defined in Section II. Definitions, may be permitted on the Biola
University campus on a case-by-case basis. Before bringing a support animal onto campus
grounds, the requesting individual must submit appropriate documentation. Requests to
have a support animal on campus will be evaluated by the appropriate office.
Procedures for requesting permission for a support animal:
1. To make a request, contact the appropriate office: Students and regular visitors contact
The Learning Center. Staff and faculty contact Human Resources. Documentation
required must include:
a. A letter with the partner’s explanation of the need for the animal, the type of animal,
a description of the animal and the animal’s name, the date when medical diagnosis
prescribed such an animal, the date when the animal was acquired and the areas of
campus where the support animal is needed.
b. Medical documentation that meets the Biola University documentation guidelines as
maintained by The Learning Center - specifically, the section of the guidelines that
lists the key elements of documentation. Copies of these guidelines are available on
The Learning Center website and office. It is strongly advised that a copy of these
guidelines be given to the treating clinician. Insufficient documentation that does not
47
meet university requirements may result in delays or denial. Documentation must
also include the clinician’s professional opinion regarding the need for a support
animal as a reasonable accommodation for the specific disability of the requesting
person.
c. If applicable, requesting individuals should explain in their letter why the support
animal is needed in non-residence campus facilities or on the campus grounds at
large.
d. Evidence of animal’s suitability as a support/therapy animal.
e. Completion of Support/Therapy Animal Registration form. Includes the type of
animal, a description of the animal (e.g. weight, breed, etc.) and the animal’s name.
Housing: Requests for support animals in University Housing will be processed per Section
III.C. of this document. Permission to have a support animal in University Housing does not
mean permission to have the support animal in other campus facilities or on campus grounds
at large.
2. The Learning Center will notify the requesting individual in writing of the decision within
ten business days of the date all required documentation is received. If the request to
have a support animal on-campus is approved, the partner is expected to abide by all
sections of this Biola University Service Animal Policy.
E. Areas Off Limits to Service and Support Animals
The university must allow a service animal to accompany the individual with a disability at all
times and everywhere on campus except where service animals are specifically prohibited.
Support animals are allowed only in pre-approved areas of campus as established in Section
III.D. The following areas are generally off limits to service and support animals:

Research and Teaching Laboratories (or other Research Facilities): Natural organisms
carried by dogs and other animals may negatively affect the outcome of research. At the
same time, chemicals and/or organisms used in research may be harmful to service and
support animals.

Mechanical Rooms/Custodial Closets: Mechanical rooms, such as boiler rooms, facility
equipment rooms, electric closets, elevator control rooms and custodial closets, are offlimits to service animals. The machinery and/or chemicals in these rooms may be harmful
to animals.

Areas Where Protective Clothing is Necessary: Any room where protective gear or
clothing is worn is off-limits to service and support animals.

Areas Where There is a Danger to the Service Animal: Any room, including a classroom,
where there are sharp metal cuttings or other sharp objects on the floor or protruding
from a surface; where there is hot material on the floor (e.g. molten metal or glass);
where there is a high level of dust; where there are harmful chemicals or materials; or
where there is moving machinery is off-limits to service and support animals.
48

Exceptions to Off-Limits Areas: Exceptions to off-limits areas may be granted on a caseby-case basis in consultation with The Learning Center and lab director (per department
procedure), and the individual with a disability. The final decision shall be made based on
the nature of research or machinery and the best interest of the animal. Example: The
machinery in a classroom may have moving parts at a height such that the tail of a large
dog could easily be caught; this is a valid reason for restricting access for a large dog.
However, a very small hearing dog may be shorter than any moving part and, therefore,
considered for admission to the classroom.
F. Removal/Relocation of Service and Support Animals
Service and Support Animals may be ordered removed for the following reasons:

Community Impact: A partner may be directed to remove an animal that is unruly or
disruptive (e.g. barking, running around, bringing attention to itself, jumping up on
people), or has not been properly housebroken. If the improper behavior happens
repeatedly, the partner may be prohibited from bringing the animal into any university
facility until the partner can demonstrate that s/he has taken significant steps to mitigate
the behavior. Any animal that exhibits aggressive or unsafe behavior may be prohibited
from University facilities. In addition, any animal that is not properly housed/restrained
will be subject to removal. (28 CFR § 36.104, ADA regulations)

Ill health: Animals who are ill should not be taken into public areas. A partner with an ill
animal may be asked to remove the animal from university facilities.

Uncleanliness: Partners must ensure that their animals are kept clean and well-groomed.
Partners with animals that are excessively unclean (e.g., flea infested, foul-smelling
and/or shedding excessively) may be asked to leave university facilities.
Service and Support Animals and partners may be relocated to a different university housing
facility or an alternate office location when the presence of an animal conflicts with another
resident’s or co-worker’s disability (e.g. severe allergies, phobias, etc.).
G. Grievance Procedures
A decision may be appealed, in writing, within 15 business days of the date of the decision
letter. Please see Grievance Procedure as published in The Learning Center Handbook (see
Learning Center website). Appeals must state a specific reason for reconsideration. Decisions
on appeal shall be final.
Students: Written appeals must be submitted to the Executive Dean of Students.
Staff and Faculty: Written appeals must be submitted to the Director of Human Resources
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Getting Help
If you need help...
...requesting a service or support animal in
university owned housing, or to have a
support animal on campus grounds (outside
of housing), and you are a student.
. . . requesting a service or support animal in
university owned housing, and you are faculty
or staff, and it is a condition of employment to
live in university housing.
. . . requesting a support animal on campus
grounds (outside of housing), and you are
faculty or staff.
Contact
The Learning Center 562.906.4542 Website
. . . requesting a support animal on campus
grounds, and you are a regular visitor.
...obtaining a Los Angeles County Animal
Registration/Pet Form, or have questions
about vaccination, licensure and ID tag
requirements.
...reporting an unruly or unlicensed service or
support animal on campus.
The Learning Center 562.906.4542 Website
...with general university housing information.
Biola University Housing Office 562.903-5838
Website
Human Resources 562.903.4757 Website
The Learning Center 562.906.4542 Website
LA County Animal Care Website
Campus Safety 562.903.4877 Email:
[email protected] or Residence Life
562.903.5842
Applicability and Authority
This Biola University Service Animal Policy applies to all university owned structures without
exception. For non-disability related animals on campus, please refer to Employee Handbook, Section
3.17 Pets on Campus and Student Housing Handbook, Section 6 Possessions & Conduct: Pets.
The Learning Center is the campus authority for the Biola University Service Animal Policy. This policy
was reviewed and approved by the Dean of Students, Danny Paschall on March 9, 2011.
References:
Americans with Disabilities Act (ADA)
California Fair Employment and Housing Act (FEHA)
UC Santa Cruz Service Animal Policy (used by permission)
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STUDENT ORGANIZATIONS AND CLUBS POLICY
Biola University desires to empower student leadership and initiative and thus encourages the formation
of student clubs on the Biola University Campus. Along with opportunities for growth provided by such
organizations comes the responsible of faithful management of both University resources and reputation.
All clubs have a range of freedom to be creative and to develop new programs within the guidelines of
various University Policies, the University Doctrinal Statement, the Biola University Mission, the Biola
Community Standards, as well as State and Federal laws and regulations. With this in mind the following
policy has been set in place to guide the formation and operation of student-run clubs on the Biola
University campus.
1. All clubs must have an Advisor who is a current full-time member of the faculty, staff or
administration. The Advisor must be regularly updated regarding all club meetings, activities,
bylaws, fundraising efforts, membership rosters, officer contact information, financial records and
other pertinent information.
2. In order to be approved, an official club must be in support of all University Policies, the
University Doctrinal Statement, the Mission of Biola University, the Biola Community Standards,
as well as State and Federal laws and regulations (see elsewhere in this Handbook and the
University Catalog for details).
a. In no case shall any student organization be given official recognition whose beliefs are
contradictory to the University’s Doctrinal Statement or whose functions or activities are
contradictory to the Biola Community Standards.
b. The Assistant Director of Student Programming has the right to deny the recognition and
formation of a club based on the University’s Mission, the Doctrinal Statement, Biola
Community Standards, liability concerns, or any other related University policy.
c.
No organization shall be chartered or given official recognition by the University that
describes itself as “Fraternity” or “Sorority” or may be identified as such by advertising or
related activities.
3. No student organization shall sponsor any events that directly or indirectly violates any University
Policy or has the appearance of violating policy (including, but not limited to: raffles, games that
could be construed as gambling or betting, beverages in containers that resemble alcoholic
beverages, events that include social dancing or dance-related themes).
4. To avoid interference with worship services, all student organizations are prohibited from hosting
any activity during the following times: Monday-Wednesday-Friday 9:30-10:20 a.m.
5. Any concerns related to the chartering of a student club should be directed initially to the
Assistant Director of Student Programming at x5841.
6. Should a student club be in violation of any University policy, the Assistant Director of Student
Programming will assign appropriate consequences (including, but not limited to, deactivation) in
consultation with Student Care and the Dean of Students." See the “Biola Community Standards:
Sanctions for Student Organizations.
7. For questions regarding this policy, please contact the Assistant Director of Student Programming
at x5841.
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TALBOT ASSOCIATED STUDENTS
Purpose
Each graduate school has an appropriate student government program which provides leadership
and activities appropriate for graduate students. The purpose of the Associated Student Council is to
facilitate community among Talbot students so that the student body reflects the body of Christ.
Membership
SECTION 1. QUALIFICATIONS
The membership of the Associated Students consists of all registered graduate students of Talbot
School of Theology.
SECTION 2. DUES
A portion of each student’s tuition is distributed to the council’s general
sponsored activities.
budget for use in A.S.-
Officers
SECTION 1. ENUMERATION OF DUTIES
The appointed officers of the Associated Students include: president, vice-president, controller, social
chair, event coordinator, ministries chair, community net-worker, women’s ministries coordinator,
international chair, student journal editor, and publicity chair.
President
Shall serve the A.S. and its officers by providing vision, leadership and management within the
program and ministry responsibilities entrusted to the A.S. Council by the students and
administration of Talbot School of Theology
Vice-President
Shall support the President in promoting the well-being of A.S. officers and the administration of
the A.S. Council
Controller
Shall provide financial and administrative support to the A.S. Council
Event Coordinator
Shall create large-scale events for the purpose of fostering fellowship among the students, faculty
and staff of Talbot School of Theology
Social Chair
Shall create informal opportunities for fellowship among students and faculty
Student Ministries Chair
Shall make the physical Talbot campus a welcoming environment for students
Community Net-Worker
Shall assist incoming, out-of-the-area students in integrating into the Talbot community and
support the development of micro-communities within the student body
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Women’s Ministries Coordinator
Shall facilitate fellowship among women students, serve as an encouragement and ministry
resource to them, and communicate their needs and concerns to the A.S. Council
International Chair
Shall help to foster fellowship among international students and help to integrate them into the
wider Talbot community
Student Journal Editor
Shall coordinate, edit, produce and distribute the Talbot student journal
Publicity Chair
Shall coordinate and produce all types of publicity in order to promote the events of all A.S.sponsored ministries
SECTION 2. ELIGIBILITY
All appointed officers must carry a minimum academic load of nine (9) units per semester during
their term of service and must have completed at least one full semester at Talbot to be eligible to
serve on the A.S. Council. All candidates may be subject to approval by the Student Welfare
Committee and Dean’s office based on academic and character concerns.
SECTION 3. SELECTION PROCESS
The selection process shall be as follows:
a) Selection for the following year’s team takes place in the spring semester of the current
academic year.
b) Current A.S. Council officers have the option to return to their current positions, subject to
approval by the Talbot Dean’s office and receipt of a “B” grade or higher. Grades are to be
determined by the A.S. President and approved by the Dean of Talbot for the fall semester.
c) All open positions will be advertised to the general student body.
d) Interested persons may obtain applications from the A.S. Office (Myers 100) and should
submit the completed application form there at the appointed deadline.
e) Current A.S. Council officers will conduct interviews of applicants and select an individual to
fill each open position.
f)
All selections are subject to final approval by the Talbot Dean’s office.
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Student Council
SECTION 1. MEMBERSHIP
The A.S. Council consists of the Associated Students’ officers.
SECTION 2. FUNCTION
The A.S. Council will conduct regular business meetings throughout the school year in order to
represent the Associated Students in student body affairs and to promote the stated purpose of the
Associated Students for the benefit of the larger Talbot community.
Finances
SECTION 1. STUDENT FUNDS
There are two funds managed by the A.S. Council of Talbot School of Theology:
a) The General Fund – This fund consists of semester dues collected from the members of the
student body at the time of registration, along with donations or other finances designated
for this fund.
b) The Talbot Needy Student Fund – This fund is supported by donations and by the A.S. Council
President’s designation of general funds. This fund will be used to assist students who,
because of unforeseen circumstances have one-time, temporary needs involving food,
clothing or shelter. These funds will be given only as a gift and do not need to be repaid.
SECTION 2. DISBURSEMENTS
a) The General Fund – The A.S. Council will disburse these funds in a manner deemed to be in
the best interest of the student body. A list of all disbursements will be made available to
any student upon request.
b) The Talbot Needy Student Fund – Funds will be allocated to those students who have
legitimate needs in the areas previously mentioned. The decision to provide financial help as
well as the amount of allocation is the responsibility of the President, with the approval of
the Controller. Requests for aid can be made by completing a “Talbot Needy Student Fund”
request form available in the A.S. office.
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GENERAL POLICIES
Common to All Graduate Programs at Biola University
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BIOLA COMMUNITY STANDARDS
Talbot School of Theology is a part of Biola University, which is a unique environment committed to
following Christ. "Love your neighbor as yourself" therefore becomes the foundation stone of
community. We believe that community is born of other-centered practices, strengthened when
members
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live with integrity,
practice confession and forgiveness,
attempt to live in reconciled relationships,
accept responsibility for their actions and words, and
submit to biblical instruction.
As women and men of Biola, we do not ask each other to be perfect people, but rather to be people in
active pursuit of integrity and growth, in dynamic relationships with the living God and with others in
community. Those in leadership at Biola are eager to serve by coming alongside you and offering
support, accountability, and, when necessary, loving discipline, in order to help you grow. We affirm
our commitment to serve you with your best in mind.
Graduate Student Standard of Conduct
Biola University is a community of Christians committed to the principles of Christian living found in
the Bible and holds that these biblical standards are vital to our individual and corporate relationships.
Consistent with the example and command of Jesus Christ, we believe that life within a Christian
community must be lived to the glory of God, with love for God and for our neighbors. Being indwelt
by the Holy Spirit, we strive to walk by the Spirit, “crucifying the flesh with its passions and desires”
(Galatians 5:24). To this end, members of the Biola community are not to engage in activities that
Scripture forbids or advocate positions inconsistent or contrary to these standards of conduct or the
University’s doctrinal statement. Such activities include, but are not limited to, dishonesty, thievery,
fornication, adultery, drunkenness, unscriptural divorce, homosexual practice, and the destruction of
innocent human life after conception through abortion on demand, infanticide, or euthanasia.
Scripture also condemns other “deeds of the flesh” such as covetousness, jealousy, pride and lust-sins,
which the maturing Christian should put off and replace with “fruit of the spirit”: love, joy, peace,
patience, kindness, goodness, faithfulness, gentleness and self-control (e.g., Luke 10:27; Galatians
2:20, 5:14-24; Ephesians 2:3; 1Corinthians 6:9-10).
As maturing Christians, the entire Biola community will strive for the holiness of God (I Peter 1:13-19)
and love Him with all our hearts, souls, and minds (Matthew 22:37). In addition, we are called to love
our friends and neighbors as God has loved us (Matthew 22:39; I John 4:7-11). We will achieve this
calling by walking by the power of the Holy Spirit and avoiding sins clearly forbidden in Scripture
(Galatians 5:16-21; I Corinthians 6:9-11; Ephesians 5:1-14). Also, we will pursue the fruit of the Spirit
from our Lord, with one another (Galatians 5:22-24).
When the Bible is not clear regarding a specific behavior, we will be guided by our desire to glorify God
in our bodies as temples of the Holy Spirit (1 Corinthians 6:19-20), and will discern if any of our
brothers or sisters in Christ would stumble in their faith (1 Corinthians 8; Romans 14). If our Lord is not
glorified or another Christian is harmed or offended by our behavior, then we will freely abstain from
that activity, both on and off the campus of Biola. We know that many behaviors are lawful, but not all
are profitable (1 Corinthians 10:23-33). Therefore, we will constantly be teachable regarding those
activities where the Bible is not clear and will evaluate them in light of our pursuit of holiness and love
for our Lord and each other.
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It is important to note that students studying at the Biola Campus in La Mirada are at various ages,
varying levels of Christian maturity, and have varying levels of understanding regarding Christian
conduct in neutral areas. As in the passages referenced above, some can practice liberties in good
conscience while others following their example could be caused to stumble in their faith. The
principle that regulates conduct in morally neutral matters therefore seems to apply: glorify God by
seeking the welfare of others. This is imitating the self-sacrificing example of Christ (I Corinthians
10:31-11:1).
In keeping with these foundations, graduate students age 21 and over are required to abstain from the
use of tobacco products, the use of alcoholic beverages, and gambling activities while on the Biola
campus, at off-campus University buildings or residence housing sites, or at functions (such as social
gatherings, departmental meals, meetings, seminars, conferences, athletic competitions, etc.) where
participants are primarily drawn together by nature of their relationship to Biola. Graduate students
under the age of 21 are required to abstain from the use of tobacco products, the use of alcoholic
beverages and gambling activities at all times while enrolled.
These standards apply to the student while enrolled in any of the schools or programs of the University
on and off campus. Biola students have chosen, freely and willingly, to associate with the Biola
community and to accept and abide by these standards. Any violation of these standards constitutes a
breach of integrity.
The University reserves the right to refuse or revoke admittance and/or dismiss any person who does
not conform either to the stated guidelines and regulations governing student conduct, or to the
expressed principles, policies, and expectations of the University.
The University also reserves the right to take action against an individual for violating the Standards
regardless of how much time has passed since the violation. The University also reserves the right to
take disciplinary actions for violations of University standards by graduates awaiting degrees and
students who withdraw from school while a disciplinary matter is pending.
When the Standards Apply
The Biola Graduate Standards of Conduct apply to all students:
1. While enrolled in classes for the Fall Semester (including Thanksgiving), Interterm, Spring
Semester (including Spring Break), and Summer Term;
2. Who are representing the Biola Community in any off-campus events, such as mission trips,
internships, study abroad, and athletic or academic activities;
3. Who are not enrolled in classes but are living on campus, and not checked out of their room.
The fact that these standards only apply to students while they are enrolled or in residence in no way
indicates that the University believes that contrary behavior is acceptable during non-enrolled periods.
The University recognizes that it is inherently the responsibility of the individual to make such behavior
decisions. The essential role of individual judgment, discernment, and recognition of personal
accountability to God throughout the Biola community cannot be overemphasized. Behaviors while
not enrolled may affect a student’s ability to re-enroll or continue at Biola University (see also below,
“Violation Of Law And University Discipline”).
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Do the Standards Apply Off-Campus?
Off-campus rights and freedoms of students involve the responsibility to display conduct and behavior
that reflect favorably on them, the University, and the community. Accordingly, the University reserves
the right to take disciplinary action in response to behavior off campus that violates University
standards and policies or adversely affects the University community and/or the pursuit of its
objectives. The University also reserves the right to take disciplinary actions for violations of University
standards by graduates awaiting degrees and students who withdraw from school while a disciplinary
matter is pending.
Violation of Law and University Discipline
The University reserves the right to review actions taken by civil authorities regarding any student or
student organization. University disciplinary proceedings may be instituted against a student charged
with violation of a law and may, at the sole discretion of the University, be carried out prior to,
concurrently, or following civil or criminal proceedings. Violations occurring during non-enrolled
periods may be considered by the University in determining whether a student will be eligible to
continue his/her enrollment in the University and, if so, under what conditions.
Reporting Misconduct
Anyone may report a suspected violation of the Biola Community Standards by contacting the Office of
the Dean at ext. 4816. The person reporting the violation may be asked to submit a written report. The
report should be a brief written statement citing the section of the Standards allegedly violated and
providing a summary of the facts deemed to constitute a violation. Reports should be submitted as
soon as possible after the event takes place; however, the University reserves the right to take action
against an individual for violating the Standards regardless of how much time has passed since the
incident. Students living in the residence halls may also notify their Resident Director or Resident
Assistant. For any campus emergency, call x5111 (from campus phone) or 562-777-4000 (from
cellphone). Students who knowingly make a false report of misconduct are in violation of University
policy.
STUDENT DISCIPLINE
In certain instances, a suspected violation of the Biola Standards of Conduct may be referred to the
Dean, or to his or her designee, for appropriate action. At his or her discretion, the matter may be
delegated to an Adjudicator. Disciplinary sanctions are based upon the nature and severity of the
issue.
The Adjudicator shall gather and review all the relevant information on the situation, make a
determination, and notify the student of any sanctions to be imposed.
It is also important to note that in respect to disciplinary proceedings, formal rules of evidence are not
followed, and past conduct may be considered in the discipline process. No particular model of
procedural process is required; however, the Adjudicator will attempt to structure the procedure so as
to facilitate a reliable determination of the truth and be fair and reasonable.
A separate policy is followed for academic dishonesty/plagiarism/cheating.
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SANCTIONS
Violation of University policies, including the Biola Graduate Student Standards of Conduct, may result
in the imposition of one or more of the sanctions listed below. A sanction is a disciplinary action that
requires the student to meet certain expectations and/or complete specific requirements within a
stated time frame. Sanctions that may be imposed are not limited to those listed. In certain limited
situations, University officials may impose a sanction but suspend or postpone its actual
implementation.
Sanctions affecting the conduct of students are based on general principles of fair treatment.
Sanctions will take into account the intent of the accused, the effect of the conduct on the victim
and/or University community, the student‘s disciplinary history, whether sanctions such as education
and community service are likely to change the student‘s conduct, and the student‘s needs and
prospects for improvement. While attempting to be consistent in its disciplinary decisions, the
University also seeks to be fair and sensitive to the facts and circumstances of each individual case.
Some sanctions may need to be more punitive due to the seriousness of the offense.
Therefore, administrators responsible for disciplinary actions will seek to combine a Biblical and
developmental approach to the student care process. It is important that we see ourselves as fellow
sinners in need of God’s grace, and to encourage the whole campus community to remember Christ’s
example of offering hope rather than condemnation.
Sanctions include, but are not limited to:
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Warning: A restatement of the Biola Graduate Student Standards of Conduct is made to the
student, together with an official warning concerning future behavior. May include loss of or
restriction from certain activities or privileges.
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Campus Community Service: Created to emphasize an educational response toward discipline.
Students within the disciplinary process who are deemed good candidates for campus
community service, as a means to make restitution for their behavior, are assigned an oncampus service project.
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Fines: Payment of charges for violation of regulations. These charges will be added to a
student’s account. These vary according to the violation.
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Probation: The student is expected to show development in responsible actions toward Biola
and members of the community for a specified period of time. May include limitations in or
restriction from certain activities or privileges.
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Restitution: Payment of financial compensation for loss, damage or injury. Failure to pay such
charges may result in additional sanctions (including, but not limited to, denial of reenrollment or refusal to release official transcripts and records).
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Interim Suspension: In certain circumstances, the Dean or a designee may immediately
impose a University or residence hall suspension. Interim suspension may be imposed:
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a. to ensure the safety and well-being of members of the University community or
preservation of University property;
b. to ensure the student's own physical or emotional safety and well-being; or
c. if the student poses a credible threat of disruption of or interference with the normal
operations of the University.
During the interim suspension, the student will be denied access to the residence halls and/or to the
campus (including classes) and/or all other University activities or privileges for which the student
might otherwise be eligible, as the Dean or the designee may determine to be appropriate. The interim
suspension shall extend only until such time as adjudication (see above) can be completed and other
sanctions (if any) imposed.
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Suspension: The student is involuntarily separated from the University for a specified length of
time. Absences from classes and chapels are not excused and academic work that is missed
may not be made up.
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Administrative Withdrawal: The student is required to withdraw from the University without
the privilege of returning until a time specified by the Dean, or his or her designee.
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Expulsion: The student is permanently separated from the University with a notation of the
reasons for the termination in his/her file. No refunds are made and the student will suffer the
academic consequences of his/her actions.
When students are suspended or expelled for disciplinary reasons, there will be no refund of tuition or
room charges for the semester and financial aid may be canceled. Upon permanent separation from
University housing, students may apply to Auxiliary Services for unused board charges.
Sanctions for Student Organizations
Student groups and organizations may be charged with violations of these Biola Graduate Student
Standards of Conduct. A student group or organization and its officers may be held collectively and/or
individually responsible when violations of this code occur either during an event sponsored by the
organization or by an individual representing or associated with that organization or group. The
following sanctions may be imposed upon groups or organizations: deactivation, warning, reprimand,
probation, fines, loss of privileges, restitution, and other educational sanctions. Deactivation includes
loss of all privileges, including University recognition, for a specified period of time. Individual students
are subject to other sanctions as described above.
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GENERAL GRIEVANCE AND APPEAL PROCESS
Grievance procedures have two related functions:
a. To determine whether or not an injury alleged by the student (grievant) was the result of an
erroneous decision of the University regarding the implementation of university policies and
procedures or their administration; and
b. If error is established, to determine an equitable redress for the student
NOTE: The interpretation or judgment of university administrators regarding the meaning of the written regulations of the
University, or of the Implementation of the Mission Statement and Biola Graduate Student Standards of Conduct, or the
regulations themselves are not within the scope of the appeal process.
NOTE: The General Grievance and Appeal Process is not applicable to any Discrimination or Sexual Assault processes resulting
from a grievance covered under the those policies. Complaints arising from a Discrimination or Sexual Assault issue must be
handled through the process designated for such complaints, and may not be brought under this policy.
Students are not immune from legal or judicial processes arising as a result of their actions and any
disciplinary actions and/or proceedings taken by Biola do not replace federal, state or local law.
INFORMAL APPEAL PROCEDURES
The student and the appropriate university administrator or professor should first attempt to resolve
the problem before an appeal to a formal mechanism is made. In cases where this informal appeal is
unsuccessful in resolving the problem to the student's satisfaction, the student should share the
grievance with the Dean or his or her designee. The Dean or designee will make a personal effort to
resolve the grievance, unless, of course, the problem is between the Dean and the student.
FORMAL APPEAL PROCEDURES
When informal procedures have failed to resolve a conflict, the student (grievant) may request a
Dean’s hearing. There are two formal appeal and hearing procedures: A Dean’s hearing or a committee
hearing. If the appeal arises from a decision previously made by the Dean, the grievant may request a
committee hearing. If the appeal is not from a decision previously made by the Dean, the grievant may
request a Dean’s hearing.
Committee Hearing:
The steps to be taken by the grievant to initiate such a hearing are as follows:
a. A written request for a committee hearing must be submitted by the grievant to the Dean. If
the grievance involves a disciplinary action taken by the University, this request must be
submitted within ten (10) days from the time the student was informed that disciplinary action
would be imposed. The Dean may choose which of the disciplinary sanctions are to be
implemented while the appeal is in process.
b. The committee will be composed of five (5) members, three (3) from University faculty or staff,
and two (2) students selected as follows: The grievant will select one University faculty or staff
member, the Dean selects another, and the grievant and the Dean together select a third
member. All members are to be selected from a list of faculty and staff members approved by
the Provost. The first two members are to be chosen not as advocates, but rather for their
familiarity with the kinds of issues involved in the case. All three members are to be impartial
and familiar with the policies and procedures of the University.
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c. The three-committee members so chosen shall select one of them to serve as the chair of the
committee.
d. The chair of the committee shall select two students from a list of students approved by the
Provost.
e. The grievant must submit to the chair of the committee a written statement including all of
the issues and evidence to be considered, and a list of any witnesses. Issues omitted from this
statement may not be considered in the hearing.
f.
The grievant will be notified in writing of the date, time and place of the committee's hearing.
g. The committee hearing will be conducted in an informal manner to the greatest extent
possible. The committee will personally interview the grievant, the Dean (or other designated
faculty member), any other witnesses, and will consider all other relevant evidence presented.
The University may tape the hearing in its entirety. The committee will evaluate the testimony
and evidence and prepare a written recommendation to the Provost or his/her designee for
final decision. The Provost or his/her designee will consider the recommendation and make a
decision that will be final and no further appeal is open to the student at Biola University.
During periods other than regular semesters (summer, Christmas, Interterm), the Dean reserves the
right to alter the timing of the appeals process as necessary, due to faculty/staff/student availability.
Dean's Hearing:
The steps to be taken by the grievant to initiate such a hearing are as follows:
a. A written request for a hearing must be submitted to the Dean. If the grievance involves a
disciplinary action taken by the University, this request must be submitted within ten (10) days
from the time the student was informed that disciplinary action would be imposed. The Dean
may choose which of the disciplinary sanctions are to be implemented while the appeal is in
process.
b. The grievant must also submit to the Dean a written statement including all of the issues and
evidence to be considered, and a list of any witnesses. Issues omitted from this statement may
not be considered in the hearing.
c. The grievant will be notified in writing of the date, time and place of the Dean's hearing.
d. The Dean's hearing will be conducted in an informal manner to the greatest extent possible.
The Dean will personally interview the grievant, any other witnesses, and will consider all
other relevant evidence presented.
e. The Dean will evaluate the testimony and evidence and prepare a written decision in the
matter, which will be communicated to the grievant within 10 days of the hearing. The
decision of the Dean will be final and no further appeal is open to the student at Biola
University.
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During periods other than regular semesters (summer, Christmas, Interterm), the Dean reserves the
right to alter the timing of the appeals process as necessary, due to faculty/staff/student availability
A separate appeal process is followed in cases of academic dishonesty; please see policy on “Academic
Honesty” below.
Interpretation and Revision
Any questions regarding interpretation of these Biola Graduate Student Standards of Conduct should
be referred to the Dean of the School. In these Standards, the School gratefully acknowledges the use
and adaptation of model codes of student conduct published by the National Association of College
and University Attorneys in Student Disciplinary Issues: A Legal Compendium and Student Handbook
Policies.
Updated policies and regulations may be found under the Student Handbook section of the Talbot
website. New or modified policies are effective upon publication (including online publication); notice
of these changes will be posted on the School website and placed in the relevant school newsletter for
graduate students.
ACADEMIC APPEALS
General Process
An academic appeal may be made in accordance with this policy when a student believes that an
academic decision (e.g., a course grade, admission to a program or major, etc.) involving that student
is unfair or erroneous. It is the intent of the University that appeals should be dealt with in a timely
manner and moved toward closure with appropriate balance of deliberation and speed. During the
regular semesters, the appeal will normally be brought under review by the relevant party within two
(2) weeks of its receipt. The process will then move forward to the final decision as rapidly as is
reasonably possible. During times between regular semesters (summer, January), review of the appeal
may be delayed until the relevant people are available.
Course grades and decisions regarding admission to a program must be appealed within 90 days of the
posting of grades or notification to the student of a decision regarding admission to a program.
A. Appeal of Academic Decision by a Faculty Member
Step 1: Consultation with Faculty Member
In order to appeal an academic decision made by a faculty member (e.g., course grade), the
student must first interact with the relevant faculty member. This interaction may be made
verbally or in writing (letter or email) stating why the student disagrees with the decision. This
level of interaction is likely to resolve the issue in most cases.
Step 2: Appeal to Associate Dean or Dean of School
If the situation is not resolved in Step 1, the student may appeal the faculty member’s decision
to the Associate Dean or the Dean of the School. This appeal must be in writing and must set
forth the reasons for the appeal. The Associate Dean or Dean will contact the student and the
faculty member and may seek further information or consultation regarding the merits of the
appeal. The Associate Dean or Dean’s decision will be provided to the student in writing.
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B. Appeal of Academic Decision by a Department/Program
Step 1: Appeal to Chair of Department
In order for a student to appeal a decision made by a department or program, the student
must first submit the appeal in writing to the Chair of the department setting forth the reasons
for the appeal. If the original decision was made by a committee within the department, the
Chair will forward the appeal to the relevant committee. The Chair or committee will contact
the student to discuss the student’s concerns and the relevant departmental policies and
practices. In most cases, this interaction will resolve the matter.
Step 2: Appeal to Dean
If the situation is not resolved in Step 1, the student may then appeal in writing to the Dean.
The Dean will review the appeal, contact the relevant parties and gather information pertinent
to the matter. The decision related to the appeal shall be made by the Dean and is final. The
Dean’s decision will be provided to the student in writing.
C. Appeal of Academic Decision by the University
Step 1: Appeal to Registrar
In order for a student to appeal an academic decision made by the University (e.g., academic
probation or dismissal), the student must submit the appeal in writing to the Registrar setting
forth the reasons for the appeal. The appeal must be made within three (3) weeks of the
posting of grades. In most cases, this interaction will resolve the concern.
Step 2: Appeal to Provost
If the situation is not resolved in Step 1, the student may appeal the decision to the Provost.
The Provost will review the appeal, contact the relevant parties and gather information
pertinent to the matter. The Provost may convene an advisory committee to review and make
recommendations to the Provost. The decision related to the appeal shall be made by the
Provost and is final. The Provost’s decision will be provided to the student in writing.
ACADEMIC INTEGRITY
Overview
We are committed as an institution to ethical practice in teaching, scholarship, and service. We
practice academic honesty in our oral and written scholarship. This means that we take care to
appropriately acknowledge the contributions of others to our work. This policy defines and provides
examples of plagiarism and outlines the disciplinary actions that follow verified acts of academic
dishonesty.
Definition
Academic dishonesty is the deliberate attempt to misrepresent individual efforts, whether in writing,
audio- visual representation, or oral presentation. Issues of plagiarism are specific examples of
academic dishonesty. Basically, plagiarism is claiming someone else’s ideas, words, or information as
your own without acknowledgement or citation. In minor cases, it can be the simple quotation of a
sentence or two without quotation marks and without a citation, footnote, endnote or inclusive note
to indicate the true author. Cutting and pasting from web material into a student’s written work
without placement in quotation marks or block quotation format is plagiarism—even when the web
source is listed in the bibliography. In the most serious cases, plagiarism reproduces a significant
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fraction of an entire work written by someone else. Examples of plagiarism consist of removal of the
true author(s) name(s) and substituting the plagiarist’s name. Mere reformatting of a text does not
constitute “original” thought, but merely juxtaposing someone else’s work and text.
Why is Plagiarism a moral offense?
The basic Judeo-Christian ethical mandate includes “thou shalt not steal” (Exodus 20:15). Plagiarism is
first and foremost an act of theft and fraud. To claim others’ work as your own without
acknowledgement or citation is an example of academic fraud. Laws in civilized societies protect
individual expression as the property of the original author. Plagiarism—either by verbatim copying or
paraphrasing without citation—is infringement of most nations’ copyright laws. Repeating words or
thoughts of other people and claiming that those precise words are original to you is an example of
lying, misrepresentation and theft. Expectations within the academic community assume the
production of new knowledge, discoveries of new facts, or new ways of looking at previously known
facts. Analysis of data expressed in written form must be attributed to the source of the analysis.
Plagiarism is an especially challenging issue for international students and non-native speakers of
English because definitions of acceptable and unacceptable behavior may vary from culture to culture.
Culture “A” may say that copying another’s work is “acknowledging the superior mastery and
expression of an expert,” while Culture “B” may say that the same behavior is “plagiarism.” This
section describes the expectations of the U.S. academic community (and Biola University) regarding
plagiarism.
What must you do to avoid plagiarism?
You must put others’ words in quotation marks and cite your source(s) and must also give citations
when using others’ ideas, even if those ideas are paraphrased in your own words. The “work of
someone else” includes: original ideas, strategies, outlines, research, art, graphics, computer
programs, music, media examples, and other creative expression. Unpublished source materials such
as class lectures or notes, handouts, speeches, other students’ or faculty’s papers, or material from a
research service must also be cited to avoid plagiarism. Faculty members who use student assistants
for research and writing are required to acknowledge the contribution of the student worker in the
citation portion of a faculty member’s academic work.
All students and faculty should be educated in appropriate forms of paraphrase and citation. Cosmetic
changes in another work without citation is still plagiarism. Avoid single word substitutions (e.g. “less”
for “fewer”), reversing the order of a sentence, or merely using an ellipsis mark (i.e., … ). You do not
have to cite “common knowledge” facts. That Abraham Lincoln was the U.S. President during the Civil
War is common knowledge; that Abraham Lincoln suffered from severe depression and migraine
headaches may require a citation to support the claim.
Purchasing a previously written or provided research paper from an on-line computer service and
submitting it as your own work is morally reprehensible and constitutes plagiarism. Any time you use
information from any source, you must provide a citation of acknowledgement of the original source.
Internet web sites may be referenced for academic work, but cited by the date referenced.
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Examples of Academic Dishonesty and Plagiarism
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While taking exams, tests, quizzes, work done should be the sole effort of the individual
student and should not contain any answers or responses that have been knowingly obtained
from someone else.
Seeking to gain an advantage in an exam by obtaining advanced access to particular questions
or advance copies of a professor’s exam.
Making a public presentation (e.g., speech, lecture, sermon) where elements of the
presentation are misrepresented as original thought or work.
Having someone else write a paper for you and turning it in as your own work, or writing a
paper for someone else.
Submitting as your own work papers, articles, book chapters, reports formerly written by other
students, graduate students working with a faculty member, or purchased from commercial
services.
Using published materials word for word, without citation or quotation marks, as all or part of
work submitted as your own. (This category also includes media examples covered in a
separate paragraph.)
Close, deliberate paraphrase of another’s work, published or unpublished, without
acknowledgement.
Turning in a paper previously written for another course (unless approved by the instructor),
or one paper for two current courses, without permission of the instructors.
Deliberately using false citations to give the appearance of acknowledgement and research.
Referencing Internet web sites without citation or acknowledgement.
Plagiarism in Media and Artistic Expression
It is Biola University’s policy that no copyrighted material may be included in media productions
without the written permission of the copyright owner. This pertains to any media production
produced by Biola, its students, staff or faculty. Copyrighted material is any material created by
someone else that has not come into the public domain, whether or not there is a copyright notice. It
is the responsibility of the one producing the media to ascertain if the material is in the public domain,
or else to receive written permission.
Some copyright issues can be complex. A Beethoven sonata is in public domain because of its age, but
a recording of it is copyrighted. The Grand Canyon is not copyrighted, but a picture of it is.
Performance or exhibition of copyrighted materials falls under different laws than inclusion of material
in media productions. In general, copyrighted materials may be shown or viewed in classrooms
without violating the law, under the provision of “Fair Use.” However, performance rights need to be
cleared for material presented in public venues, especially those for which admission is charged.
Quotes or summarization of material from media productions when cited in scholarly papers should be
cited in the same way any other material would be.
Detection of Plagiarism
Biola University authorizes individual professors and students to use any computer search mechanisms
to validate and verify examples of plagiarism, prior to disciplinary action. Detection may also include
verification of duplicated student work, current or previous.
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Disciplinary Results from Plagiarism or Academic Dishonesty
Ignorance regarding appropriate paraphrase and citation is not an excuse warranting
misrepresentation of original work. Individual professors may determine whether an isolated instance
of plagiarism was due to faulty citation skills or misrepresentation with intent. In such cases, the
professor may allow a student to correct the citation in a final assignment.
Dishonesty in a minor class assignment (e.g., test, short reaction paper, quiz, etc.) will result in a score
of zero for the assignment, or possibly a failing grade for the entire course. Dishonesty or plagiarism of
a major assignment (e.g., examination, prominent writing submission, term paper, term project, etc.)
will result in immediate grade of “F” for the course and will be referred to the Dean. Individual
departments or programs within the university may hold additional requirements for academic
dishonesty (e.g., a graduate program policy of dismissal from the program).
If a faculty member discovers evidence of plagiarism or academic dishonesty, the instructor should
confront the student with the seriousness of the charge and report the infraction to the department or
program chair. The disciplinary action by the faculty member should follow the above guidelines. In
addition, the faculty member shall provide a written report to the Dean of the School and the Office of
the Registrar. The Office of the Registrar shall place a copy of the report in a sealed, confidential
envelope in the student's file. At the receipt of a second report on the same student, the Registrar's
Office will notify the program or department major chair and the Dean of the School for further
disciplinary action. Multiple cases and disciplinary actions for academic dishonesty will result in
academic probation or dismissal from the university.
In the case of a student denying commitment of academic dishonesty, but not to the satisfaction of the
professor or Dean, the matter will be referred to the Provost for review and a final decision.
ADVERTISING, DISTRIBUTING AND SELLING ON CAMPUS
Rev. December 2013
Advertising & Selling On Campus
The Office of the Dean will not allow the posting or distribution of any materials that are contrary, in
appearance or content, to the Doctrinal Statement and Standards of the University. The decision of the
Dean, or his/her designee, on these issues will be final.
All commercial ventures must receive approval to advertise or sell their products on campus. To
ensure the safety and privacy of all students, solicitors for commercial ventures (including students)
are not permitted to advertise or market any product on campus without prior approval from the
Director of the Bookstore, which controls all commercial sales on campus.
All commercial ventures may advertise in the Chimes, on Biola radio and/or in the Biolan, at the
discretion of those organizations. Solicitors are not allowed into residential facilities, including
apartment complexes. The distribution of literature on motor vehicles parked on Biola property is
prohibited.
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In addition, the following agencies, organizations, or persons will not be allowed to advertise or solicit
on the Biola campus through any means:
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day care services,
credit card companies (except for those offered by banks during Opening Week),
political groups or organizations not sponsored by a Biola department or recognized Biola
student group or club,
religious or other groups not in accord with the mission, purpose, and doctrinal statement of
the University.
housing/rental opportunities: Due to potential liability risks, Biola does not allow any direct
soliciting of off-campus housing by homeowners, landlords, managers, etc. Rental
opportunities may be registered with the Off Campus Housing Services website.
Solicitation/Selling On Campus
To ensure the safety and privacy of all residents, solicitors (including students) are not permitted to
canvass or market any product on campus without prior approval from the Director of Auxiliary
Services, which controls all commercial sales on campus. Solicitors are never allowed into Residence
facilities, including apartment complexes.
Items sold as part of fundraising for Biola departments or registered student clubs or organizations are
allowed, as long as University protocols are followed (see “Fundraising Projects”). However, food sales
as fundraisers are limited: health department regulations require that food sales either be prepackaged or sold by a registered, approved food vendor.
Additionally, students may not operate multi-level marketing/business, selling merchandise or
soliciting subscriptions/services (i.e. Mary Kay, Avon, Pampered Chef…) anywhere on university
property.
Political Advertising
For additional information on political/partisan soliciting and posting, please see the Political Activity
policy.
In pursuit of a Christ-honoring community experience, Student Development will not allow the posting,
display or distribution of any materials (images, films, photographs, flyers, posters, etc.) that are
contrary, in appearance or content, to the below guidelines, to the Doctrinal Statement or the
Community Standards of the university.
In addition, the displaying or posting of visual images, content or materials must not be obscene or
defamatory and must not violate university policy or federal, state or local laws. Messages or images
that are determined by Student Development to be threatening, derogatory, disruptive, offensive,
inflammatory, intimidating or in poor taste will not be approved.
Because Biola regularly welcomes visitors throughout the year, all displays or postings not suitable for
viewing by guests of all ages will be subject to restrictions of time, manner and location.
The decision of the Dean of Students (or his/her designee) on these issues will be based on the
approval processes outlined below, and will be final.
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Biola University acknowledges that a policy of this nature may not anticipate every possible issue that
may arise with respect to on-campus posting. As a result, the university reserves the right to impose
reasonable restrictions and/or requirements with respect to time, place, content, and manner of
display or posting activities. These restrictions may be in addition to, or in lieu of, those set forth in this
policy.
(Note: The Biola University Campus Art Program oversees the University’s art collection, and they have
jurisdiction over all Permanent Public Art displays, and all works of art that are part of the University
Art Collection. Please refer to the Campus Art Program policy for its guidelines.)
Visual Mediums & Graphic Images On Campus
Biola encourages our students to follow Christ wholeheartedly, to speak up boldly for those who
cannot speak for themselves, and to speak the truth with grace. We will not silence students who
believe God is leading them to speak up for victims of injustice. We are committed to finding ways and
appointing times and public places on campus where information, including depictions of victims of
injustice, can be disseminated. We also respect the rights of those who do not wish to view such
materials and we will ensure that clear warning signs are posted concerning public displays that may
be disturbing.
On a college campus, one effective method of introducing people to new ideas and points of view is to
communicate those ideas through the visual artistic mediums of film, open art gallery exhibitions, and
publicly displayed images and photographs. These may also include paintings, prints, drawings, smallscale statues or sculptures physically located on campus, as well as those uploaded to online social
media sites. We affirm that these visual artistic mediums and displays may play a role in deepening the
Christian life.
As a community abiding in truth, abounding with grace, and compelled by Christ’s love to be a relevant
and redemptive voice in a changing world, Biola University aspires to lead a more meaningful Christian
commitment to the visual arts and to enrich the university’s intellectual environment by placing
thought- provoking images and works of art in strategic locations across the campus, and to give
expression in visual form to the educational, cultural, historical, social and spiritual dimensions of the
university environment.
Visual media like works of art or graphic images can enhance the educational experience, deepening a
sense of place and the experience of space, stimulating diverse viewer responses, encouraging
questioning and creating lively gathering spots. Films, art exhibitions, images and photographs and the
increased use of online social media sites within the formal classroom can be especially helpful in
explaining current and historical events or communicating an important idea. While the university
encourages using a variety of appropriate tools for educational growth, there is also a need for careful
consideration in showing provocative and potentially disturbing images on campus. We seek to
balance intellectual, spiritual and visual provocation with a respect for the diverse activities that take
place in such spaces around campus.
With this in mind, we recognize the need to prepare students on our campus to view provocative and
potentially disturbing images, such as those depicting victims of injustice. If students, as well as other
viewers, are not prepared for such content, it could disrupt a safe learning environment and
inappropriately evoke unsettling and/or disturbing emotions.
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As a result, when graphic images are displayed on campus, we will respect the right of those who
choose not to view such images given the powerful emotions these images may evoke.
In seeking to create safe learning environments, while not diminishing the power of the visual
mediums, the university encourages the following questions be asked by those seeking to display or
post graphic images:
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What is the purpose of this imagery or display?
Is the primary purpose to provoke an emotional response or to educate about a particular
topic?
Is showing disturbing images or film the most educational effective way to communicate a
message about this topic?
What is the message that viewers should receive by seeing these images?
Will the viewers be provided with adequate context to understand the message accurately?
Is this imagery appropriate for the audience that will see it?
Are these images useful in making inferences, deductions or generalizations about the topic?
Are the images in a controlled environment?
Do people have the choice to view or avoid the images?
If viewers choose to see the images, do they have the appropriate resources to process their
response(s) to the images?
With the above understandings and the express prior approval of the Dean of Students, graphic
images, such as those portraying victims of injustice, may be displayed in the following publicly
accessible area of campus:
 Sutherland Way (between the small fountain and the Bell Tower)
Posting Policy & Procedures
The term "posters" shall refer to any and all temporary informational or promotional communication
items, such as posters, flyers, placards, banners, digital-signage “slides,” videos/films, etc. This policy
also covers banners, flyers, posters and/or materials visible at approved information tables and display
or retail booths.
Neither the contents of this policy nor the receipt of an approval for posting should in any way be
understood as an endorsement of support by Biola University of the materials being posted or the
products or services being advertised.
Political Advertising
For additional information on political/partisan soliciting and posting, please see the Political Activity
policy.
Posting Policy: Who May Post
For posting purposes, advertisers are divided into either commercial or non-commercial categories:
a) Commercial ventures may only advertise in the Chimes, on Biola radio and/or in the Biolan, at
the discretion of those organizations. This includes banks, restaurants and coffeehouses,
theaters or other entertainment establishments, housing rentals and merchants. Such forprofit endeavors may not post material on campus.
b) Non-commercial ventures may advertise through campus flyers and posters. This includes
Biola club, hall, or team sponsored functions; University based/sponsored events; churches;
government sponsored events; faculty/staff/student-club sponsored political groups and
organizations; and charitable organizations.
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Approval Process
All flyer/poster(s) must be submitted to the Office of The Dean 24 hours in advance of desired posting
date(s). Each copy of the flyer/poster(s) must be stamped with both an “Approved” stamp and an
expiration date before posting. Any flyer/poster(s) found posted without official approval will be
removed and discarded. Only official Biola departmental postings are exempt from this requirement.
One copy of the poster will be retained by the Office of The Dean, along with the name and phone
number of the person/agency posting. A maximum of 50 copies of any one flyer may be posted; a
maximum of 5 posters (larger than 24” x 36”) may be posted; a maximum of 6 placards (posters staked
into the ground) may be posted (see "Placard Policy" below).
Removal
All flyers/posters/etc. shall be displayed no longer than 14 days or until the date of the event being
advertised, whichever comes first. It is the responsibility of the person or organization posting to
remove the material(s) before the expiration date or two days after the event, whichever comes first.
The posting mechanism (tacks/pushpins/tape/stakes, etc.) must also be removed. Organizations that
do not remove their signs by the deadline will be subject to disciplinary process, including paying
restitution to Facilities Services for the cost of sign removal.
Materials Used
Poster putty or duct tape/packing tape/shipping tape are not to be used. Use tacks/pushpins and/or
masking tape only, which may be purchased at the University Bookstore. Organizations causing
damage to University property, facilities, equipment, furnishings, or landscaping will be billed for
repairs and/or repainting. Additional information regarding placards (posters staked into the ground) is
below (see "Placard Policy").
Placard Policy
Placards (laminated signs mounted to stakes and inserted in the ground) may be posted only in the 6
approved posting areas around campus. See the "placard posting map" [bottom of this section] for
these locations.
Only one placard per group or event may be posted in each approved posting area. The placard must
be inserted into the ground within 1 foot from the adjacent sidewalk containing the "APPROVED
POSTING AREA" sign. Placards must not protrude into sidewalks or be higher than 36" off the ground
at their top edge.
Placards placed in areas other than the approved posting areas will be removed by university staff.
Additional placards for the same group/event will be removed by university staff. Placards that are not
laminated will be removed by university staff.
Posting Locations
Posting of flyers/posters is allowed on bulletin boards or other designated areas. Posting is not
permitted in restrooms, on windows, glass, pillars, light or sign poles, bollards, signage, and/or on the
outside of buildings. For safety reasons, posting horizontally on sidewalks, roads or other walking
surfaces is not allowed.
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Bell Tower - No posting is allowed.
Bookstore - No posting is allowed.
Café - Cafe management must approve posting of materials inside the dining hall. The Dean
may approve posting in the lobby but “No Posting” areas must be observed.
 Chase Gymnasium - No posting is allowed.
 Crowell Hall - See Music Department secretary for additional approval, ext. 4892. Limited
posting.
 Rose Hall - Posting is allowed on the bulletin boards located on the two pillars outside the
front door.
 Metzger - Bulletin boards are located near the stairwell, ground floor.
 Myers & Feinberg Halls - Posting must be approved in advance and stamped "Approved" by
the Talbot receptionist, ext. 5500. Posting on official bulletin boards only. No materials of any
kind may be posted on interior or exterior walls or windows.
 Residence Halls - Resident Directors must approve location of posting (see below).
 Rosemead Office - See dean of administration for approval.
 On Directional or Street Signs - No posting is allowed.
 Student Services - See secretary for additional approval. Limited posting.
 Student Union Building (SUB) – Approval from the Office of Associated Students required for
posting on or in the SUB.
 Sutherland Hall - Bulletin boards are located on exterior pillars. Interior bulletin boards are for
official department postings only.
Exceptions to these restrictions must be approved in advance by the Office of The Dean.
Posting in Residence Halls
Posting is allowed in Residence Halls with the permission and oversight of the Resident Director, with
the following instructions:
 Adhesives: postings may be hung only by poster putty, masking tape, or painter’s tape.
 Locations: postings may not be hung on fire doors or building entrance/exit doors.
Chalking
Chalking on sidewalks is permitted under limited circumstances, and is subject to removal at the
discretion of the Director of Student Communications, Office of The Dean:
Media: Only ‘sidewalk chalk’ or other temporary, washable chalk may be used.
Grounds: Only cement sidewalks may be chalked. Blacktop or pavers may not be chalked.
Locations: Only exterior sidewalks in ‘residential’ and ‘recreational’ areas may be chalked, such as
areas around residence halls or near the SUB. Sidewalks surrounding academic or administrative
buildings are not eligible. Interior surfaces are never to be chalked.
Removal: Correctly applied chalking will either wear off or be removed after a few days during regular
maintenance by Biola staff. If chalking is incorrectly applied, the student(s) or organization involved
will bear the responsibility and cost of having the chalk removed.
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ALCOHOL, TOBACCO AND OTHER DRUGS POLICY
Philosophy
Biola University seeks to foster an alcohol-and-drug-free environment in which to work, live, learn, and
grow. As a Christian University, we approach alcohol and other drug abuse with a combination of
compassion, encouragement, directness, and concerned firmness. An aspect of this caring approach is
the consistent enforcement of the regulations on alcohol and other drugs contained within this policy.
The purpose of this policy is to ensure a safe environment that is consistent with the mission of the
University and its goal to foster an alcohol-and drug-free environment. The use, possession or
distribution of illicit drugs by students of Biola is prohibited and violates this policy as well as the
Graduate Student Standard of Conduct. The use, possession or distribution of alcoholic beverages by
students of Biola on the Biola campus, at off-campus University buildings or residence housing sites, or
at Biola related functions is prohibited and violates the Graduate Student Standard of Conduct. Biola
University is operating in conformity with the Drug-Free Schools and Communities Act of 1989 (Public
Law 101-336) and Drug-Free Workplace Act of 1988. The following summarizes Biola’s policy and
program:
Health & Lifestyle Risks
The use or abuse of alcohol and other drugs could increase the risk for a number of health related and
other medical, behavioral, and social problems. These include the acute health problems related to
intoxication or overdose (blackouts, convulsions, coma, death); physical and psychological
dependence; malnutrition; long- term health problems, including cirrhosis of the liver, organic brain
damage, high blood pressure, heart disease, ulcers, and cancer of the liver, mouth, throat, and
stomach; contracting diseases such as AIDS through the sharing of hypodermic needles; pregnancy
problems including miscarriages, still birth and learning disabilities; fetal alcohol syndrome;
psychological or psychiatric problems; diminished behaviors (hangovers, hallucinations, disorientation,
slurred speech); unusual or inappropriate risk-taking, which may result in physical injury or death;
violent behavior towards others, such as assault or rape; accidents caused by operating machinery
while impaired; impaired driving resulting in alcohol and drug-related arrest, traffic accidents, injuries,
and fatalities; negative effects on academic and work performance; conflicts with co-workers,
classmates, family, friends, and others; conduct problems resulting in disciplinary actions, including
loss of employment; and legal problems including imprisonment.
Sanctions Regarding Alcohol and Other Drugs
Students or employees violating this policy are subject to disciplinary actions up to and including
suspension or dismissal from the University in accordance with university policies and procedures. The
University will involve local law enforcement officials when appropriate. Illegal possession, use, or
distribution of illicit drugs, or illegal use or possession of alcohol is punishable under applicable local,
state, and federal law. The California Penal Code states that “Every person who possesses any
controlled substance shall be punished by imprisonment in the state prison” (CPC 11350), and, “Every
person who possesses for sale, or purchases for sale, any controlled substance shall be punished by
imprisonment in the state prison for two, three or four years” (CPC 11351). In addition, the purchase,
possession, or use of alcoholic beverages is illegal for those under the age of 21 in the State of
California and constitutes a misdemeanor under B & P Code 25658, 25658.5 and 25662.
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Assistance in Overcoming Alcohol and Other Drug Abuse
If you need help or know someone with a drug-related problem, please know that the Counseling
Center, the Health Center, our resident directors, deans, faculty, and all other university personnel will
provide assistance to those who come forward seeking help. The Counseling Center provides
confidential consultations with trained psychologists and marriage & family therapists, at extremely
low cost, and also makes referrals to outside counseling and treatment services.
Regulations Regarding Alcohol and Other Drugs
Students are responsible for conforming their behavior to Federal, State, and local law, and to the
University‘s Policy on Alcohol and Other Drugs. When violations of law or policy come to the attention
of school officials, students may be referred for prosecution and University sanctions will be imposed.
Harm to persons or damage to either private or University property arising from the actions of
intoxicated individuals on the premises of the University will be the full and sole responsibility of such
individuals.
1. It is a violation to promote, distribute, sell, possess, or use narcotics or other controlled
substances either on- or off-campus regardless of the student‘s age.
2. Graduate students age 21 and over are required to abstain from the use of alcoholic beverages
while on the Biola campus, at off-campus University buildings or residence housing sites, or at
functions (such as social gatherings, departmental meals, meetings, seminars, conferences,
athletic competitions, etc.) where participants are primarily drawn together by nature of their
relationship to Biola. Graduate students under the age of 21 are required to abstain from the
use of alcoholic beverages at all times while enrolled.
3. Because we are a Christian community of believers, our choices impact each other. Therefore,
it is a violation to knowingly be and/or remain in the company of others who are using alcohol,
tobacco, controlled and/or other mind-altering substances while on University property.
4. It is a violation to misrepresent one’s age for the purposes of purchasing or consuming alcohol.
This includes possessing a fraudulent ID. Possessing a fake ID may result in University
probation on the first offense.
5. Operating a motor vehicle while under the influence of alcohol or a controlled substance is a
serious threat to oneself and the community and may result in immediate suspension,
expulsion, or dismissal. Anyone who injures another person as a result of driving under the
influence should expect to be permanently dismissed.
6. The attempt to obtain, use, possess, distribute, or sell, any amount of any potentially harmful
or illegal drug (including marijuana) or drug-related paraphernalia is strictly prohibited.
Anyone involved in the sale or distribution of drugs on or off-campus should expect to be
permanently dismissed.
7. It is a violation to possess or use non-alcoholic beers on-campus.
8. Promoting the consumption of drugs or alcoholic beverages may not be undertaken within the
confines of University properties or through University-sponsored or approved publications.
No displays of any kind that promote a lifestyle of drinking or drug use are permitted, including
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in vehicles parked on campus. Examples include: alcohol brand advertisements or clothing;
pictures or posters of drugs or alcohol; alcohol-carrying containers or bottle caps.
9. Any student or student organization found supplying alcohol at University-sponsored offcampus events will be subject to disciplinary action.
10. Hosting or in any way assisting or promoting an off-campus gathering that includes
drunkenness is a violation of University policy and may result, minimally, in suspension.
11. Any student who encourages another to consume alcoholic beverages or any substance as a
means to induce that individual to engage in behavior that would otherwise be against that
person’s will is subject to dismissal.
12. Any student who sexually assaults another person who is intoxicated is subject to immediate
dismissal.
SMOKING AND TOBACCO USE POLICY
Research demonstrates that tobacco smoke is a health hazard to both smokers and non-smokers.
According to the Surgeon General, cigarette smoking is the leading preventable cause of illness and
premature death in the United States. Non-smokers who are regularly exposed to second-hand smoke
are also at increased risk of illness. In the interest of creating a safe and healthy environment, Biola
University has adopted the following policy. This policy applies to all University facilities on the La
Mirada campus. All persons using the facilities of the University are subject to this policy.
1. Students smoking, possessing and/or using any tobacco products (e.g., cigarettes, snuff, cigars,
pipe tobacco, chewing tobacco) on campus are in violation of University policy.
2. Smoking is prohibited on all University facilities, either inside buildings or outside.
3. Smoking is prohibited in any vehicle owned, leased, or operated by the University.
4. The sale, distribution, or advertisement of tobacco products is prohibited on campus.
5. Clothing, posters, containers or other materials displaying tobacco product logos or
trademarks are prohibited on campus.
COMMUNITY THREAT POLICY
Biola University endeavors to provide a safe and orderly environment, insofar as possible, in which all
members of the University communities are able to pursue their academic and social development. In
doing so, it reserves the right to implement a process, which may culminate in the temporary removal,
suspension or dismissal of any student in circumstances seriously affecting the health or well-being of
a member of the University community (including the student themselves), or where physical safety is
seriously threatened. Additionally, the University may seek action to prevent any member of the
University community from jeopardizing the educational process. All students are expected to comply
with requests to meet given by Dean or his/her designee as it pertains to student care-related issues.
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Danger to University Community
Danger to the health or safety of the University community is defined as any act, or planned act, that
places any student, member of the faculty or staff, or any campus visitor at reasonable risk of bodily
harm, exposure to illness, loss of life, or destruction of property. Further, a student may be considered
to pose a direct threat to the health of others if current medical information indicates that the
student's behavior and/or medical condition could reasonably expose others to illness or disease. This
exposure risk must exceed that commonly found in community environments and would include a
student's possession of a presently contagious illness or disease and/or failure to maintain appropriate
hygiene.
Jeopardizing the Educational Process
Jeopardizing the educational process is defined as any disruptive act that within reason impedes a
student's functioning within an academic or community life setting. A violation may include a single
disruptive act or ongoing acts and will usually involve complaints from students, faculty, or staff. In
determining violations, an assessment will be made of the nature of the disruption, the content and
frequency of the complaint(s), and the number of complainants.
University Response
While Biola University expects all students to meet the behavioral standards, it recognizes that some
students possess medical or psychological conditions that may affect functioning within the behavioral
rules of the University. Additionally, students may not be discriminated against on the basis of verified
physical or psychological disability as determined with regard to applicable federal and/or state law
provided that they remain otherwise qualified, which is defined as being able to meet the fundamental
academic and behavioral standards of the University. When making any assessment of student well
being, the University will implement an individual assessment model. These models will assess
observable conduct that affects the health, safety, or welfare of the campus community. Biola will
adopt a holistic approach, which utilizes available individual medical documentation from appropriate
University professionals as well as the assessments of the student’s treating health care professionals.
If medical or psychological intervention is needed to secure University community well being, the
University may choose to offer the student a variety of voluntary options prior to any involuntary
action imposed by the University. If the student fails to meet the behavioral standards or refuses to
accept voluntary action, the University may take action up to, and including, suspension or dismissal.
However, involuntary removal is to be used only in emergency or direct threat situations.
In any University investigation, the student has a right to a fair and reasonable process that is
engineered to both securing the health and safety of the University community and respecting the
student. A student facing voluntary or involuntary action will be given notice by the Dean or his/her
designee of all accusations and proceedings against him/her. Additionally, the student will be given an
opportunity to present information on their behalf. Furthermore, if the student is unsatisfied with the
University decision, they may file a complaint or appeal pursuant to the appropriate University process
stated in the student handbook.
Return Policy
Subsequent to action taken by the University addressing a danger or threat to the University
community by a student, whether voluntarily undertaken by the student or involuntarily imposed on
the student, the individual student will be required to proceed through a clearance process. This
includes return to enrollment, residential living, or other University activities. The process will again be
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based upon an individual assessment of the circumstances surrounding the student and actions taken.
The University retains a broad discretion in imposing requirements for students to rejoin the University
community in order to ensure the entire University community remains a safe, healthy, and
encouraging environment. Any “behavioral contract” will include terms tailored to the individual
student to whom it applies.
Suicide Assessment Process
To assist in facilitating student safety and community wellness, the dean or his/her designee
administrates a formal process of suicide assessment for students who evidence suicidal ideation or
behavior. Incidents will be evaluated on a case-by-case basis and will require students who evidence
suicidal ideation or behavior to undergo a required assessment through the Biola Counseling Center or
other approved provider.
Students who are required to participate in the process will not be subject to disciplinary action unless
violations of other behavioral or community standards have occurred, or unless the student fails to
complete the assessment process. If a student is hospitalized for psychological evaluation, a clearance
process may ensue. See Return Policy outlined above.
DISCRIMINATION: SEXUAL HARASSMENT AND SEXUAL MISCONDUCT
(INCLUDING DOMESTIC VIOLENCE, DATING VIOLENCE AND STALKING)
Compliance with Non-Discrimination Laws and Regulations
The university deplores the unfair treatment of individuals based on race, color, national origin,
sex, socio- economic status, age, disability, or cultural differences regardless whether such
treatment is intentional or simply resultant from careless or insensitive behavior. Rather,
employees and members of the student body should embrace the expectation of Scripture to love
God with all their being and their neighbors as themselves.
Biola University operates in compliance with all applicable federal and state non-discrimination
laws and regulations in conducting its programs and activities and in its employment decisions.
Such laws and regulations include:
1. Title VI of the Civil Rights Act of 1964, which prohibits discrimination based on race, color,
and national origin in the programs and activities of the university. This policy of nondiscrimination also complies with Internal Revenue Service Revenue Ruling 71-447 required
for maintaining the university’s tax-exempt status.
2. Title VII of the Civil Rights Act of 1964, which prohibits employment discrimination based
on sex, race, religion, color, or national origin.
3. Section 504 of the Rehabilitation Act of 1973, which prohibits discrimination on the basis
of disability in the recruitment and admission of students, the recruitment and
employment of faculty and staff, and the operation of its programs and activities.
4. The Americans with Disabilities Act of 1990 (Public Law 101-336), the purpose of which is
to afford the disabled equal opportunity and full participation in life activities and to
prohibit discrimination based on disability in employment, public service, public
accommodations, telecommunications, and transportation.
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5. The Age Discrimination Act of 1975, which prohibits discrimination on the basis of age in
programs and activities of the university.
6. The Age Discrimination in Employment Act of 1967, which prohibits discrimination against
persons aged 40 and over regarding employment decisions.
7. Title IX of the Education Amendments of 1972, which prohibits all forms of discrimination
on the basis of sex (including sexual harassment and sexual assault) in programs and
activities of the university, except where the university has been granted exemptions based
on its religious tenets.
8. The Jeanne Clery Disclosure of Campus Security Policy and Campus Crime Statistics Act (20
USC §1092(f)) (“Clery Act”) which requires colleges and universities to disclose information
about crime on and around their campuses. This includes recent amendments to the Clery
Act under the Campus SaVE Act and Violence Against Women Act, which deals with
incidents of sexual assault, domestic and dating violence, and stalking.
As a religious institution, the university is exempted from certain provisions of the above laws and
regulations relating to discrimination on the basis of religion.
Sexual Misconduct Policy
It is the policy of Biola University to maintain the university environment as a Christian community
that provides a place for spiritual growth, work, and study free of all forms of sexual intimidation
and exploitation. All students, staff, and faculty should be aware that the university is prepared to
take action to prevent such intimidation and exploitation and that individuals who engage in such
behavior are subject to discipline.
“Sexual misconduct” can include sexual harassment, sexual violence, domestic and dating violence,
and stalking. Sexual harassment can vary with particular circumstances, but, generally, it is defined
as unwelcome or offensive sexual advances, requests for sexual favors, unwanted or uninvited
verbal suggestions or comments of a sexual nature, or objectionable physical contact. This includes
suggestions that academic or employment reprisals or reward will follow the refusal or granting of
sexual favors, or conduct that unreasonably interferes with an individual’s work or academic
performance or creates an intimidating, hostile, or offensive work environment. Sexual violence as
used in this policy refers to physical sexual acts perpetrated without the affirmative consent of the
parties or where a person is incapable of giving consent and includes, rape, sexual assault, sexual
battery, sexual abuse, and sexual coercion. Incidents of domestic violence, dating violence, and
stalking are also processed under this policy. For additional information and definitions on sexual
assault, domestic violence, dating violence, and stalking, please refer to section VII of this policy.
None of these actions reflect a Christian attitude or commitment and adversely affect the working
or learning environment. All forms of sexual misconduct constitute violations of the university’s
spiritual expectations and standards of conduct for the university community; and such
misconduct will not be tolerated. Any individuals engaging in such conduct may also be personally
liable in legal action brought against them and/or prosecuted for criminal violations.
Under the direction of the appropriate administrator, the university will thoroughly i nvestigate all
reports of sexual misconduct and will take whatever corrective action is deemed necessary,
78
including disciplining or discharging any individual who is found to have violated this prohibition
against sexual misconduct. The reporting student or employee will be informed of the action
taken. These university officials will also take action to protect the reporting student or employee
to prevent further misconduct or retaliation, and as appropriate, to redress any harm done.
A student or employee who feels that he or she has been sexually harassed, assaulted, or the
victim of domestic violence, dating violence, or stalking involving sexual assault or sexual
harassment may meet with a person officially designated to receive reports of discrimination and
to work for resolution in such situations.
Under Title IX, certain individuals employed by the university are considered “responsible
employees.” These responsible employees are obligated to report incidents of alleged sexual
violence that they become aware of to a Title IX Coordinator. According to guidance from the U.S.
Department of Education, a responsible employee includes any employee who has authority to
take action to redress sexual violence; has been given the duty of reporting incidents of sexual
violence or other misconduct by students to the Title IX Coordinator; or whom a student could
reasonably believe has this authority or duty. At Biola, responsible employees are defined as all
regular and adjunct faculty members, academic department administration personnel, athletics
personnel, all human resources employees, student development officers and their administrative
assistants, resident directors (RDs), resident assistants (RAs), all staff personnel director level and
above, and any employee who is supervising student employees. All other employees and all
students are also strongly encouraged to share any incidents of alleged sexual violence that they
become aware of to a Title IX Coordinator.
Procedure for Processing Complaints of Unlawful Discrimination, Including Sexual
Harassment, Sexual Assault, Domestic Violence, Dating Violence and Stalking
I. Intent of the Procedure
Biola University is committed to maintaining the university environment as a Christian community
that provides a place for spiritual growth, work, and study free of all forms of unlawful
discrimination and sexual misconduct. The intent of this procedure is to implement all applicable
civil rights legislation and to make a good faith effort to ensure that no person shall, on the basis of
race, ethnic group identification, national origin, age, sex, color, or physical or mental disability be
unlawfully subjected to discrimination under any program or activity offered under the control of
Biola University. Complaints of sexual misconduct are included in the complaint procedures
described below. It is the intent of these procedures to allow for the prompt and equitable
resolution of all complaints. This policy and the procedures for the processing of complaints are
intended to comply with Title IX, the guidance issued by the White House Task Force to Protect
Students from Sexual Assault, the guidance issued by the Department of Education’s Office for Civil
Right, and the requirements of the Campus SaVE Act (and the Violence Against Women Act).
II. General Provisions
A. Coverage:
These procedures apply to the processing of complaints arising from alleged unlawful
discriminatory actions and sexual misconduct. Any student, applicant for admission, employee, or
applicant for employment (administrative staff or faculty) who believes that he or she is a victim of
discriminatory action may file a complaint under these procedures. Student or employee
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complaints based on grounds other than discrimination or sexual misconduct should be pursued
under the grievance and appeal procedures contained in the student handbook or employee
handbook.
B. Definitions:
1. Complainant: The complainant is an individual or group of individuals who believe that
unlawful discrimination or sexual misconduct may have or has occurred.
2. Respondent: The respondent is an individual or group of individuals against whom an
allegation of unlawful discrimination or sexual misconduct is made.
3. Complaint: A complaint is an allegation that a student, employee, or applicant for
admission or employment has been subjected to unlawful discrimination or sexual
misconduct.
4. Preponderance of Evidence: Standard of determining the validity/outcome of a complaint.
Preponderance infers it is more likely than not, that the alleged incident did or did not
occur.
C. Title IX Coordinator/s and Section 504 Coordinator:
The Title IX Senior Coordinator, Ron Mooradian, Sr. Director of Human Resources (Address: Human
Resources, Biola University, 13800 Biola Avenue, La Mirada, CA 90639, (Metzger Hall) Phone:
x4757, Email: [email protected]), maintains authority over the compliance and
adjudication of all Title IX complaints and all other complaints of unlawful discrimination under this
procedure with the exception of any complaint of unlawful discrimination based on disability
which will be overseen by the Section 504 Compliance Coordinator designated below. However,
depending on the complainant’s affiliation with the university, a specific Deputy Title IX
Coordinator will oversee the investigation.
1. Title IX Deputy Coordinators for undergraduate students (or applicants):
Associate Dean of Students, Matthew Hooper (Address: Student Development, Biola
University, 13800 Biola Avenue, La Mirada, CA 90639, (Student Services Building), Phone:
x4874, Email: [email protected]).
Associate Dean of Residence Life/Student Care, Sandy Hough (Address: Student Development,
Biola University, 13800 Biola Avenue, La Mirada, CA 90639, (Student Services Building), Phone:
x5807, Email: [email protected]).
2. Title IX Deputy Coordinator for graduate students (or applicants):
Dr. Tamara Anderson (Address: Rosemead School of Psychology, Biola University, 13800 Biola
Avenue, La Mirada, CA 90639, (Rose Hall), Phone: x4867, Email: [email protected]).
3. Title IX Deputy Coordinators for Biola University Faculty, Administration, and Staff:
Sr. Director of Human Resources, Ron Mooradian (Address: Human Resources, Biola University,
13800 Biola Avenue, La Mirada, CA 90639, (Metzger Hall), Phone: x4757, Email:
[email protected]).
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Assoc. Director of Human Resources, Susan Kaneshiro (Address: Human Resources, Biola
University, 13800 Biola Avenue, La Mirada, CA 90639, (Metzger Hall), Phone: x4757, Email:
[email protected]).
4. Title IX Deputy Coordinator for pre-college youth programs:
Director of Ministry Outreach, Mike Brimmage (Address: Ministry Outreach, 14540 San Cristobal
Dr. (Building 10), La Mirada, CA. 90638, Phone: x4056, Email: [email protected]).
5. Section 504 Compliance Coordinator:
Asst. Dean of Students, Dr. Kevin Grant (Address: Learning Center, Biola University, 13800
Biola Avenue, La Mirada, CA 90639, (Library), Phone: x4542, Email: [email protected]).
The Section 504 Compliance Coordinator will be responsible for overseeing any complaint of
unlawful discrimination based on disability under Section 504 of the Rehabilitation Act of 1973
and/or the Americans with Disabilities Act of 1990. All references in this procedure to a Title IX
Deputy Coordinator will apply to the Section 504 Compliance Coordinator.
6. Title IX Coordinator for Inter-Collegiate Athletic Programs:
Assistant Athletic Director, Dr. Bethany Miller (Address: Biola University, 13800 Biola Avenue, La
Mirada, CA. 90639 (Gymnasium Building), Phone: x4082, Email: [email protected]).
If the complainant does not meet requirements of the procedure, the Title IX
Coordinator/Deputy Coordinator shall immediately notify the complainant of the specific
deficiencies of the complaint.
D. Title IX Advocates:
The university’s Title IX Advocates are available for referral and support services for student
complainants and respondents. Members of the team are trained to assist individuals by providing
information and discussing available resources and options (medical, legal, emotional, and
academic), by making referrals and providing access to appropriate university and community
services as needed and providing on-going follow-up with the individuals involved. When a situation
arises and multiple individuals are involved, there may be times when the Title IX Coordinator will
designate Title IX Advocates to meet with each of the individuals involved and help them understand
their resources and options.
The University Title IX Advocates are:
 Dawn White, Director of Residence Life, x5842
 Garrett Suhr, Associate Director of Residence Life, x5872
Students who believe they have experienced a violation of the Title IX/Sexual Misconduct Policy are
encouraged to contact a Title IX Advocate for assistance. Also, students who are facing allegations of
such violations are encouraged to contact a Title IX Advocate for assistance.
E. Related Violation of Standards of Conduct:
Sometimes an individual may be reluctant to report an instance of unlawful discrimination or sexual
misconduct because of the fear of being charged with a violation of the university’s Standard of
Conduct, such as the use of alcohol or drugs. The university encourages individuals to report
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instances of unlawful discrimination or sexual misconduct and will take into consideration the
importance of reporting such instances in addressing a violation of Standards of Conduct. This
means that, whenever possible, the university will respond educationally rather than punitively to a
violation of the Standards of Conduct associated with an instance of unlawful
discrimination or sexual misconduct.
F. Retaliation Prohibited:
Any retaliatory action of any kind by an employee or student of the university against any other
employee, student, or applicant of the university as a result of that person’s seeking redress under
these procedures,cooperating with an investigation, or other participation in these procedures is
prohibited and may be regarded as the basis for disciplinary action. As such, if a student, parent,
teacher, coach, or other individual complains formally or informally about sexual violence or
participates in a university investigation related to sexual violence, the university is prohibited from
retaliating (including intimidating, threatening, coercing, or in any way discriminating against the
individual) because of the individual’s complaint or participation.
Also, the university recognizes that complaints of sexual violence may be followed by retaliation
against the complainant or witnesses by the respondent or his or her associates. When the
university knows or reasonably should know of possible retaliation by other students or third
parties, it will take immediate and appropriate steps to investigate or otherwise determined what
occurred, protect the complainant and witnesses, and ensure their safety as necessary. At a
minimum, this includes making sure that the complainant and witnesses know how to report
retaliation by school officials, other students, or third parties by making follow-up inquiries to see if
there have been any new incidents or acts of retaliation and by responding promptly and
appropriately to address continuing or new problems. Furthermore, the university will also inform
complainants and witnesses that Title IX prohibits retaliation and that university officials will not
only take steps to prevent retaliation, but will also take strong responsive action if it occurs.
G. Privacy:
The privacy and confidentiality of the parties shall be maintained to the extent possible during the
processing of a complaint.
University response may be hindered and limited with a complainant desiring anonymity and/or
inaction. The university may be obliged to pursue an alleged sexual assault through internal
disciplinary procedures without the cooperation of the complainant. In such instances, the university
will inform the complainant of its obligation to address a community safety issue.
H. Resolution Options:
Individuals are encouraged to use this procedure to resolve their complaints of unlawful
discrimination or sexual misconduct. However, they may also file a complaint at the beginning,
during, or after use of Biola’s complaint procedure with:
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U.S. Department of Education
Office of Civil Rights
50 Beale Street, Suite 7200
San Francisco, CA 94105
or
U.S. Equal Employment Opportunity Commission
Roybal Federal Building
255 East Temple St., 4th Floor
Los Angeles, CA 90012
In addition, for complaints concerning the university, including complaints related to institutional
policies or procedures, an individual may contact the Bureau for Private Postsecondary Education
for review of a complaint:
Bureau for Private Postsecondary Education
2535 Capitol Oaks Drive, Suite 400
Sacramento, CA 95833 www.bppe.ca.gov Phone: (916) 431-6924
Fax: (916) 263-1897
III. Processing of a Complaint
Any person who believes he/she has been discriminated against, sexually harassed, or subject to
domestic violence, dating violence, or stalking involving sexual assault or sexual harassment may file
a complaint with the Title IX Coordinator or Deputy Coordinator. All individuals are encouraged to
file a timely complaint. The university’s ability to investigate and respond effectively may be reduced
with the passage of time.
If an individual requests that the university not investigate or seek action against the alleged
perpetrator, the university will need to determine whether or not it can honor such a request while
still providing a safe and nondiscriminatory environment for all individuals, including the individual
who reported the incident. The university will consider the following factors in weighing an
individual’s request not to investigate or seek action:
a. Circumstances that suggest there is an increased risk of the alleged perpetrator committing
additional acts of sexual violence, sexual harassment, sexual assault, domestic violence,
dating violence, stalking, or other violence against the complainant or others in te university
community, such as:

Whether there have been other complaints of sexual violence, sexual harassment,
sexual assault, domestic violence, dating violence, stalking, or other violence about
the same alleged perpetrator.

Whether the alleged perpetrator has a history of arrests or records from a prior
school indicating a history of violence.
83

Whether the alleged perpetrator threatened further sexual violence, sexual
harassment, sexual assault, domestic violence, dating violence, stalking, or other
violence against the complainant or others.

Whether the sexual violence, sexual harassment, sexual assault, domestic violence,
dating violence, stalking, or other violence was committed by multiple perpetrators.
b. Circumstances that suggest there is an increased risk of the alleged perpetrator committing
additional acts of sexual violence, sexual assault, domestic violence, dating violence, stalking,
or other violence under similar circumstances at a given location or by a particular group
(e.g., whether the report reveals a pattern of perpetration).
c. Whether the sexual violence, sexual harassment, sexual assault, domestic violence, dating
violence, stalking, or other violence was perpetrated with a weapon.
d. The age of the student subjected to the sexual violence, sexual harassment, sexual assault,
domestic violence, dating violence, stalking, or other violence.
e. Whether the university possesses other means to obtain relevant evidence (e.g., security
cameras, physical evidence).
Additionally, individuals are strongly encouraged to report alleged incidents of sexual assault,
domestic violence, or stalking immediately to Department of Campus Safety and/or other local law
enforcement. Campus Safety personnel will assist and advise regarding the importance of preserving
evidence for the proof of a criminal offense and to whom the alleged offense should be reported.
However, it is the individual’s decision whether or not to file a police report or to pursue civil action
against the alleged perpetrator. (See section VII of this policy for further guidance.)
Individuals will have access to support and referral services on campus regardless of whether or not
he/she decides to report the incident to local law enforcement.
IV. Informal Procedures
The university has established the following informal process to resolve charges of unlawful
discrimination or sexual misconduct (not including allegation of sexual violence). This informal
procedure is not appropriate for cases involving alleged sexual violence.
A. The complainant or person who would like assistance in determining whether unlawful
discrimination or sexual misconduct has occurred should be referred to the Title IX
Coordinator or the appropriate Title IX Deputy Coordinator (hereinafter “Title IX
Coordinator”). If the university becomes aware of a situation that may be considered a
violation of our Title IX Policy and alleged victim has not come forward, the university will
initiate a process with that person. If the situation involves an alleged incident of sexual
assault, domestic violence, dating violence, or stalking, Campus Safety will be notified to
being an initial investigation.
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B. The Title IX Deputy Coordinator or their designee (who is a person also trained to process
such complaints), shall meet with the concerned individual to:
1. understand the nature of the concern;
2. give to complainant a copy of the Biola University policy and procedure concerning
unlawful discrimination and sexual misconduct and inform complainant of his or her
rights under any relevant complaint procedure or policy;
3. assist the individual in any way advisable.
C. If deemed appropriate, Title IX Coordinator or their designee shall meet with the respondent
to inform him/her of the nature of the concern.
D. If the parties agree to a proposed resolution that does not include disciplinary action, the
resolution shall be implemented and the informal process shall be concluded. At any time
during the informal process the complainant may initiate a formal complaint.
E. The Title IX Coordinator shall keep a written log of discussions and a record of the resolution.
This information shall become part of the official investigation file if the complainant
initiates a formal complaint. A letter summarizing the informal investigation and the
resolution agreed upon shall be sent to the complainant and the respondent and kept as
part of the record.
F. Once a complaint is put in writing and signed by the complainant, the complaint is
considered to be formal and the formal complaint procedures should be followed.
Whether or not the complainant files a formal complaint and/or the parties reach a resolution, if the
Title IX Coordinator determines that circumstances so warrant, the Title IX Coordinator shall initiate
a formal investigation and take appropriate actions as necessary to fully remedy any harm that
occurred as a result of unlawful discrimination or sexual misconduct and to prevent any further
unlawful discrimination or sexual misconduct.
V. Formal Procedures
In all cases involving sexual violence or in other situations where informal complaint procedures fail
to satisfactorily resolve the matter, the complainant may file a complaint with the Title IX Senior
Coordinator or a Deputy Coordinator. Similar to the Informal Procedures, if the university becomes
aware of a situation that may be considered a violation of the Title IX Policy and the alleged victim
has not come forward, the Title IX Coordinator or Title IX Student Advocate will initiate a process
with that person. If the situation involves an alleged sexual assault, domestic v iolence, dating
violence, or stalking Campus Safety will be notified to being an initial investigation.
A. On the Unlawful Discrimination or Sexual Misconduct Complaint, the complainant shall
submit a detailed account of the alleged, unlawful discrimination or sexual misconduct and
the action the complainant requests to resolve the matter. All written complaints shall,
where known, contain at least the name(s) of the individual(s) involved, the date(s) of the
event(s) at issue, and a detailed description of the actions constituting the alleged, unlawful
85
discrimination or sexual misconduct. Names, addresses, and phone numbers of witnesses or
potential witnesses should also be included, if possible.
B. Within five (5) working days after the receipt of the complaint, the Title IX Coordinator will
review the complaint to determine whether it describes the kind of unlawful discrimination
or sexual misconduct which is prohibited under these procedures and whether the complaint
sufficiently describes the facts of the alleged misconduct.
If the complaint does not describe the kind of prohibited conduct the university investigates
under these procedures, the complainant will be notified and will be referred to the
appropriate process. If the complaint does not sufficiently describe the facts giving rise to
the complaint so that a determination can be made regarding the alleged misconduct, the
complaint will be returned and the complainant will be invited to submit an amended
complaint providing enough factual detail to allow the above determination to be made.
C. Within ten (10) working days of receiving the complaint or amended complaint, the
appropriate Title IX Coordinator shall act as investigator or shall appoint one or more
investigators to act alone, together, or in conjunction with the Title IX Coordinator to
investigate the charges and shall notify the appropriate vice president and the respondent
that a written complaint has been received and a formal investigation has begun.
For allegations involving sexual misconduct, the appropriate Title IX Coordinator will
determine whether “interim actions” should be taken. This process seeks to assess the need
to remove any person from campus deemed an immediate threat or danger to any member
of the campus community or to take other temporary actions to protect the safety of the
complainant. The university will investigate claims of sexual misconduct even if the
complainant does not wish to pursue disciplinary or legal action. Additionally, if the
complainant desires to press legal charges, local law enforcement may also conduct a formal
investigation.
D. The investigator(s) shall, within ten (10) working days of the complainant’s referral to the
formal complaint process, commence an investigation of the alleged unlawful discrimination
or sexual misconduct. The investigator(s) shall meet with the complainant to review:
1. the nature of the complaint, and
2. identify the scope and nature of the investigation.
The investigator(s) shall also meet with the respondent to:
1.
2.
3.
4.
present a copy of the complaint,
present a copy of the Title IX policy if needed,
receive the respondent’s answer to the complaint, and
review with the respondent the scope and nature of the investigation. Any written
response from the respondent shall be given to the complainant.
E. The investigator(s) shall thoroughly investigate the complaint. Prior to completing the
investigation, the investigator(s) may meet again with the complainant and the respondent
86
separately to give an overview of the steps taken during the investigation, to ask the
complainant and the respondent for the names of any others the investigator(s) should
speak with, and to request any additional information.
F. After completion of the investigation, the investigator(s) shall meet with the vice president
designated below. The appropriate vice president shall be responsible for reviewing the
report of the investigator(s), making factual determinations, and reaching a conclusion
regarding the charges and appropriate disciplinary sanction, if any, in consultation with the
Title IX Coordinator involved in the matter.
1. If both parties are students or if both are faculty – Provost/Senior Vice President.
2. If one both parties are administrative staff members – Vice President of Financial and
Business Affairs, unless the complainant or respondent is a Financial and Business Affairs
employee, in which case the Vice President of University Services.
3. Any case not covered above – Provost/Senior Vice President or other appropriate vice
president designated by the Provost.
G. Within sixty (60) calendar days of receiving the complaint, the investigation shall be
completed and a determination shall be made. A preponderance of evidence standard will
be utilized. The Provost or other appropriate vice president shall concurrently forward to the
complainant and respondent all of the following:
1. a summary of the investigative report; and
2. a written notice setting forth:
a. the findings of the appropriate vice president as to whether unlawful discrimination,
sexual misconduct, domestic violence, dating violence, r stalking did or did not occur
with respect to each allegation in the complaint;
b. a description of actions taken, if any, to remedy any unlawful discrimination, sexual
misconduct, domestic violence, dating violence, or stalking that occurred and to
prevent similar problems from occurring in the future;
c. the complainant’s and respondent’s right to appeal the determination either as to
the finding or to the appropriateness of the recommended actions.
VI. Appeal Rights
A. If the complainant or respondent is not satisfied with the results of the formal level
administrative decision, the complainant or respondent may appeal the determination by
submitting a written appeal setting forth his/her objections to the results to the Title IX
Senior Coordinator within ten (10) calendar days of the receipt of the determination.
B. The appeal shall be considered by a committee comprised of five (5) persons selected from a
standing list of faculty and administrative staff available for such purpose. The complainant
and respondent shall each select one committee member. The two members so chosen shall
select a faculty member (from the standing list) who shall be the third committee member.
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The appropriate vice president and the Title IX Coordinator involved in the matter shall each
select one committee member. The committee members chosen shall select one member to
be the voting Chairperson for the committee.
C. Within thirty (30) calendar days of receiving the appeal, the committee shall consider the
objections presented, review and evaluate the investigative report and findings of the
appropriate vice president and any actions taken, reach its conclusion (by majority vote),
and communicate its conclusion in the form of an advisory recommendation to the
President.
D. The President shall issue a decision in writing to the complainant and respondent within ten
(10) calendar days of the receipt of the committee’s recommendation, which shall be the
final decision of the university in the matter.
VII. Sexual Assault, Domestic Violence, Dating Violence, and Stalking
Sexual violence is a criminal act that violates the standards of our community and is unacceptable at
the university. Sexual violence can be devastating to the person who experiences it directly and can
be traumatic to the person’s family, friends, and larger community as well. Situations involving
sexual violence will follow the procedures set forth in the “Sexual Assault, Domestic & Dating
Violence, and Stalking” section in the Annual Security & Fire Safety Report
(http://www.biola.edu/offices/campus_safety/downloads/2014-ASFSR-09-24-14-FINAL.pdf#page=59)
and in Section V of these policies/procedures. The Title IX Coordinator will request Biola University
Campus Safety to work in conjunction with the Title IX Coordinator in the investigation of all matters
involving sexual violence.
In addition to the above policy regarding sexual misconduct, the following information is meant as
an additional resource for individuals involved in an incident of sexual violence. The Violence Against
Women Act requires the university to follow certain disciplinary procedures in cases of alleged
sexual assault, domestic violence, dating violence, and stalking. As such, in addition to the
procedures described in Sections V and VI above, the procedures and information described below
apply in cases of alleged sexual assault, domestic violence, dating violence, and stalking. For more
information about the university’s policy and procedures regarding these offenses, please see the
“Sexual Assault, Domestic & Dating Violence, & Stalking” section in the Annual Security & Fire Safety
Report (http://www.biola.edu/offices/campus_safety/downloads/2014-ASFSR-09-24-14FINAL.pdf#page=59).
A. Protective Measures:
Following an allegation of sexual assault, domestic violence, dating violence or stalking, the
protective measures that the university may offer include:
 Moving a student’s residence
 Adjusting a student’s work schedule for university employment
 Changing a student’s academic schedule
 Changing a student’s transportation arrangements
 Allowing a student to withdraw from or retake a class without penalty
 Providing access to tutoring or other academic support
 Issuing a “no contact” directive
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


Issuing a “no trespass” directive
Written instruction on how to apply for a protective order
Enforcement of the university’s anti-retaliation policy, which prohibits retaliation against a
person for complaining of sex-based incidents
B. Possible Sanctions:
The university may impose any one or more of the following sanctions following the results of a
disciplinary procedure for an allegation of sexual assault, domestic violence, dating violence, or
stalking:
 Reprimand/warning
 Changing the respondent’s academic schedule
 Disciplinary probation
 Revocation of honors or awards
 Restricting access to university facilities or activities (including student activities and campus
organizations)
 Community service
 Issuing a “no contact” directive to the respondent or requiring that such an order remain in
place
 Moving the respondent’s residence
 Dismissal or restriction from university employment
 Removal from student housing
 Suspension (limited time or indefinite)
 Expulsion
In addition to above sanction(s) (except where the sanction is expulsion), the university may require
the respondent to receive appropriate education and/or training. The university may also
recommend counseling or other support services for the respondent.
C. Procedures:
When an allegation of sexual violence, domestic violence, dating violence, or stalking is involved, the
procedures set forth in Section V will also include the following:
1. A prompt, fair, and impartial process from the initial investigation to the final result, which shall
include a proceeding that is:
a. Completed within reasonably prompt timeframes, allowing for an extension of timeframes
for good cause;
b. Conducted in a manner that:
i.
Is consistent with the university’s policies and transparent to the complainant and
the respondent,
ii.
iii .
Includes timely notice of meetings at which the complainant or the respondent, or
both, may be present,
Provides timely and equal access to the complainant, the respondent, and
appropriate official to any information that will be used before any disciplinary
action or appeal hearing, and
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iv.
Provides the complainant and respondent with equal opportunities to have others
present at any meeting or disciplinary proceeding, including an advisor of their choice;
however, the University may establish restrictions regard the extent to which the
advisor may participate in the proceedings, as long as the restrictions apply equally to
both parties.
c. Conducted by officials who are appropriately trained and who do not have a conflict of
interest or bias for or against the complainant or the respondent.
2. Simultaneous notification in writing, to both the complainant and the respondent of:
a. The result of any disciplinary proceeding that arises from an allegation of sexual assault,
domestic violence, dating violence or stalking,
b. The University’s procedures for the complainant and respondent to appeal the result of the
disciplinary proceeding,
c. Any change to the result, and
d. When such results become final.
D. Definitions:
The following terms are used as defined below by the university in our policy and procedures.
Consent: The State of California has adopted an affirmative consent standard in the determination
of whether consent was given by both parties to sexual activity. “Affirmative consent” means
affirmative, conscious, and voluntary agreement to engage in sexual activity. It is the responsibility
of each person involved in the sexual activity to ensure that he or she has the affirmative consent of
the other or others to engage in sexual activity. Lack of protest or resistance does not mean consent,
nor does silence mean consent. Affirmative consent must be ongoing throughout a sexual activity
and can be revoked at any time. The existence of a dating relationship between the persons
involved, or the fact of past sexual relations between them, should never by itself be assumed to be
an indicator of consent.
In addition, in the evaluation of complaints in any disciplinary process:
1) It shall not be a valid excuse to alleged lack of affirmative consent that the accused believed that
the complainant consented to the sexual activity under either of the following circumstances:
a) The accused’s belief in affirmative consent arose from the intoxication or recklessness of the
accused.
b) The accused did not take reasonable steps, in the circumstances known to the accused at
the time, to ascertain whether the complainant affirmatively consented.
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2) It shall not be a valid excuse that the accused believed that the complainant affirmatively
consented to the sexual activity if the accused knew or reasonably should have known that the
complainant was unable to consent to the sexual activity under any of the following
circumstances:
a) The complainant was asleep or unconscious.
b) The complaint was incapacitated due to the influence of drugs, alcohol, or medication so
that the complainant could not understand the fact, nature, or extent of the sexual activity.
c) The complainant was unable to communicate due to a mental or physical condition.
Sexual Assault: The term “sexual assault” is used to mean an offense that meets the definition of
rape, fondling, incest, or statutory rape as used in the Federal Bureau of Investigation’s Uniform
Crime Reporting program.
Rape is defined as the penetration, no matter how slight, of the vagina or anus with any body part
or object or oral penetration by a sex organ of another person, without the consent of the victim.
Fondling is defined as the touching of the private parts of another person for the purpose of sexual
gratification without the consent of the victim, including instances where the victim is incapable of
giving consent because of his/her age or because of his/her temporary or permanent mental
incapacity.
Incest is defined as non-forcible sexual intercourse between persons who are related to each other
within the degrees wherein marriage is prohibited by law.
Statutory Rape is defined as non-forcible sexual intercourse with a person who is under the
statutory age of consent.
Domestic Violence: The term “domestic violence” means a felony or misdemeanor crime of violence
committed:
 By a current or former spouse or intimate partner of the victim;
 By a person with whom the victim shares a child in common;
 By a person who is cohabitating with, or has cohabitated with, the victim as a spouse or
intimate partner;
 By a person similarly situated to a spouse of the victim under the domestic or family violence
laws of the jurisdiction in which the crime of violence occurred: or
 By any other person against an adult or youth victim who is protected from that person’s
acts under the domestic or family violence laws of the jurisdiction in which the crime of
violence occurred.
Dating Violence: The term “dating violence” means violence committed by a person who is or has
been in a social relationship of a romantic or intimate nature with the victim. The existence of such a
relationship shall be determined based on the reporting party’s statement and with consideration of
the length of the relationship, the type of relationship, and the frequency of interaction between
the persons involved in the relationship.
For the purpose of this definition:
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

Dating violence includes, but is not limited to, sexual or physical abuse or the threat of such
abuse.
Dating violence does not include acts covered under the definition of domestic violence.
Stalking: The term “stalking” means engaging in a course of conduct directed at a specific person
that would cause a reasonable person to:
 Fear for the person’s safety or the safety of others; or
 Suffer substantial emotional distress.
For the purpose of this definition:
 “Course of conduct” means two or more acts, including, but not limited to, acts in which the
stalker directly, indirectly, or through third parties, by any action, method, devise, or means,
follows, monitors, observes, surveils, or communicates to or about a person, or interferes
with a person’s property.
 “Substantial emotional distress” means significant mental suffering or anguish that may, but
does not necessarily, require medical or other professional treatment or counseling.
 “Reasonable person” means a reasonable person under similar circumstances and with
similar identities to the victim.
E. College and Community Resources:
The needs of someone who has experienced sexual assault, domestic violence, dating violence, or
stalking vary from person to person and may vary over time. The university offers services and
external resources, many of which may be accessed 24 hours a day, so that a person may choose
what he or she would find most helpful and healing.
The university urges anyone who has experienced sexual assault, domestic violence, dating violence,
or stalking to seek professional support as soon as possible to minimize and treat physical harm,
assist with processing the unique and complex emotional aftermath, and help preserve and
understand options for legal recourse including criminal prosecution and/or civil litigation. Even if
the victim does not wish to report the event to the police or pursue civil litigation or formal
university action, seeking medical attention as soon as possible is important. At any point that an
individual is ready to come forward, Biola is prepared to help him or her.
The university offers educational resources to the campus community through Student
Development, Campus Safety, and the Physical Education Department (Rape and Aggression
Defense system).
Other Available Resources:
Biola Counseling Center: 562-903-4800
Information and resource referral, Professional Building
Biola Health Center: 562-903-4841
Medical and information resource, next to Library
Associate Dean of Residence Life/Student Care, Sandy Hough (Address: Student Development, Biola
University, 13800 Biola Avenue, La Mirada, CA 90639, (Student Services Building), Phone: x5807,
Email: [email protected]).
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Biola Campus Safety Department: 562-777-4000 or (from campus phone) x5111
Emergency Response
National Sexual Assault Hotline: 1-800-656-HOPE
Sexual Assault Crisis Hotline 24 hour: 714-957-2737
Local hospitals that have a SART (Sexual Assault Response Team):
Whittier Presbyterian Intercommunity Hospital
12401 Washington Blvd.
Whittier, CA 90602
562-698-0811
Long Beach Community Hospital
1720 Termino Ave.
Long Beach, CA 90804
562-498-1000
F. Confidentiality/Legal Reporting Requirements:
The university will make every reasonable effort to preserve an individual’s privacy and protect the
confidentiality of information related to sexual assault. The degree to which confidentiality can be
protected, however, depends upon the professional role of the person being consulted. The
professional being consulted should make these limits clear before any disclosure of facts. An
individual can speak confidentially with certain persons in legally protected roles. They include
counselors at the Biola Counseling Center, medical clinicians, clergy, and sexual assault counselors.
Exceptions to maintaining confidentiality are set by law; for example, physicians and nurses who
treat a physical injury sustained during sexual assault are required to report to law enforcement.
Also, physicians, nurses, psychologists, psychiatrists, and social workers must report a sexual assault
committed against a person under 18 years of age to a child protective agency. Information shared
with other individuals is not legally protected from being disclosed.
Any requests for information by the press or other parties concerning incidents of sexual assault
should be directed to the Biola University Communications and Marketing office.
DEFINITIONS
The following terms are used as defined below by the University in our policy and procedures.
Consent
The State of California has adopted an affirmative consent standard in the determination of whether
consent was given by both parties to sexual activity. “Affirmative consent” means affirmative,
conscious, and voluntary agreement to engage in sexual activity. It is the responsibility of each person
involved in the sexual activity to ensure that he or she has the affirmative consent of the other or others
to engage in the sexual activity. Lack of protest or resistance does not mean consent, nor does silence
mean consent. Affirmative consent must be ongoing throughout a sexual activity and can be revoked at
any time. The existence of a dating relationship between the persons involved, or the fact of past sexual
relations between them, should never by itself be assumed to be an indicator of consent.
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In addition, in the evaluation of complaints in any disciplinary process:
1. It shall not be a valid excuse to alleged lack of affirmative consent that the accused believed that
the complainant consented to the sexual activity under either of the following circumstances:
a. The accused’s belief in affirmative consent arose from the intoxication or recklessness of the
accused.
b. The accused did not take reasonable steps, in the circumstances known to the accused at
the time, to ascertain whether the complainant affirmatively consented.
2. It shall not be a valid excuse that the accused believed that the complainant affirmatively
consented to the sexual activity if the accused knew or reasonably should have known that the
complainant was unable to consent to the sexual activity under any of the following
circumstances:
a. The complainant was asleep or unconscious.
b. The complainant was incapacitated due to the influence of drugs, alcohol, or medication,
so that the complainant could not understand the fact, nature, or extent of the sexual
activity.
c. The complainant was unable to communicate due to a mental or physical condition.
Sexual Assault
The term “sexual assault” is used to mean an offense that meets the definition of rape, fondling, incest,
or statutory rape as used in the Federal Bureau of Investigation’s Uniform Crime Reporting program.
Rape is defined as the penetration, no matter how slight, of the vagina or anus with any body part or
object, or oral penetration by a sex organ of another person, without the consent of the victim.
Fondling is defined as the touching of the private parts of another person for the purposes of sexual
gratification, without the consent of the victim, including instances where the victim is incapable of
giving consent because of his/her age or because of his/her temporary or permanent mental incapacity.
Incest is defined as non-forcible sexual intercourse between persons who are related to each other
within the degrees wherein marriage is prohibited by law.
Statutory Rape is defined as non-forcible sexual intercourse with a person who is under the statutory
age of consent.
Domestic Violence
The term “domestic violence” means a felony or misdemeanor crime of violence committed:

By a current or former spouse or intimate partner of the victim;

By a person with whom the victim shares a child in common;
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
By a person who is cohabitating with, or has cohabitated with, the victim as a spouse or intimate
partner;

By a person similarly situated to a spouse of the victim under the domestic or family violence
laws of the jurisdiction in which the crime of violence occurred; or

By any other person against an adult or youth victim who is protected from that person’s acts
under the domestic or family violence laws of the jurisdiction in which the crime of violence
occurred.
Dating Violence
The term “dating violence” means violence committed by a person who is or has been in a social
relationship of a romantic or intimate nature with the victim. The existence of such a relationship shall
be determined based on the reporting party’s statement and with consideration of the length of the
relationship, the type of relationship, and the frequency of interaction between the persons involved in
the relationship.
For the purpose of this definition:

Dating violence includes, but is not limited to, sexual or physical abuse or the threat of such
abuse.

Dating violence does not include acts covered under the definition of domestic violence.
Stalking
The term “stalking” means engaging in a course of conduct directed at a specific person that would
cause a reasonable person to:

Fear for the person’s safety or the safety of others; or
 Suffer substantial emotional distress.
For the purpose of this definition, “course of conduct” means two or more acts, including, but not
limited to, acts in which the stalker directly, indirectly, or through third parties, by any action, method,
device, or means, follows, monitors, observes, surveils, threatens, or communicates to or about a
person, or interferes with a person’s property.

“Substantial emotional distress” means significant mental suffering or anguish that may, but
does not necessarily, require medical or other professional treatment or counseling.

“Reasonable person” means a reasonable person under similar circumstances and with similar
identities to the victim.
College and Community Resources
The needs of someone who has experienced sexual assault, domestic violence, dating violence, or
stalking vary from person to person and may vary over time. The University offers services and external
resources, many of which may be accessed 24 hours a day, so that a person may choose what she or he
would find most helpful and healing.
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The University urges anyone who has experienced sexual assault, domestic violence, dating violence, or
stalking to seek professional support as soon as possible to minimize and treat physical harm, assist with
processing the unique and complex emotional aftermath, and help preserve and understand options for
legal recourse including criminal prosecution and/or civil litigation. Even if the victim does not wish to
report the event to the police or pursue civil litigation or formal University action, seeking medical
attention as soon as possible is important. At any point that an individual is ready to come forward,
Biola is prepared to help her or him.
The University offers educational resources to the campus community through Student Development,
Campus Safety, and the Physical Education Department (Rape and Aggression Defense system).
Other Available Resources
Biola Counseling Center: 562-903-4800
Information and resource referral, Professional Building
Biola Health Center: 562-903-4841
Medical and information resource, next to Library
Director of Student Care, Katie Powell: 562-903-4796
Information about the Title IX/Sexual Assault Policy, Student Services building
Biola Campus Safety Department: x5111
Emergency Response
Biola external emergency line: 562-777-4000
National Sexual Assault Hotline: 1-800-656-HOPE
Sexual Assault Crisis Hotline 24 hour: 714-957-2737
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Local hospitals that have a SART (Sexual Assault Response Team):
Whittier Presbyterian Intercommunity Hospital
12401 Washington Blvd.
Whittier, CA 90602
562-698-0811
Long Beach Community Hospital
1720 Termino Ave.
Long Beach, CA 90804
562-498-1000
Confidentiality/Legal Reporting Requirements
The University will make every reasonable effort to preserve an individual’s privacy and protect the
confidentiality of information related to sexual assault. The degree to which confidentiality can be
protected, however, depends upon the professional role of the person being consulted. The
professional being consulted should make these limits clear before any disclosure of facts. An individual
can speak confidentially with certain persons in legally protected roles. They include counselors at the
Biola Counseling Center, medical clinicians, clergy and sexual assault counselors. Exceptions to
maintaining confidentiality are set by law; for example, physicians and nurses who treat a physical injury
sustained during sexual assault are required to report to law enforcement. Also, physicians, nurses,
psychologists, psychiatrists and social workers must report a sexual assault committed against a person
under 18 years of age to a child protective agency. Information shared with other individuals is not
legally protected from being disclosed.
Any requests for information by the press or other parties concerning incidents of sexual assault should
be directed to the Biola University Communications and Marketing office.
HAZING POLICY
The law of California makes it a criminal offense for anyone to participate in hazing. Biola policy is based
upon the proposition that students are entitled to be treated with consideration and respect. Biola
regulations on hazing are synonymous with state law as stated below (Calif. Penal Code §245.6):
(a)
It shall be unlawful to engage in hazing, as defined in this section.
(b)
"Hazing" means any method of initiation or pre-initiation into a student organization or student
body, whether or not the organization or body is officially recognized by an educational
institution, which is likely to cause serious bodily injury to any former, current, or prospective
student of any school, community college, college, university, or other educational institution in
this state. The term "hazing" does not include customary athletic events or school-sanctioned
events.
(c)
A violation of this section that does not result in serious bodily injury is a misdemeanor,
punishable by a fine of not less than one hundred dollars ($100), nor more than five thousand
dollars ($5,000), or imprisonment in the county jail for not more than one year, or both.
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(d)
Any person who personally engages in hazing that results in death or serious bodily injury as
defined in paragraph (4) of subdivision (f) of Section 243 of the Penal Code, is guilty of either a
misdemeanor or a felony, and shall be punished by imprisonment in county jail not exceeding
one year, or by imprisonment in the state prison.
(e)
The person against whom the hazing is directed may commence a civil action for injury or
damages. The action may be brought against any participants in the hazing, or any organization
to which the student is seeking membership whose agents, directors, trustees, managers, or
officers authorized, requested, commanded, participated in, or ratified the hazing.
(f)
Prosecution under this section shall not prohibit prosecution under any other provision of law.
IDENTIFICATION CARD POLICY
Each student is issued an official identification card that must be carried at all times; a current semester
sticker for the card is issued at the beginning of each semester. This card is required for entry into
various University facilities, as well as for participation in University services and functions, such as the
food serves, library, Convocation/Chapel, and student elections.
The identification card is designed to last the duration of four academic school years. If a card is lost,
damaged, or stolen, the cost of replacement is $20. If a card is malfunctioning because of normal wear
and tear or electronic failure, a replacement fee is not charged. The Department of Auxiliary Services
makes and replaces identification cards. The replacement fee must be paid by cash or check and cannot
be charged to a student account.
ID cards are the property of Biola University and are non-transferable. Unauthorized use or altering of
the card in any way, including using another student’s card, or allowing someone else to use your card,
will result in disciplinary action. Further, this card must be presented for identification purposes to any
University official upon request. The card becomes void upon termination or interruption of enrollment
and must be returned to the University.
MAIL SERVICES USAGE & PRIVACY POLICY
Mailboxes are provided only for Talbot graduate students residing in campus housing. The Talbot
receptionist assigns these at registration each semester. Please instruct all correspondents to specify
"TALBOT" and your box number on all mail to ensure prompt delivery. New students may pick up their
mail at the reception desk prior to mailbox assignment.
The Mail Services office is located on the south end of the Bookstore Plaza (next to Common Grounds).
An auxiliary office, including student mailboxes, is located just north of the Student Union Building.
Mail Services is for the convenience of the university and is not part of the U.S. Postal Service.
This system includes “Campus Mail” (in-house, internal mailings), and “Outside Mail” (USPS mail,
delivery services such as UPS or FedEx).
Purpose and Use Restrictions
Use of “Campus Mail” must be in accord with University policy and applicable law. Campus Mail will be
accepted only from current and emeritus Biola employees and students, and from university
departments and recognized student organizations. Campus Mail service is restricted to those
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mailings directly related to (a) official university business, and (b) personal communication between
members of the Biola community. It is not available to outside agencies, organizations, and
commercial firms for activities not directly sponsored or conducted by the university. Also, use of
Mail Services for the personal and private business of university students, faculty, and staff members
is subject to the discretion of the Mail Services office. This policy is designed to ensure compliance
with federal regulations and university guidelines relating to the use of U.S. and Biola Mail Services.
Privacy
Once “Outside Mail” comes to Biola University from the USPS or other delivery service, Biola University
is acting as an agent for the recipient (not as a “contract employee” of the USPS) and, as such,
inspection and delivery by Biola University is subject to the following provisions.
Biola University reserves the right to inspect the contents of any item, whether Campus Mail or
Outside Mail, and to withhold delivery of any inappropriate or suspicious items. While Biola Mail
Services will not routinely open mail, items will be opened by authorized Mail Services supervisory
personnel when:

No other means can be used to determine recipient or, in the case of mail that must be
returned, when the sender cannot be determined.

Material that is inappropriate or suspected to be inappropriate is found. Such material is subject
to being opened. Mail Services personnel will withhold delivery of such material and notify the
Office of Student Development if mail items contain substances, materials or communication
that violate the mission and policies of Biola University.

Suspicious mail items are found. Mail Services personnel will withhold delivery of such material;
safety authorities may be called to investigate and these items may be opened to determine the
contents.
Material is considered inappropriate or objectionable which (among other things) depicts, expresses or
deals with matters of nudity, sexual activity, sex, drug misuse or addiction, crime, cruelty or violence in
a manner that conflicts with the stated mission, standards, and policies of Biola University. Final
determination of inappropriateness shall rest with the Dean of Students or his/her designee.
PEACEFUL ASSEMBLY POLICY
It is the desire of Biola University to promote appropriate expression of views that do not conflict with
the mission/identity of our unique Christian higher education community. To accomplish this, provision
is made for peaceful assemblies and forums by members of the Biola community, rather than protests
or demonstrations. The policy of Biola University with respect to peaceful assembly and forums on all
campuses, is as follows:
Time, manner, and place are subject to the approval of the office of the Dean or his/her designee. A
request by a Biola student group to assemble or hold any event that could be otherwise construed as an
assembly or forum must be submitted and written approval from the office of the Dean must be in
possession of those in charge at the time and at the location of the assembly/forum. Only sound
amplification that is officially authorized is permitted.
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Time and Place Guidelines: (subject to change)
•
•
Time: Limited between the hours of 8:00 a.m. and 8:00 p.m., Monday-Friday (excluding Chapel
periods; M-W-F 9:15-10:30 a.m.)
Place: The walkway between the Café and the gymnasium (or other approved locations) upon
submission of request and written permission from the Dean or his/her designee.
Such activities may not interfere or disrupt the orderly conduct of university business, events, or infringe
on the rights of others. If an activity becomes disruptive, the university will take appropriate action to
limit or terminate the activity. In the event the area is not restored to its original condition, the
organizer will bear fiscal accountability.
Persons who are not students of Biola or otherwise affiliated with Biola may not participate in such
assemblies or forums on campus.
Assemblies or forums that do not conform to these provisions may subject participants to temporary or
permanent suspension from the university or other sanctions as outlined in the Student Handbook.
STUDENT POLITICAL ACTIVITY
As noted elsewhere, Biola University is a unique environment committed to following Christ. By
enrolling at Biola, students have vouched that they have made a personal commitment to Christ;
further, Biola University has a strongly evangelical Christian commitment and requires that to be
accepted, the applicant must be an evangelical believer. While we hold these things in common, we
recognize that within this community there may be a wide diversity of ideas and opinions on issues of
the day, including, but not limited to, political perspectives. As part of our stated goal of “equipping men
and women in mind and character to impact the world for Jesus Christ,” the University supports student
efforts to be aware and become involved in the political process and campaign-related activities, both
within the University community, and off-campus.
Important Limitations
However, as a non-profit, private institution of higher education whose activities are regulated in part by
Section 501(c) (3) of the Internal Revenue Code, the University is prohibited from engaging in partisan
political activity or permitting its resources to be used for support of such activities.
When endorsing or opposing a candidate for political office or taking a position on an issue, students
and student groups within Biola University should undertake to make it clear that they are speaking only
for themselves and are not stating a University position. Administrative officers, faculty, students and
staff of the University are free to express their individual and collective political views provided they
understand and make clear they are not speaking for or in the name of University.
Neither the University name nor that of any University entity (supported in part or whole by University
funds), nor University insignia may appear on stationery or any other material used or intended for
political purposes.
Political Postings and Advertising
Any and all political or partisan postings on campus are subject to the university Advertising and Posting
policy, including but not limited to: posting locations, number of postings, approval process, etc.
Placements of such postings shall be done by Biola students only.
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Any and all political or partisan online communications are subject to the university Technology policy;
including but not limited to: unsolicited emails, etc.
Display tables for political or partisan purpose are subject to the university Advertising and Posting
policy. At least one Biola student must staff the table while it is in operation.
Political Disagreement
It is important to note that political discourse at Biola must be conducted in an atmosphere of civility
and respect, an atmosphere that may be in stark contrast to the way politics are conducted elsewhere.
Our eternal bonds as brothers and sisters in Christ cannot be set aside during the heat of partisan
conflict; we can openly discuss and debate, civilly persuade and plead, but always aware that what we
say must be said in love, and cognizant that at the end of the day we must be willing to respectfully
‘agree to disagree.’
Therefore, actions disrespectful to others, whether connected to political disagreement or not, will not
be tolerated, including (but not limited to) the following:
• Personal attacks, whether in person, print, or online;
• Heckling, spamming, trolling, or other disruptions of another’s events or online
communications;
• Removing or vandalizing others’ posters, flyers, or other signage. Signage that is in violation of
Biola policies should be reported to the Office of The Dean, who will be responsible for its
removal.
Such behavior by students or student groups is subject to disciplinary policies as outlined elsewhere in
this Handbook.
Non-Partisan Political Activities
Certain nonpartisan political activities (such as properly organized voter registration activities, voter
education programs, and candidate debates) are encouraged, but only if they do not evidence a
preference for or opposition to a political party, candidates, or current ballot measure.
In order to ensure that all legal and University requirements are followed, advance approval for these
events must be obtained from the Office of the Dean, which will, if necessary, provide further guidance
to the organizer. Electronic resources may also be used for non-partisan voter education purposes. For
example, a university web page with current election information may include a link to candidates’ web
sites, if the web page (a) includes all legally qualified candidates and (b) excludes any commentary in
support or against a candidate, express or implied. Again, a statement should be given that the
university does not endorse nor oppose any of the candidates.
On-campus appearances by candidates, their representatives, and/or ballot-measure
advocates:
As an important part of their educational experience, student clubs may invite speakers to campus
representing a diverse range of views. In terms of political or partisan issues, it is important for all
members of the University community to adhere to certain standards applicable to appearances on
campus by candidates, representatives of candidates, and other representatives of political parties or
political action committees.
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If candidates or their representatives are invited on campus, all legally qualified candidates for the same
office must be invited and given an equal opportunity to speak and participate. Therefore, all such
appearances must be coordinated with the Office of the President, specifically the Vice President of
University Communications and Marketing, who will help ensure that opportunities to appear on
campus are extended to all viable candidates running for a particular public office.
Appearance of a candidate for public office (or their representative) on campus must be for an
educational or informational talk to the university community and must be sponsored by a registered
student organization and/or academic department. The speaker's appearance must constitute a speech,
question and answer session, debate, or similar communication in an academic setting, and must not be
conducted as a campaign rally or event. The appearance or presentation shall not be used to collect
campaign or other political contributions or commitments from members of the audience.
The event moderator should make it clear that the institution does not support or oppose any
candidate. At the beginning of each political event, after the event is fully convened, a moderator from
the sponsoring University unit must deliver the following spoken disclaimer:
“This event is sponsored by
. The use of the University’s facilities for this event does not constitute an
endorsement by the University. The University does not endorse these candidates or organizations or any other
candidates or organizations in connection with this or any other political campaign or election.”
Admission to speaker appearances must be open to the entire University community and, if the
sponsoring organization chooses (in compliance with other applicable University policies), the general
public, without regard to the attendees' party affiliations or support of any particular candidate.
Admission may not be controlled by speakers, campaign staff, or any other person or organization not
affiliated with the University.
The University may choose to allow representatives of the news media to be present during a speaker's
appearance, but only if access is permitted in a politically neutral manner. Media coverage may not be
directed or controlled by speakers, campaign staff, or any other person or organization not affiliated
with the University. Press conferences and other election-related media events managed by candidates
and their campaign staffs generally are not permitted on University premises. Sponsoring groups
anticipating or seeking media coverage are responsible for contacting the Office of the President,
specifically the Vice President for Communications, in advance of any appearance.
Use of University Facilities and Resources
University-related organizations composed solely of members of the University community may utilize
available University building space (University facilities regularly reserved for student use and other
University space such as lecture halls and meeting rooms) to engage in partisan political campaign
activities within the University community, provided that such organizations follow the standard
University procedures for reserving such facilities, without preference or hindrance, and pay in full any
rental fees for the use of such facilities that they would otherwise be charged. All use of University
properties are subject to University policies regarding time, place, and manner. Organizations that are
composed of non-University members, participants or employees, in whole or in part, are ineligible for
use of University space to engage in partisan political campaign activities, except in contracted facilityrental situations under the auspices and policies of Conference Services.
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Example: a meeting on campus with an organizer for a specific candidate or ballot measure that is
focused on recruiting campaign workers from the student population would be a violation of these
guidelines. On the other hand, a Biola graduate now working for a particular candidate speaking on
campus to a group of students about what it has been like to be in the political arena, and what her/his
particular experience has been, would be allowable.
Campus organizations and departments may use campus communications to announce political forums
and discussions sponsored by officially constituted campus groups. However, use of campus
communications — including those provided by University postal services, phone system, or its
website(s) and computer networks — for partisan political activity is not allowed.
All on-campus political activities, including services and materials, must be paid for with non-University
funds. Per the U.S. Supreme Court (Rosenberger v. Rectors & Visitors of UVA, 1995), student ‘activity’
fees are not considered ‘University funds.’
Further, the following will not be used for political or partisan purposes:
• University-provided office supplies, office telephones, facsimile machines, copiers, etc.
Residence hall room telephones are exempt from this restriction.
• University mailing lists—including the addresses and e-mail addresses of departmental offices or
the offices of faculty or other employees;
• The University's sales tax exemption for purchases of goods and services.
• University office addresses and e-mail addresses may not be used as a return mailing address for
partisan political mailings.
Fund-Raising
Funds or contributions for political candidates or campaigns may not under any circumstances be
solicited in the name of University or on campus, and University resources may not be used in soliciting
such funds. If University students, faculty, or staff make political contributions, they must do so as
individuals and not on behalf of University.
Student groups may not use their student-fee allocations to make direct gifts, contributions, or
donations to political campaigns or candidates. Student organizations may, however, choose to use their
allocations to support their own expressive activities and views on public policy issues and other
interests, within the bounds of this policy.
In-Class Involvement
University students may be asked to participate in political campaign-related activities as part of forcredit class coursework only to the extent that (a) such activities are genuinely aimed at educating
students with respect to the electoral process, and (b) no student is required to be active in a campaign
for a candidate or cause she or he does not support.
SAFETY AND SECURITY
Biola University's security policies and procedures are aimed at safety and welfare. Help maintain safety
by following all security policies and by using common sense safety practices. It is the responsibility of
each Biola community member to refrain from criminal activities and any other form of behavior that
might endanger the safety and welfare of any community member.
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Campus Safety
The Department of Campus Safety has the responsibility and authority to administer safety and law
enforcement policy for the institution. This function is defined in part as the supervision of all activities
that lead to the prevention, apprehension, and investigation of crimes and criminal activity on University
property.
Campus Safety enforces a variety of criminal statutes originating from the federal, state, and municipal
levels of government, and is also responsible for enforcing several areas of student behavior under the
university code of conduct. Campus Safety may impose selected administrative fines in addition to
criminal prosecution or academic discipline imposed by the Office of the Dean. Additional information
about safety and security policies is available in the Campus Safety handbook
(http://www.biola.edu/admin/Campus_Safety/handbook_index.cfm) or on the Campus Safety website
(http://www.biola.edu/admin/campus_safety/index.cfm).
The Crime Awareness and Campus Security Act Of 1990
Public Law 101-883, the “Student Right-To-Know” and “Campus Crime Act” requires colleges and
universities receiving federal funds to make available yearly campus security policies, crime prevention
programs, and specific campus crime statistics to current students and employees, as well as to any
applicant for enrollment or employment, upon request. This includes making the community aware of
crimes committed on campus within a reasonable amount of time. When crimes do occur, the campus
community will be notified by one or more of the following methods: Campus Safety Alert Notices
posted at all common building entry points, the Chimes, Inside Story, and E-Mail. In addition, all these
policies and statistics are available at the Campus Safety Office.
SEXUALITY & RELATIONSHIPS POLICY
In keeping with our mission and our commitment to biblical fidelity, all members of the University
community are expected to follow the teaching of Scripture. We believe that the only authoritative and
trustworthy norm for proper moral judgments is what God has revealed in his Word. Therefore, Biola
University affirms that sexual intimacy is designed by God to be expressed solely within a marriage
between one man and one woman. This view of sexuality and marriage is rooted in the Genesis account
of creation, reflected in the teachings of Jesus Christ himself, and is maintained consistently throughout
Scripture. It is a view based on the biblical teaching of monogamy -- that God designed sexual union for
the purpose of uniting one man and one woman into a permanent, lifelong, one flesh union in the
context of marriage. Thus, God's design for marriage and sexuality is the foundational reason for viewing
acts of sexual intimacy between a man and a woman outside of marriage, and any act of sexual intimacy
between two persons of the same sex, as illegitimate moral options for the confessing Christian. Sexual
relations of any kind outside the confines of marriage between one man and one woman are
inconsistent with the teaching of Scripture, as understood by Christian churches throughout history.
Therefore, as part of living out a consistent, biblical spirituality, one dedicated to the pursuit of Christlikeness, all members of the University are expected to avoid sexual intimacy outside of marriage and to
refrain from encouraging the same in others.
Biola's position statement regarding transgenderism, gender identity, and gender expression is
grounded in our long-standing institutional religious identity. This identity, in turn, is grounded in the
teachings of the Bible as understood in the Protestant Evangelical theological tradition. We follow
Christ's example to love all persons, understanding such love in the context of God's revealed truth. We
affirm that God's original and ongoing intent and action is the creation of humanity manifest as two
distinct sexes, male and female. We also recognize that due to sin and human brokenness, our
experience of our sex and gender is not always that which God the Creator originally designed, and yet
affirm further God's capacity to heal and transform our brokenness. With this foundational
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understanding of creation, fall, and redemption, we do not affirm the resolution of tension between
one's biological sex and one's experience of gender by the adoption of a psychological identity
discordant with one's birth sex. Similarly we do not affirm attempts to change one's given biological
birth sex via medical intervention in favor of the identity of the opposite sex or of an indeterminate
identity. We will make institutional decisions in light of this. The full statement regarding Biola’s position
on sexuality and transgenderism can be obtained from the Dean’s office.
Faculty-Student or Staff-Student Relationships
A dating relationship between an instructor and a student enrolled in his/her class, or an advisor and an
advisee, is generally prohibited. Dating relationships between faculty and students not currently
enrolled in their classes, or between supervisors and subordinates or student workers, are generally
deemed unwise. Such consensual relationships may create an environment in which power differences
may be unfairly exploited, the respect and trust given someone in authority may be violated, and
pressure may be subtly or inadvertently exerted on those in a vulnerable position (from the Faculty
Handbook, section 9.4). Any inappropriate or unwelcome contact initiated by a faculty or staff member
should be dealt with under the Discrimination & Sexual Harassment policy (above).
Pornography
University policy forbids exhibition, possession, or distribution of material or representations deemed to
be obscene or contrary to the moral standards and/or mission of the University, including, but not
limited to, pornography. Further, the use of institutional or personal computers for the viewing,
transmission, retrieval and/or storage of such material is a violation of the Biola Graduate Student
Standards of Conduct and will result in disciplinary action.
As with other sexual conduct outside the confines of marriage, viewing of pornography is inconsistent
with the teaching of Scripture. As with other sexual misconduct, we will seek to be redemptive in the
lives of the individuals involved. Consequently, the University will offer counsel and assistance to
support and strengthen the individual‘s resolve to live consistently with Christian teaching on sexuality.
Pregnancy Issues
The University wants to assist those involved in an unplanned pregnancy while at Biola to consider the
options available to them within the Christian moral framework. These include marriage of the parents,
single parenthood, or offering the child for adoption. Because the Bible is clear in its teaching on the
sanctity of human life, life begins at conception; we abhor the destruction of innocent life through
abortion-on-demand. Biola personnel stand ready to help those involved to cope effectively with the
complexity of needs that a crisis pregnancy presents. Additional support is available through the Biola
Counseling Center, the Health Center, along with academic and other support services. While some
students in these circumstances may choose to leave the University temporarily, it is our hope that any
student who chooses to continue in classes during the pregnancy will find Biola to be a supportive and
redemptive community during this crucial time.
Graduate Student Pregnancy Policy
California state law prohibits discrimination based on pregnancy in postsecondary education
institutions. Specifically, Assembly Bill 2350 addresses the needs of graduate students who are either
pregnant or recently experienced a birth or whose partner is pregnant or recently experienced a birth.
Institutions, including Biola, are prohibited from requiring a graduate student to take a leave of absence,
withdraw from the graduate program, or limit his or her graduate studies solely as a result of pregnancy
or pregnancy-related issues. Furthermore, post-secondary institutions are required to reasonably
accommodate pregnant graduate students so that they may complete their courses and research.
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Under AB 2350, a graduate student who chooses to take a pregnancy-related leave of absence is
allowed a period of up to twelve (12) months to prepare for and take preliminary or qualifying
examinations, as well as an extension of at least twelve (12) months toward normative time to degree
completion, unless a longer extension is medically necessary. A graduate student who is not the birth
parent and chooses to take a leave of absence for the birth of his or her child is allowed a one month
period to prepare for and take any preliminary or qualifying examinations, as well as an extension of at
least one month toward normative time to degree completion, unless a longer extension is medically
necessary to care for his or her partner or their child.
In addition, if a graduate student in good academic standing takes a leave of absence because she is
pregnant or has recently given birth, the student will return to her program in good academic standing
following the leave period, subject to administrative procedures. Likewise, if a graduate student in good
academic standing who is not the birth parent and takes a leave of absence because of the birth of his or
her child, the student will return to his or her program in good academic standing following the leave
period, subject to administrative procedures.
If a graduate student feels she or he has been the victim of pregnancy discrimination, the student must
bring the claim under the procedures for a Discrimination and Sexual Harassment complaint.
STUDENT RECORDS POLICY
Students are advised that the University maintains school and student records for no longer than a fiveyear period beyond the student’s final term of enrollment, with the exception of the transcripts and the
academic record.
The Family Educational Rights and Privacy Act (FERPA) of 1974, as amended
This act and provisions of the California Education Code set out requirements designed to govern the
access to, and release of, educational records, to establish the right of students to inspect and review
their records, and to provide guidelines for the correction of inaccurate or misleading data through
informal and formal hearings. Students also have the right to file complaints with the FERPA Office (U.S.
Dept. of Education) concerning alleged failures by Biola to comply with provisions of FERPA. Biola
University has adopted policies and procedures concerning implementation of FERPA on campus. Copies
of the policy are available in the Registrar’s Office.
Release of Student Directory Information under FERPA
Students who choose the “privacy” option regarding their records need to approve any releases of
information about themselves, with the exception of certifying a student’s loan or deferment of a loan
that the student themselves initiated since that release is “in the best interest of the students and a
benefit to the student.” Even these forms would normally only be processed if the loan form was
received in the mail from the loan agency for enrollment verification or if the form was brought in by the
student for processing.
Students who do not choose “privacy” can still only have limited information released. The only thing
that can be released concerning “non-privacy” students is “directory release information,” consisting of
Photo; Name; Address; Telephone Number (though this is to be avoided when possible); Date and Place
of Birth; Major Field of Study; Degrees awarded and dates received.
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TECHNOLOGY: NETWORK USAGE POLICY
This policy is a guide to the acceptable use of the Biola network. It is intended to address issues
involved in the use of Biola's wired and wireless networks, as well as the Internet for transfer of
information. This includes but is not limited to e-mail, file transfer, or use of applications which utilize
the networks. In the case where electronic information is carried across other networks (i.e., outside
Biola), users are advised that acceptable use policies of those networks also apply and may further limit
use. Biola employees may be subject to additional guidelines as specified in the Biola University
Employee Handbook.
The Technology & Network Usage Policy is maintained by the Information Services department and is
available at: http://offices1.biola.edu/it/services/policies/network-usage-policy/.
EMERGENCY PROCEDURES
Emergency Number
For all on-campus emergencies such as FIRE, AMBULANCE, or SHERIFF, dial the Dept. of Campus Safety,
x5111 (from campus phone) or 562-777-4000 (from cellphone). Residents should also contact their
Resident Advisor immediately. Do not contact outside emergency assistance directly because they are
unfamiliar with our campus and must be directed by the Department of Campus Safety. The following is
a list of other emergency procedures.
Additional Information
Complete information can be found at the Campus Safety website
http://www.biola.edu/offices/campus_safety/
Emergency Contacts:
x5111 (from campus phone) or 562-777-4000 (from cellphone) (all emergencies)
(Also, if any off-campus incident involves university property, please call Campus Safety.)
General Security/Safety Problems
Campus Safety Administrative Office
Campus Safety Field Office
903-4877
903-4812
Student Health
Health Center 903-4841
Office for Disabilities
Director of the Learning Center, Dr. Kevin Grant (x4542).
Title IX Coordinators for Discrimination
Tamara Anderson: Phone: x4867, E-mail: [email protected])
Ron Mooradian, Senior Coordinator :: Phone: x4757, E-mail: [email protected]
Facilities Problems
Facilities Services
Facilities Planning
903-4898
903-4790
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Alcohol/Drug Problems
Dean’s Office
903-4816
Crisis Intervention
Biola Counseling Center
903-4800
PERSONS WITH DISABILITIES
Students, faculty and staff with disabilities have special needs and problems in the event of an
emergency. Preparation is the key. Assign someone now to provide assistance for such individuals in the
event of an earthquake, fire or bomb threat. Urge individuals with disabilities to maintain an extra
supply of medications and spare equipment or supplies needed to cope with their disability.
Experience in past emergencies has shown that chances of survival for disabled individuals are usually
quite good due to the fact that they have often learned to cope with obstacles on a daily basis. The
campus community can help by assuring that disabled individuals receive emergency warnings and are
not forgotten during the response effort. During evacuations, those with disabilities must not use
elevators, but must be assisted to evacuate using stairways.
Wheelchair Users
Frequently, wheelchair users have respiratory complications. Remove them from smoke or fumes
immediately. Wheelchairs should not be used in stairwells, if at all possible. Consult wheelchair users in
advance as to their preference with regard to ways of being removed from the wheelchair, the number
of people necessary for assistance, whether to extend or move extremities when lifting, whether a
cushion or pad should be brought along, how they are carried on a flight of stairs, and after-care if
removed from the wheelchair.
Individuals using crutches, canes or walkers should be treated as if they were injured for evacuation
purposes. They can be carried using a two-person lock-arm position or sitting in a sturdy chair,
preferably with arms.
Visually Impaired Persons
In the event of an emergency, tell a visually-impaired person the nature of the emergency and offer to
guide him/her. As you walk, tell them where you are and advise of any obstacles. When you have
reached safety, orient them to where they are and ask if any further assistance is needed. Remain with
them as long as you are needed.
Hearing Impaired Persons
Persons with impaired hearing may not be aware of emergency alarms and an alternative warning
technique may be required. It may be necessary to get the individual's attention by writing a note or
turning the light switch on and off, then indicating through gestures or in writing what is happening and
what to do.
SHELTER
Some emergencies may require you to take shelter in your building. If you are notified to shelter-inplace or you find you cannot exit because of greater dangers outside the building:
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•
•
•
•
•
•
•
•
•
•
Move to an interior room or building space away from as many windows as possible.
Do not use elevators.
If possible, remain with your group, or join a group of people.
If available, take a radio or television with you to monitor the news.
Shut and lock all windows and doors.
Keep calm and review evacuation procedures with others that are with you.
Be prepared to receive information via the mass notification system.
Stay where you are until otherwise notified to move. Wait for a campus safety officer or further
directions.
Follow instructions of emergency personnel.
Do not leave your room until notified to do so by emergency personnel.
Evacuations
Building evacuation will occur via one of the following mechanism:
• When a building evacuation alarm (fire alarm) is sounded: or
• Upon notification by a Campus Safety officer, or by a Building/Floor Coordinator, RD, RC or RA.
When a signal to evacuate the building is sounded:
• If possible, take your personal belongings with you.
• Walk quickly to the nearest marked exit stairwell.
• Do not use the elevators.
• Assist people with disabilities or special needs in exiting the building.
• Once outside the building, move to your designated evacuation area.
• Stay at least 100 feet away from any affected buildings or structures.
• Keep streets and walkways clear for emergency vehicles and personnel.
• DO NOT return to an evacuated building unless directed to do so by a Campus Safety Officer,
Building/Floor Coordinator, RD, RC, RA or emergency response personnel.
Under no circumstances should a student or any member of the university community unilaterally decide
to ignore a fire alarm, fire drill, or a request for evacuation. Anyone found in violation of this standard
may be subject to a fine and/or disciplinary action.
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Evacuation Plans and Assembly Points
ALPHA
Residents of Alpha West should exit the
building and evacuate to the wider portion
of the roadway in Lot L. Residents of Alpha
East should exit the building and evacuate
to the middle of Lot K.
EMERSON HALL
Residents should exit the building and
evacuate to the area by the Cafeteria that is
by the front of Crowell Hall.
HART HALL
Residents should exit the building and
evacuate to the area in the more southern
portion of Lot G.
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HOPE HALL
Residents should exit the building and
evacuate to center of the baseball outfield.
The alternate site is behind the baseball
field, located in the upper portion of Lot I.
This site will be used in the event that the
field is occupied during a drill. Occupants
located on the NORTH side of the building
should relocate via Chase Court and go
behind the Baseball backstop. Occupants
located on the SOUTH side of the building
should relocate via Lot G and the roadway
behind the Baseball field.
HORTON HALL
Residents should exit the building and
evacuate to the middle of Lot O.
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LI APARTMENTS
The residents of Li Apartments should exit
the building and evacuate to the area just
north of the bridge on the horse trail.
LIDO APARTMENTS
Residents should exit the building and
evacuate to the area on Bora Rd, north of
Lido Mirada Apartments.
ROSECRANS APARTMENTS
Residents should exit the apartment
buildings and evacuate east to Trinity
Reformed Baptist Church. This is on the
corner of Estero Road, and evacuees should
relocate to the lawn area and remain out of
the street.
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SIGMA
Residents should exit the building and
evacuate to the area in the middle of Lot J.
STEWART HALL
Residents should exit the building and
evacuate to the area in the back portion of
Lot G.
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THOMPSON HALL
The residents of Thompson Hall should exit
the building and evacuate to the area
where parking lot M has been extended.
TROPICANA RESIDENTS
Residents should exit the building and
evacuate to the area by the corner of El
Espejo and Rosecrans Ave.
WELCH
The residents of Welch Apartments should
exit the building and evacuate North to the
cart service road that runs parallel to La
Mirada Blvd.
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FEINBERG CENTER
PROGRAM HANDBOOK
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ACCESS TO BIOLA
Biola First Time Login In
To access the Biola services available to you, please follow the steps below:
1. Go to http://login.biola.edu , when you do, you will be taken to a screen like the one below.
2. Since it is your first time logging in, click on the words click here.
3. You will be taken to a screen like the one below:
4. Type-in your Biola ID number, which was listed on your acceptance letter in the upper right
hand corner.
5. Upon logging in, you will be able to do several things:
a. You will be able to set and sync your password for your email account and my.Biola page.
b. You will be able to set up security questions in case you forget your password.
c. The system will provide you with your NetID and your Biola email.
Feinberg Center Program Handbook
2
Email
Each student is assigned a Biola email address. You will receive your email when you login in to the
Biola system for the first time (see above).
We recommend you set up your Biola e-mail system to automatically forward your mail to the e-mail
address that you intend to use. In that way, you will not miss important notifications from Biola. Please
note, however, that some Biola notifications do not apply to Feinberg Center students due to different
due dates for tuition, and a different enrollment process. If you have any questions about any particular
notification, please ask the Administrative Assistant.
Steps to forward your Biola email to your personal email:
1. Go to Biola email
2. Click on the setting button (button on the right side that looks like a spinning wheel)
3. Under Settings you will see various tabs in blue right under the word Settings
4. Click on “Forwarding and POP/IMAP
5. From here you will be able to set the email to forward Biola emails to.
My.Biola
To access my.Biola you will need your NetID which you obtained when you first logged in to Biola. If you
have forgotten your NetID you can go to the website https://login.biola.edu/login and login in with your
ID number and password to obtain it. Once logged into my.Biola there are various tabs that you can
click on for information. As a newly accepted student, there are two helpful tabs. There is the
“Welcome Accepted Students” which has important “Next Steps.” There is also the “Accepted Student
Financials” tab which contains important information about Financial Aid.
ACADEMIC
Academic Advising
Academic Advising is available through the Program Director or the Administrative Assistant, or through
other faculty members. Please check with the Administrative Assistant as you plan your upcoming
schedule. Please consult with the Feinberg Administrative Staff before contacting Talbot.
Course Registration
The Administrative Assistant sends out the registration forms a month prior to the deadlines. The fall
semester registration forms are to be returned to the administrative assistant by June 1st. The
deadlines for interterm and spring semester are by December 1st and the summer by April 1st.
Curriculum
All classes are required in this program, unless the student is able to test out of Beginning Greek and
Hebrew, have advanced standing, or transfer credits. Students who test out of the beginning Greek and
Hebrew classes or have advanced standing will need to fulfill the 98 credits for graduation by taking
arranged courses or independent courses through Feinberg or Talbot.
Curriculum Progress Chart
Students are encouraged to keep a record of the courses they have taken. Students can obtain a form
from the Administrative Assistant to help in this process.
Feinberg Center Program Handbook
3
FEINBERG TUITION
Feinberg tuition is greatly subsidized with qualified students paying $100 per credit. Tuition subsidy is
available to qualified MDiv students up to 102 credits and for Certificate students up to 30 credits.
Tuition is due to Biola by August 15th for fall, December 15th for interterm, January 15th for spring, and
May 15th for summer semesters. Students should keep in mind that late tuition payment results in a fee
of $200.
Options for tuition payment:
Students
1. Online: Login on to my.Biola. Go to the “Student Financials” tab then “Manage My Account”
tab.
2. By phone: Call the Accounting Office at (562)903-4760 and make a credit card payment
(Biola accepts Visa, MasterCard, Discover, and electronic checks)
3. By mail: Send checks payable to Biola University to:
Biola University
Accounting Office
13800 Biola Avenue
La Mirada, CA 90639
[Include name and ID number on the check]
Parents or Others
For parents or others to make a payment on behalf of the student, the student must make them
authorized users. To set up a person as an authorized user:
1. Logon to my.Biolahttps://login.biola.edu/mybiola/login
2. Click on the “Student Financial” tab
3. Click on “Manage my Account” tab in the Student Accounts section
4. Click on the “Authorized Users” link near the top of the page
5. Follow the directions to add authorized users
6. Parents or others can click here to make a payment on behalf of the student
FINANCIAL AID
Scholarships
The Feinberg Center students are provided with the Talbot Scholarship. The students pay $100 per
credit, and the Talbot Scholarship covers the balance of the tuition. Note: Until the Scholarship is
applied, a large balance may show on the student’s account at my.biola.edu.
Because this is a special program with significant departmental scholarship amounts, the student is not
eligible for other scholarships (i.e. the Church Matching Grant.) If students have supporters however,
they are welcome to assist with the students’ tuition payments by paying Biola University via check or by
contacting the Cashier for over-the-phone visa payment. They will need the students ID number when
calling the cashier. Checks should be made payable to Biola University and sent to the Administrator for
processing.
Feinberg Center Program Handbook
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Student Loans
Some students also take out loans to assist with school expenses. These are acquired with the
assistance of the Financial Aid department. A FASFA form should be completed by the student each
year as the first step toward obtaining a loan. FAFSA forms are available by January 1st. The deadline to
complete the FAFSA is April 15th. To complete the FAFSA form, go online to: https://fafsa.ed.gov/. Biola
University federal code (001122) must be entered on the FAFSA. Students may call or e-mail the
Financial Aid department in California for assistance. (Students must identify themselves as Feinberg
students.)
The Financial Aid department contact information can be found at: http://offices.biola.edu/finaid/
To continue to qualify for loans, students must maintain at least a half-time status during the Fall and
Spring semesters. Half-Time is considered a minimum of 5 credits for the semester. If students taking
loans fall below half-time (4 credits), then they will receive a call from the lending institution and have to
begin making payments on their loans (the loan payments will no longer be deferred). In addition, the
students will not qualify for loans during that semester.
For more information about financial aid please go to the following website:
http://offices.biola.edu/finaid/grad/
GRADING SYSTEM
The faculty in determining the student’s final grade employs the following numerical and letter grading
system.
Letter Grade Meaning
A
AB+
B
BC+
C
CD+
D
DF
UW
Outstanding
Good
Good
Satisfactory
Satisfactory
Minimum passing performance for M.A. programs
Minimum passing performance for M.Div. programs
Failure also assigned for withdrawal while failing
Unofficial withdrawal (considered failure)
A = 4.0
A- = 3.66
B+ = 3.33
B = 3.0
B- = 2.66
C+ = 2.33
C = 2.0
C- = 1.66
D+ = 1.33
D = 1.0
D- = 0.66
F = 0.0
Feinberg Center Program Handbook
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Letter Grade Meaning
AUD
RD
W
R
Audit
Temporary grade assigned for medical or emergency reasons; see Talbot dean.
Withdrawal-passing
Research-Thesis in Progress
Students are required to maintain grade point averages equal to or above the following, according to
degree program:
M.Div.
2.5
Master of Arts 3.0
M.A.C.E.
3.0
Ph.D.
3.25
M.A.C.M.L.
3.0
D.Min.
3.0
Th.M.
3.25
Failure to maintain the required average may result in probation or academic disqualification according
to the following:
Probation Regulations: Students placed on regular academic probation are required to carry a limited
number of units in a reduced schedule of courses. Two semesters are granted in which to raise academic
work to the required level for the program in which the student is enrolled for continuance at Talbot.
GRADUATION
Graduation Check
Graduate students must make an appointment with a Graduate Graduation Counselor in the Office of
the Registrar to declare their intent to graduate. This should be done one year prior to graduation.
Students declaring this intention late will be charged a late graduate graduation check fee of $100. This
graduation check will be considered late after the last day of Add/Drop during the semester of a
student’s intended graduation.
For students graduating in the Spring, after May 1st students will not be allowed to be added to the
graduation lists regardless of payment of the fee. For the Fall, the date is December 1st, after which no
students will be added to the graduation lists.
Doctoral students must meet with their department advisor prior to contacting a Graduate Graduation
Counselor.
Graduation with Honors
Those graduating with a grade point average of 3.50 or higher are elected to membership in Kappa Tau
Epsilon, the Talbot scholastic honor society. This honor is noted on the permanent record card.
For graduation honors, students completing their program with a 3.50 GPA are graduated with Honors.
Students with a 3.70 GPA are graduated with High Honors. Students with a 3.90 GPA are graduated with
Highest Honors. GPA standards for honors must be met with no rounding of numbers.
Feinberg Center Program Handbook
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Graduation Attendance
There are two commencements each year, one at the end of each semester. It is expected that all
graduating students be present at commencement exercises except in cases of extreme emergency or
other difficult circumstances. Permission to graduate in absentia must be secured well in advance from
the Dean of Talbot.
Graduation Regalia
Masters regalia (cap, gown and hood) will be available for purchase in the Biola Bookstore during regular
bookstore hours and are owned by the student. Payment to the Biola Bookstore is required at the time
of pickup. Masters hoods may be picked up at the Talbot Dean’s office.
Doctoral regalia (cap, gown and hood) will be rented and ordered by the Dean’s Office. Regalia may be
picked up from and returned to the student’s department administrative assistant. Payment for the
rental regalia will be due at the time of pick up.
LIBRARY
Students have access to the Feinberg Library during work hours – 8:30-5:00pm. During the weekend,
the alarm is set in the building so students cannot access the library.
Students are allowed to check out books for 3 weeks at a time. To check out books, please see the
Administrative Assistant. If students need to keep the books for a longer period than 3 weeks, they will
be able to renew the book if it is not on hold.
Students have access to the Feinberg Library website at all times which is:
http://library.feinbergcenter.com/.
In addition to the 12,000 plus volume in our library, students have access to the extensive collection at
Biola University. Please visit the website at http://library.biola.edu/.
WITHDRAWAL FROM THE PROGRAM
When a student needs to take a semester off from classes, the following steps must be taken:
1. Student must submit email to: [email protected] (email should be sent from Biola’s email)
2. Student must include one of the following statements:
a. Withdrawing for (either Spring/Fall + year) semester
b. Withdrawing after (either Spring/Fall + year) semester.
3. Student must include the following information on the email:
a. His or Her name
b. Student ID number
4. In the email, student can ask for the enrollment deposit to be returned to him or her.
5. After the student has withdrawn from Biola, the enrollment deposit is sent back to the student.
Note: Please copy the Administrative Assistant on the email correspondence with the Department
of the Registrar.
Feinberg Center Program Handbook
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Re-enrollment to the Program
When a student takes a semester off (Fall or Spring semesters only) he or she must complete the readmittance application and submit $100 Enrollment deposit.
Re-Admittance Form
Enrollment Deposit Website
INTERNATIONAL STUDENTS
All international students must meet with the Designated Signature Officer (DSO) when they arrive on
campus. The DSO is the Administrative Assistant to the Program Director. Instructions must be followed
carefully, and any questions students have can be directed to the DSO or the Program Director.
STUDENT LIFE
Chapel
Charles L. Feinberg Center has monthly chapels in the fall and spring semesters. Students are required
to attend the monthly chapel as part of their school requirements.
Health Insurance
Health insurance is available through Biola University. For more information on the cost of insurance
visit Biola University health insurance website.
Housing
Housing is available to single students on a first come first serve basis in Brooklyn. To qualify for housing
students must maintain a course load of 9 credits or 3 courses (not including Field Education). The cost
of the housing is subsidized so students pay only $300 per month.
Rent Payment:
● Rent is due on the first Monday of the month.
● The payment can be made by cash, check, or debit/credit card.
o Cash – cash payments must be made directly to Chosen People Ministries in the
Manhattan office
o Checks – checks must be made payable to Chosen People Ministries with “rent
payment” indicated on the memo line and mailed to the headquarters.
Chosen People Ministries
241 East 51st Street
New York, NY 10022
o Debit/Credit – debit/credit payments can be made by calling the Manhattan office at
212-223-2252 and asking to speak with the accounting department
Married students also receive a housing subsidy to help pay their NY rent.
Housing subsidies in NY are available for up to four years and one summer.
Feinberg Center Program Handbook
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Mail
Students residing in the Living Quarters will be able to receive their mail in the Chosen People Ministries
Brooklyn Center. Please have mail sent to:
Student’s Name
1974 Coney Island Avenue
Brooklyn, NY 11223
Students have mailboxes in the Study Room where they will be able to pick up their mail.
TALBOT FACULTY AND FRIENDS
Good Book Blog
It is recommended that students visit the Good Book Blog posted by Talbot Faculty. Students may
interact with the faculty by posting comments.
Open Biola
1. Open Biola is the online YouTube section for Biola University. It includes many free videos.
2. The link to the Talbot section is
http://open.biola.edu/search?utf8=%E2%9C%93&query=talbot+http://open.biola.edu/search?utf8=
%E2%9C%93&query=talbot+
Feinberg Center Program Handbook
9
KYIV EXTENSION
PROGRAM HANDBOOK
i
ARRANGED COURSES
Under certain extenuating circumstances, and if the professor is in agreement, some courses may be
taken by arrangement. Typically, this will be allowed if a student has missed a course when it was
previously offered or if the student failed to pass the course the first time it was taken. All arranged
courses must be registered for prior to the semester in which they will be taken. A maximum of six units
may be taken by arrangement.
If a student desires to take (or re-take) a course by arrangement, he or she should notify the TST-KE
Program Director, On-Site Director or an Assistant Director, who will then inform the professor. If the
professor is willing to conduct the course by arrangement, the TST-KE administration will process the
proper paperwork and register the student for the course. The student will be in direct contact both
with the professor, as well as the TST-KE administration concerning the details of the course. All
deadlines applicable to the semester in which the course is taken will be upheld for the arranged course.
ATTENDANCE
Because the courses are in an Intensive format, 100% attendance is important. If you miss one day, it
could cause you to obtain a poor grade in the course. Missing more than 20% of in-class hours will result
in withdrawal from the course.
BOOKS
The books for the course will be available for check out from the library or for purchase. In most cases,
English textbooks are purchased by Talbot for library check out and Russian textbooks are made
available for purchase when the student has not other means of attaining the book. When possible,
textbooks will be distributed during the semester prior to their use in a particular class.
CANVAS
All Talbot students are given an account on Canvas, the online course management software of Biola
University. For each TST-KE course, the instructor’s syllabus and course assignments will be posted
online via Canvas. You can access Canvas via the following link: www.canvas.biola.edu
(Biola issues each new student a Net ID, which allows access to Canvas.)
COMMUNICATION / E-MAIL
Students are strongly encouraged to use their Biola email address for all correspondence with TST-KE
administration.
COURSE REGISTRATION
Registration occurs twice each year, once for fall and once for spring. The Extension Administrator will
communicate with students, both in class and via email, regarding which courses are being offered in
the upcoming semester.
CURRICULUM
First Year
BE 530 Elementary Principles of Biblical Languages (3)
OT 791 OT Seminar (OT Themes) (2)
NT 791 NT Seminar (NT Themes) (2)
BE 741 Issues in Biblical Exposition: Hermeneutical Principles (2)
Kyiv Extension Program Handbook
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HT 505 Patristic & Medieval Theology (3)
SF 501 Introduction to Spiritual Theology and Formation (3)
SS 510 Theological Research Methodologies (1)
TH 511 Theology I (Revelation & the Nature of God) (3)
TH 512 Theology II (God, Angels, Man and Sin) (3)
Second Year
BE 602 Genesis (2)
BE 726 Expositonal Methodologies in Daniel and Revelation (3)
SF 503 Personal Foundations in Spiritual Formation (3)
NT 701 The World of the New Testament (2)
OT 745 The World of the Old Testament (2)
PH 602 Apologetics (3)
TH 613 Theology III - Christ, Salvation & the Spirit (3)
TH 614 Theology IV - The Church and Last Things (3)
TH 727 Cults in the Eurasian Context (2)
Third Year
BE 731 Exposition of OT: Central Prophetic Passages (2)
CE 600 Educational Ministry in the Church (3)
HT 506 Reformation & Modern Theology (3)
PT 703 Church and Society (3)
PT 730 Biblical Leadership and Management (3)
TH 712 Current Theological Issues (2)
TH 720 The Theology & Practice of Prayer (2)
TH 728 Theological Systems (2)
TH 771 Theology Seminar: Capstone (1)
Total program credits 66
GRADUATION
Upon completion of all degree requirements, you will receive a Master of Arts Degree in Biblical and
Theological Studies from Talbot School of Theology. If possible, you may choose to participate in the
commencement ceremonies at Biola University in Southern California. You may instead join the
commencement ceremony of Kyiv Theological Seminary and receive special recognition as a graduate of
Talbot School of Theology.
HOUSING IN KYIV
When in Kyiv, students are housed in the dorm rooms at Kyiv Theological Seminary.
LIBRARY
Students are encouraged to use both the KTS library, as well as the Biola University Library online
resources. Every TST-KE student is given access to the online resources upon acceptance to the program.
Access is granted during those semesters in which the student is actively enrolled in courses. The library
website link is: www.library.biola.edu
(Biola issues each new student a Net ID, which allows access to the Library.)
Kyiv Extension Program Handbook
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MEALS
Breakfast, lunch and dinner are served at the KTS cafeteria seven days a week. On occasion, the
cafeteria may be closed on the transition weekends between two bachelor group sessions. Students will
be informed ahead of time when the TST-KE session will overlap one of the weekends when the
cafeteria is closed so that they can plan their meals accordingly.
PROBATION
If the student receives poor grades, and his Grade Point Average (GPA) falls below the program
standard, he or she will be placed on academic probation. A letter with specific solutions will be
provided to the student from the Registrar’s office. Typically, students on probation will be able to
continue their studies, but with the requirement that they take fewer courses until they have raised
their GPA to the program standard.
REGISTERING FOR COURSES
Several months prior to each session, students will register for the upcoming courses at the instruction
of the On-Site Director.
RIGOR OF COURSEWORK
For a standard 3-credit course, students will be assigned approximately 800 to 1,000 pages of reading
and approximately 12 pages of writing. Many courses also require students to make an in-class
presentation, which requires a PowerPoint presentation and printed handout. When possible, the TSTKE tries to find readings in Russian, but a significant percentage of the reading is usually in English. If
papers are not submitted on schedule, a student may receive a failing grade in the course. The Kyiv
courses are especially challenging because of the amount of learning expected in a one-week timeframe.
If a student is unable to complete course assignments due to special circumstances, he or she should
inform the On-Site Director as soon as possible. A “report delayed” may or may not be granted.
SCHEDULE
Courses are usually conducted in October, December, March and May-June of each academic year.
STUDENT SPONSORS
Throughout the history of the TST-KE, there have been several active sponsors in the U.S. who provide
scholarships to several students in order to cover part of the tuition fees not covered by tuition waiver.
These scholarships are awarded on a semester to semester basis and are based on academic
performance and/or financial need. If you are a candidate for these scholarships, you will be asked to
provide updated information about your life, ministry and prayer requests so that the sponsor is
informed about the students they are sponsoring.
SPIRITUAL FORMATION GROUPS
During the course of study, students will meet a total of 16 times in one-hour Spiritual Formation
Groups. A leader will lead a discussion on biblical areas related to spiritual formation. Active
participation in the discussions is expected and is a requirement for degree completion.
TUITION
The current tuition is $14 USD per credit with the USD to UAH exchange rate frozen at 15 UAH to 1 USD.
Each course is usually 2 or 3 credits.
Kyiv Extension Program Handbook
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Drop Fee
If a student drops a course more than 4 weeks prior to the beginning of a session within which that
course occurs, he will incur no fee. If a student drops a course during the 4 weeks prior to the beginning
of the session within which that course occurs, he or she will incur a $10 USD fee. In the event of a
family emergency, the On-Site Director will determine if the seriousness of the emergency calls for an
exception to this policy.
Late Tuition Payment Fee
Student tuition dues are to be paid in full to the KTS accountant during the first session of each
semester. In the event that the student is not registered for a class in the first session, he or she may pay
during the second session.
Student tuition dues not paid in full by the final day of class of the second session are considered late
and will incur a $20 USD late fee to be added to the sum of the student's semester tuition dues. An
additional $10 USD will be added for each additional month that the tuition dues are not paid.
In the event that a student has not paid his tuition dues by the activation date of the following semester
(September 1 for the fall semester and February 1 for the spring semester), he or she will not be allowed
to participate in that semester. In order to be registered for future TST-KE semesters the student must
pay all tuition dues owed one month prior to the activation date of the semester for which he desires to
be registered.
Tuition Waiver from Biola University
Due to the high cost of a Talbot education in comparison to the average wage of Ukrainian Christian
workers, Biola University waives a significant portion of the tuition costs for TST-KE students. The
Financial Aid applies this waiver each semester with the understanding that TST-KE students will be
paying their tuition in full and in a timely manner when they are in session at Kyiv Theological Seminary.
Kyiv Extension Program Handbook
4
INSTITUTE FOR
SPIRITUAL FORMATION
PROGRAM HANDBOOK
i
ACADEMIC PROGRAM CHANGES
A student may petition the ISF Executive Committee to change programs within ISF. To petition for a
change of program, students must submit a letter to the committee stating the desired change along
with a rationale for the change. The student may give the letter to his/her advisor who will forward it to
the executive committee. The executive committee will review the student’s request and will inform the
student of their decision.
When a change of program request is approved, the student must obtain a Request for Change of
Program Form from Graduate Admissions. This form needs to be signed by the student’s advisor and
returned to Graduate Admissions in order for the change of program to become official. The student’s
status with the registrar will not be changed until this form is submitted. Failure to officially change
program with the registrar can hinder the student’s graduation.
GRADUATION
Registrar Grad Check
Every student is required to meet with the Registrar the semester prior to their graduation to verify
compliance with curriculum requirements. It is the student’s responsibility to set an appointment with
the Registrar for a grad check one year prior to graduation.
ISF Grad Check
Every student is required to meet with their ISF advisor in the last semester of their program to verify
their compliance with ISF co-curricular requirements.
SPIRITUAL DIRECTION
Requirement
Each student is required to enroll in Personal Spiritual Direction for each semester they are enrolled in
courses. Students should be sure to register for TTSF 585 – Personal Spiritual Direction every semester.
The student is required during each semester to arrange a monthly spiritual direction meeting with an
approved spiritual director (approximately 10 sessions per calendar year). Payment for spiritual
direction is the responsibility of the student. See Talbot Catalog for more information.
Important Forms
Initial Plan for Spiritual Direction Form
This form is to be completed within the student’s first semester, and submitted to the academic advisor
once the student has found a spiritual director. Students are advised to find a spiritual director no later
than October in the first year of their program.
Completion of Semester Spiritual Direction Form
This form is to be completed by the student and signed by his/her spiritual director, and submitted to
the academic advisor at the end of each semester.
Institute for Spiritual Formation Program Handbook
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THERAPY
Requirements
Each Masters level student is required to experience a minimal number of hours in personal didactic
therapy with an approved therapist. Students can begin therapy at any time during their program, but
must complete their therapy requirement prior to graduation. Payment for therapy is the responsibility
of the student. MDiv. & M.A. Soul Care – 25 sessions; M.A. Emphasis – 12 sessions; Certificate –
Recommended, but not required. See Talbot Catalog for more information.
Important Forms

Initial Plan For Personal Therapy Form: This form is to be completed and submitted to the
academic advisor once the student has found a therapist.

Personal Therapy Completion Form: This form is to be completed by the student and signed by
his/her therapist, and submitted to the academic advisor once the required hours of therapy are
complete.
RETREATS
48-hour Retreats
All M.A. students are required to go on four 48-hour retreats for the purpose of cultivating the inner life
before God. (Certificate students are required to go on two 48-hour retreats). The retreat requirement
must be completed by finals week of the student’s last semester in the program. A 2-page write-up of
the retreat experience is to be completed and turned in to ISF faculty after each retreat. Student costs
for such retreats are the responsibility of each student. Students requiring special considerations need
to discuss this with Faculty. See Talbot Catalog for more information.
The ISF office has a list of recommended retreat centers for the student’s reference when considering
where to go for a retreat.
Intensive Journey Inward Retreat
Due to the nature of soul work involved in spiritual direction, all M.A. Soul Care and MDiv Spiritual
Formation and Soul Care students are required to have an extended retreat experience. This retreat
time is to cultivate the inner life in the presence of God under the supervision of a spiritual director. The
retreat experience will attempt to integrate insight from various psychological as well as contemplative
traditions for the intended purpose of drawing near to God in the Holy Spirit. The nature of this retreat
will be discussed with the student and approved by a faculty mentor. See Talbot Catalog for more
information.
Faculty/Student Retreats

New Students: All new ISF students participate in a weekend retreat with the ISF faculty in
March of their incoming year for the purpose of developing a more intimate and meaningful
community in relation to God.

Graduating Students: During their final fall semester, ISF students who are graduating
participate in a one-day retreat with the ISF faculty.
Institute for Spiritual Formation Program Handbook
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RESOURCES
Library
The ISF library, located in Grove 3, has a variety of resources for ISF student, faculty, and staff use. All
books are arranged by section in alphabetical order by author’s last name or editor’s last name.
Reference books, (such as commentaries or dictionaries), are for in-library use only and cannot be
checked out. If an ISF student has a guest visiting (spouse, etc.), the guest can use the ISF Library as long
as the ISF student is present with the guest. Check guests in at the ISF Front Desk.
Check-Out Procedures (also posted in library):
1. ISF library books, CDs, and DVDs can be checked out at the ISF reception desk.
2. Students may check out a maximum of 5 books or 3 CDs/DVDs at one time.
3. Books may be checked out for two weeks at one time. CD’s/DVD’s may be checked out for one
week at a time. Items must be re-checked out to avoid any fines.
4. CDs and DVDs are check out by bringing the case to the front desk to be given the actual CD or
DVD.
5. Library items are to be returned to the front desk or the drop-box (on the bottom row of
mailboxes) in the front office so that it can be re-shelved by ISF staff. Please do not re-shelve
items (even if you have just removed them from the shelf); drop library items at the front desk
or the drop-box to be re-shelved by ISF staff.
Mailboxes
All ISF students have been assigned a mailbox in the ISF office. This is to be the student’s only mailbox
on campus. (Students who were previously enrolled in a different program with Talbot are to give up
their mailbox in Myers Hall). Students should clear out their mailbox on a regular basis to obtain
information on upcoming events, course requirements and other important ISF news. Mailboxes are not
to be used for personal storage. Please note: Your ISF mailbox is an official U.S. mailbox. Therefore, you
may have off-campus mail delivered to your ISF mailbox; simply use BIOLA’s address as your mailing
address. However, be aware that Biola will not forward your mail upon graduation/leaving.
ISF COMMUNITY LIFE
ISF has a number of community building events. Events will be announced through the ISF Update.
Check your mailbox and your Biola email account regularly for ISF updates and announcements. The
following are several examples of ISF community building events:
ISF Chapels
Held every other Monday from 10:25 – 11:00am and led by ISF Soul Care Practicum students during the
Fall semester. Coffee and cookies are available afterward.
International Student Lunches
Held once a semester for international ISF students and ISF students with international connections. An
invitation-only casual time to share food and fellowship with other international students and ISF faculty
and staff.
Spouses’ Night
Held in the Fall for incoming married ISF students and their spouses. This event serves as a forum to
discuss issues that might be of special interest to the spouses of ISF students. A free dinner is provided.
Institute for Spiritual Formation Program Handbook
4
TH.M.
PROGRAM HANDBOOK
i
WHY DO A TH.M. DEGREE?
1. Do You Plan To Teach?
A Teaching Career. The Master of Theology degree is widely recognized as the minimum
educational credential for teaching biblical and theological subjects in Bible colleges, seminaries,
and extension centers. It also provides an excellent preparation for doctoral studies.
Teaching as an Adjunct Faculty Member or in an Extension Center. Many seminaries (including
Talbot) regularly invite pastors to teach on an adjunct basis. There may also be an opportunity
to teach in an extension center in the city where you may pastor or serve.
Teaching in a Lay Institute. The ThM provides you with a specialization in one of the biblical or
theological disciplines. This will give you adequate preparation for teaching your specialty
subject in a lay institute in your city or church.
Teaching in a Cross-Cultural Setting. Teaching opportunities abound overseas (and in North
America) for those interested in teaching in a cross-cultural setting. Bible colleges and institutes
seek our ThM graduates because of their quality education and their commitment to the Lord
Jesus Christ.
2. Do You Desire Academic Enrichment?
Reinvigorate your Ministry. The ThM program allows pastors (and others) to enrich their ministry
though pursuing a one year course of study on a part-time or full-time basis.
Deepen your Understanding of Scripture or Theology. One of the primary benefits of the ThM
program is the opportunity it affords to delve more deeply into a specific issue, or text. If there
are biblical or theological issues that you would like to explore in a systematic and detailed
fashion, the ThM is for you.
3. Do You Aspire to Write for Publication?
Training in Research and Writing. The ThM program provides you with the opportunity to get
practice in the craft of research and writing. You may also opt to write an original thesis. You
will receive constant input throughout the program that will help you to refine your critical
thinking skills, logic, argumentation, and presentation.
Input from Published Authors. As published authors, your professors will help you develop your
ability to communicate effectively through the medium of the printed page.
Something to Publish. The work you do on your ThM thesis may very well provide you with the
basis for a book or a series of articles!
4. Are You Thinking of Missions?
You Will Not Be Alone! Many of the students in the ThM program are planning a career in
missions. Some missionaries come to Talbot to work on a ThM degree during their furlough.
Take Missions Courses While Majoring in Bible. The flexibility of the ThM curriculum allows you to
take a number of elective courses in the School of Intercultural Studies while majoring in Bible
or Theology.
TH.M. PROGRAM HANDBOOK
2
5. Do You Plan to Be Involved in Pastoral Ministry?
Pastoral Ministry. The program will increase your effectiveness in pastoral ministry by giving you a
deeper foundation in the basis of our faith, the word of God.
Varied Forms of Christian Service. Students aspiring to excellence and leadership in many areas of
ministry and service for Christ find the ThM program helpful and stimulating.
6. Do You Plan to Do Doctoral Work?
A Foundation for Doctoral Studies. The ThM degree provides invaluable preparation for doing
doctoral work in all areas of Biblical Studies and Theology. Your instructors hold PhDs in all of
these areas.
A FEW TALBOT THM GRADUATES
Dr. Tekunboh Adeyemo (ThM 1976)
 Former General Secretary, Association of Evangelicals of Africa and Madigascar
Dr. James Borland (ThM 1971)
 Professor of Biblical Studies, Liberty University
Dr. Clyde Cook (ThM 1962)
 Former President, Biola University
Mr. Karl Dahlfred (ThM 2011)
 Missionary to Thailand with OMF International
Dr. Mark DeNeui (ThM 1998)
 Professor for WorldVenture at the Belgian Bible Institute in Brussels
Dr. Paul D. Feinberg (ThM 1964)
 Former Professor at Trinity Evangelical Divinity School
Dr. Alan Gomes (ThM 1984)
 Professor of Historical Theology, Talbot School of Theology
Dr. Gordon Kirk (ThM 1974)
 Pastor of Church for the Nations (Glendale, CA)
Dr. Josh McDowell (ThM 1971)
 Travelling Representative for Cru
Dr. Ronald Pierce (ThM 1975)
 Professor of Biblical Studies, Biola University
Dr. Sung Yul (“Victor”) Rhee (ThM 1989)
 Professor of New Testament, Talbot School of Theology
Dr. Hank Voss (ThM 2003)
 Missionary to Los Angeles with the Urban Ministry Institute
TH.M. PROGRAM HANDBOOK
3
RECENT (AND NOT-SO-RECENT) THESIS TOPICS
Dahlfred, Karl Vincent, Theology Drives Methodology: A Comparative Study of the Nature and
Means of Conversion in the Theology of Charles Grandison Finney and John Williamson
Nevin (HT, 2011).
DeNeui, Mark W., Building Community in Corinth: A Biblical Theology of the Church in 1
Corinthians (NT, 1998).
Hanger, Jeannine Marie, Is Fearlessness Viable or Even Desirable? The Role of Fear for Jesus’
Disciples according to Matthew 10:26-33 (NT, 2009).
Harmon, Joe Trey, Sanctification: Recovering the Divine Likeness in the Early Church (HT, 2014).
Harris, Leon, An Exegetical Investigation of the “Ask anything and you will receive” Statements
in Matthew 7:7 and 21:22 (TH, 2008).
Kim, Hayoung, “We persuade people” (2 Cor 5:11): Paul’s Ministry of Persuasion at Corinth (NT,
2011).
Laffin, Michael Richard, Toward a Charitable Politics: An Analysis and Response to Hannah
Arendt’s Critique of Augustinian Love (TH, 2009).
Mattern, James Daniel, Messianic Expectations Among the Pharisees and the Zealots from the
Maccabean Period to the 66-70 C.E. Jewish Revolt Against Rome (NT, 2012).
Misal, Bello M., An Interpretation of the Agricultural Parables of the Kingdom in Matthew 13:131 in an African Cultural Background (NT, 1990).
Mosbarger, Joy D., A Literary Analysis of 1 Kings 12:25-13:34 (OT, 1995).
Moselle, Bryan R., The Significance of the Olive Tree in the Hebrew Bible and the Ancient Near
East (OT, 2012).
Shin, Benjamin C., Paul’s Use of Servant/Slave Imagery in the New Testament and Its Relation
To Servant Leadership in the Church (NT, 1996).
Springer, Laura Kathleen, An Articulation and Evaluation of an Emerging Church Ecclesiology
(TH, 2008).
Tung, Brian Hsin-Cheng, The Implicit Made Explicit: Kingdom Doctrine in Pauline Pneumatology
and Ethics (TH, 2013).
Wilson, Benjamin R., The Death of Christ in Lukan Christology and Soteriology (NT, 2010).
Wong, Lisa Coreen, A View of Art from the Pentateuch (OT, 2007).
Yee, Andrew Christopher, Discipleship Implications of the Use of Passive Imperatives in First
Peter (NT, 2013).
TH.M. PROGRAM HANDBOOK
4
GETTING STARTED IN THE PROGRAM
Choosing a Major
The ThM program provides the opportunity for you to concentrate your study in one area. Currently the
program offers majors in Bible Exposition, New Testament, Old Testament, and Theology.
You should select a major at the very beginning of your program, since it will determine in large measure
the department from which you should take most of your courses. If you have not yet decided on a
major, the following questions may help you in choosing:
1. Do you have a special personal interest in one area of study?
2. What kind of research and writing would you like to do for your thesis project—exegetical,
theological, historical, etc.?
3. Do you hope/plan to do doctoral research? If so, in what area?
4. What subjects do you hope to teach in the years ahead?
Thesis Supervision
You will generally be able to choose your supervisor for your thesis. Your supervisor is determined by
your major and your particular topic of research. For instance, if you have a special interest in the
Gospels and plan to write a thesis in that area, you would be best served by the faculty member with
the most expertise in that specific area.
You have the freedom to approach a faculty member in your major department and ask him/her to
supervise your work. Sometimes, it may not be possible for you to have the advisor of your first choice
due to that faculty member’s work load, sabbatical leave, etc. The Director of the ThM program can help
you choose the appropriate advisor.
Choosing a Thesis Topic (Thesis-Track Students)
Choose your thesis topic in consultation with your advisor. The two of you must agree on the specific
area of study, as well as the project design, methodology you will employ, and the parameters of the
study. Choose something that interests you greatly. Since you will be spending substantial time on the
project, inherent interest is vital for maintaining the motivation to bring the project to a conclusion.
Be willing to revise and refine the focus along the way. Your thesis advisor may suggest potential
changes that will result in a superior project when it is done.
TH.M. PROGRAM HANDBOOK
5
AN OVERVIEW OF THE PROGRAM
Program Sequence Checklist
(Tick box when complete)
 Application
Beginning the Program
 Choose a Major
 Choose a Major Advisor
 Set a Tentative Graduation Date
 Begin Your Coursework
 Complete any Prerequisite Coursework (e.g. Hebrew)
One Semester Before Your Graduation
 Register for Thesis First Draft (Thesis Track Only)
The Semester Of Your Graduation
 Register for Thesis Final Draft (Thesis Track Only)
 Schedule and Take Your Comprehensive Examination
Graduate!
TH.M. PROGRAM HANDBOOK
6
ASPECTS OF THE PROGRAM
The ThM Research Seminar (BE/NT/OT/TH 891)
A vital part of the ThM program is the ThM Research Seminar. The seminar is offered each Fall and is
designed to introduce you to the research methodology employed in the various fields of biblical
research. For thesis track students, the seminar also serves as the catalyst for the creation of a research
idea for your ThM thesis. For non-thesis-track students, the seminar provides the opportunity to
undertake a major, high-level research project. The seminar is led by faculty representatives from a
variety of Talbot’s departments. A fee of $50, covering the cost of research supervision, will be charged
upon registering for the ThM Research Seminar. This course is offered only in the Fall.
Advanced Methods of Educational Instruction (CE 724)
One of the uniquenesses of Talbot’s ThM program is CE 724, a class designed to help you become a
better teacher. This class explores instructional methodologies, pedagogy, and gives you practical
experience in teaching. It was called “a real feather in Talbot’s cap” by a visiting member of The
Association of Theological Schools, Talbot’s accrediting body. This course is offered only in the Spring.
800-Level Courses
800-level courses are so designated to indicate that the class is exclusively for ThM students.
Cross-Listed 800-Level Courses (with an extra hour)
Some 800-level courses are cross-listed with 700-level courses. Sometimes the 700 unit course will be
offered for both 2 and 3 units. The 800-level course and the 3-unit 700-level course constitute an
academic track and will require more work. The extra hour may involve reading and interaction with
recent academic research, translation and discussion of primary resources, and other items of special
importance for ThM research students.
Learning a Modern Research Language
Much research has been done in biblical and theological subjects that has been published in languages
other than English. Although the ThM program does not require you to learn another modern language
to give you access to this literature, you are encouraged to begin studying another language, especially
if you plan to pursue doctoral studies. German is especially important.
Comprehensive Examination
All candidates for the ThM degree must pass a written comprehensive examination over their major
field of study. These examinations serve as a major means of evaluating the student’s academic
competency in the major area. Comprehensive examinations may be taken any time after the
completion of 18 units of ThM course work. The student is responsible for arranging a time with the
department chair to take the comprehensive examination. It is recommended that you meet with your
department chair in the first week of March to discuss the exam. Please allow enough time to retake
the exam if necessary. Only two retakes of the examination are permitted. No student can participate in
the graduation ceremony who has not passed all portions of the comprehensive exam.
Submission of Two Research Papers (Non-Thesis-Track Students)
Students opting for the non-thesis track will be required to submit two papers instead of a thesis. These
papers should be submitted electronically both to the Director of the ThM program and to the major
department chair. These papers must give evidence of ability to research and write on a high academic
level. These papers submitted may be the product of coursework. Students typically revise and submit
TH.M. PROGRAM HANDBOOK
7
the research paper completed for the ThM Research Seminar and one other research paper completed
during coursework. Students are encouraged to revise their research papers for possible publication in
journals or Christian periodicals.
Leave of Absence Policy
A student is normally required to register for at least one class each semester until the degree is
complete. Under special circumstances, if a student finds that he/she will need not be able to
participate in the program for one or more semesters, the student is required to apply for a “leave of
absence.” Application is made by letter to the director of the ThM program. The letter must state:
1. the reasons for the anticipated absence.
2. the address and telephone number where the student can be contacted during the full period of
the leave.
3. the expected date of return.
The student is also required to officially withdraw from school. This is done by reporting to the Student
Affairs office in Metzger Hall and indicating your intention to withdraw from school. The information
will be officially logged into the university records.
If the “leave of absence” is granted, the student is still required to complete the program within the 5year time limit. Upon reentry into the program, the student is required to obtain and complete a brief
reapplication form which is available in the Admissions office.
Please Note: Failure to comply with this policy may result in the loss of your enrollment deposit. This has
specific reference to students who do not register for one or more semesters without applying for a leave
of absence and officially withdrawing from school.
Residence Requirements
A minimum of two semesters in residence at Talbot is required for the ThM degree.
Transfer of Credit From Another Seminary
No more than four (4) advanced graduate semester course units from an accredited seminary or
theological school will be accepted toward fulfillment of ThM course requirements.
Time Limit for the Degree
All course, examination, and thesis requirements must be completed within five years, beginning on the
date of the student’s first registration for ThM courses at Talbot.
Required Courses
The ThM Research Seminar (891) and CE 724 are the only courses required of all students, regardless of
major. Some majors specify certain other required courses.
500-Level Courses
Students are required to take a minimum of 14 units in ThM courses numbered in the 800 series, with
the remainder at the 600 and 700 levels. 500 level courses are not permitted unless authorized by the
advisor and the Director of the ThM program.
TH.M. PROGRAM HANDBOOK
8
Full-Time Status = 9 Units
A ThM student must carry nine (9) or more units to be considered a full-time student. Those carrying
fewer than nine units are considered part-time students.
Changing Your Major
If at any time in your program you choose to change your major, you will need to compete a “Change of
Major Form” and submit it to the Registrar’s office. You may obtain the form from the Registrar’s office
or the departmental secretary.
Arranged Courses
A maximum of six (6) units may be taken by ThM students in arranged or “independent study” courses.
It is recommended that this be done in the middle or latter portion of the program, and in any case the
advance approval of the major departmental adviser and faculty member concerned is required.
Concurrent Enrollment Option
Senior Talbot MDiv students who have completed 80 or more units and are accepted in the ThM
program are permitted to take a maximum of six units per semester of ThM courses (with faculty
permission), for application to ThM program requirements. Such course work must meet all normal
ThM standards and cannot be credited toward MDiv program requirements. This option allows students
who accelerate their MDiv studies by taking courses in Interterm and Summer Session to obtain both
the MDiv and ThM degrees in four years or less.
Graduation Requirements
Degrees are awarded to qualified candidates at the university’s winter and spring commencements.
Students are required to be present for graduation unless advanced permission to graduate in absentia
has been secured. To qualify for graduation, candidates must present acceptable theses (i.e. for those
taking the “thesis track”), have satisfactorily passed their comprehensive examinations and have
completed all required course work with a minimum grade point average (GPA) of 3.25. No grade less
than a C (2.0) will be credited toward the ThM degree units. Students who repeat courses for the
purpose of raising their GPA must adhere to the University’s general policy for grades, as spelled out in
the graduate program catalog. Candidates for the ThM degree should also manifest promise of
usefulness in Christian ministry, exhibit exemplary and consistent Christian character, and evidence
sound theological beliefs in accordance with the university’s doctrinal statement.
SPECIAL NOTES TO ELSP STUDENTS
The English Language Studies Program (ELSP) has done excellent work in assisting non-native English
speakers to prepare for the ThM program. Many students completing the ThM program after ELSP have
done outstanding work in their courses and the ThM Research seminar. Talbot has also had a number of
ThM/ELSP graduates accepted into doctoral programs.
It is vitally important for ELSP students to work hard on their English courses as a matter of top priority.
This will enable you to do better work in your ThM courses and find them much more enriching.
ThM Research Seminar:
You must successfully complete all of your ELSP program, as well as TTSS 510 (Theological Research
Methodologies) and TTSS 520 (Theological Writing), before you take the ThM Research Seminar.
TH.M. PROGRAM HANDBOOK
9
Proper Citation of Sources: Avoiding Plagiarism
It is important to realize that there is a strict policy regarding plagiarism at Talbot School of Theology.
Each paper must represent the student’s own research, thinking, and word-choice. Every citation of the
work of another should be placed in quotation marks with proper documentation, and every source
drawn upon for original content should also be fully and properly documented.
Any incident of plagiarism typically results in an automatic failing grade for the course (regardless of the
performance of the student up to that point). A second instance of plagiarism could result in expulsion.
It is crucial that you learn the proper method of citation and what constitutes plagiarism. Please consult
the Graduate Student Handbook for a full discussion of what plagiarism is and how to avoid it.
ACCREDITATION
Western Association of Schools and Colleges
As a school of Biola University, Talbot School of Theology is accredited by the Accrediting
Commission for Senior Colleges and Universities of the Western Association of Schools and
Colleges.
Western Association of Schools and Colleges
P.O. Box 9990
Mills College
Oakland, CA 94613
(510) 632-5000
Association of Theological Schools
Talbot is also accredited by the Association of Theological Schools, the internationally
recognized accrediting body of seminaries and schools of divinity.
The Association of Theological Schools
10 Summit Park Drive
Pittsburgh, PA 15275-1103
(800) 367-8250
THEOLOGICAL SOCIETY MEMBERSHIPS
As a graduate of a ThM program you are eligible to become an associate or student member of a
number of societies which are involved in promoting the academic investigation of Bible and Theology.
Many of the faculty of Talbot School of Theology have membership in two societies in particular, the
Evangelical Theological Society (ETS) and the Society of Biblical Literature. Please note that as students
you are eligible for significant discounts on the cost of memberships. As a member of ETS and SBL, you
will be entitled to attend their annual regional and national meetings and receive copies of the
respective journals.
TH.M. PROGRAM HANDBOOK 10
The Evangelical Theological Society (ETS)
Almost all of your Talbot professors belong to this society. The society is a fellowship of evangelical
Bible scholars, teachers, and pastors from a broad array of denominations. All members must affirm the
following creedal statement: “The Bible alone, and the Bible in its entirety, is the Word of God written
and is therefore inerrant in the autographs. God is a Trinity, Father, Son, and Holy Spirit, each an
uncreated person, one in essence, equal in power and glory.”
The society meets each year in November just before the Society of Biblical Literature conference.
There are three days of meetings with plenary presentations as well as parallel sessions of smaller group
presentations. There are also regional meetings of the society held each Spring. Talbot occasionally
hosts these meetings.
As a member, you will receive the society’s journal, Journal of the Evangelical Theological Society. For
additional information, see the ETS website.
The Society of Biblical Literature (SBL)
The Society of Biblical Literature consists of a few thousand members from the broadest variety of
theological traditions (Jewish, Catholic, Orthodox, and virtually every Protestant denomination) who
have an interest in the academic research of the Hebrew Scriptures and/or the New Testament. The
society is international in membership and is the venue for presentations by professors from every
major university and seminary. This is the primary “guild” for those who do scholarly research on the
Bible.
The society meets every November just before Thanksgiving and in conjunction with the American
Academy of Religion (AAR). There are a number of other related organizations that meet at the same
time, such as the American Schools of Oriental Research (ASOR), the National Association of Professors
of Hebrew, etc. The conference typically draws over 5,000 attendees and participants. Hundreds of
presentations are given in the four-day conference. There are also regional meetings of the SBL held
every spring somewhere in California.
As a member, you will receive the society’s journal, Journal of Biblical Literature.
Themelios
One of the most valuable journals for evangelical theological students to read is Themelios. It is an
international journal published under the auspices of the Universities and Colleges Christian Fellowship
(UCCF) and the International Fellowship of Evangelical Students.
The stated purpose is “to address itself to questions being faced by theological and religious studies
students in their studies and to help readers to think out a clear biblical faith.” The articles in Themelios
are extremely helpful in gaining perspective on current issues in biblical and theological studies. There
are also a good number of superb book reviews in each issue.
TH.M. PROGRAM HANDBOOK 11
TH.M. THESIS INSTRUCTIONS
WRITING THE THESIS
Planning the Writing Process to Graduate on Time
It is vitally important for the ThM student to establish a tentative graduation date with the
advisor so that the thesis-writing process can be planned to enable the student to graduate on
time. Please refer to the “Thesis Writer’s Calendar” for determining the appropriate due dates
of the stages in writing the thesis.
Registering for the Thesis
(1) The ThM student begins the thesis-writing process by registering for “Thesis First Draft.”
This assumes that the student has secured a thesis supervisor and plans to graduate at
the end of the following semester.
(2) The student then registers for “Thesis Final Draft” for the semester he/she plans to
graduate.
Taking Extra Time on the Thesis? Thesis Continuation Registration
If you find that you will not be able to complete the first draft of your thesis by the specified
deadline, you will be required to register for HE 899 Thesis Continuous Registration each
semester until the draft is finished and you are ready to take the Thesis Final Draft course.
Please Note: This registration will be essential in order for you to maintain your degree status.
There is a $100 fee for this arrangement.
TIME LIMIT: Only one year following the completion of Thesis First Draft is allowed for
completion of a thesis. A student may go beyond this one-year period only by advance
permission of the Graduate Committee. Such permission is usually granted only in extreme
circumstances.
Thesis First Draft
The First Draft represents the student’s best effort at researching and writing the complete
thesis. ThM theses are to be a minimum of 28,000 words and a maximum of 35,000 words.
This includes all regularly numbered pages, footnotes, headings, but excludes the table of
contents and works cited.
The first draft should be viewed as near-final from the student’s standpoint. The research
should be viewed as 100% complete and the content should be seen by the student as final. By
contrast, the first draft:



is not a 50- or 75- page summary of what the thesis will be in final form.
is not a detailed outline of the thesis.
does not neglect proper form and style guidelines.
The first draft of the thesis in its entirety is to be submitted to the department secretary.
Record will be made of the time the thesis is submitted. A routing slip is attached and the
thesis is then sent to the advisor. When the advisor has read it, and in some cases a second
reader, it will be returned to the student for corrections. Consultation continues between the
advisor and the student until the advisor is satisfied with the changes.
TH.M. THESIS INSTRUCTIONS
2
Registration and Due Date: The completed first draft of the thesis is not due in the semester in
which you register for Thesis First Draft. For instance, if you register for Thesis First Draft in the
Fall Semester, the completed thesis draft will actually be due on the first school day in
February. You will receive no letter grade, however, until the entire project is complete. Your
advisor will mark your grade report for Thesis First Draft with “R” (= thesis in progress). Only the
final draft of the thesis will receive a letter grade.
Thesis Final Draft
It is the responsibility of the student to respond, in the final draft, to the thesis advisor’s (and
possibly second reader’s) feedback on the first draft. The student presents the final draft of the
thesis to the advisor, accompanied by the commented first draft for comparison. When the
advisor is satisfied, the student will see the department administrative assistant to complete
paperwork. The administrative assistant helps student to create an acceptance sheet to
indicate approval. This acceptance sheet is scanned and incorporated into the electronic thesis
document.
Form and Style Guidelines
Talbot theses must be formatted according to the Turabian Style Guide as supplemented by The
SBL Handbook of Style: For Biblical Studies and Related Disciplines (Atlanta: SBL Press, 2014).
The SBL Handbook will be used primarily as the source for the standard abbreviations used in
material pertaining to biblical studies (e.g. abbreviations of commonly used periodicals,
reference works, and serials; abbreviations of primary sources including the Apocrypha,
Pseudepigrapha, Early Patristic works, the Dead Sea Scrolls, Rabbinic writings, and the Nag
Hammadi literature).
Do you want to graduate?
If so, read this material carefully!
YOUR RESPONSIBILITIES WITH REGARD TO THE THESIS
The ultimate responsibility rests with the student for producing a clean thesis free of spelling,
grammatical, stylistic, and form errors. You are expected to purchase the style guides above
and follow them precisely. While the faculty reader can offer guidance, he or she cannot be
expected to function as a proofreader. You are expected to submit a clean copy of the thesis in
the first instance.
1.
If you are prone to committing excessive spelling and grammatical errors, you should
avail yourselves of the services of the University’s Writing Lab. You should also employ
a proofreader prior to submitting a formal draft of your thesis.
TH.M. THESIS INSTRUCTIONS
3
2.
3.
Please make sure you submit a clean copy of your thesis in the first instance so that
your intended time of graduation is not put in jeopardy.
By directive of the Graduate Studies committee, the faculty readers have been
instructed to return a thesis draft to the student if it contains an excessive number of
stylistic errors. As a general rule, if the thesis or dissertation contains more than three
errors per page in the first twenty pages read, it will be returned to the student
immediately for proofreading and correction. The student will then be held
responsible to correct not only the errors marked on the first twenty pages, but all
others (esp. those of the same kind) throughout the thesis or dissertation.
Production Guidelines for the Thesis
1. Once the thesis has been fully approved and signed by department reader(s), the
student will prepare a PDF copy following the guidelines found here:
www.etdadmin.com/UMI_PreparingYourManuscriptGuide.pdf
2. The student will submit the PDF and a signed copy of the TREN Permission Form to the
Department secretary for final review. The secretary will then send TREN Permission
Form to TREN and email the approved thesis to the Library.
3. No fees will be paid by student unless they choose to have Copyright registered ($60),
create microfilm backup (optional-$25), or purchase bound copies.
4. Masters’ theses from Talbot are sent in PDF form to the Theological Research
Exchange Network (TREN). Information about TREN and Copyright registration can be
found at www.tren.com. They are then available for access or purchase from TREN
through the link on the Biola Library webpage. Information about hardbound copies
can be found at www.katercrafts.com/ThesesOnline.htm.
5. A student can order a paperback copy through the Biola Print Shop at a lower price
than a hardbound copy and the prices vary. Contact by email [email protected].
On Meeting the Deadlines
There is a reduction of one letter grade on the thesis for each due date missed. Date of
postmark is not sufficient to meet the due date. The thesis must arrive at the time and
place designated to avoid penalty. No thesis will be accepted later than one week after the
due date, unless an exception has been granted in advance by the student welfare
committee.
TH.M. THESIS INSTRUCTIONS
4
CHECKLIST FOR STUDENTS WRITING A THESIS
 1. Bring completed first draft of thesis to department secretary to obtain routing
sheet. Routing sheet stays with thesis through entire process. Turn first draft in
to first reader (advisor)
 2. Advisor reads first draft and gives suggestions for correction. If there are too
many errors in writing or formatting, reader advises student to go to a
proofreader. Once the corrections are made from proofreader, student brings a
corrected first draft thesis back to first reader to date and sign off on routing
sheet.
 3. Student takes thesis to second reader who may offer suggestions for
corrections; dates and signs off on routing sheet. Second reader may be waived
at discretion of department chair.
 4. Student makes all necessary corrections from both readers, then prints out a
final draft and gives back to first reader (along with the first copy that has
notations of corrections) to check and sign off on routing sheet.
 5. Student brings back final draft and signed routing slip to department secretary
to complete paperwork and requirements for submitting thesis. Department
secretary will help create Acceptance Sheet for student.
 6. Student will submit thesis as a PDF (see below for details).
May
Graduation
December
Graduation
Deadlines
Task
Due Date
Title page, outline, works cited
Last school day in February
Thesis First Draft (register in Spring) First school day in September
Thesis Final Draft (register in Fall)
Last school day in October
Final submission to secretary
No later than 2 weeks prior to graduation
Title page, outline, works cited
Last school day in September
Thesis First Draft (register in Fall)
First school day in February
Thesis Final Draft (register in
Spring)
Last school day in March
Final submission to secretary
No later than 2 weeks prior to graduation
TH.M. THESIS INSTRUCTIONS
5
REQUIREMENTS FOR TH.M. THESES
REVISED SEPTEMBER 2012
The following are the minimum requirements for theses and dissertations in all programs at Biola
University. They are intended to supplement the requirements specified by style and form manuals
designated by the various schools in the university. These and the specific program style and form
requirements must be checked and proofread by the program to which the thesis or dissertation is
submitted.
Library checkers will no longer proofread theses or dissertations. It is the responsibility of the
department program to assure that works comply with all style and form requirements and that they
represent the program well. A routing sheet must accompany each thesis or dissertation, and it must
bear the signature of a department-approved proofreader certifying that all program style and form
requirements have been met.
SUBMISSION OF THESES AND DISSERTATION
Print Requirements
1.
An easily read font should be used. A 12-point, Times New Roman or Arial font is recommended.
Select a font that is compatible with the printer and that accommodates italics, solid underlining,
and dotted leads.
2.
All text must be double-spaced. Exceptions may occur in figures and tables, bibliographies,
footnotes, block quotations, and other special items as determined by specified style and form
manual.
3.
Preliminary pages follow special spacing (see below).
Margin Requirements
1.
Left margins must be one and one-half inches. Right, top, and bottom margins must be at least one
inch.
2.
Right margins should be ragged (not justified).
Preliminary Page Requirements
Preliminary page numbers should be small (lower case) Roman numerals. They should appear at the
bottom margin (one inch from the bottom of the page), and centered. The thesis or dissertation must
include these pages in this specific order (others may be required by departments):
Approval Sheet
1. A signed Approval Sheet must be created in order to be added to PDF version of thesis.
2. There is no page number on the Approval Sheet, and it is not counted.
TH.M. THESIS INSTRUCTIONS
6
Title Page
1. The author’s name must appear on the title page exactly as it will appear on the degree
awarded.
2. The title page must be worded and spaced as in the samples in Appendixes A & B.
3. The title page is page number i, but the numeral does not appear on the page.
4. The title page date must be the month and year the degree is granted.
Copyright Notice
1. A Copyright Notice must appear in the dissertation whether or not the dissertation is
officially registered with the U. S. Copyright Office. The Copyright Notice page attached to
your dissertation is sufficient for an official copyright.
2. See Appendix C for a sample of how the Copyright Notice should look. The copyright symbol
may be drawn in by hand in black ink if your computer is not able to produce the symbol.
3. The writer may be interested in registering the work with the U. S. Copyright Office. Theses
submitted to TREN may, at the same time and for an additional fee, be officially registered
for copyright. See page 21 under Production Guidelines for the Thesis for details.
Abstract (required for doctoral dissertations)
1. Dissertation Abstracts International limits abstracts to a maximum of 350 words.
2. See Appendix D for the format of the heading.
3. The Abstract is not counted in the pagination, and no page number appears on the page(s).
Table of Contents
1. Every chapter title, the first two levels of headings within each chapter, the List of Tables,
List of Figures, Bibliography (or References), and Appendixes must appear in the Table of
Contents.
2. Follow the format as outlined by your department.
List of Tables (if needed)
List of Figures (if needed)
Submission of Thesis or Dissertation
Prior to the submission of the final PDF to department secretary, a final draft is submitted to the
appropriate program reader for review and approval. An appropriate routing sheet indicating that the
committee has processed and accepted the thesis or dissertation must accompany the thesis or
dissertation. The final review by the program reader, after all corrections have been made must be done
sufficiently in advance of the published Academic Calendar submission deadline.
TH.M. THESIS INSTRUCTIONS
7
APPENDIX A
THE TITLE OF THE DISSERTATION IN ALL CAPS
DOUBLE SPACED IF MORE THAN ONE LINE
A Thesis
Presented to
The Faculty of Talbot School of Theology
Biola University
In Partial Fulfillment
of the Requirements for the Degree
Master of Theology in New Testament
by
Jane Doe Smith
December 2020
TH.M. THESIS INSTRUCTIONS
8
APPENDIX B
Copyright © 2020 by Jane Doe Smith
TH.M. THESIS INSTRUCTIONS
9
APPENDIX C
CHAPTER 4
THE SUPERIORITY OF THE LORDSHIP OF CHRIST (1:15-20)
Colossians 1:15-20 could accurately be described as an eloquent and elevated
declaration of Christ as
.1 The passage clearly demonstrates and
beautifully praises the supremacy of Christ in relation to all of creation, whether earthly
or heavenly. Most important, for the Colossian Christians, Christ is extolled as superior
to all the evil spiritual “powers.”
The Nature and Structure of the Passage
The language and style of vv. 15-20 has led most interpreters since E. Norden to regard
the passage as hymnic.2 Voluminous material has been written about this “hymn,”
mainly with the attempt to discern the content and provenance of the original hymn.3
The only real consensus that has been attained is the rejection of Käsemann’s suggestion
that it was a pre-Christian Gnostic hymn, viz. a tribute to “the supra-historical and
1[KITTEL ARTICLES] Wilhelm
Michaelis, “
,” TDNT 3.914.
2[BIBLE DICTIONARY ARTICLES] On the topic of early Christian hymns, see Ralph P. Martin, “Hymns in the
NT,” ISBE 4.788-90.
3[COMMENTARIES] Helpful summaries of the research on the exegesis of 1:15-20 are contained in P. T.
O’Brien, Colossians, Philemon (WBC 44; Waco: Word, 1982) 31-35 and also in E. Lohse, Colossians and
Philemon (trans. W. R. Poehlmann and R. J. Karris; Hermeneia; Philadelphia: Fortress, 1971) 63. See also Ralph P.
Martin, Colossians and Philemon (NCB; 3d ed.; Grand Rapids: Eerdmans, 1981) 43.
TH.M. THESIS INSTRUCTIONS 10
metaphysical drama of the Gnostic Redeemer.”4 The most that can be said is that 1:1520 is possibly a pre-Pauline Christian hymn, which perhaps circulated in Asia Minor5
and has been taken up here and used by Paul. Even this much has been brought into
question, however.6
An in-depth discussion of the form-critical question is beyond the scope and
purpose of the present research. Our comments will be centered on the final form of the
hymn and how the author has intended his readers to understand it, especially with
regard to the power-motif. The question of source will only be treated with regard to
concepts in which the meaning could be drastically altered (e.g. body,
).
A primary theme of the hymn is the superiority of Christ over the cosmic
“powers.”7 This observation is particularly strengthened if the phrase, “whether
See J. C. O’Neill, “The Source of the Christology in Colossians,” NTS 26 (1979) 9091; J. M. Robinson, “A Formal Analysis of Colossians 1:15-20,” JBL 76 (1957) 270-87; F. F. Bruce, “The ‘ChristHymn’ of Colossians 1:15-20,” BibSac 141 (1984) 103; et al.
4[JOURNAL ARTICLES]
5[EDITED WORK—NO AUTHOR; REVISED WORK]
On the topography of the region, see Y. Aharoni and M. AviYonah, ed. The Macmillan Bible Atlas (Jerusalem: Carta, 1968) 42, 179; B. J. Beitzel, ed. The Moody Atlas of Bible
Lands (Chicago: Moody Press, 1985) 86-87; H. G. May, ed. Oxford Bible Atlas (3d ed., rev. J. Day; New York and
Toronto: Oxford University Press, 1984) 63.
6[SUBSEQUENT REFERENCE] E.g.
O’Brien, Colossians, 40-42; O’Neill, “Christology,” 90.
7[COLLECTED ESSAYS—WITH EDITOR] P.
Benoit, “L’hymne christologique de Col 1, 15-20. Jugement critique
sur l’état des recherches,” in Christianity, Judaism and Other Greco-Roman Cults. Studies for Morton Smith at
Sixty I (ed. J. Neusner; SJLA 12; Leiden: Brill, 1975) 226-63; Günther Bornkamm, “The Heresy of Colossians,” in
Conflict at Colossae (ed. F. O. Francis and W. A. Meeks; SBLSBS 4; 2d ed.; Missoula, MT: Scholar’s Press, 1975)
123-45. See also E. Käsemann, “A Primitive Christian Baptismal Liturgy,” in Essays on New Testament Themes
(London: SPCK, 1964) 155;
TH.M. THESIS INSTRUCTIONS 11
thrones, dominions, principalities, or authorities,” is regarded as part of the original
hymn.8
The hymn appears to be composed of two strophes (vv. 15-16; 18b-20) indicated
by the repetition of key words and phrases. Each strophe begins with
includes
and
refrain (vv. 17-18a), beginning with
and
.9 A transitional link or
, connects the two strophes by
summarizing the preceding strophe and introducing the following strophe. The hymn
celebrates Christ as Lord of creation (first strophe) and Christ as Lord of reconciliation
(second strophe).10
Christ as Lord of Creation
The cosmic “powers” are given the greatest prominence as part of the creation over
which Christ is Lord (v. 16). They are specifically enumerated in v. 16—
—and referred to in a variety of other ways throughout the
8[SECONDARY SOURCE OF QUOTATION] Ernst
Percy, Die Probleme der Kolosser- und Epheserbriefe (Lund:
Gleerup, 1964) 71-75, quoted in C. F. D. Moule, The Epistles to the Colossians and to Philemon (The Cambridge
Greek Testament Commentary; Cambridge: University Press, 1957) 60.
9[GRAMMARS] See
F. Blass and A. Debrunner, A Greek Grammar of the New Testament and Other Early
Christian Literature (trans. and rev. Robert A. Funk; Chicago: University of Chicago Press, 1961) 222; A. T.
Robertson, A Grammar of the Greek New Testament in the Light of Historical Research (Nashville: Broadman,
1934) 1028.
10[FOOTNOTE FOR CLARIFICATION] There
is general agreement by interpreters regarding the structure we have
suggested. Disagreement arises over the inner coherence of each of the strophes. The argument revolves around the
discernment of the terms and phrases inserted by the author. The prime candidates for insertion are: (1) most of v.
16—”in heaven and upon earth, the visible and the invisible, whether thrones, dominions, principalities, or
authorities”; (2) v. 18b—
; (3) v. 18c—”that in everything he might be pre-eminent”; (4) v. 20b—
”making peace through the blood of his cross”; (5) v. 20c—”whether things upon the earth or things in heaven.”
TH.M. THESIS INSTRUCTIONS 12
hymn: as part of the
20a),
11
(v. 15b),
(v. 16b), and
(v. 16a, c; 17a, b;
(v. 20c). The frequency of the
reference to the “powers” in the hymn confirms our initial impression of the nature of
the root problem facing the Colossian Christians, i.e. a fear of the supernatural realm.12
We will now seek to determine the accuracy of this observation by examining the
specific contents of the hymn in greater detail.
Many interpreters regard the specific delineation of the “powers” in v. 16 as an
insertion by the author of the epistle into the original hymn to provide a concrete
reference to the Colossian situation.13 Others see an explicit reference to the Colossian
situation in the terms for the “powers.”14 There is a strong likelihood, therefore, that
Paul employs this hymnic praise of Christ’s supremacy as the basis and authority for
11[LEXICA] BAGD, s.v. “
“; H. G. Liddell and R. Scott, A Greek-English Lexicon (rev. H. S. Jones and
R. McKenzie; 9th ed.; Oxford: Clarendon, 1940) 876; J. H. Moulton and G. Milligan, The Vocabulary of the Greek
Testament Illustrated from the Papyri and Other Non-Literary Sources (Grand Rapids: Eerdmans, 1974) 234;
G.W.H. Lampe, A Patristic Greek Lexicon (Oxford: Clarendon Press, 1961) 443.
12[MISCELLANEOUS] Emil
Schürer, The History of the Jewish People in the Age of Jesus Christ (rev. and ed.
G. Vermes, F. Millar, M. Black, and M. Goodman; Edinburgh: T. & T. Clark, 1973-87) 3: 264. See also D. Daube,
“Participle and Imperative in I Peter,” in The First Epistle of St. Peter, E. G. Selwyn (2nd ed.; London: Macmillan,
1947; repr., Grand Rapids: Baker, 1981) 467-88 .
13[MONOGRAPHS--IN A SERIES] R.
Deichgräber, Gotteshymnus und Christushymnus in der frühen Christenheit
(SUNT 5; Göttingen: Vandenhoeck & Ruprecht, 1967) 146; E. Best, Following Jesus: Discipleship in the Gospel
of Mark (JSNTSup 4; Sheffield: JSOT Press, 1981) 22; Heikki Räisänen, Paul and the Law (WUNT 29; Tübingen:
Mohr-Siebeck, 1983) 243.
14E.g. O’Brien, Colossians, 46, remarks, “Probably with special reference to the Colossian heresy Paul now
emphasizes that even the cosmic powers and principalities, which apparently received some prominence in that
heresy, were created in Christ . . . No doubt it is the hostile rather than the friendly powers Paul has particularly in
view.”
TH.M. THESIS INSTRUCTIONS 13
his subsequent polemic against the Colossian heresy integrally connected with the
“powers.”15
Among the four terms Paul uses for the “powers,”
common to the Pauline literature, but
and
a classification of angelic “powers,” the term
and
are
are comparatively rare. As
occurs only here in the NT.16 It is
known in Jewish apocalyptic literature as a title for a class of angelic “powers” (2 Enoch
20:1). In the Test. of Levi 3:8 it is listed next to
. The term does occur in a few
magical texts to denote angelic “powers.” PGM CI. 40 reads, “And again I conjure you
by the one who is in charge of the air. And again I conjure you by the seven thrones
(
) … (7 magical names given) … and by the relentless god (magical names).” A.
Audollent cites two texts which use the term
to denote spirit “powers.”17
Furthermore, it is significant to note that the Ephesian Artemis was extolled as
.18
The term
only occurs elsewhere in Eph (1:21).19 Dibelius makes the
plausible suggestion that, “In den
aber sind unschwer die
aus 1 Kor.
15[THESIS OR DISSERTATION] E. D. Grohman, “A History of Moab” (Ph.D. diss., Johns Hopkins University,
1958) 116-17; T. Talbot Tiger, “The Concept of Power in Flag Football” (ThM thesis, Talbot School of Theology,
1990) 23.
16See
the discussion in O. Schmitz, “
”TDNT 3.166-67.
17[EARLY CHRISTIAN SOURCES] See Gos. Thom. 9; 1 Clem. 24:5; Justin Dial. 125; Eusebius Onom. 10.17;
36.24.. [**N.B. For standard abbreviations, consult Lampe, A Patristic Greek Lexicon.]
18[ANCIENT GREEK WRITERS] See Josephus Ant. 14.1.4; Epictetus Diss. 1.9.19-20; Dio Oration 32.10;
Philostratus Life of Apollonius 1.34; Ptolemy Geogr. 5.16.4; [**N.B. For standard abbreviations, consult the
Oxford Classical Dictionary. Be sure to include in your works cited the edition you used, e.g. H. St. J. Thackeray,
Josephus [LCL; Cambridge, MA: Harvard University Press, 1926].)
19See
the previous discussion of the term in Chapter 3.
TH.M. THESIS INSTRUCTIONS 14
8 wiederzuerkennen, die Paulus dort mit den
zusammen nennt.” This
category of angel “powers” is also known from Jewish apocalyptic (1 Enoch 61:10; 2
Enoch 20:1; Cave of Treas. 1:3; Test. of Sol. 8:6).
This list of angelic “powers” should be viewed as an expansion of the preceding
. E. Bammel has argued on the basis of a complex chiastic structure that the
“invisible” world consists of
and
and is situated in the heavens, and
correspondingly, the “visible” world consists of
and
and is situated on
the earth.20 This arrangement has been rightly criticized by W. Carr among other things
for splitting the one phrase in the passage that is found complete elsewhere, viz.
.21
In a variety of ways Christ is extolled as supreme and as Lord over these
“powers”:
1. “He is the image of the invisible God.” As a probable reference to Christ as
personified Wisdom,22 this phrase identifies Christ’s relationship to God implying his
pre-existence. Lohse aptly portrays the contextual significance of this phrase by saying,
“As the ‘image’ of the invisible God, he does not belong to what was created, but stands
with the creator who, in Christ, is acting upon the world and with the world. He is
20E.
Bammel, “Versuch zu Kol 1, 15-20,” ZNW 52 (1961) 88ff.
21W. Carr, Angels and Principalities. The Background, Meaning and Development of the Pauline Phrase Hai
Archai Kai Hai Exousiai (SNTSMS 42; Cambridge: University Press, 1981) 48; cf. also Deichgräber,
Gotteshymnus, 147.
22“Wisdom” was with the Lord at the time of the creation of the world (Prov 8:22) and the personified divine
wisdom can be described as the “image” (
) in Wis 7:25; cf. J. G. Gibbs, Creation and Redemption (NovTSup
26; Leiden: Brill, 1971) 102-103.
TH.M. THESIS INSTRUCTIONS 15
absolutely superior to the cosmos, i.e. the whole creation on earth and in heaven.”23 J.
Jervell rightly sees the spiritual milieu of the area, specifically “die Macht der
Geistermächte,” as motivating the inclusion of this Christological title in the hymn, and
thus the inclusion of the hymn in Colossians.24 He contends that as “the image of the
invisible God,” Christ is
, and “daß in Christus Gott wirksam anwesend
ist, daß er sich in Christus als mächtiger als die Mächte erweist.”25
2. “The firstborn of all creation.” Again, the sovereignty of Christ is manifestly
present in this phrase. It does not indicate that Christ is the first of all beings to be
created, but it denotes a sovereignty of rank. This is a common usage of
in
the LXX as, for example, in Psalm 89:27: “I will make him the ‘firstborn,’ the highest of
the kings of the earth.” This title belongs to Christ not only as the Son of David, but as
the Wisdom of God, “the Sovereign who is installed by God through resurrection as
Lord over not only the Church but the whole universe.”26 As v. 16 will immediately
clarify, “creation” includes the angelic “powers” which figure prominently in the
Colossian heresy.
23Lohse,
Colossians, 48.
24J.
Jervell, Imago Dei: Gen 1, 26f im Spätjudentum, in der Gnosis und in den paulinischen Briefen
(FRLANT 76; Göttingen: Vandenhoeck & Ruprecht, 1960) 219-20.
25Ibid.,
220.
26Gibbs,
Creation, 104.
TH.M. THESIS INSTRUCTIONS 16
BIBLIOGRAPHY
Aharoni, Y. and Avi-Yonah, M. ed. The Macmillan Bible Atlas. Jerusalem: Carta, 1968.
Bammel, E. “Versuch zu Kol 1, 15-20.” ZNW 52 (1961): 88-95.
Bauer, Walter. A Greek-English Lexicon of the New Testament and Other Early Christian
Literature. 2d ed. rev. and augmented by F. W. Gingrich and F. W. Danker from
W. Bauer’s 5th ed. Chicago: University of Chicago Press, 1979.
Beitzel, B. J. ed. The Moody Atlas of Bible Lands. Chicago: Moody Press, 1985.
Benoit, P. “L’hymne christologique de Col 1, 15-20. Jugement critique sur l’état des
recherches.” In Christianity, Judaism and Other Greco-Roman Cults. Studies for
Morton Smith at Sixty I, ed. J. Neusner, 226-63. SJLA 12. Leiden: Brill, 1975.
Best, E. Following Jesus: Discipleship in the Gospel of Mark. JSNTSup 4. Sheffield: JSOT
Press, 1981.
Blass F. and Debrunner, A. A Greek Grammar of the New Testament and Other Early
Christian Literature. Translated and rev. by Robert A. Funk. Chicago: University
of Chicago Press, 1961.
Bornkamm, Günther. “The Heresy of Colossians.” In Conflict at Colossae, ed. F. O.
Francis and W. A. Meeks, 123-45. 2d ed. SBLSBS 4. Missoula, MT: Scholar’s
Press, 1975.
Bruce, F. F. “The ‘Christ-Hymn’ of Colossians 1:15-20.” BibSac 141 (1984): 99-111.
Carr, W. Angels and Principalities: The Background, Meaning and Development of the Pauline
Phrase Hai Archai Kai Hai Exousiai. SNTSMS 42. Cambridge: University Press,
1981.
Daube, D. “Participle and Imperative in I Peter.” In The First Epistle of St. Peter, by E. G.
Selwyn, 467-88. 2d ed. London: Macmillan, 1947; reprint, Grand Rapids: Baker,
1981.
TH.M. THESIS INSTRUCTIONS 17
Deichgräber, R. Gotteshymnus und Christushymnus in der frühen Christenheit. SUNT 5.
Göttingen: Vandenhoeck & Ruprecht, 1967.
Gibbs, J. G. Creation and Redemption. NovTSup 26. Leiden: Brill, 1971.
Grohman, E. D. “A History of Moab.” Ph.D. diss., Johns Hopkins University, 1958.
Jervell, J. Imago Dei: Gen 1, 26f im Spätjudentum, in der Gnosis und in den paulinischen
Briefen. FRLANT 76. Göttingen: Vandenhoeck & Ruprecht, 1960.
Käsemann, Ernst. “A Primitive Christian Baptismal Liturgy.” In Essays on New
Testament Themes, 149-68. London: SPCK, 1964.
Lampe, G. W. H. A Patristic Greek Lexicon. Oxford: Clarendon Press, 1961.
Liddell, H. G. and R. Scott. A Greek-English Lexicon. 9th ed., rev. H. S. Jones and R.
McKenzie. Oxford: Clarendon, 1940.
Lohse, Eduard. Colossians and Philemon. Translated by W. R. Poehlmann and R. J. Karris.
Hermeneia. Philadelphia: Fortress, 1971.
Martin, Ralph P. “Hymns in the NT.” In International Standard Bible Encyclopedia, vol. 4.
Rev. Grand Rapids: Eerdmans, 1982, 788-90.
Martin, Ralph P. Colossians and Philemon. NCB. 3d ed. Grand Rapids: Eerdmans, 1981.
May, H. G. ed. Oxford Bible Atlas. 3d ed. Revised by J. Day. New York and Toronto:
Oxford University Press, 1984.
Michaelis, Wilhelm. “
” In Theological Dictionary of the New Testament, vol.
3. Ed. Gerhard Kittel. Translated by Geoffrey W. Bromiley. Grand Rapids:
Eerdmans, 1965, 905-15.
Moulton, J. H. and G. Milligan. The Vocabulary of the Greek Testament Illustrated from the
Papyri and Other Non-Literary Sources. Grand Rapids: Eerdmans, 1974.
O’Brien, P. T. Colossians, Philemon. WBC 44. Waco, TX: Word, 1982.
O’Neill, J. C. “The Source of the Christology in Colossians.” NTS 26 (1979): 87-100.
TH.M. THESIS INSTRUCTIONS 18
Percy, Ernst. Die Probleme der Kolosser- und Epheserbriefe. Lund: Gleerup, 1964, 71-75.
Quoted in C. F. D. Moule, The Epistles to the Colossians and to Philemon, 60. CGTC.
Cambridge: University Press, 1957.
Räisänen, Heikki. Paul and the Law. WUNT 29. Tübingen: Mohr-Siebeck, 1983.
Robinson, J. M. “A Formal Analysis of Colossians 1:15-20.” JBL 76 (1957): 270-87.
Robertson, A. T. A Grammar of the Greek New Testament in the Light of Historical Research.
Nashville: Broadman, 1934.
Schmitz, O. “
.” In Theological Dictionary of the New Testament, vol. 3. Ed.
Gerhard Kittel. Translated by Geoffrey W. Bromiley. Grand Rapids: Eerdmans,
1965, 160-67.
Schürer, Emil. The History of the Jewish People in the Age of Jesus Christ. Vol. 3. Revised
and edited by G. Vermes, F. Millar, M. Black, and M. Goodman. Edinburgh: T.
& T. Clark, 1973-87.
Josephus. Josephus. Edited and translated by H. St. J. Thackeray. LCL. Cambridge,
MA: Harvard University Press, 1926.
Tiger, T. Talbot. “The Concept of Power in Flag Football.” ThM thesis, Talbot School of
Theology, 1990.
TH.M. THESIS INSTRUCTIONS 19
APPENDIX D: SBL HANDBOOK OF STYLE
(adapted for the ThM Thesis Requirements)
1. General Information
1.1. Save for the specific instructions given below a the directives of The SBL Handbook of Style
(Peabody, MA: Hendrickson, 1999) and Webster’s Third New International Dictionary of the English
Language Unabridged (Springfield, MA: G. and C. Merriam, 1967) are to be followed. The American style
of spelling is to be used. When there is more than one way of spelling a word, the first choice in
Webster’s Third is to be preferred.
2. Form of the Manuscript
2.2. Overcapitalization is to be avoided. A space should always be left between initials: J. Q. Doe (not
J.Q.Doe). Accents on capital letters in French should be omitted. Thus, Etudes bibliques.
2.2. End-of-line hyphens should be avoided, unless the hyphen is part of the spelling of compound
nouns (e.g., life-style), compound adjectives (e.g., up-to-date study), or compound expressions (e.g.,
Luke-Acts).
3. Quotations
3.1. Quotations of five or more lines in any language will be printed as a separate, indented paragraph,
in smaller type than that used in the body of the article, and without opening and closing quotation
marks. Such quotations should be double-spaced in the ms, indented, and marked with a marginal note
(e.g., “smaller type”).
3.2. Respect for accuracy in verbatim quotations demands that the spelling, capitalization, punctuation,
and abbreviations of the original be reproduced exactly, even if they differ from the style of this journal.
Should the quotations contain an error, this may be indicated by [sic] or [?], at the author’s discretion.
4. Citations of ancient texts
4.1. The abbreviations of biblical books are to be used (without punctuation), but only when chapter and
verse references follow. Thus, Gen 1:2; Exod 3:4, 6, 8; 13:9-14:4; but “in Romans 8 one reads . . . .”
4.2. The colon should also be used in referring to intertestamental literature and the Mishna (e.g., Jub.
14:4; 1QS 9:11; m. Sanh. 2:4). Abbreviations for titles of these and other ancient texts are given below.
4.3. In references to Philo and to classical and patristic literature, the current English or Latin titles are to
be used (italicized and abbreviated, if possible), followed by appropriate book, chapter, and paragraph
numbers (where available). Thus, Homer Il. 24.200; Eusebius Hist. eccl. 3.3.2; 4.15.3-5. For Josephus, the
following form is to be used: J.W. 2 §160 (abbreviations: Ant., Ag. Ap., J.W., Life).
4.4. Ordinarily, citations of ancient literature should be included in the text itself, enclosed in
parentheses. A footnote may be used for them when they are numerous in a given instance.
5. Footnotes
5.1. A raised Arabic numeral (without punctuation or parentheses) should follow the appropriate word
in the text (and its punctuation, if any) to call attention to the note. No period is to be placed after the
number at the beginning of the footnote itself. Insofar as possible, footnotes should occur at the end of
the sentence.
TH.M. THESIS INSTRUCTIONS 20
5.2. Multiple footnotes within one sentence should be avoided. For example, when several names occur
in one sentence and a bibliographical reference is to be given for each, only one footnote should be
used (not a separate footnote for each name). This should be placed at the end of the sentence and
should include the pertinent reference for each name.
5.3. When a footnote comments on some issue and includes a bibliographical reference within a
sentence, the reference should be set entirely within parentheses, not commas, and if possible at the
end of the sentence. Example: But C. C. Torrey thinks that the name “Cyrus” has been interpolated in Isa
45:1 (“The Messiah Son of Ephraim,” JBL 66 [1947] 253).
6. Bibliographical References
6.1. The publisher and place of publication must be included in the first notice of a work. In the case of
reprinted volumes the date of the original publication is preferred (but the author may add, e.g.:
reprinted, New York: Ktav, 1970). If there is need to indicate a foreign original (which is normally not the
case), this form is to be used: German original, Munich: Kaiser, 1970.
6.2. Bibliographical data should be presented as compactly as possible. Commas and such abbreviations
as “pp.” and “cols.” are to be avoided. Ordinarily, words like “series,” “Press,” and “Verlag” are omitted,
as are the names of translators. (Exceptions: “Press” is to be used for university presses; also Scholars
Press, Neukirchener Verlag.)
6.3. Examples:
1
T. R. Henn, The Bible as Literature (London and New York: Oxford University Press, 1970) 9-15.
2
F.-M. Abel, Histoire de la Palestine depuis la conquête d’Alexandre jusqu’à l’invasion arabe (Ebib;
Paris: Gabalda, 1952) 2.105-29.
3
H. W. Wolff, Dodekapropheten 1: Hosea (BKAT 14/1; 2d ed.; Neukirchen-Vluyn: Neukirchener
Verlag, 1965) xiv-xvii.
4R. E. Clements, Abraham and David: Genesis XV and Its Meaning for Israelite Tradition (SBT 2/5; London:
SCM, 1967) 15-20, 26-29.
5E. Lohse, “” TWNT 6.44-53; or TDNT 6.44-53.
6T. W. Mann, “The Pillar of Cloud in the Red Sea Narrative,” JBL 90 (1971) 15-30, esp. p. 17 n. 13.
7G. von Rad, Old Testament Theology (2 vols.; New York: Harper & Row, 1962-65) 1.100-104, 107-8.
9N. A. Dahl, “Eschatologie und Geschichte im Lichte der Qumrantexte,” Zeit und Geschichte:
Dankesgabe an Rudolf Bultmann zum 80. Geburtstag (ed. E. Dinkler; Tübingen: Mohr-Siebeck, 1964) 318.
TH.M. THESIS INSTRUCTIONS 21
D.MIN.
PROGRAM HANDBOOK
TALBOT SCHOOL OF THEOLOGY
DOCTOR OF MINISTRY PROGRAM
DOCTORAL PROJECT MANUAL
by
D. Bruce Seymour
--------------------
Revision History
Revision Number
0
Date
May 2014
Description
Issued
--------------------
Acknowledgements
We reviewed project manuals from several of our sister schools and wish to thank them for making their
manuals available. Although this is our own work, we wish to acknowledge their influence on our
thinking. We are particularly grateful to Gordon-Conwell Theological Seminary and
Trinity Evangelical Divinity School.
D.MIN. PROGRAM HANDBOOK
2
INTRODUCTION
Nature and Purpose of the Project
The Doctor of Ministry degree (DMin) is designed to provide advanced graduate education to ministry
practitioners that will result in better ministry. The Association of Theological Schools (ATS), our
accrediting organization puts it this way:
E.1.1.1 The purpose of the Doctor of Ministry degree is to enhance the practice of ministry for
persons who hold the MDiv or its educational equivalent and who have engaged in substantial
ministerial leadership.
(ATS Bulletin 50 Part 1:A | 2012)
In the DMin program, we are looking for four outcomes. When you finish our program you should be
able to:
Outcome 1: Theological Integration
Integrate theological insight with biblical knowledge to assess the suitability of various solutions
to a ministry problem.
Outcome 2: Research Design
Utilize library resources and appropriate sociological research to develop a research-based
solution to a ministry problem.
Outcome 3: Ministry Skill
Implement an effective solution to a ministry problem.
Outcome 4: Spiritual Maturity
Demonstrate Christian virtues and spiritual maturity in academic work.
The doctoral project is how we assess whether we are meeting our educational goals. Here is how the
ATS describes the doctoral project:
E.2.4 The program shall include the design and completion of a written doctoral level project
that addresses both the nature and the practice of ministry. This final summative project should
be of sufficient quality that it contributes to the practice of ministry as judged by professional
standards and has the potential for application in other contexts of ministry or presentation in
professional forums.
E.2.4.1 The project should demonstrate the candidate’s ability to identify a specific
theological topic in ministry, organize an effective research model, use appropriate
resources, and evaluate the results. It should also reflect the candidate’s depth of
theological insight in relation to ministry.
E.2.4.2 Upon completion of the doctoral project, there shall be an oral presentation and
evaluation. The completed written project, with any supplemental material, should be
accessioned in the institution’s library.
(ATS Bulletin 50, Part 1:A | 2012)
D.MIN. PROGRAM HANDBOOK
3
Description of a Suitable Doctoral Project
In accordance with these guidelines, a suitable DMin doctoral project must address the nature and
practice of ministry. It is not enough to describe a discipleship program, you must develop, implement,
and assess its effectiveness. It is not enough to research effective preaching, you must preach and
evaluate the results. The doctoral project joins disciplined inquiry to ministry praxis.
A suitable doctoral project will have the following characteristics:
1.
2.
3.
4.
5.
6.
7.
8.
It is current: it is directly related to your present or future ministry
It is interesting: it deals with something you are passionate about
It is simple: it focuses on one problem
It is practical: the problem lends itself to research
It is measurable: the solution can be assessed
It is realistic: the solution can be implemented in a reasonable amount of time
It is sound: it employs a valid research/assessment methodology
It is truthful: it includes an honest evaluation of the process and results
Here are some examples of suitable projects:
Historical Analysis—The goal of a historical analysis project is to develop a theory that explains
the relationship between what happened in the past in a church, denomination, school, or
ministry, and its present dynamics and/or difficulties. The goal is to uncover historical patterns
that are relevant in ministry today. For example, a study analyzing how an earlier split at First
Church has produced negative conditions for their future church planting efforts.
Cross-Cultural Analysis—The goal of a cross-cultural analysis project is to compare socioreligious patterns in several cultures (or subcultures) as a way of identifying and accounting for
any significant differences or similarities. For example, a project might study pastoral job
descriptions across different racial and socio-economic conditions.
Participant Observation—In this sort of project you would participate in a group and observe
people’s behavior in that group. The participation allows you to interact closely with members
of the group and observe their assumptions and reactions. By participating, you can observe
subtleties that may not be obvious in a questionnaire or an interview. Participant observation is
a useful research tool if you suspect that there may be a gap between what people say and what
they do. Someone may talk about tolerance but behave intolerantly, or church members may
talk about a deep commitment to orthodox teachings, yet live in ways that raise questions about
their commitment.
Survey Research and Statistical Analysis—This type of project involves questionnaires or
interviews with a random sample of people to test a correlation between several variables, like
religious beliefs and social attitudes, or gender assumptions and ministry practice. This type of
research cannot really determine causation, and people do not always answer honestly, but this
sort of research is a very useful means of collecting hard data. For example, your project may be
statistical research testing the claim that younger people tend to prefer topical preaching to
expository preaching.
D.MIN. PROGRAM HANDBOOK
4
Content Analysis—This type of project attempts to identify underlying religious themes or
unarticulated assumptions by analyzing written materials. For example, you could use content
analysis to identify attitudes toward women by analyzing sermons preached by popular
preachers in different decades. You could use content analysis to study popular religion and
analyze the most popular books being read by laypeople in order to compare the official
doctrines of their denominations to the beliefs of the average churchgoer.
Evaluative Research—This type of project uses research to inform decision-making. This type of
project is commonly applied to programs and curricula, but can be applied to any aspect of
ministry. Depending on the program or materials, the research may yield a pre-formative
evaluation (“Should we implement this program?”), a formative evaluation (“How can we adjust
or enhance the effectiveness of this program?”), or summative evaluation (“To what extent did
this program yield the results we wanted?”). This type of research is very appropriate for use in
a doctoral project.
Book Manuscript Project—Some students choose to write a book that will benefit the larger
church. Essentially, they identify a ministry problem and suggest that a good solution to this
problem is the book they will write. The book may be written at a “popular level,” but must be
based on solid, doctoral quality research and have received a written letter of interest from a
publisher and some credible commitment to publish the proposed book. For more details, see
Appendix D.
A complete listing of previous doctoral projects done by Talbot DMin students is available on Google
Drive at:
https://drive.google.com/folderview?id=0BxSr7Zjan81QTzlINGFtTFo0VGc&usp=sharing
Most are also available at ProQuest. It should be noted that, although all the projects were acceptable
when they were submitted, some of these projects would not be suitable under current guidelines.
D.MIN. PROGRAM HANDBOOK
5
Standard Structure
A suitable doctoral project at Talbot School of Theology typically focuses on a ministry problem,
suggests a solution, tests the solution and reports on the results. Most are organized into a six-chapter
format:
Chapter 1: The Problem and Setting—a clear statement of the problem and the ministry setting of
the proposed solution
Chapter 2: Biblical and Theological Foundation—a clear description of the biblical/theological
principles on which the project is built
Chapter 3: Literature Review—a synthetic report of the research that has already been done on the
subject
Chapter 4: Project Design—a statement of the research question, the assessment instruments used,
and the research methodology
Chapter 5: Results—a presentation of the research results and an analysis of the project
implementation
Chapter 6: Conclusions and recommendations for further research
This structure provides a logical progression for describing your project, reporting your findings, and
discussing your conclusions. Some projects will require additional chapters.
PROJECT DETAILS
Chapter Overview
A doctoral project is generally 150-250 pages. However, the project begins with a formal project
proposal, which is generally 13-16 pages. Both have the same shape because the proposal grows into
the project. Here are more of the details:
Chapter 1 – Introduction -The Problem and Setting
Proposal—3 pages







Project—20-40 pages
Purpose of study
Statement of the problem
Research question(s)
Research hypothesis (goals)
Definitions
Assumptions
Scope and limitations of the study
Chapter 2 – Biblical and Theological Foundation
Proposal—3-4 pages


Project—40-50 pages
Careful exegesis and discussion of every significant passage related to the topic
Develop a theological foundation or rationale for the project
D.MIN. PROGRAM HANDBOOK
6
Chapter 3 -Literature Review
Proposal—3 pages



Project—40-50 pages
Review and synthesize the significant literature on your topic
Research that supports your theory
This review should cover all significant sources, “Christian” and “secular”
Chapter 4 – Project Design
Proposal—1-2 pages






Project—10-20 pages
Research question
Description of proposed solution
Testing and/or observation procedures
Assessment instruments
Validity concerns
Timeline for conducting project
Chapter 5 – Results
Proposal—1 page




Project—15-40 pages
Report whether the project was conducted as planned
Report any discrepancies
Report results and discuss significance
Report the answer to the research question
Chapter 6 – Conclusions and Recommendations
Proposal—N/A



Project—10-20 pages
Summarize the project
Explore the implications of the research
Suggest future research that grows out of the project
Appendices
Proposal—N/A




Project—no limit
Research instruments
Project contents (sermons, lesson plans, counseling materials)
Raw research data sets
Any additional material germane to the project
Bibliography
Proposal—2-4 pages
Project—no limit
D.MIN. PROGRAM HANDBOOK
7
PHRRC Requirement
Before any survey work is done, the student must fill out a Protection of Human Rights in Research
Committee (PHRRC) application and receive approval. This process usually takes four to six weeks and
should be factored into your timeline for completing your project. Please look over the PHRRC
Guidelines (Appendix D) and the PHRRC Sample Application (Appendix E).
Project Timeline
A doctoral project can be completed at any time after the sixth semester (end of year 3). What follows is
a typical schedule that can guide the student in setting realistic goals to finish at the end of year 5:
•
•
•
•
•
•
•
•
•
One-page project idea approved: July 15, year 3 (after third residency)
Formal project proposal submitted: September 15, year 3
Project proposal approved: November 15, year 3
Research and writing: 10-14 months
First draft complete: January 2, year 5
Oral presentation: first week in February, year 5
Format editing and final acceptance: March 30, year 5
Project uploaded to UMI: May 1, year 5
Graduation: May, year 5
Some professors may require a different schedule. Please discuss specific expectations with your facultymentor and follow his or her guidelines.
GRADUATION DEADLINES
Students may graduate in December or May. To graduate your project must be completed, submitted,
and the oral presentation must be completed and accepted by the following deadlines:


To graduate in December, the oral presentation must be completed by the first week of
November.
To graduate in May, the oral presentation must be completed by the first week of April.
The complete presentation draft must be submitted a minimum of three weeks before the oral
presentation is scheduled. If the presentation draft is not submitted on time, the oral presentation may
be cancelled or delayed.
Students should submit an “Intent to Graduate” Form and a “Graduation Information” Form to the DMin
office at least six months before their projected graduation date. All graduating students are expected
to be present at commencement except in cases of extreme emergency or truly difficult circumstances.
Permission to graduate in absentia must be secured from the Dean’s Office at least one month prior to
commencement. All Graduation Forms are available at:
https://drive.google.com/folderview?id=0BxSr7Zjan81QTzlINGFtTFo0VGc&usp=sharing
D.MIN. PROGRAM HANDBOOK
8
PROJECT COMMITTEE
Each student will have a project committee to help with the doctoral project. The project committee
ordinarily is comprised of the faculty mentor, who functions as first reader, and another faculty member
who functions as second reader. The faculty mentor, in consultation with the student, chooses the
second reader. Generally, the two readers divide their duties as follows:
First reader:
Second reader:
(Optional) Other readers:
guides, decides, and approves content
guides, suggests, and approves content
guides, suggests, and approves content
Completing a doctoral project is a complex, time-sensitive task. Here are some reasonable expectations:
The student is expected to submit one chapter at a time to both readers.
The student is expected to make the changes suggested by the readers or initiate further
conversation leading to a resolution of the issue.
The student is expected to be proactive in completing the project and making the necessary
deadlines.
The project committee is expected to respond to submission in a timely way. “Timely” is defined
as two weeks. If more time is needed, the student will be informed within the two
weeks.
The project committee will make substantive comments on content issues.
The project committee will note basic formatting issues so the student can conform to
departmental project guidelines.
ORAL PRESENTATION
When an acceptable complete draft is submitted, the faculty mentor will schedule the oral presentation.
Technically, this is not an “oral defense,” but it is a formal presentation of the entire project to the
project committee who will then formally evaluate the project, apply the project rubric, and (hopefully)
accept it.
Oral Presentation Site
The student must coordinate the location for the oral presentation with his/her project committee. In
general, presentations occur at the Biola campus, however, exceptions may be granted. Students who
want an exception must request one in writing from the DMin office. If a site exception is granted, the
student will be required to make their oral presentation at another approved site or by using web
conferencing.
D.MIN. PROGRAM HANDBOOK
9
Typical Oral Presentation Schedule
The faculty mentor chairs the meeting. The student may bring a guest if permission is granted by the
faculty mentor.
Part 1.
Introduction
Greetings
Overview of the process
Prayer
10 minutes
Part 2.
Student presentation of the project
Rationale: why this topic was chosen
Biblical and theological basis
Description of the implementation phase
Conclusions and evaluation
Insights, surprises and next steps
15 minutes
Part 3.
Examination
45 minutes
The faculty mentor, serving as moderator, gives adequate time for each committee
member to make comments and for the student to respond.
Part 4.
Executive Session
10 minutes
Candidate is excused and the committee deliberates. An oral presentation will normally
conclude with the committee making one of four decisions:
Accepted—means the project is satisfactory as presented
Accepted pending minor revisions—means the project is accepted contingent on the
student making formatting changes, and minor content revisions. The
committee does not need to see the changes.
Decision delayed pending significant revisions—the student must make significant
revisions and re-submit the project to the committee. An appropriate deadline
will be assigned. Another oral presentation may be required.
Not Accepted—the student has not met the minimum criteria and must begin again.
Part 5.
Inform the candidate of the result
10 minutes
If a student disagrees with the decision of the project committee, he or she may appeal using the appeal
process in the Talbot Graduate Student Handbook.
D.MIN. PROGRAM HANDBOOK 10
Doctoral Project Rubric
Outcome 1: Theological Integration
Integrate theological insight with biblical knowledge to assess the suitability of various solutions to a
ministry problem.
1.1.
Problem Clarity – There is a clear statement of the problem being addressed.
1.2.
Theological Relevance - The key theological issues are addressed and applied.
1.3.
Biblical Relevance – The key biblical passages are addressed and applied.
1.4.
Evaluation of Options – Various solutions are identified and assessed.
1.5.
Ministry Competency - The project demonstrates an advanced understanding of the
nature and practice of ministry.
Outcome 2: Research Design
Utilize library resources and appropriate sociological research to develop a research-based solution
to a ministry problem.
2.1.
Research Feasibility - There is a clear researchable question.
2.2.
Literature Review Specificity - The literature review is focused enough to create a
theoretical basis for the project.
2.3.
Valid Methodology – The research methodology chosen produced a workable solution
2.4.
Research Instrument - The research instrument chosen is credible and appropriate.
2.5.
Argumentation - There is compelling argumentation with clear, logical development
Outcome 3: Ministry Skill
Implement an effective solution to a ministry problem.
3.1.
Solution – The project implements a workable solution to the ministry problem.
3.2.
Effectiveness - The solution is assessed for effectiveness
3.3.
Data Capture Quality - The research instrument captured the critical data.
3.4.
Use of Data - The data collected is utilized legitimately.
3.5.
Clear Conclusion – The solution is presented clearly with suggestions for further
research.
Outcome 4: Spiritual Maturity
Demonstrate Christian virtues and spiritual maturity in academic work.
4.1.
Humility – There was an obvious humility when representing opposing views
4.2.
Integrity – The results or outcomes were presented completely and honestly without
distortion or bias.
4.3.
Submission – There was respect for the project committee and a willing acceptance of
correction and guidance from them.
4.4.
Perseverance – There was a patient, steady progress to complete the project within the
time allotted.
4.5.
Compliance – There was a good faith effort to comply with the established project
parameters and details of form and style.
D.MIN. PROGRAM HANDBOOK 11
After the Oral Presentation
1.
Immediately make the corrections that the readers have suggested.
2.
Once the oral presentation corrections have been made, send Dr. Seymour an electronic copy
(MSWord doc or docx file) of this second draft. Please name the file <Surname Complete
mmddyy> (for example, <Heart Complete 021414>) and send it as an email attachment to:
[email protected] .
3.
Dr. Seymour will send this draft to one of our format editors who will proofread it and correct any
formatting errors as well as minor grammatical/typing errors. The format editor will contact you
directly if s/he has any questions. This format checking usually takes at least two weeks and is an
additional expense. Charges and payment details are handled between you and the editor.
4.
Once the format editor has finished editing the project, s/he will send it back to you. After you
resolve any questions posed by the editor, and make any necessary changes, send a MSWord doc
or docx copy to Dr. Seymour. He will perform a “Library check” to make sure it meets the criteria
for accession in our library.
5.
Once the project meets library standards, Dr. Seymour will approve the project and create a pdf
copy of the entire project. He will insert the signature page, rename it, and return it to you with a
link to UMI.
6.
When you receive the link, go on line, and follow directions to access UMI, pay the fees, and
upload the doctoral project. You must order one (1) hardbound, 8.5”x11.0” copy for the
department collection and any copies the faculty mentor may require. You may order personal
copies in a variety of formats. UMI will ship the copies ordered to your home address. You will
then ship our copy to the DMin office.
7.
When you have uploaded your project, UMI will notify the Biola Administrators (Dr. Seymour
usually) and he will fill out the UMI checklist, and approve it. UMI will notify the student and send
an electronic copy to the Biola library. When the project is accepted by ProQuest, you are officially
done with the academic requirements for the DMin degree.
D.MIN. PROGRAM HANDBOOK 12
OTHER CONSIDERATIONS
Financial Information
There are expenses associate with obtaining a Doctor of Ministry degree at Talbot School of Theology.
The major expense is assessed in the first six semesters as tuition. When you begin the doctoral project
phase, the following expenses are typical:
Doctoral Project Continuation Fee—this is a fee that is assessed each semester while the
student is completing his or her project—currently $500/semester.
Project Submission Fee—a one-time fee that is assessed when the doctoral project proposal is
approved—currently $1000.
Project Format Editing Fee—this is a one-time fee charged for final format editing on the
completed project. This fee is based on an hourly charge by the editors and usually
totals $700 or more.
UMI Fees—paid to the company that processes doctoral projects. Some of these fees are
optional, but usually include copyright registration ($55), and bound copies of the
project (the cost varies based on quantity but starts at $65/each).
Graduation Fee—this is for rental regalia—currently $50
D.MIN. PROGRAM HANDBOOK 13
STYLE DETAILS
Your doctoral project should adhere to these style details so there is a departmental uniformity.
1.
Authority
Turabian, Kate L. A Manual for Writers of Research Papers, Theses, and Dissertations. 8th ed. Rev.
by Wayne C. Booth, Gregory G. Colomb, Joseph M. Williams and the University of Chicago Press
Editorial Staff. Chicago: University of Chicago Press, 2008.
2.
Style Comments
2.1.
2.2.
2.3.
2.4.
2.5.
2.6.
2.7.
3.
Do not advance your argument with rhetorical questions.
Tell the reader right away what this paragraph is about.
Tell the reader what version of the Bible you are using the first time you cite it.
Note that Bible is capitalized; biblical is not.
Watch your tone; more like an English butler, less like a Pentecostal preacher.
It is not necessary to capitalize divine pronouns.
Do not use contractions.
Citations
3.1.
3.2.
3.3.
3.4.
3.5.
Introduce the quote.
Quote verbatim.
Summarize and apply the quoted material.
Cite per Turabian in a footnote, same font and size as the text.
Footnote numbering starts over again for each chapter.
Example:
Some churches look like multiple cell churches but they really are not. Gary
McIntosh, an experienced church growth consultant, coined the term stretched cell. He
explains,
A stretched cell is a church that has grown numerically large enough to be
considered a medium church but is not quite large enough to be a multiple cell
church. A true multiple cell church derives its leadership from different cells.
The stretched cell church is larger but still finds its leadership in only one cell—
the former single cell members.27
Berean Church was definitely a stretched cell church.
27
Gary McIntosh, One Size Doesn’t Fit All (Grand Rapids: Fleming H. Revell, 2003) 44.
D.MIN. PROGRAM HANDBOOK 14
4.
Secondary citations
In doctoral work you should always cite the original source. If your source cites another source
and you want to cite that other source, look that source up and cite directly.
5.
Citing terms in the dictionary/lexica (see Citation Protocol)
5.1.
Webster’s New World Dictionary. 2nd College Ed., s.v. “love.”
5.2.
BAGD, s.v. “κτίσις,” 455.
5.3.
BDB, s.v. “
,” 338.
5.4.
Wilhelm Michaelis, “κράτος, k. t. l.,” TDNT 3:914.
5.5.
H. J. Zobel, “
”TDOT 5:44-64
6.
Citing Greek and Hebrew in the text
Use the standard transliteration, in italics, then put the original in parenthesis, for
example: The Greek word, ktisis (κτίσις) can mean creation or creature. The Hebrew
term, hesed (
) is hard to translate into English but means something like loyal love.
7.
Block quotes
Use a block quote (single space, indented 0.5 inch) if the quotation is forty words or more. You
do not need to use quotation marks around the block quote. Have at least one sentence, flush
left, after the block quote.
8.
Ellipses
8.1.
8.2.
8.3.
9.
Using cool drawings, charts, or figures from a source
9.1.
9.2.
9.3.
10.
Ellipses are a punctuation device used to mark the omission of a word, phrase,
sentence, paragraph or more from a quoted passage.
The proper form is space-dot-space-dot-space-dot-space.
Words omitted from the beginning or end of the quote do not need ellipses.
Avoid.
There are special copyright issues.
You need explicit written permission from the publisher.
Bibliography
10.1.
10.2.
10.3.
10.4.
Cite everything you read that taught you something.
Bulk up by reading what your sources cited.
Balance books (65%), journals (25%), and dissertations (10%).
Balance “religious” and “secular.”
D.MIN. PROGRAM HANDBOOK 15
FORMATTING DETAILS
1. Authority
Turabian, Kate L. A Manual for Writers of Research Papers, Theses, and Dissertations. 8th ed. Rev.
by Wayne C. Booth, Gregory G. Colomb, Joseph M. Williams and the University of Chicago Press
Editorial Staff. Chicago: University of Chicago Press, 2008.
2. Margins
2.1.
2.2.
2.3.
2.4.
Left should be 1.25 inches
Right should be 1.25 inch
Top should be 1.0 inch
Bottom should be 1.0 inch
3. Font and spacing
3.1. Times New Roman 12pt throughout (including footnotes)
3.2. Double space
3.3. Align left
3.4. Ragged right
4. Page numbers
4.1. Front matter—lower case Roman Numerals centered at the bottom, 1.0 inch from the
edge
4.2. All other pages—regular numbers centered at the bottom, 1.0 inch from edge
5. Outline Levels
5.1. Arrange your manuscript to use a maximum of five levels of outline as follows:
I.
A.
1.
2.
a.
b.
(1)
(2)
B.
II.
III.
6. Content
 Spell out numbers that are smaller than 100, except for percentages (95%).
 Do not start a sentence with a number.
 All dashes in the text should be em dashes (this—not this - )
 Cite page ranges like this (215-20) not this (215-220)
D.MIN. PROGRAM HANDBOOK 16
7. Headings
Arrange your manuscript to use a maximum of five levels of headings (three levels is preferred—use
Turabian’s first, third and fifth) as follows:
7.1. First Level: centered, boldface type, headline-style capitalization
Looks Good Like This
The rest of the paragraph then continues. Xxx xxxx xx xxxxx xxx xxxx xxxxxxxx xxxxxx xxxx
xxx xxxx xxxx xxxxx xxxxx xxxxx xxxxx xxxxx xxxxx xxxxxx xxxx xxxxxx xxxxxx xxxx xxxxxx
7.2. Second level: centered regular type, headline-style capitalization
Looks Good Like This
The rest of the paragraph then continues. Xxx xxxx xx xxxxx xxx xxxx xxxxxxxx xxxxxx xxxx
xxx xxxx xxxx xxxxx xxxxx xxxxx xxxxx xxxxx xxxxx xxxxxx xxxx xxxxxx xxxxxx xxxx xxxxxx
7.3. Third level: flush left, italic type, headline-style capitalization
Looks Good Like This
The rest of the paragraph then continues. Xxx xxxx xx xxxxx xxx xxxx xxxxxxxx xxxxxx xxxx
xxx xxxx xxxx xxxxx xxxxx xxxxx xxxxx xxxxx xxxxx xxxxxx xxxx xxxxxx xxxxxx xxxx xxxxxx
7.4. Fourth level: flush left, regular type, sentence-style capitalization
Looks good like this
The rest of the paragraph then continues. Xxx xxxx xx xxxxx xxx xxxx xxxxxxxx xxxxxx xxxx
xxx xxxx xxxx xxxxx xxxxx xxxxx xxxxx xxxxx xxxxx xxxxxx xxxx xxxxxx xxxxxx xxxx xxxxxx
7.5. Fifth level: run in at beginning of paragraph, italic type, sentence-style capitalization, terminal
period.
Looks good like this. The rest of the paragraph then continues. Xxx xxxx xx xxxxx xxx xxxx
xxxxxxxx xxxxxx xxxx xxx xxxx xxxx xxxxx xxxxx xxxxx xxxxx xxxxx xxxxx xxxxxx xxxx xxxxxx xxxxxx
xxxx xxxxxx
D.MIN. PROGRAM HANDBOOK 17
CITATION PROTOCOL
When citing Kittel,1 Greek lexica,2 Hebrew lexica,3 grammars,4 dissertations,5 or standard
multi-volume commentaries,6 we allow some standard departmental abbreviations. Please use the form
displayed below in the footnotes.
When citing these works in the bibliography, use the form on the next page.
1
Wilhelm Michaelis, “
.,” TDNT 3:914.
2 BAGD, “κτίσις,” 455; H. G. Liddell and R. Scott, “κτίσις,” A Greek-English Lexicon, rev. H. S. Jones and
R. McKenzie, 9th ed. (Oxford: Clarendon, 1940), 1003; J. H. Moulton and G. Milligan, “κτίσις,” The Vocabulary of
the Greek Testament Illustrated from the Papyri and Other Non-Literary Sources (Grand Rapids: Eerdmans, 1974),
362.
3 BDB, “
,” 338; H. J. Zobel, “
,” TDOT 5:44-64; R. Laird Harris, “
,” TWOT 1:305-307.
4 See F. Blass and A. Debrunner, A Greek Grammar of the New Testament and Other Early Christian
Literature, trans. and rev. Robert A. Funk (Chicago: University of Chicago Press, 1961), 222; A. T. Robertson, A
Grammar of the Greek New Testament in the Light of Historical Research (Nashville: Broadman, 1934), 1028.
5
E. D. Grohman, “A History of Moab” (PhD diss., Johns Hopkins University, 1958), 116-17.
Harold W. Hoehner, “Ephesians,” The Bible Knowledge Commentary, ed. John F. Walvoord and Roy B.
Zuck (Wheaton, IL: Victor Books, 1983), 2:613; Walter C. Kaiser Jr., “Exodus,” The Expositor’s Bible
Commentary, ed. Frank E. Gaebelein (Grand Rapids: Zondervan, 1978), 2:287.
6
D.MIN. PROGRAM HANDBOOK 18
BIBLIOGRAPHY
Bauer, Walter. A Greek-English Lexicon of the New Testament and Other Early Christian Literature. 2nd
ed. Revised and augmented by F. W. Gingrich and F. W. Danker from W. Bauer’s 5th ed. Chicago:
University of Chicago Press, 1979.
Blass, F., and A. Debrunner. A Greek Grammar of the New Testament and Other Early Christian
Literature. Translated and revised by Robert A. Funk. Chicago: University of Chicago Press, 1961.
Botterweck, G. Johannes, and Helmer Ringgren, eds. Theological Dictionary of the Old Testament. 15
vols. Translated by David E. Green. Grand Rapids: William B. Eerdmans, 1986.
Brown, Francis, S. R. Driver, and Charles A. Briggs, eds. A Hebrew and English Lexicon of the Old
Testament. Oxford: Clarendon Press, 1980.
Gaebelein, Frank E., ed. The Expositor’s Bible Commentary. 12 vols. Grand Rapids: Zondervan, 1978.
Grohman, E. D. “A History of Moab.” PhD diss., Johns Hopkins University, 1958.
Harris, R. Laird, and Gleason L. Archer, eds. Theological Wordbook of the Old Testament. 2 vols. Chicago:
Moody Press, 1980.
Kittel, Gerhard, ed. Theological Dictionary of the New Testament. 10 vols. Translated by Geoffrey W.
Bromiley. Grand Rapids: Eerdmans, 1965.
Liddell, H. G., and R. Scott. A Greek-English Lexicon. 9th ed. Revised by H. S. Jones and R. McKenzie.
Oxford: Clarendon, 1940.
Moulton, J. H., and G. Milligan. The Vocabulary of the Greek Testament Illustrated from the Papyri and
Other Non-Literary Sources. Grand Rapids: Eerdmans, 1974.
Robertson, A. T. A Grammar of the Greek New Testament in the Light of Historical Research. Nashville:
Broadman, 1934.
Walvoord, John F., and Roy B. Zuck, eds. The Bible Knowledge Commentary. 2 vols. Wheaton, IL: Victor
Books, 1983.
D.MIN. PROGRAM HANDBOOK 19
APPENDIX A
Doctoral Project Mile Markers Checklist
____ 1. One-page project idea approved
____ 2. Formal project proposal submitted
____ 3. Doctoral project proposal approved
____ 4. Paid the $1000 project submission fee
____ 5. Chapter 1 - Statement of the ministry problem
____ 6. PHRRC application submitted
____ 7. PHRRC application approved
____ 8. Chapter 2 - Biblical/theological foundation
____ 9. Chapter 3 - Literature review
____ 10. Chapter 4 - Project description
____ 11. Chapter 5 - Results and analysis
____ 12. Chapter 6 - Conclusion
____ 13. Presentation draft submitted
____ 14. Oral presentation
____ 15. Second draft submitted
____ 16. Format editing
____ 17. Third draft submitted
____ 18. Approved project uploaded to UMI/ProQuest
D.MIN. PROGRAM HANDBOOK 20
APPENDIX B
Format Editing Checklist
☐ Margins
☐ Left
☐ Top
☐ Top
☐ Right
☐ Bottom
1.25 inches
2.0 inch on the first page of a chapter
1.0 inch on all other pages
1.25 inch
1.0 inch
☐ Scriptural references
☐ Location
☐ In parenthesis in the text
☐ In a footnote (preferred)
☐ Abbreviations—Use Turabian 24.6 traditional (note the dot)
☐ Footnotes
☐ Numbering starts over each chapter
☐ Turabian style formatting
☐ Department citation protocol
☐ No secondary citations
☐ Footnote font should be the same size as text font
☐ Footnote should be on the same page as the citation
☐ Department style
☐ No ibid-for successive citations use short form
☐ No capitalization of divine pronouns
☐ Bible and Scripture—biblical and scriptural
☐ Font should be Times New Roman 12 point
☐ Page number placement
☐ Front matter—lower case Roman numerals centered at bottom
1.0 inch from the edge-note all pages are counted but numerals are not shown on
some pages-see Turabian A.2.1.
☐ Each page of text—regular numerals centered at the bottom 1.0 inch from edge
☐ Block style on quotes that are forty words or more
☐ Greek and Hebrew citations-use transliteration in the text with the Greek or Hebrew term in
parenthesis
☐ All dashes in the text should be em dashes
☐ Do not use contractions
☐ Do not use etc..
☐ In the bibliography, use the hanging indent paragraph setting. Citation should be single
spaced with one return between citations.
☐ No copyright violations—any tables, charts, figures, and poems must have explicit
individual permissions from author/publisher.
D.MIN. PROGRAM HANDBOOK 21
APPENDIX C
Guidelines for Book Manuscript Projects
A book manuscript project starts with a ministry problem and the suggestion that a good solution to the
problem is the book you are writing. So, the standard doctoral project structure wraps around the book
manuscript like the skin around an orange.
Prerequisite: a letter of interest from a publisher with some credible commitment to publish the
proposed book
•
Chapter 1—the ministry problem you want to try and solve
•
Chapter 2—the biblical and theological foundation for your project—what does the Bible say about
your problem
•
Chapter 3—the literature review—what have others written about your problem and suggested
solutions.
•
Chapter 4—the proposed solution—here you would briefly say something like My solution to the
problem is this book. Then you would insert the manuscript of your book.
•
Chapter 5—the results—here is where you report on whether your solution worked. We cannot wait
for your book to hit the bestseller list and change Western Civilization, so here is where the
reviewers come in. They are offering expert assessments on the book and giving expert opinions
about whether or not it is helpful in solving the ministry problem you have identified. Their letters
are the assessment piece so, we look for a written assessment in three areas,
1. Theology—This theology reviewer offers an opinion on whether your book is theologically
sound and whether it offers a credible, biblical, theological solution to the ministry
problem.
2. Subject—This subject reviewer has published in a similar area and offers a professional
opinion about the contribution your book will make to the field.
3. Writing—This writing reviewer offers a professional opinion about the writing. Is it lucid,
compelling, and structurally sound? Style and formatting comments are also welcome.
You should plan to provide a brief biography for each reviewer and an explanation about why he or
she was chosen. Their written assessment should be in the form of a letter (not an email) that you
can insert verbatim in chapter 5. In this chapter you will also interact with their critiques. You can
accept it and change the manuscript. You can reject it and give reasons why. You can do a
combination response.
•
Chapter 6—Summary of results—here you simply review what you have done.
•
Appendix—if needed
•
Bibliography—complete. The manuscript may have a bibliography but will typically be limited to
what you have cited in the book. This is the project bibliography and should cite everything you read
that was helpful.
• Vita—a one-page summary of your education and ministry.
D.MIN. PROGRAM HANDBOOK 22
APPENDIX D
Protection of Human Rights in Research Committee (PHRRC) Proposal Guidelines
To find the most recent copy of the PHRRC Application Forms, you are advised to download them from
the following link: http://www.biola.edu/offices/clear/phrrc/
Introduction
1. Biola University is concerned with the protection of the rights and welfare of human participants in
all qualified research conducted by faculty, staff and graduate students. This concern includes the
protection of rights to privacy, the need for informed consent, protection of confidentiality of data,
and protection against physical, psychological, spiritual, social, or legal risks. The safe-guarding and
confidentiality of records and data collected on individuals and groups, the use of such data by the
investigator conducting the original research or by other investigators, and the use of the data at a
later time are all considered within the scope of this policy.
2. There are several cases in which a full review by the PHRRC is not necessary. They include:
A. Research conducted as a class assignment only will not be reviewed by the PHRRC. However, the
class instructor is responsible for the ethical treatment of participants as set forth in these
guidelines.
B. Internal or departmental surveys for the purpose of self-study, and not for public dissemination
(i.e., publication), do not require PHRRC approval. Instead, such internal surveys will be
reviewed by the departmental supervisor for ethical considerations and a copy of the survey will
be sent to the PHRRC for later reference. It is suggested that all surveys that do not use an
informed consent form present a statement at the top of the survey indicating that participants
are giving their implied consent by completing the survey. In addition, it should be stated at the
top that participants are free to choose not to answer any questions for any reason. If you are
unsure whether or not your study falls into this category, please contact the PHRRC.
C. Research using ONLY archival data and in which the identity of the participants is not recorded or
is not stored by the researcher does not need approval by the PHRRC.
D. If a Biola researcher is collaborating with a member of a different institution on a research
project, and that project has already received IRB approval from the other institution, the Biola
researcher may submit the approved IRB application (with signature of approval) in its original
form for expedited review by one of the chairs of the PHRRC. If the chair decides that the
proposal does not give enough information to make an informed decision about the project, he
or she can request more information from the researcher. Furthermore, if the chair feels there
is any reason that the participants may be exposed to risky situations, he or she can ask the
researcher to fill out one of our PHRRC forms and submit for a full review.
3. The PHRRC is to ensure:
A. The protection of the rights of all human participants involved in qualified (i.e., beyond routine
class assignments) research projects carried out by Biola faculty, staff and students.
B. That research conducted by Biola faculty, staff and students meets the standards required by
governmental agencies.
4. The primary purpose of the PHRRC is to protect research participants from unintended harm,
especially in the areas of confidentiality and informed consent. The secondary goal is to assist
faculty and student researchers, staff and administrative personnel, and other involved university
community members in avoiding errors or oversights that can result in justifiable complaints and
D.MIN. PROGRAM HANDBOOK 23
actions, including lawsuits against the university and/or anyone acting in a university sanctioned
capacity. These goals are increasingly challenging and important in avoiding risk in our increasingly
litigious social climate.
As a result of the abovementioned considerations, failure to comply with the official policies of Biola
University as stated in the PHRRC Guidelines could be considered a serious violation. Any or all of
the following consequences listed below may be applied in cases of noncompliance, especially those
deemed to be serious and/or continuing nonconformity to Biola University policy as contained in the
PHRRC Guidelines and the PHRRC evaluation and feedback procedures.
The PHRRC may forward to the relevant department chair, to the Vice Provost for Faculty
Development and University Assessment, and to the funding agency (when relevant) documentation
of any violations of the regulations of Biola University as stated in the PHRRC Guidelines or
committee requirements, especially in those cases determined to constitute serious or continuing
noncompliance. The PHRRC may make recommendations to university officials regarding
consequences and possible disciplinary measures. These measures may include, but are not limited
to:
a. requiring that the data be discarded
b. rescinding internal funding grants
c. restriction of research of the faculty member(s) and /or students involved for a specified period
of time
d. a letter to the provost for inclusion in the offending party’s personnel file
e. termination of employment
f. any other consequence deemed appropriate by the offending party’s structure of authority
within the university.
The above listed items have been developed in consultation with faculty members from multiple
disciplines and are not intended to be punitive, but rather to help ensure compliance with the
policies of Biola University as stated in the PHRRC Guidelines, thereby reducing risk of harm and
individual or corporate liability with regard to all persons involved in research projects that are
subject to PHRRC evaluation at Biola University
5. A three-level structure has been established for the approval of research projects involving human
participants:
A. Level I: Proposals for research that presents no risk to participants (see Section 10.0) are
eligible for expedited review upon request. The chair of the PHRRC or a designee will
review the proposal. Very few proposals will fall into this category.
B. Level II: Proposals for all other research proposals will be submitted to two faculty
members selected by the PHRRC from a pool of reviewers for blind review. This process
will typically take between 2 and 4 weeks.
C. Level III: PHRRC will arbitrate any cases involving disagreement between the researcher
and the reviewers.
6. All research projects must be cleared through the Protection of Human Rights in Research
Committee (PHRRC) prior to commencement of data collection.
The PHRRC will not review a project unless a written proposal for the project has been submitted as
detailed in guidelines as applicable.
D.MIN. PROGRAM HANDBOOK 24
It is the responsibility of the principal investigator to supply three (3) copies of the proposal (along
with copies of questionnaires, interview schedules, informed consent documents, and other
supporting materials) to the PHRRC chair. The copies should be as follows:
a) one original with required signature and information;
b) two copies with all identifying names removed (blind copies).
Please include all attachments in all three copies; but note that two of the copies should
not have the name of the investigator, supervisor, department, phone numbers or any
other identifying information. The proposal will not be accepted if these guidelines are
not followed.
7. Research methodology will not be evaluated so long as it does not impact risk and ethical issues.
Instructions
Title Page
Provide a title and the department for which the research is being done. The project director is
the one responsible for the interface between the researcher and the PHRRC. The contact
information is for the researcher.
3.6. What we are looking for here is a brief overview of the research project—who is involved and
what is being investigated.
3.7. This section deals with the participants.
2.1
Here is where you give a general description of who the participants are—
adults, church planters, small group leaders, high school students—whomever.
2.2
Tell us how many individuals will be participating in the research.
2.3
Give us an age range—teenagers, 55 and over—whatever.
2.4
Tell us where you plan to find these participants—church, state, denomination,
school—wherever.
2.5
There are special concerns if your research involves minors, so tell us if it does.
If minors are involved we need a description—preschoolers, Hispanic,
adoptees—whatever.
2.6
There are special concerns if your research involves a “vulnerable population.” A
vulnerable population is any group that might be “hurt” by the results of the
research or would find it difficult to freely give informed consent. A vulnerable
population is one in which there is a disparity in power between the researcher
and the participants.
3.8. This is where you can describe how the participants will be used in the research—filling out
surveys, providing experienced perspectives—whatever. You should also include a detailed
description of any instructions given to participants or any situations in which they are placed
due to the procedures of your study.
3.9. There should be some identified benefits from the research. The benefits can be to the
participant, to the group the participant is part of, or to society as a whole. Here is where you
can tell us what good things may come from this project. We recognize that these benefits
may be intangible but we are looking for some reflection on why a person would want to
participate—what’s in it for them.
D.MIN. PROGRAM HANDBOOK 25
3.10.
There may be some risk involved in the research—we need to be aware of that. What
we are looking for is a description of:
5.1
Potential risks due to the procedures of your study
5.2
Potential risks due to the sensitive nature of instruments used or questions
asked
3.11.
Obviously, we all want to minimize any risk to the participants. Here is where you can
tell us what measures are being taken to minimize the risk.
6.1
Describe the overarching measures that will be taken
6.2
One basic way to minimize risk is to guard the participants’ privacy. Here is
where you can tell us how you plan to do that.
6.3
Another basic way to minimize risk is to keep the information gathered
confidential. Here is where you can tell us how you plan to do that.
6.4
What we want here is a clear-eyed assessment of whether the measures you
plan to take will be effective. Have similar measures worked in other situations?
Are the measures taken “best practice?”
3.12.
In most every study, you must obtain written informed consent from each participant. A
sample Informed Consent form is included at the end of this document. Please use it as a
template for your own consent form.
a.
There are four basic elements of informed consent:
7.0.1.1 A statement that the study involves research, an explanation of the
purposes of the research, the expected duration of the participant's
participation, a description of the procedures to be followed, and
identification of any procedures which are experimental.
7.0.1.2 A description of any reasonably foreseeable factors that may be
expected to influence a participant’s willingness to participate such as
potential risks, discomfort, or adverse effects.
7.0.1.3 A description of any benefits to the participant or to others, which
may reasonably be expected from the research.
7.0.1.4 A statement describing the extent, if any, to which confidentiality of
records identifying the participant will be maintained, and any
limitations to confidentiality.
7.0.2 For research involving more than minimal risk, an explanation as to whether any
compensation or medical treatments are available if injury occurs and, if so,
what they consist of, or where further information may be obtained. This should
include information such as an explanation of whom to contact for answers to
pertinent questions about the research and research participants' rights, and
whom to contact in the event of a research-related injury to the participant and
the name and telephone number of the investigator. A statement should be
included that describes the plan for medical care in the case that an untoward
event occurs.
7.0.3 A statement that participation is voluntary, refusal to participate will involve no
penalty or loss of benefits to which the participant is otherwise entitled; the
participant may discontinue participation at any time without penalty or loss of
benefits to which the participant is otherwise entitled.
7.1
Give a description of the procedures to be used in obtaining and documenting the prior
informed consent of the participant.
7.2
Explicitly describe whether any of the participants are minors and how parental consent
and minor assent will be obtained.
D.MIN. PROGRAM HANDBOOK 26
7.3
Please attach a copy of the following:
7.3.1 Please make sure to include a copy of the consent form. We have provided a
check box you can use to make sure the copy is attached.
7.3.2 We need the exact words you will use to explain the process and request
consent. We need this to assure that you are making full disclosure and all the
benefits/risks are fully explained. We have provided a check box you can use to
make sure the copy is attached.
7.3.3 Please include a copy of the Minor Assent Form if needed. We have provided a
check box you can use to make sure the copy is attached.
7.4
Special Situations
7.4.1 A waiver of the requirements for informed consent is RARE. It is granted only
where research would not reasonably be assumed to create distress or harm
and involves:
7.4.1.1
the study of normal educational practices, curricula, or classroom
management methods conducted in educational settings;
7.4.1.2
the study of situations in which the usual procedure for obtaining
written informed consent would surely invalidate objectives of
considerable, immediate importance. In this case, verbal
instructions should assure the fully informed and voluntary consent
of each participant to participate in the research.
The PHRRC typically honors requests for waiver of written informed
consent when the participants of the investigation are illiterate; when
the risks (usually psychological risks), inherent in asking participants for
their signatures, outweigh the risks of not obtaining the signatures; or
when requests for signatures demonstrably violate or distort the
participants' perceptions of the nature and purpose of the investigation.
If you would like to request a waiver of written consent, please give a
detailed explanation of why you are requesting the waiver and how
your research fits one of the above categories.
7.4.2 Indicate explicitly whether any participants are minors (under age 18) or are
otherwise members of "vulnerable" populations (e.g., prisoners, hospital
patients, or inpatients in state hospitals, such as the mentally infirm or disabled,
or others whose ability or competence to give voluntary informed consent may
be questioned). Populations ’ participant exposed to "undue influence" (e.g.,
college classes, interest groups, clubs, Sunday School classes and/or Bible study
groups) should also be considered "vulnerable". The reason for using minors or
members of "vulnerable" populations, as participants should be stated clearly. If
you need consent for minors, use the sample on page 7.
7.4.3 When the researchers are mandated reporters of child abuse, elder abuse, or
any other kind of legally-mandated reporting (e.g., health care professionals,
teachers, psychologists), AND there is a likelihood of discovering abuse because
of the nature of the research, promises of confidentiality need to be qualified
with at least a statement to the effect that "confidentiality will be maintained to
the extent allowed by law."
7.4.4 Audio/video recordings may only be used with consent of the participant, or if
the research consists solely of naturalistic observations in public places and it is
not anticipated that the recording will be used in a manner that could cause
D.MIN. PROGRAM HANDBOOK 27
8.0
9.0
10.0
personal identification or harm. Also, excerpts from the recordings may not be
used in a public manner which places the anonymity of the participant at risk.
7.4.5 Sometimes the research involves medical risk. If that is the case with your
research, here is where you can tell us about that. If there is risk, we need
a brief description of how you will provide medical assistance if a
participant has an adverse reaction.
Most research involves some type of assessment tool. If you are using any questionnaires,
surveys, or inventories, please let us know what you are using and attach a copy. If the survey is
in a language other than English, we need a reliable English translation. We have provided a
check box you can use to make sure the copy is attached.
If there are any special or unusual circumstances that are relevant, please let us know.
Please read the three descriptions and check the box in front of the one that describes the risk
assessment conclusion. Very few projects are “no risk” in this very technical sense.
Notes The two notes on page 4 are an intrinsic part of the proposal.
Note 1—Please affirm that this proposal is an accurate description of the way your research will
be conducted by initialing and dating on the line indicated.
Note 2—Here we detail the copies we need to properly review your proposal. We have provided
check boxes you can use to make sure the proper copies are attached.
D.MIN. PROGRAM HANDBOOK 28
APPENDIX E
Sample PHRRC Application
Implementing Discipleship Principles from the Church of Ephesus
in the Multi-Site Church
In Partial Fulfillment for the Doctor of Ministry Degree
Biola University
Department: Talbot School of Theology
Project Chair/Director: D. Bruce Seymour
Project Chair/Director Signature
Researcher Signature
Date
Date
Jeffrey T. Benda
31815 Kanis Rd
Paron, AR, 72122
501-353-2557
D.MIN. PROGRAM HANDBOOK 28
July 25, 2010
Proposal
Please answer all of the following questions by inserting the requested information. Note that a
checked box looks like this
1.0
Give a brief, one paragraph overview of the nature and purpose of the research:
I will be seeking to access the current state of discipleship to Jesus in my
congregation. This assessment will seek to understand individual views of
discipleship and their personal commitment to discipleship to Jesus.
2.0
Give a full description of participants:
2.1
General Description
Participants will be adults who are assimilating into our church and adults who
consider themselves part of our church
3.0
2.2
Number of participants:
The number of participants will be around 200.
2.3
Age range:
The age of participants will be 18 years of age and older
2.4
Place of recruitment:
The survey will be done for each group going through our assimilation class. This
class is the first step for those wanting to become active in our church. I will also
ask all those in our small group system to participate as well as any adults who
consider themselves part of our church family who may not presently be in small
groups.
2.5
Are any participants minors?
No
☐ Yes—Please describe
2.6
Are any participants part of a vulnerable population?
No
☐ Yes—Please describe
Provide a detailed account of the procedures that will be used in your study. In other
words, describe what the participant will experience:
There will be two groups of participants. Adults who are new to our church and
secondly, those who consider themselves part of our church. All information
gathered from these two groups will be completely anonymous.
For those new to our church, they will fill out a survey prior to beginning of our
Discover Life class. This class is a four week introduction as to what it means to
D.MIN. PROGRAM HANDBOOK 29
respond to Jesus’ call to discipleship and how that call relates to becoming part
of our church. This group will be assessed as to their understanding of these
discipleship concepts before the four week class begins and at the conclusion of
the four week class. I will be leading a large group presentation over the
material each week and one of my elders will facilitate a small group discussion
about that presentation each week. Each meeting will be a total of 1 ½ hours
long. This would include the 30 minute group presentation and one hour small
group interaction.
The second group of participants will be those adults who already consider
themselves part of the church. This group will be exposed to general discipleship
concepts related to the weekly sermon as it relates to both corporate and
personal discipleship in their small group experience. Each participant will be
assessed before the small group quarter begins and after it concludes after 6
weeks. All information will be anonymous.
4.0
Give a full description of the potential benefits, if any, to the individual, group, and/or
society as a result of the research:
I hope that benefit for the individuals who participate in the experience will be
that they gain a clearer understanding of Jesus’ expectations of His disciples both
individually and corporately. I hope participants will see the connection
between their personal choice to follow Jesus and how that influences group life
in the church. Ultimately, I hope this will enable me to help shepherd our church
to pursue Jesus more passionately while not being the person who gives the
Sunday message.
5.0
Risk Assessment:
5.1
Describe the potential risks to the individual, group, and/or society due to the
procedures of the study:
Since any information submitted from participants is completely
anonymous, there is minimal potential risk or harm to them.
5.2
6.0
Describe risks involved due to the sensitive nature of the instruments being used
(e.g., published or researcher-generated questionnaires):
Again, since the information gathered is completely anonymous, there is
minimal risk to participants. I will be seeking to understand general
percentages to answers on the survey not individual.
Means taken to minimize:
6.1
General risk minimization strategy
I will not be the person giving the survey. I will only explain the survey
and one of my elders will pass out the survey and collect the surveys.
Surveys will not have names on them.
6.2
Describe how the participant’s personal privacy will be protected
D.MIN. PROGRAM HANDBOOK 30
6.3
6.4
7.0
8.0
No names will be on the surveys. Each participant will place an ID they can use
on the pre and post evaluation. This ID will be something they make up but will
allow me to match their forms. After completing the forms, participants will
place their completed survey in a box with a slot in it so that no one could know
who turned in what survey.
Describe how the confidentiality of the information obtained will be protected
I will keep all surveys in my office. No one will have access to them.
Assess the likely effectiveness of these precautionary measures:
I think these procedures are simple and practical. They should be safely
accomplished.
Written informed consent:
7.1
Give a description of the procedures to be used in obtaining and documenting
the prior informed consent of the participant.
Prior to participating each person will fill out a consent form.
7.2
Explicitly describe whether any of the participants are minors and how parental
consent and minor assent will be obtained
No minors will be allowed to participate in this project.
7.3
Please attach a copy of the following:
7.3.1 Consent Form—Check if attached
7.3.2 Verbatim instructions—the exact language you intend to use when you
present the instructions and consent form to the participants—Check if
attached
7.3.3 Minor Assent Form (if needed)—Check if attached ☐
7.4
If your research involves any of the following see the proposal instructions for
further information:
7.4.1 A waiver of informed consent
7.4.2 Minors and/or vulnerable groups
N/A
7.4.3 Mandated reporter
N/A
7.4.4 Audio and/or video recording of behavior or interviews
N/A
7.4.5 Medical risks
N/A
Attach copies any questionnaires, surveys, or inventories you are using – Check if
attached ___
D.MIN. PROGRAM HANDBOOK 31
9.0
Are there any special or unusual circumstances regarding the research that you believe
could be relevant to the PHRRC’s decision in reviewing the project:
☐No
☐Yes—Please describe those special or unusual circumstances
10.0
Please check the box most relevant to your research:
☐No Risk:
Research involves no risk to human participants if it includes only (1)
observation of public behavior or the use of information available to the
public, and/or (2) data used in a manner that is strictly statistical and
anonymous – information cannot be traced to a specific individual, and (3)
meets the criteria for MINIMAL RISK research. (Very few proposals fall
into this category.)
☐Minimal Risk:
Research involves at least minimal risk to human participants when it
includes non-public behavior or data and/or allows for connection of the
response to the individual’s identity. “Minimal risk” research includes no
deception of participants: no sensitive, culturally taboo, or socially
controversial material or responses by participants. Also the research
procedure is unlikely to impact or change the participants’ physical, social,
psychological, or spiritual status.
☐Moderate Risk: Research involves at least moderate risk to human participants if the
procedure involved deception of participants; sensitive, taboo, or
controversial material; is physically intrusive; or may impact the physical,
social, psychological, or spiritual status of the participants. The use of
organs, tissues, or bodily fluids may create medico-legal risks, or expose
the participant to public embarrassment or humiliation through breach of
confidentiality and invasion of privacy.
Please note the following:
1.
The proposal, as approved by the Protection of Human Rights in Research Committee
(PHRRC), becomes part of the agreement between Biola University and the researchers
about the way in which a project will be conducted. Therefore, the proposal must be an
accurate description of the research project. The proposal, informed consent
documents, and other supporting materials become part of the public record of the
PHRRC’s deliberations. Any change in the approved proposal, including supporting
documents, must be approved by the PHRRC. In order to ensure the integrity of the
research study, the proposal will not be available for review by the public until the
research project is completed.
I affirm that this proposal is an accurate description of the way this research will be conducted
JTB
7/25/10
Initial
Date
D.MIN. PROGRAM HANDBOOK 32
2.
It is the responsibility of the principal investigator to supply three (3) copies of the
proposal (along with copies of questionnaires, interview schedules, informed consent
documents, and other supporting materials) to the PHRRC chair. The copies should be as
follows:
One (1) original copy with required signatures and complete information
Two (2) blind copies (all identifying information removed). These blind copies
should have blanks inserted at the name of the investigator, supervisor,
department, phone number(s), location, country, tribe, or any other identifying
information
Check if two blind copies are attached ☐
D.MIN. PROGRAM HANDBOOK 33
Informed Consent Form
Participant’s name:
I authorize Jeffrey T Benda of Talbot School of Theology, Biola University, La Mirada, California,
and/or any designated research assistants to gather information from me on the topic of
Implementing Discipleship Principles From Ephesus in the Multi-church.
I understand that the general purposes of the research are assessment of discipleship in our
church and that I will be asked to fill out an assessment of my understanding and experience of
discipleship to Jesus, and that the approximate total time of my involvement will be 30 minutes
each for the pre and post assessment.
The potential benefits of the study are to help our church grow in its understanding and
application of pursuing discipleship to Jesus together.
I am aware that I may choose not to answer any questions that I find embarrassing or offensive.
I understand that my participation is voluntary and that I may refuse to participate or
discontinue my participation at any time without penalty or loss of benefits to which I am
otherwise entitled.
I understand that if, after my participation, I experience any undue anxiety or stress or have
questions about the research or my rights as a participant, that may have been provoked by the
experience, Jeffrey T Benda will be available for consultation, and will also be available to
provide direction regarding medical assistance in the unlikely event of physical injury incurred
during participation in the research.
Confidentiality of research results will be maintained by the researcher. My individual results
will not be released without my written consent.
Signature
Date
There are two copies of this consent form included. Please sign one and return it to the researcher with your
responses. The other copy you may keep for your records.
Questions and comments may be addressed to (Jeffrey T Benda), Talbot School of Theology, Biola University,
13800 Biola Avenue, La Mirada, CA. 90639-0001. Phone: (562) 903-6000.
D.MIN. PROGRAM HANDBOOK 34
Verbatim Instructions
Instructions for Survey Participants
Jeff Benda is gaining research for his Doctorate of Ministry in Discipleship at Talbot School of
Theology which is part of Biola University. If you would like to participate in this research,
please fill out the enclosed survey as accurately as you can. You must be at least 18 years old to
participate
Please know that there is no obligation to participate but your help would be greatly
appreciated. Your answers will be completely anonymous and will be grouped with all others
who respond in order to draw some general conclusions about our churches present
understanding of discipleship both personally and for the church as a whole.-Jeff will not be
able to know who responded.
Please answer the questions with your present understanding about these topics and not what
you may think others think these answers should be. This survey should represent what you
think the answers to these questions are today.
Each question should be answered with a 0-100 number.”0” would mean you do not agree and
“100” would be complete agreement. Please be as precisely as you can (i.e., you may answer
“59” or “73”, etc.)
All answers are to be anonymous, so do not put your name on it. Instead, please create an ID
that you can remember to put on the follow-up assessment for the purposes of comparison.
Once completed, place your sheet in the box in the back as you leave.
Thanks for your help
D.MIN. PROGRAM HANDBOOK 35
Discipleship Assessment for Members (PRE)
Place a number from 1-100 showing the truth of the statement for you.
(1= not true; 100= very true)
_____ 1. I think about God frequently in my day
_____ 2. I am enjoying a loving relationship with Jesus
_____ 3. My heart is cool toward God.
_____ 4. I am mindful of my daily sin
_____ 5. I feel a battle within me for my affections.
_____ 6. I desire to maintain unity in the church
_____ 7. I long to see my family become like Christ
_____ 8. I am yielded to God’s will for my life
_____ 9. I am growing in my soul with a love for others
_____ 10. I am drawn to spend time in God’s Word
_____ 11. I am attentive and mindful of the needs of others in my life
_____ 12. I am serving others because this is the desire of my heart
_____ 13. I worship God out of my love for Him
_____ 14. I give of my talents, treasures and time because of my love for God
_____ 15. I want to follow Jesus and live life His way
_____ 16. Others encourage me in my faith
_____ 17. I trust God with my worries
_____ 18. I want others to hear the Gospel
_____ 19. I desire to help others become more like Jesus
_____ 20. I seek to please God out of obligation
_____ 21. I am a forgiving person
_____ 22. I am patient
D.MIN. PROGRAM HANDBOOK 36
Discipleship Assessment for Members (POST)
Place a number from 1-100 showing the truth of the statement for you.
(1= not true; 100= very true)
_____ 1. I think about God more frequently in my day
_____ 2. My loving relationship with Jesus is deepening
_____ 3. My heart is growing in its hunger for God
_____ 4. I am growing in my awareness of my daily sin
_____ 5. I sense a greater desire to please God than myself
_____ 6. I am more alert to ways in which I can foster unity in our church
_____ 7. I find myself more burdened to see my family become like Christ
_____ 8. I am more yielded to God’s will for my life
_____ 9. I am growing more in my soul with a love for others
_____ 10. I am more drawn to spend time with God in His Word
_____ 11. I am more attentive and mindful of the needs of others in my life
_____ 12. I am serving others because this is a greater desire of my heart
_____ 13. I worship God more and deeper out of a growing love for Him
_____ 14. It is easier to give of my talents, treasures and time because of my love for God has grown
_____ 15. I want to follow Jesus more and live life His way
_____ 16. I am more open to others encouraging me in my faith
_____ 17. I am trusting god more with my worries
_____ 18. There is a growing burden in my heart for others to hear the Gospel
_____ 19. I find myself more concerned about helping others become more like Jesus
_____ 20. I find my motivation to please God is becoming more from my heart than obligation
_____ 21. I am a more forgiving person
_____ 22. I am more patient
D.MIN. PROGRAM HANDBOOK 37
Your ID: ______________________
Presenter:
Jeff Benda
Pre-Discover Life
Non-Member Assessment
Place a number from 1-100 showing the truth of the statement for you.
(1= not true; 100= totally true)
_____ 1.. I am certain that I am a Christian
_____ 2. I am certain that I am a disciple of Jesus
_____ 3. I am enjoying a loving relationship with Jesus
_____ 4. I am yielding my will to God’s leadership for my life
_____ 5. My life is changing to look like Jesus
_____ 6. I have a desire for others to speak into my life
_____ 7. I need others to help me become who God wants me to be
_____ 8. I am attentive and mindful of the needs of others in my life
_____ 9. I desire to live in community with other Christians
_____ 10. I feel like this church is a family
_____ 11. I am living as though I am a steward of all I have
_____
12. I am living as though my talents, time and treasures are a temporary gift
from God
_____ 13. I want to serve others
_____ 14. I feel loved and accepted at this church
_____ 15. I am comfortable letting others into my life
Please answer this question to the best of your ability. If I become part of this local church
body, my pastor is ___________________________
D.MIN. PROGRAM HANDBOOK 38
Your ID: ______________________
Presenter:
Jeff Benda
Post-Discover Life
Non-Member Assessment
Place a number from 1-100 showing the truth of the statement for you. (1= not true; 100=
totally true)
_____ 1.. I am certain that I am a Christian
_____ 2. I am certain that I am a disciple of Jesus
_____ 3. I am enjoying more of a loving relationship with Jesus
_____ 4. I am yielding more of my will to God’s leadership of my life
_____ 5. My life is changing to look more like Jesus
_____ 6. I have more of a desire for others to speak into my life
_____
7. I have a greater desire for others to help me do God’s will
_____
8. I am more attentive and mindful of the needs of others in my life
_____ 9. I have a stronger desire to live in community with other Christians
_____ 10. I desire to experience this church as a family
_____ 11. I have a greater desire to live as though I am a steward of all I have
_____
12. I have a greater desire to live as though my talents, time and treasures are a
temporary gift from God
_____ 13. I want to serve others more
_____ 14. I feel more loved and accepted at this church
_____ 15. I am more comfortable letting others into my life
Please answer this question to the best of your ability. If I become part of this local church
body, my pastor is ___________________________
D.MIN. PROGRAM HANDBOOK 39
APPENDIX F
Doctoral Project Proposal
Mentor & Reader Approval
(Attach to the front of your final Doctoral Project Proposal)
Participant Name
ID#
Project Title
Proposed Completion Date
Mentor
Reader
Project PROPOSAL final approval by Mentor
Mentor Signature
Date
Project PROPOSAL final approval by Reader
Reader Signature
Date
Office Use Only
Date Form Received:
Date Added to Roster:
Date CR Submitted:
D.MIN. PROGRAM HANDBOOK 41
APPENDIX G
Sample Pages
Front Matter
Title…………………………………………………………………………………….
Copyright……………………………………………………………………………
Dedication………………………………………………………………………….
Abstract……………………………………………………………………………..
Table of Contents…………………………………………………...............
List of Illustrations………………………………………………………………
Acknowledgments………………………………………………………………
List of Abbreviations…………………………………………………………..
43
44
45
46
47
48
49
50
Body
First page of project chapter……………………………………….........
Additional pages…………………………………………………………........
Additional page with illustration or table……………………..…….
51
52
54
Back Matter
Appendices…………………………………………………………………………
Bibliography……………………………………………………….................
Vita…………………………………………………………………………………….
55
56
58
D.MIN. PROGRAM HANDBOOK 42
TITLE PAGE

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2 inch top margin
2” 1.25 inch
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left margin
YOUR PROJECT TITLE: BOLD, ALL CAPS, DOUBLE SPACED IF MORE
THAN ONE LINE, IN AN INVERTED PYRAMID FORM
1.25 inch
right
margin
YET NO MORE THAN THREE LINES
3”
______________________
4”
A Doctoral Project
Presented to
the Faculty of Talbot School of Theology
5”
Biola University
___________________
6”
In Partial Fulfillment
of the Requirements for the Degree
Doctor of Ministry
7”
______________________
8”
by
Hugh R. D. Author
Month Year
9”
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no comma
page number (i) counted but not shown
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2 inch bottom margin
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D.MIN. PROGRAM HANDBOOK 43
COPYRIGHT PAGE
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3”
4”
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Copyright © 2014 by Hugh R. D. Author
All rights reserved
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D.MIN. PROGRAM HANDBOOK 44
DEDICATION PAGE
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1”
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A dedication page is optional. It is placed after the
abstract, counted but not displayed, centered
and placed in inverted pyramid format,
3” 1.25 inch
1.25 inch
right
margin
and has no closing punctuation
left margin
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D.MIN. PROGRAM HANDBOOK 45
ABSTRACT PAGE
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ABSTRACT
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YOUR PROJECT TITLE: BOLD, ALL CAPS, DOUBLE SPACED IF MORE
THAN ONE LINE, IN AN INVERTED PYRAMID FORM
3”
YET NO MORE THAN THREE LINES
Hugh R. D. Author
4”
The abstract is a summary of the contents of your paper. This is your
5”
opportunity to describe your research using terms that those utilizing a search engine to
find relevant documents might use. Try to keep the abstract to one page or 350 words.
6”
7”
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iv
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page number in lowercase Roman numerals
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D.MIN. PROGRAM HANDBOOK 46
TABLE OF CONTENTS
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CONTENTS
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LIST OF ILLUSTRATIONS…………………………………………………………………………………..vi
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ACKNOWLEDGMENTS……………………………………………………………………………………..vii
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ABBREVIATIONS……………………………………………………………………………………….…….viii
Chapter
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Title Of First
Chapter……………….………………………………………………..…………
….1
First Level Subheadings are Included and if Longer
than Forty-Eight Characters, Must Run Over
Single Space with a Half Inch Indent…………………….………………….3
5”
Dot Leaders Must be Spaced and the Right Ending
of the Leader Line Aligned Vertically………………………….….………..4
6”
Page Numbers Must be Flush Right………………………………….…………………8
Title Of Second Chapter May Run Over Without Indent Onto A Second Line
If It Is Too
Long.……………………………………………………….……………………
………17
7”
Align Chapter Numbers Vertically on the Period……………….………………..35
Title Of Chapter
Three…………….………………………………………………………….126
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10. Conclusion ……………………………………...……………………………………..……….163
Appendix
A. Title Of Appendix Formatted Like Chapter Title
………………………...…….…..200
9”
10”
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B. Title Of Second Appendix May Run Over Without Indent Onto A Second
Line If It Is Too
Long……..……………………………………………………………………20
2
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D.MIN. PROGRAM HANDBOOK 47
LIST OF ILLUSTRATIONS
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ILLUSTRATIONS
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margin
Page
left margin
Figures
1.1 Carefully Examine the
Document………………………………………………………………..4
3”
2.1 Number the Figures with Chapter Dot
Sequence...……………………………………….51
3.1 Line up Figure Number Periods on the First Tab…….……………..……………………80
4”
5”
Tables
Page
1.1 Use Vertical and Horizontal
Lines…………………..…….……………………………………4
6”
2.1 Number the Tables with Chapter Dot
Sequence..……………………………….………..61
3.1 Line up Table Number Periods on the First Tab………………………………….………70
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D.MIN. PROGRAM HANDBOOK 48
ACKNOWLEDGEMENTS
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ACKNOWLEDGMENTS
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A brief acknowledgment page is optional. The word
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right
margin
ACKNOWLEDGMENTS” is centered and typed in bold uppercase immediately
below the two inch margin. Two blank lines follow, with the text beginning on the third
line below the word “ACKNOWLEDGMENTS.” The text is typed in one or more
4”
paragraphs, is left justified (not centered), and ends with a period.
5”
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vii
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page number
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D.MIN. PROGRAM HANDBOOK 49
ABBREVIATIONS (if necessary)
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ABBREVIATIONS
left margin
3”
ATS
Associations of Theological Schools in the United States and Canada
EHS
Evangelical Homiletics Society
ISF
Institute for Spiritual Formation
TST
Talbot School of Theology
4”
5”
6”
7”
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viii
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D.MIN. PROGRAM HANDBOOK 50
FIRST PAGE OF CHAPTER
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left margin
CHAPTER 1
Chapter Title Centered, Bold, Headline Style Uppercase/Lowercase,
1.25 inch
right
margin
Double Spaced, And In Inverted Pyramid Form
3”
Major headings are centered at the top of the page immediately below the two
inch top margin. The page number on the first page of each new section of the body and
4”
back matter is centered at the bottom of the page immediately inside the one inch
margin. Except for the CHAPTER number and its title, avoid putting two levels of
headings or subheadings together without intervening text.
5”
First Level Subheading
Subheadings vary in format, depending on the level. Key format
requirements for subheadings include:
6”
Two single spaced blank lines precede a subheading, and one single
spaced blank line follows. Note that fifth level subheadings are
preceded by two blank lines but followed immediately by text.
A centered subheading longer than 48 characters must be divided
into two or more lines in inverted pyramid form; a side
subheading longer than half a line must be divided into two or more lines
of equal length. See the sample subheadings on the next page.1
7”
Placement Of Footnotes
8”
A footnote must be at the bottom of the page on which it is referenced.
The content of long footnotes should be moved into the text. All footnotes
should be the same size font as the text.
9”
1
Kate Turabian, A Manual of Style for Writers of Term Papers, Theses and
Dissertations, 6th ed. (Chicago, Ill.: University of Chicago Press, 1996), 11-12.
10”
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1
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page number
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D.MIN. PROGRAM HANDBOOK 51
ADDITIONAL PAGES

1 inch top margin
1”
2”
1.25 inch
left margin

1.25 inch
right
margin
note is long.2 Separate text and footnotes with twenty underlines (a two-inch solid line)
and one blank line. The first note begins on the third line below the text.3 Footnote
numbers in text and footnote should be 12 pt and at least 10 pt.
Second Level Subheading, Centered And
Capitalized Headline Style But
Not Italicized
3”
A second level subheading is centered but not italicized. If the subheading is
longer than forty-eight characters, it is divided into two or more single spaced lines in
4”
inverted pyramid form.
Third Level Subheading Flush Left, Italicized,
And Headline Style
5”
A third level subheading is set flush with the left margin and is italicized. If the
subheading is longer than half a line, it is divided into two or more equal lines and single
spaced.
6”
Fourth Level Subheading Flush Left, Not
Italicized, And Headline Style
A fourth level subheading is set flush with the left margin and is not italicized.
7”
If the subheading is longer than half a line,
____________________
8”
2
Turabian, A Manual of Style., 124.
3
9”
10”
Turabian, A Manual of Style., 248-49. Footnotes are numbered consecutively
within a chapter. But each chapter begins over again with footnote number one. Once a
reference is cited in complete form, use shortened form Method “A” (9.134-136) for a
reference following an intervening reference. Do not use method “B.” Do not use
endnotes. Do not use ibid., cf., e.g., i.e., et al., viz., etc., or any other Latin abbreviations.
2
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page number
1 inch bottom margin
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D.MIN. PROGRAM HANDBOOK 52
ADDITIONAL PAGES

1 inch top margin
1”
2”

1.25 inch
left margin it is divided into two or more equal lines and single spaced.
1.25 inch
right
margin
Fifth level subheading. A fifth level subheading is a run in at the beginning of a
paragraph, italic type, sentence style capitalization, ending with a period like a
sentence and is followed by text.
Indentation
3”
Paragraphs are indented one half inch. The guidelines for indenting block
quotes are as follows:
Block quotes are single spaced and indented one half inch. One blank line
precedes a block quote and one blank line follows it. No quotation marks are
used.
If a block quotation includes the beginning of a paragraph, that
paragraph is indented an additional one half inch.
4”
5”
Tables and Illustrations
Tables and illustrations must conform to Turabian Chapter Eight. The
inclusion of tables or illustrations requires a corresponding list in the front matter. A
6”
table or illustration should appear as close to its first reference in the text as possible.
Small illustrations or tables are separated from text by three blank lines above and
below.
7”
8”
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3
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page number
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D.MIN. PROGRAM HANDBOOK 53
ADDITIONAL PAGES
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1”
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left margin
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ILLUSTRATION
2”
Figure 8.1 Carefully examine illustration and title for conformity to style and spacing.
3”
A table or illustration larger than 3/4 of a page may be best displayed on
its own page. In this case, the table or illustration is centered on its own page
4”
closest to its reference to the text. Note that illustrations and tables must fit within
existing margins (see Table 1). Fonts may not be smaller than 10 pt. Color
graphics are permissible as long as there is marked contrast (light and dark).
5”
Table 8.4 Example of a Table
6”
7”
8”
9”
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4
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page number
1 inch bottom margin
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D.MIN. PROGRAM HANDBOOK 54
APPENDIX
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
left margin
APPENDIX A
APPENDIX TITLE CENTERED AND UPPERCASE
1.25 inch
right
margin
An appendix is formatted like the first page of a chapter. The appendix number—
3”
and the title of each appendix if there is more than one appendix— appears immediately
below the two inch top margin.
4”
If a two inch top margin is not possible (as may occur if you include predesigned
forms, charts, and questionnaires), you may create an appendix “title page” instead.
Include the appendix number and title, as is customary, but follow them with a brief
5”
description of the contents of the upcoming appendix. The appendix itself then begins
on the next page immediately below the one inch top margin.
Design all forms, questionnaires, and protocols with the margins, pagination, and
6”
font requirements in mind. Font size should be consistent with the text of the body of
the research document.
Permission obtained to reproduce copyrighted instruments should be
7”
obtained and included in the appendices.
8”
9”
200
10”
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
page number
1 inch bottom margin
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
D.MIN. PROGRAM HANDBOOK 55
BIBLIOGRAPHY

1”
2 inch top margin

2” 1.25 inch
BIBLIOGRAPHY
left margin
Barclay, William. The Letters to Timothy. Philadelphia: Westminster Press, 1956.
3”
1.25 inch
right
margin
Chapell, Bryan. Christ-Centered Preaching. Grand Rapids, MI: Baker, 1994.
________. The Hardest Sermons You’ll Ever Have to Preach. Grand Rapids, MI:
Zondervan, 2011.
4”
Geisler, Norman. God; Creation. Vol. 2 of Systematic Theology. Minneapolis: Bethany,
2002.
Hauerwas, Stanley. “Discipleship as Craft, Church as Disciplined Community.”
The Christian Century, October 1, 1991.
5”
6”
7”
Hunt, Thomas and Monalisa Mullins. Introduction to Moral Education: A Handbook.
Edited by F. Clark Power, Ronald J. Nuzzi, Darcia Narvaez, Daniel K. Lapsley,
and Thomas C. Hunt. Westport, CT: Praeger Publishers, 2008.
Johnson, Phillip E. “Focus on Origins: Darwinism: An Interview with Phillip E Johnson:
University of California, Berkeley.” Video interview, 57:58, uploaded by
IDquest. March 23, 2011. Accessed July 9, 2013.
http://www.youtube.com/watch?v=ww6T8xjp9Vo.
________. “Defending Intelligent Design,” NOVA. October 1, 2007. Accessed July 10,
2013. http://www.pbs.org/wgbh/nova/evolution/defense-intelligentdesign.html.
Josephus. Translated by H. St. J. Thackeray et al. 10 vols. Loeb Classical Library.
Cambridge, MA: Harvard University Press, 1926-1965.
8”
Luther, Martin. “A Sermon on Keeping Children in School.” In Martin Luther, Selected
Writings of Martin Luther 1529-1546. Edited by Theodore, G. Tappert.
Translated by Charlse M. Jacobs. Revised by Robert C. Schultz. Minneapolis:
Fortress Press, 1967.
9”
________. First Principles of the Reformation, Or, The Ninety-five Theses and the Three
Primary Works of Martin Luther. Translated and edited by Henry Wace and C.
A. Buchheim. London: John Murray, 1883.
224
10”


page number
1 inch bottom margin
11”

D.MIN. PROGRAM HANDBOOK 56
BIBLIOGRAPHY - ADDITIONAL PAGE

1 inch top margin
1”

Luther, Martin. Luther’s Works, Vol. 46: The Christian in Society III. Edited by Helmut
T. Lehmann and Robert C. Schultz. Philadelphia: Fortress Press, 1962.
________. Selected Writings of Martin Luther 1529-1546. Edited by Theodore, G.
Tappert. Translated by Albert T. W. Steinhaeuser. Revised by Walther I.
2” 1.25 inch
Brandt. Minneapolis: Fortress Press, 1967.
left margin
Pritchard, G.A. “Willow Creek Seeker Services: Evaluating a New Way of Doing
Church.” PhD diss., Northwestern University, 1994.
3”
4”
1.25 inch
right
margin
Schaeffer, Francis. “Francis Schaeffer on Education.” Lecture at the L'Abri MiniSeminars, 1982. Accessed September 24, 2011. http://www.gbt.org/text/f.html.
________. How Should We Then Live?: The Rise and Decline of Western Thought and
Culture. Old Tappan, NJ: Revell Company, 1976.
Turabian, Kate L. A Manual for Writers of Research Papers, Theses, and Dissertations.
8th ed. Chicago: University of Chicago Press, 2013.
5”
Wolterstorff, Nicholas. “Letters from a Friend.” In Pledges of Jubilee, edited by Lambert
Zuidervaart and Henry Lutti Khuizen, xii-xx. Grand Rapids, MI: Eerdmans,
1995.
Zacharias, Ravi. Can Man Live Without God? Nashville: Word Publishing Group, 1994.
6”
________. Jesus among Other Gods: The Absolute Claims of the Christian Message.
Nashville: Word, 2000.
7”
8”
9”
10”
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225
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page number
1 inch bottom margin
11”

D.MIN. PROGRAM HANDBOOK 57
VITA

1 inch top margin

1”
VITA
NAME:
2” 1.25 inchBIRTH:
left margin
Hugh Reedley DeBess Author
December 21, 1962, Dallas, Texas
EDUCATION: Biola University
La Mirada, California
3”
B.A.
1993-1997
(Christian Education)
Trinity Evangelical Divinity School
Deerfield, Illinois
M.Div. 1998-2003
(New Testament)
Talbot School of Theology
Biola University, La Mirada, California
D.Min. 2009-Present
(Candidate)
1.25 inch
right
margin
4”
EXPERIENCE:
5”
6”
First Baptist Church, Victorville, California
Youth Pastor
1996-1998
Second Baptist Church, Glenview, Illinois
Assistant Pastor
1999-2003
Third Baptist Church, Yucaipa, California
Senior Pastor
2004-Present
7”
8”
9”
10”

226

page number
1 inch bottom margin
11”

D.MIN. PROGRAM HANDBOOK 58
PH.D./ED.D.
EDUCATIONAL STUDIES
PROGRAM HANDBOOK
41
SECTION 1: INTRODUCTION
The purpose of this handbook is to provide a helpful and accurate explanation of the policies and
procedures that govern the Ph.D. and Ed.D. in Educational Studies programs at Talbot School of
Theology, Biola University. The current university catalog, the decisions of the Doctoral Programs
Committee, or decisions by any other committee or office with jurisdiction over the doctoral programs
will take precedence over any statements in the handbook. Students should always refer to the current
university catalog for statements of current policy, including, but not limited to, admission
requirements, tuition, fees, services, and graduation requirements. Students beginning the dissertation
phase of the program should consult the Dissertation Guidelines handbook available in the doctoral
office.
The doctoral programs facilitate both academic-research and professional development. Our professors
will show you how to enhance your leadership role, integrate synthesis of Scripture and social science
data, prepare original research, and minister to people in various stages of life. You will gain an
appreciation for strong academic rigor as you engage some of the sharpest minds in the field of Christian
education. Small class sizes of 5-15 students typically follow a seminar format allowing significant
participation in class discussion, an important element for promoting critical and integrative thinking.
Doctoral students are expected to clearly demonstrate scholarly aptitude, a commitment to the historic
Christian faith, personal character and integrity, a service-oriented motivation toward endeavors of
educational ministry, and a deepening relationship with God.
Importance of Communication with the Ph.D./Ed.D. Office
It is important that we keep in good communication with each other regarding changes in the program,
changes in your situation that impact your ability to keep up with coursework, etc. Please contact us by
e-mail or phone regarding your questions, concerns, changes impacting your study, etc. You can reach
us at: 562-944-0351 x5525
Kevin Lawson
Program Director
ext. 5528
[email protected]
Skype:kevinelawson
Karen Leon
Administrative Coordinator
[email protected]
562-906-4598
Degree Distinctives
The Doctor of Philosophy (Ph.D.) and Doctor of Education (Ed.D.) degrees in Educational Studies,
established in 1984, are offered within the Department of Christian Education at Talbot School of
Theology. Western Association of Schools and Colleges (WASC) and The Association of Theological
Schools (ATS) accredit the degrees.
Students selecting the Ph.D./Ed.D. in Educational Studies degree are interested in combining
educational ministry leadership and teaching with a strong emphasis in developing a competency in
research and the contribution of theory to the practice of educational ministry. Research training in the
Ph.D. program is strong in selected areas of ongoing faculty research. The Ph.D. degree requires the
completion of a minimum of 48 semester units of approved course work and passing the qualifying
examination; culminating in the development and defense of a dissertation presenting original research
that makes a contribution to educational ministry.
PH.D/ED.D. EDUCATIONAL STUDIES PROGRAM HANDBOOK
2
Students selecting the Ed.D. in Educational Studies degree are generally focused on improving their
educational leadership and teaching in their practice of ministry leadership, while also developing
knowledge and skills of research. The Ed.D. degree requires the completion of a minimum of 45
semester units of approved course work and passing the qualifying examination; culminating in the
development and defense of a dissertation applying research to new educational issues and/or contexts.
General Information
Doctoral Programs Director & Program Advisors
The program director serves as the student’s program advisor when the student begins taking courses.
Other advisors may be assigned once a program plan is approved. The advisor works with the student to
make progress in the program within the approved policies and procedures. Students should feel free to
make an appointment with the director or their advisor, through the administrative coordinator, to
discuss program or other matters.
Doctoral Programs Committee
The Doctoral Program Committee is responsible for approving program design and requirements of the
Ph.D. and Ed.D. programs, admissions to the programs, and decisions regarding student petitions. The
committee is chaired by the programs director with membership composed of the faculty teaching in
the doctoral programs, as well as the chair of the Department of Christian Education. Students may
petition the Doctoral Committee for exceptions to program requirements by submitting a letter
explaining the proposed request, along with the rationale, to the doctoral office.
SECTION 2: ACADEMIC POLICY
The Ph.D. and Ed.D. programs require the joint effort of faculty, students, and staff in attending to the
values and standards of the programs. This involves a high level of responsibility and initiative by the
student. All research and writing in course, seminar, and research components of the doctoral programs
are to be conducted in an ethical manner. Informal relationships, as well as courses, seminars, and
research projects are to be characterized by respect and concern as faculty and students cooperate in
the highest level of academic work in Christian education.
Plagiarism
Plagiarism is strictly prohibited. Webster’s New World Dictionary of the English Language defines
plagiarism in this manner: “To take the ideas, writings, etc., of another person and pass them off as
one’s own.” Doctoral-level research is to be conducted, primarily, with primary resources. Most
research projects begin through contact with secondary resources, that literature or those
presentations, which refer to the work of others who have developed the classic or most excellent ideas,
theories, and methods. On the undergraduate- or even master-level of academic research, strong
secondary sources are often sufficient. However, doctoral-level researchers must, except due to
extreme difficulty, procure original documents to which the secondary sources refer.
Whether in relationships with fellow students or in research utilizing the work of other individuals, every
effort must be made to give credit, through appropriate citation, to original sources. The definition
above makes it clear that even identifiable ideas formulated by another person must be recognized,
even if one’s own ideas appear to supersede the quality of the original. When there is doubt in regard
to the need to reference material, a clear citation is preferred. Any student project that contains any
plagiarized material will receive a course grade equal to that of a project that was not submitted.
Students guilty of blatant or repeated acts of plagiarism are subject to committee review for possible
dismissal from the program. For a fuller description of types of plagiarism and how to avoid them, see
the Talbot Graduate Students' Handbook.
PH.D./ED.D. EDUCATIONAL STUDIES PROGRAM HANDBOOK
3
Grievance and Appeal Policy
Informal Procedure: It is the desire of the university that grievances be resolved at the lowest
administrative level possible and that the grievance procedure be expeditious. Faculty and students are
encouraged to resolve disagreements and conflicts informally and privately in Christian love, in
accordance with Biblical guidelines (Matthew 18:15).
Formal Procedure: Biola University students are required to follow departmental and university
regulations as well as due process procedures for resolving alleged injury of any magnitude. If the
student (grievant) is unsatisfied after a personal conference with the individual involved, the next step in
the appeal process is to request a meeting with the director of the program who will, in turn, refer the
matter to the Doctoral Committee if the matter cannot be resolved. If efforts of the director and the
Doctoral Committee fail to resolve the conflict, a grievant may request a hearing before the dean of
Talbot. The steps to be taken by the student to initiate such a hearing include the following: Request in
writing that the dean hear a grievance. Include a concise statement of all issues and evidence to be
considered. Issues omitted from this statement will not be considered in the hearing. Submit in writing
a list of witnesses, if any, and the essence of their proposed contribution to the hearing. If the dean is
unable to resolve the matter, a hearing committee will be convened. The committee is composed of the
dean as the voting chair, a faculty/staff member chosen by the grievant, a faculty/staff member chosen
by the defendant, and two students chosen by the dean from a list submitted by the doctoral program
director.
Grievances and Appeals Related to All Other Types of Matters
(Alleged sex, race, handicap, or age discrimination, and appeals of disciplinary actions taken by the
university.) The hearing committee will be composed of the dean as voting chair of the committee
(Except when the grievance is against the dean. In such cases, a member of the faculty or staff will be
chosen by the committee to serve as chair and the dean will not have a vote), one faculty/staff member
selected by the grievant, another selected by the defendant, and another jointly chosen by the grievant
and the defendant. The hearing will be held and a decision rendered within twenty-one days from the
time that the dean received the written request for the hearing. The university may tape the hearing in
its entirety. The decision of the committee will serve as an advisory recommendation to the provost or
his assigned representative for a final decision. This decision will be final; no further academic appeal is
open to the student at Biola University. If the procedures above fail to resolve the grievance, the
student may contact the following accreditation agencies: The Association of Theological Schools, 10
Summit Park Drive, Pittsburgh, PA 15275-1103, (800) 367-8250 or the Western Association of Schools
and Colleges, P.O. Box 9990, Mills College, Oakland, CA 94613, (510) 632-5000.
PH.D./ED.D. EDUCATIONAL STUDIES PROGRAM HANDBOOK
4
MEMO: Individual and Group Work Policy for the Doctoral Program
To:
All faculty and students in the Ph.D. and Ed.D. programs in Educational Studies
From: Kevin Lawson, programs Director
Date: 8/29/07
Over this past year I have become concerned that there may be some confusion regarding what is
acceptable in terms of collaborative work or helping fellow students in their studies. We desire to
create and encourage a supportive climate in our doctoral programs, but there is also the necessity of
students completing their work in ways that allows them to receive feedback on their own developing
knowledge and skills.
It can sometimes be difficult to know what kind of collaborative work is appropriate and what is not. I
wanted to take the beginning of this new academic year to clarify some guidelines for everyone in these
programs, faculty and students alike, regarding expectations when it comes to completing course
assignments. Please let me know if any of this is not clear, or if you have a question that is not
addressed below.
Course Assignments Assistance Policy Statement: 8/29/07
It is our desire to provide a learning experience in our Ph.D. and ED.D. programs characterized
both by the personal growth of knowledge and skills and the development of skills for collaborative
work. Different course assignments will focus on one or the other of these areas and students need
to understand when and where individual or collaborative work is allowed in their coursework.
While encouraging a supportive fellowship of scholars, we must also require integrity in individual
work. Toward these ends, the following policy will be enforced in our doctoral programs pending
Doctoral Committee approval at the September meeting, and will be included in the doctoral
student handbook:
1. Unless the course instructor gives specific permission, all course assignments are to be done
by students on their own without direct assistance, loaning work, comparing work,
inappropriate discussion of the assignment, or other collaborative efforts.
2. Students may ask their professors for permission to carry out collaborative work on specific
assignments. The professor’s decision is to be followed. If permission is given, students
need to follow the directions on the extent of collaborative work allowed.
3. When group assignments are given, students are to follow the directions given by the
course instructor regarding how the workload is shared. Each member of the group must
participate and contribute in ways consistent with the instructor’s directions.
4. Students should not request examples of course assignments from students who took the
same course in previous semesters. If the work is different and the goal is to see how
something was done (e.g., a research paper on a different topic), that is allowed, but if it is
the same exact assignment, this is not allowed.
5. We do encourage study groups where students help each other learn course material,
including voluntarily offering to share notes from class with someone who missed the
session, developing summary notes of readings to share, reviewing material together before
exams or classes, and other ways of helping each other learn. These forms of mutual
assistance are permitted, but no student should be expected or pressured to do so.
6. However, sharing assignments or comparing work on assignments that are meant to be
their own work is not allowed. If there is any question regarding whether or not some form
of collaboration is permissible, please consult your course instructor before doing it.
PH.D./ED.D. EDUCATIONAL STUDIES PROGRAM HANDBOOK
5
Consequences for Violating the Course Assignments Policy Statement
1. First-time offense: Students involved in inappropriate collaborative work on individual
assignments (as described above) will receive a grade of zero for the assignment and will not
be allowed to make up the work. This applies both to the person who sought the assistance
and the person who gave the assistance.
2. Repeated violation: A second violation of the policy will result in a student being reviewed
for possible academic probation or dismissal from the doctoral program.
SECTION 3: GENERAL ACADEMIC INFORMATION
Classification of Students
Provisional Status: At times, students are given “provisional acceptance” into the doctoral program
with certain prerequisites to complete within the first year of study in the program. In some cases, a
student might be given provisional admission with the need to complete the Graduate Record Exam or
TOEFL exam.
Prerequisite Coursework: After a review of the applicant’s transcripts, any prerequisites identified in the
areas of biblical and theological studies must be completed prior to entry into the doctoral program.
These can be taken in accredited graduate programs, either locally or through distance education
opportunities. Prerequisites in the “Christian education” area will also be assessed by the doctoral
programs director. Some may need to be addressed prior to entry into the program. In other cases, it
may be possible to use up to two of the doctoral electives to cover the needed coursework. The
program director will let you know what is possible in your case. In cases where courses are to be taken
at other institutions, when the coursework is completed, official transcripts should be sent to the
doctoral program office to verify completion and an acceptable grade.
Graduate Record Exam: If you are provisionally accepted into the program but must still complete the
GRE exam, schedule this as soon as possible and have the scores sent to Biola University Graduate
Admissions. If the scores are lower than expected (500 on Verbal, 4.5 Analytic), you may be placed on
academic probation for your first nine units of study. You must earn a GPA of at least 3.25 in your first
nine units of study to have the academic probation removed. Biola University’s school code for the
GRE exam is 4017.
Regular Graduate Students: Students meeting all entrance requirements will be classified as “regular
graduate students.”
Leave of Absence: Inactive students are those who have been granted a Leave of Absence from the
program by petition to the Doctoral Committee. A Leave of Absence is granted only if there is sufficient
reason for interrupting the program and intention to return to active enrollment. A Leave of Absence
must be renewed each semester and may not exceed two consecutive semesters. Students on leave are
required to register for TTDE 897 Leave of Absence. A one-unit fee may be assessed.
Candidacy: “Doctoral candidacy” is awarded upon the completion of all required course work and
successful completion of all candidacy examination requirements.
Withdrawn: A student who fails to register in any given semester without arranging for a Leave of
Absence or formal withdrawal is dismissed from the program by default. It is the student's responsibility
to be aware of pre-registration and registration procedures and deadlines.
PH.D./ED.D. EDUCATIONAL STUDIES PROGRAM HANDBOOK
6
Readmitted: A person who has withdrawn or been dismissed from the Ph.D. or Ed.D. program may
make reapplication to the program a minimum of six months after termination. The reapplication
should be in the form of a letter and include a new application form (short form); at least one current
reference and any desired supporting material. The letter should be addressed to the Doctoral
Committee stating the reason for requesting re-admittance as well as any other issues deemed relevant
to the applicant. The letter should directly address the causes for withdrawal or dismissal. The
application will be considered with the regular admissions pool. Readmitted students may be required
to pay continuation fees for semesters during which they were not enrolled, and may be subject to
curriculum changes and graduation requirements instated during their program inactivity.
Full-Time/Part-Time Student Status
During Coursework
Full-time study is defined as enrollment in 6 units (two doctoral courses) per semester. International
students must fulfill the Biola University full-time course requirement by completing a total of at least 6
units each semester. (The INS requirement for full-time status is at least 6 units each semester.)
During Candidacy & Dissertation
Ph.D. & Ed.D. Students - During TTDE 877 Candidacy Capstone, (one semester only)
Ph.D. Students - During the first five semesters of TTDE 891 Dissertation
Ed.D. Students - During the first three semesters of TTDE 891 Dissertation
Less than Half-Time Status
Ph.D. & Ed.D. Students - If a program extension is necessary, the student requests the extension, and if
approved, enrolls in TTDE 895 Dissertation Extension, as well as TTDE 892 Program Extension, and is
considered less than half-time by the university. Specific scholarship, grant, and loan deferment
requirements may vary from this policy. Please inquire concerning the enrollment requirements
established by the providers of any type of financial aid that you receive.
Grading System
Students wishing to obtain a doctoral degree must maintain a consistently high academic performance
throughout their program. An overall grade point average of 3.25 (approximately a B+) on a 4.0 scale
is required. A student earning a grade of B- or lower will be placed on academic probation. A second
grade of B- or lower will result in a review by the Doctoral Committee and decision regarding that
student’s continuation in the program, and if so, under what conditions. Only grades of A, B, and C earn
graduate credit. Grades of all students are recorded in the Registrar's office and are posted in the
Ph.D./Ed.D. student database.
Directed Reading/Research (Independent Study)
To sign up for an independent study course, make an appointment to meet with the program director or
your academic advisor prior to the pre-registration period. An Arranged Course form will need to be
completed by the Doctoral Office. Guidelines are available in the doctoral program office.
Official Style Manual
All papers must conform to the Publication Manual of the American Psychological Association (Sixth
Edition), unless so indicated by the course instructor.
PH.D./ED.D. EDUCATIONAL STUDIES PROGRAM HANDBOOK
7
Registration
Course Selection (Phase One) is required of all continuing students. Remember, course selection (Phase
One) is not final registration. Selecting your classes during this phase does not exempt you from
completing final registration. You may receive advisement, necessary signatures in the doctoral office.
To register, go to: www.My.Biola.edu For additional assistance, please call the WebReg Helpline - (562)
777-4002 Monday-Friday (8:00-5:00 p.m. PST)
Final Registration (Phase Two): You will need to participate in the official online registration period that
takes place just before the term begins. If any adjustments need to be made, special forms submitted,
or signatures secured, take care of this well before registration day. You will pave the way for a smooth
movement through the official online registration process. Registration must be completed by the due
date to avoid a Late Fee of $200.00. Please see the on-line schedule for specific registration completion
dates. Classes will be dropped for those who have not completed registration by the specified date.
Before Your Registration Date:

Have all of your financial aid arrangements completed. You will be required to pay at least 60
percent of tuition and fees during registration. Down payments can be lowered but registration
clerks are not allowed to do this. Go to the Accounting office (Metzger lower level during the
semester break or in the summer. (The lines are shorter and the personnel under less pressure
then.) You can make arrangements with counselors at the Accounting office to lower your down
payment. Financial aid counselors can answer any questions about financial aid. Your account
must be current (no outstanding balances) to enroll for any term.

Have available your proof of health insurance. This is a requirement at every semester's
registration. All students who enroll in seven units or more or those students who live in a
University facility are required to have current health insurance. Biola offers a catastrophic
accident and illness policy for those who do not have an insurance plan. (Biola health insurance
is also available at additional charges for spouse and children).

Always carry your valid Biola University identification card. You will have the same ID
throughout your student career at Biola. The card is validated at the beginning of every
semester during registration, near the last station (a picture will be taken when you get your ID
card for the first time). You will actually get your ID card at Auxiliary Services (Student Services
building across from the gym). You need your validated ID to purchase textbooks at the Biola
Bookstore, to borrow library books, to purchase meal plans on campus, and if you wish to have
evening access to residence halls and the Student Union building.

Parking permits are renewable at the beginning of every semester. Be sure to bring a valid
vehicle registration certificate, vehicle license number, and make and year of the car to obtain
the permit during registration. See the Campus Safety Handbook for additional information.
Your Current Schedule: The classes that you currently have reserved are shown in the current class
schedule. As you add and drop classes, this box will change to reflect the classes you currently have
reserved.
PH.D./ED.D. EDUCATIONAL STUDIES PROGRAM HANDBOOK
8
Changing Units On Variable-Unit Classes: Some classes have variable units. This means you can select
the correct number of units you should receive for the class. Variable-unit courses are reflected in the
current class schedule.
Time Limit for Course Work
All students must, within 24 months of enrollment in the Ph.D. or Ed.D. program (not including
prerequisite course work); complete at least 21 semester units of credit in addition to any transfer credit
approved. During the course work phase of study, enrollment at the rate of at least 12 units per
academic year (summer, fall, interterm, spring) is expected. Failure to complete 12 units in an academic
year will result in committee review of the student’s status in the program.
Time Limit for Degree
All course and academic requirements must be completed within seven years from the date of the
student's first registration for graduate study in the Ph.D. program, and within six years in the Ed.D.
program, unless the Doctoral Committee has granted an extension. Due to regulations regarding
qualification for full-time student status, the Ph.D. dissertation should be completed within two and one
half years after passing the Candidacy capstone and the Ed.D. dissertation should be completed within
one and one-half years after passing the Candidacy capstone.
Transfer of Credit
Students wishing to transfer units into the Talbot doctoral programs should receive written permission
from the program director prior to enrollment in any course at another institution. Transfer of units
must fulfill all requirements for any corresponding course in the doctoral programs. Students may
transfer up to three semester hours of applicable doctoral-level courses from an accredited graduate
school or theological seminary. Transferred course work is normally completed after beginning the Ph.D.
and Ed.D. programs. It is the student’s responsibility to provide documentation assuring doctoral-level
status of the course and that the course qualifies for credit in a doctoral program at that institution.
Documentation may include catalog descriptions, syllabi, and other supporting materials from the
professor of record or department, as deemed necessary. As a part of the design of an individualized
program agenda, permission may be granted by the Doctoral Committee to exceed the normal
maximum. A petition is required.
Students who have completed major components of a doctoral-degree program at another institution
and who wish to be considered for transfer into the Talbot Ph.D. or Ed.D. program are subject to
administrative review. Approval is normally based upon extreme hardship. In no case will a degree be
awarded with less than 24 units of course work taken in the program at Biola University. All
requirements for the doctoral degree must be fulfilled, including the Candidacy exam capstone and
preparation of a dissertation, which may require acceptable revision of a previously written document.
PH.D./ED.D. EDUCATIONAL STUDIES PROGRAM HANDBOOK
9
SECTION 4: FINANCIAL INFORMATION
Introduction
Talbot School of Theology is aware of the ever-increasing costs that affect individuals who continue their
education at the graduate level. Financial aid is best approached and understood as a package
developed from a variety of resources. Reliance on one resource alone may not be sufficient to provide
for your education. However, a number of resources can be combined into a package to help meet your
expenses.
Our goal is to advise students regarding as many resources as possible so they can make wise choices in
meeting their financial obligations. For further assistance, the Admissions Office offers counseling to
assist in determining the most appropriate forms of financial aid for each student.
How Do I Get Started?
•
Complete the Free Application for Federal Student Aid (FAFSA). This is the starting point for
determining all financial aid, whether scholarships, grants, a federal loan or other forms of
assistance (only U.S. Citizens may file the FAFSA). The FAFSA is available in December of each year
and should be submitted as early as possible after January 1. Completing the FAFSA does not
obligate you to take out a loan. But without it, you will not have access to other available financial
aid for which you may qualify!
•
Complete your application for admission as soon as possible. Acceptance into Talbot School of
Theology is essential when pursuing aid.
•
Explore all resources for financial assistance (see following pages).
IMPORTANT NOTE
Before reaching the decision to attend, applicants should make a careful and realistic assessment
of their resources for financing graduate study in view of graduate tuition and overall program costs,
fees, and the cost of living in Southern California. Discussions with a mentor or financial advisor
can be very helpful.
Resources Students Use to Finance Their Education
Savings
Employment or Field Internships
Sponsor and Church Support
Institutional Scholarship and Grants
Government Loans
Employment or Field Internships
Varied employment opportunities are readily available in the greater L.A./Orange County area for
students and their spouses (see below for restrictions pertaining to International students). To assist
students in finding employment, the University lists job opportunities in the Office of Student
Employment, located on campus.
Students may seek off-campus employment by contacting local offices of the State of California
Employment Development Department (EDD) following all applicable Immigration and Visa limitations.
The Talbot Placement Office is also available to assist students in seeking part-time, paid internship
positions in local churches (U.S. Citizens only).
PH.D./ED.D. EDUCATIONAL STUDIES PROGRAM HANDBOOK 10
International Student Employment: Please note that there are Federal work restrictions for students
with F-1 visas, and that these are adhered to strictly by the University. International students with F-1
visas are reminded that pay* for off-campus employment is prohibited by U.S. immigration law. Please
see the Office of Immigration Services (Metzger Hall) for related questions. If there is any question or
uncertainty, you must be sure to inquire. (*Students doing voluntary ministry in a church may be
reimbursed for mileage to and from church, and for expenses or direct costs spent on doing the
ministry. Neither pay, nor scholarships sent to the school in return for ministry, are legally allowed.)
International students seeking employment as a means to supplement their support are encouraged to
apply for on-campus employment positions through the Office of Student Employment, located in the
Office of Human Resources. It is best to do this prior to the beginning of the academic year, if possible,
before limited job openings are filled.
Sponsor Support
Many students contact their home churches or individuals who may want to support their ministry
preparation. Financial assistance through grants administered by church denominations or community
organizations is another possibility.
Institutional Scholarships
Most university financial aid is awarded on the basis of financial need. A FAFSA (Free Application for
Federal Student Aid) must be filed as early as possible after January 1 of each year to qualify for the
maximum possible aid. Completing the FAFSA does not obligate you to take out a loan. All scholarship
aid at Biola University for Ph.D. and Ed.D. program doctoral students is now awarded from a single
fund. No other aid is available from the university. Please complete the scholarship application
available on Canvas in the Talbot Educational Studies Programs folder and submit it to the doctoral
office no later than April 1st for the following academic year.
Government Loans & Talbot Statement Regarding Student Debt
Talbot School of Theology strongly encourages its students to make focused efforts to graduate without
accumulating debt. If debt is necessary, however, Talbot recommends that a combined total no greater
than $25,000 in undergraduate, seminary, and personal debt be accumulated.
Accordingly, while loans should be avoided as a primary educational resource, they may be considered
and are best utilized to "round out" your financial aid package. All loans listed below require completion
of the FAFSA. Eligibility restricted to U.S. Citizens.
Subsidized Stafford Loan
Perhaps the most readily available of all resources is the Stafford Loan. Students who demonstrate need
are eligible for the subsidized Stafford. The program allows graduate students to borrow up to $8,500
per year. Interest is charged at a variable rate of up to 7.22% per year. Interest in the subsidized loan is
paid by the government while the student is in school. Repayment begins 6 months after the student
withdraws or ceases to be enrolled at least half time. The student has between five and ten years to
repay the loan, depending upon the amount borrowed.
Unsubsidized Stafford Loan
Graduate students may borrow an additional $12,000 annually at a variable interest rate (capping at
8.25%). However, the word unsubsidized means that the government does not make interest payments
on your behalf. Interest begins accruing immediately. Student borrowers enrolled at least half time
may defer payments until their status changes.
PH.D./ED.D. EDUCATIONAL STUDIES PROGRAM HANDBOOK 11
Additional Information
Additional information or general counsel concerning financial aid planning is available by calling or
writing to arrange an appointment with the Admissions Office. Any of the loan applications and/or the
FAFSA form are also available through this office.
SECTION 5: PH.D. PROGRAM REQUIREMENTS
Ph.D. Requirements
The Ph.D. degree requires the completion of a minimum of 48 semester units of approved course work,
passing the qualifying examination, culminating in the development and defense of a dissertation
presenting original research that makes a contribution to educational ministry.
Ph.D. Course work
A 48-semester unit minimum requirement for the degree includes 24 units of required course work, and
24 units of electives, with a minimum grade point average of 3.25 (on a 4.0 scale). Courses taken prior to
entering the program are normally not eligible.
Ph.D. Program Plan Approval
During your first term of study, and in consultation with the program director, you will identify the
electives that you will complete, along with the remaining core courses, to meet the 48-semester unit
minimum requirement. Students are also encouraged to take one course from the School of
Intercultural Studies to broaden their perspective on educational issues from a cross-cultural
perspective. At a meeting with the program director, you will present your doctoral program proposal.
The proposal will include a listing of past and proposed courses, and a paragraph describing your
vocational emphasis. Once approved, this schedule serves as your projected course of study. A copy
will be placed in your student file. Guidelines for developing your course plan are available in the
program office. Any modifications must have prior approval of the program director or your academic
advisor. Contact the program Administrative Assistant for guidelines and a template to complete this.
Candidacy Capstone (TTDE 877) 3 units One semester only
In the final semester of course work, you will complete TTDE 877 Candidacy Examination before
beginning work on your dissertation. The Candidacy exam portfolio is used to evaluate your attainment
of program learning objectives. See the Candidacy Exam Portfolio Guidelines for full instructions.
The Ph.D. Dissertation (TTDE 891) up to 5 semesters
Upon completion of the Candidacy Capstone, the Ph.D. student enrolls in TTDE 891 Dissertation for a
maximum of four more semesters. Candidates for the Ph.D. degree must conduct, under faculty
oversight, an investigation of a significant problem or question related to Christian education.
Candidates must prepare, to the satisfaction of a faculty committee, a dissertation based upon original
research related to the theory or practice of Christian education. The dissertation must reveal mastery
of the literature concerning the approved topic, demonstrate ability to conceptualize and design
appropriate research based upon that literature, and apply the results of the research to the life of the
church. The dissertation must make a significant contribution to Christian education. (See the Doctoral
Dissertation Guidelines handbook for further information regarding the dissertation process.)
PH.D./ED.D. EDUCATIONAL STUDIES PROGRAM HANDBOOK 12
PH.D. PROGRAM PROGRESS CHART
PHASE I: DOCTORAL COURSE WORK (Duration: two to three years)
1. FIRST SEMESTER IN DOCTORAL COURSE WORK
(Completion of 24 units of core courses is first priority)
2. PROGRAM PLAN OF STUDY APPROVED
(During first semester of studies)
3. COMPLETION OF ALL CORE (24 units)
CORE: (TTDE 801, 806, 807, 866, 867, 868, 884, 877)
4. CANDIDACY EXAM (TTDE 877) SUCCESSFULLY COMPLETED: DOCTORAL CANDIDACY
APPROVED
PHASE II: DISSERTATION (Must be completed within two and one-half years)
5. BEGINNING DISSERTATION
(Enrolled in TTDE 891 Dissertation each fall & spring for up to 5 semesters)
6. DISSERTATION PROPOSAL APPROVED
(Must be approved by end of 3rd semester of TTDE 891, by end of six years of study)
7. DATA CONSULTATION MEETING
(Meeting with chair and 2nd reader to go over data analysis)
Must be done by end of 4th semester of TTDE 891.
8. DISSERTATION SUCCESSFULLY DEFENDED
(To be eligible to graduate in a specific term, a first full draft of the dissertation
must be submitted to your chair no later than the first week and defended by the nine
week.)
9. CLEARED FOR GRADUATION
Petition to Graduate form submitted to doctoral office by the first week of the term of
graduation.
Graduation Check completed; all bills and fees paid; final copy has been submitted by
deadline, revisions made; and final dissertation copies submitted to doctoral office by
deadline.)
* Failure to meet these deadlines can result in delay of graduation one more semester, with
additional tuition charges applicable.
PH.D./ED.D. EDUCATIONAL STUDIES PROGRAM HANDBOOK 13
SECTION 6: ED.D. PROGRAM REQUIREMENTS
The Ed.D. degree requires the completion of a minimum of 45 semester units of approved course work,
passing the qualifying examination, culminating in the development and defense of a dissertation
evaluating and applying research to educational or ministry issues.
Course work
A 45-semester unit minimum requirement for the degree includes 21 units of required course work, and
24 units of electives, with a minimum grade point average of 3.25 (on a 4.0 scale). Courses taken prior to
entering the program are normally not eligible.
Program Plan Approval
During your first term of study, and in consultation with the program director, you will create the
program that will be completed in order to meet the 45-semester unit minimum requirement.
Then, at a meeting with the program director, you will present your doctoral program proposal. The
proposal will include a listing of past and proposed courses, and a paragraph describing your vocational
emphasis. Once approved, this schedule serves as your projected course of study. A copy will be placed
in your student file. Any modifications must have prior approval of the program director, or academic
advisor. Contact the program Administrative Assistant for guidelines and a form to complete this.
Candidacy Capstone (TTDE 877) 3 units
In the final semester of course work, you will complete TTDE 877 Candidacy Capstone before beginning
work on your dissertation. The Candidacy Capstone is used to evaluate your attainment of program
learning objectives. See the Candidacy Capstone Guidelines for full instructions.
The Ed.D. Dissertation
Upon completion of the Candidacy capstone, the student enrolls in TTDE 891 Dissertation for up to
three semesters. Candidates for the Ed.D. degree must conduct, under faculty oversight, an
investigation of a significant problem or question related to Christian education. Candidates must
prepare, to the satisfaction of a faculty committee, a dissertation related to the theory or practice of
Christian education. The dissertation must reveal mastery of the literature concerning the approved
topic, demonstrate ability to evaluate appropriate research from that literature, and apply the results of
the research to the life of the church. The dissertation must make a significant contribution to Christian
education. Other dissertation models, including evaluation research, may also be considered. Contact
the program director for details. (See the Doctoral Dissertation Guidelines handbook for further
information regarding the dissertation process.)
PH.D./ED.D. EDUCATIONAL STUDIES PROGRAM HANDBOOK 14
ED.D. PROGRAM PROGRESS CHART
PHASE I: DOCTORAL COURSE WORK (Duration: two to three years)
1. FIRST SEMESTER IN DOCTORAL COURSE WORK
(Completion of 21 units of core courses is first priority)
2. PROGRAM PLAN OF STUDY APPROVED
(During first semester of studies)
3. COMPLETION OF ALL CORE (21 units)
CORE: (TTDE 801, 806, 807, 866, 867, 884, 877)
4. CANDIDACY EXAM (TTDE 877) SUCCESSFULLY COMPLETED: DOCTORAL CANDIDACY
APPROVED
PHASE II: DISSERTATION (Must be completed within three semesters)
5. BEGINNING DISSERTATION
(Enrolled in TTDE 891 Dissertation each fall & spring for up to three semesters)
6. DISSERTATION PROPOSAL APPROVED
(Must be approved by end of first semester of TTDE 891, by the end of three and a half
years of study)
7. DISSERTATION SUCCESSFULLY DEFENDED
(To be eligible to graduate in a specific term, a first full draft of the dissertation
must be submitted to your chair no later than the first week and defended by the ninth
week.)
8. CLEARED FOR GRADUATION
Petition to Graduate form submitted to doctoral office by the first week of the term of
graduation.
Graduation Check completed; all bills and fees paid; final copy approved; and final
dissertation copies submitted to doctoral office by deadline.)
* Failure to meet these deadlines can result in delay of graduation one more semester, with additional
tuition charges applicable.
PH.D./ED.D. EDUCATIONAL STUDIES PROGRAM HANDBOOK 15
SECTION 7: OPTIONS FOR COMPLETING PREREQUISITES
The Ph.D. and Ed.D. curricula is designed for individuals who have completed the equivalent of M.A.C.E.
or M.R.E. degree programs. These are two–year graduate degrees that include emphases in educational
ministry content as well as Bible and theology. A review of the student's transcripts will be completed
to evaluate the equivalence of past course work to the Christian education, Bible and theology
prerequisites. A variety of deficiency completion options are available. (See options listed below.) It is
required to complete all prerequisites prior to enrollment in the Ph.D. and Ed.D. programs.
Christian Education Prerequisites
Applicants must normally have completed the following graduate-level courses or their equivalents:
Philosophy or History of Christian Education; Human Development, or Educational Psychology;
Educational Administration or Leadership; Interpersonal Communication, Group Dynamics, or
Counseling; Curriculum Design and/or Methods of Teaching. Deficiencies in these prerequisites must be
completed in addition to the required course work for the Ph.D. or Ed.D. program.
Deficiency Completion Options for Christian Education
After a review of the applicant’s transcripts, any prerequisites in the “Christian education” area will be
identified by the doctoral programs director. Some may need to be addressed prior to entry into the
program by taking graduate level courses at an accredited institution, either locally or through distance
education. In other cases, it may be possible to use up to two of the doctoral electives to cover the
needed coursework. The program director will let you know what is possible in your case. In cases
where courses are to be taken at other institutions, when the coursework is completed, official
transcripts should be sent to the doctoral program office to verify completion and an acceptable grade.
Bible and Theology Prerequisites
Applicants must also have taken a total of 18 semester hours of approved graduate- level Bible and
theology courses (grade of C or higher, normally) before advancing into the Ph.D. and Ed.D. programs.
Graduate electives taken at any accredited institution, and courses taken as components of other
degree programs may fulfill this requirement. These courses must be completed before enrollment in
the Ph.D. or Ed.D. program. Deficiencies in these prerequisites must be completed in addition to the
required course work for the Ph.D. or Ed.D. program.
Deficiency Completion Options for Bible and Theology
Course Work: Bible and theology deficiencies may be fulfilled by means of approved master-level
course work at Biola or other accredited graduate institutions. Master-level tuition is charged for any
master course merely fulfilling a deficiency if it is taken prior to beginning the Ph.D. and Ed.D. programs.
Doctoral-level tuition is charged for any course counting toward the required units or taken to address
deficiencies after beginning the doctoral program.
Directed Research or Reading Courses: Bible and theology deficiencies may be fulfilled by means of
approved master-level research and reading experiences at Biola or other institutions. This option is
normally employed in cases where related undergraduate courses have been completed. Master-level
tuition is charged for any master-level course merely fulfilling a deficiency if it is taken prior to beginning
the doctoral program. Doctoral-level tuition is charged for any course counting toward the required
units or taken to address deficiencies after acceptance into the doctoral program. Up to 9 units of
graduate-level Bible and theology course work may be taken through accredited correspondence or
independent study courses, such as the “Institute of Theological Studies” (ITS) program available
through Talbot. Courses must be pre-approved by the doctoral programs’ director.
PH.D./ED.D. EDUCATIONAL STUDIES PROGRAM HANDBOOK 16
SECTION 8: CURRICULUM
The curriculum of the doctoral programs is organized into several parts: core courses, a Doctoral
Internship, and elective courses from which the student will select those appropriate for a program of
study. (For course descriptions, see the university catalog.)
Core Studies
Ph.D. students complete 24 units of required core coursework as well as elective courses.
Ed.D. students complete 21 units of required core coursework as well as elective courses.
These courses are designed for advanced level of study (assuming previous study at the master-level) in
areas deemed by the faculty to be central to the field of Christian education. Completion of the core
early in the program offers students the opportunity to meet colleagues in the program and to begin
refining a topic for dissertation research.
Foundational Core: Ph.D. & Ed.D. 6units
 TTDE801 - Philosophical Issues in Christian Education Units: 3
 TTDE806 - Theological Research & Integration for Educational Studies Units: 3
Research Core: Ph.D. 12 units; Ed.D. 9 units
 TTDE 807 - Educational Research I: Descriptive Research & Statistics Units: 3
 TTDE 866 - Educational Research II: Inferential Research & Statistics Units: 3
 TTDE 867 - Educational Research III: Qualitative Research Units: 3
 TTDE 868 - Educational Research IV: Interviewing & Focus Groups Units: 3 (required for Ph.D.
only)
Internship: Ph.D. & Ed.D. 3 units
 TTDE 884 Doctoral Internship (1-3) Arranged Course
Candidacy Exam: Ph.D. & Ed.D. 3 units
 TTDE 877 - Candidacy Exam Capstone Course Units: 3
Elective Courses
Ph.D. and Ed.D students complete 24 semester units of foundations and elective course work.
In consultation with the program advisor, the student designs a program in light of educational
background and vocational and research interests.
Students may select elective courses appropriate for their specialized program of study. Doctoral
courses are numbered in the 800 series. Elective courses offered by doctoral faculty pertain to areas of
expertise and continuing faculty study. The courses are clustered according to two broad emphases:
Institute for Spiritual Formation
Students interested in taking courses from the Institute for Spiritual Formation should consult with the
Doctoral Program Director to determine if this is possible. Decisions are made on a case-by case basis.
PH.D./ED.D. EDUCATIONAL STUDIES PROGRAM HANDBOOK 17
School of Intercultural Studies
 ISCL 744 - Narrative as an Educational Philosophy Units: 3
 ISCL 765 - Cross-cultural Leadership Units: 3
 ISCL 767 - Cross-cultural Issues in Spiritual Formation Units: 3
 ISCL 772 - Experiential Learning Units: 3
 ISCL 815 - Educational Philosophies of the Great Religious Traditions Units: 3
 ISCL 861 - Alternative Delivery Systems in Education Units: 3
 ISCL 867 - Comparative Educational Systems Units: 3
Independent Studies
One to four units of TTDE 880 Directed Research and/or TTDE 881 Directed Readings may be arranged
with doctoral program resident faculty. Independent research must be quantified in a contract requiring
approximately 45 hours of doctoral-level reading, research, and report preparation for every semester
unit of credit. An arranged course form is required. Upon approval from the program director, doctoral
students may take from 1-4 units of independent study as part of their course work in the doctoral
program. This allows students an opportunity to explore relevant issues not addressed in the regular
course work offerings of the doctoral programs. Course requirements need to be worked out before
pre-registration with an approved supervisor/instructor within the department and approved by the
program director. Guidelines for developing proposals are available in the program office.
Internship
Three units of TTDE 884 Doctoral Internship are required for all doctoral students. Residential students
normally register for at least two units of TTDE 884 in the spring semester and attend class sessions on
college teaching. The remaining one unit may be taken in any semester in conjunction with, or
subsequent to, the first two units, and involves significant teaching responsibility in a Christian higher
education setting or administrative duties. Internships need to be planned ahead of time using
guidelines available in the doctoral programs office and approved by the program director prior to preregistration. Evaluation of the teaching experience will be based on a portfolio of documents developed
by the student during the internship term, as well as formative and summative written evaluations
submitted by the field supervisor and additional persons identified from the ministry context. Guidelines
for developing proposals are available in the program office.
SECTION 9: DISSERTATION
Preparing for Your Dissertation
The dissertation is a large undertaking that generally requires up to five semesters (Ph.D.) or three
semesters (Ed.D.) to complete. Since it is important to complete this within the three or five semester
limit, planning ahead is important and can greatly improve your chances for success. The doctoral
program has a “Dissertation Guidelines” handbook to assist you in preparing for and completing your
dissertation. Plan on reading through the guidelines handbook during the candidacy exam semester. In
addition, students may qualify for a “dissertation fellowship” if they achieve expected goals each
semester.
PH.D./ED.D. EDUCATIONAL STUDIES PROGRAM HANDBOOK 18
SECTION 10: STUDENT LIFE
An important part of the program is developing close relationships with colleagues from diverse
backgrounds, interests, and countries, who also desire to improve the practice of educational ministry.
You should take the opportunities available to deepen these relationships. Support during the doctoral
program is especially helpful, but lifelong friendships are also forged. The informal interactions,
activities, and programs occurring outside of the classroom play an integral role in your personal growth
and development.
Awards
The awards that follow are presented annually to qualified students on the basis of criteria indicated:
The Bill Bynum Memorial Scholarship Award - To a graduate student in the field of Christian Education
for outstanding academic and scholarship achievement; The Society of Professors in Christian Education
Award - To a graduate student in Christian education for outstanding academic and scholarship
achievement.
Chapels
Participation in the chapels on campus is highly encouraged. In the fall and spring terms, chapels are
available Monday through Friday, 9:30-10:20 a.m. Talbot chapel is held on Tuesdays at 9:30am, in
Calvary Chapel. On Mondays, Wednesdays, and Fridays, undergraduate chapels are scheduled in the
university gymnasium and on Thursdays in Calvary Chapel. This is a great opportunity to fellowship
together as we focus inward and upward. Chapel programs are printed in The Chimes, the weekly
student newspaper, available at different spots around campus. You can pick up a Talbot chapel
schedule from the Talbot receptionist.
Special Chapels: The University Convocation Chapel, scheduled at the beginning of each new term and is
usually held the first Monday of classes during the chapel hour in the gymnasium.
Fall Term: Spiritual Emphasis Week, Torrey Memorial Bible Conference, Talbot Lyman Stewart Memorial
Lectures, Day of Prayer.
Spring Term: Missions Conference, Robert L. Saucy Lecture Series, Day of Prayer.
Immigration
We are here to provide a basic knowledge of the U.S. government laws and service your concerns as an
international student. We provide personal assistance with F-1 regulations, workshops on ITS
regulations (e.g. Visas, practical training, extensions), and provide the Immigration Handbook for
International Students. Please see Ranjini Gnaniah in the Registrar's office immediately upon arriving
at Biola to confirm and update your F1 Visa status.
International Students - We want to assist you through your cultural transition by personal
encouragement, counseling, co-curricular and extra-curricular activities scheduled during the academic
year. We host families, provide English Language Tutoring and host the graduate student prayer
meeting. Please see Ranjini Gnaniah in the Registrar's office immediately upon arriving at Biola to
confirm and update your F1 Visa status.
PH.D./ED.D. EDUCATIONAL STUDIES PROGRAM HANDBOOK 19
Retreats
On occasion, the doctoral program holds a retreat for spiritual renewal.
encouraged to make participation in this event a priority.
Students are strongly
Social Events
The Ph.D. and Ed.D. programs sponsor several social events each year. The new student dinner and
orientation are scheduled during the beginning of the fall term. At the beginning of each fall and spring
term, a light buffet social is held during the second week of the semester. Finally, near the end of each
semester, in December and May, the graduation reception is held for students and their families, usually
held at one of the doctoral faculty homes. Other social events may also be planned. Specific times,
dates, and locations are announced in the newsletter and on the doctoral program’s hallway bulletin
board.
Symposium
The doctoral programs have begun holding symposiums for students, alumni, and Christian education
leaders in Southern California. These events bring us into conversation with recognized leaders in the
field of Christian education. These are a highlight to the program each time they are held. Check the
Ph.D./Ed.D. newsletter for schedules and strive to attend.
PH.D./ED.D. EDUCATIONAL STUDIES PROGRAM HANDBOOK 20
SECTION 11: STUDENT RESOURCES
Contact Information
Ph.D. & Ed.D. Office
562-906-4598
Dr. Lawson
Dr. Issler
Dr. Eguizabal
Dr. Esqueda
Feinberg Hall 2 rm. 125, below Calvary Chapel
562-944-0351 5528
562-944-0351 5534
562-944-0351 3513
562-944-0351 3530
Accounting
Aquatics (Pool)
Admissions (Graduate)
Auxiliary Services (ID Cards, Meal Plans)
Bookstore
Campus Safety (Parking Permits)
Cashier
Christian Education Journal (IMC)
Conference Services (CFT Housing)
Computer Store
Counseling Center
Duplicating Center
Disability Services
Employment (on campus)
Employment (off campus)
Financial Aid Office
Fitness Center
Food Services:
Cafeteria
Common Grounds
Eagle’s Nest
Talon
Health Center
Housing (Graduate/Residential)
Immigration Services (Registrar)
Information Technology (I.T. Helpdesk)
International Students
Library
Mail Services
Media Center Services
Registrar
Registration Help Line
Talbot Receptionist
Writing Center
4760
Metzger Hall, lower level
5460
4752
4872
4883
4877
5054
5321
4510
4884
4800
4723
5806
4755
4758
4742
5944
Adjacent to Chase Gymnasium
Metzger Hall, middle level
Student Services Bldg., lower level
Student Services Bldg., upper level (Bookstore Pavilion)
Campus Safety Bldg., adjacent to the Cafeteria
Metzger Hall, lower level
Metzger Hall, upper level
Student Services Bldg., lower level
Student Services Bldg., upper level (Bookstore Pavilion)
12625 La Mirada Blvd., Suite #202, La Mirada
McNally Campus, room 52A
Student Services Bldg., lower level
Metzger Hall, upper level
Student Services Bldg.
The northwest entrance of Metzger Hall.
Adjacent to Chase Gymnasium
5986
5919
4841
5814
4008
4740
4874
4838
5474
4808
4720
5500
4826
Center of campus
Student Services Bldg., upper level (Bookstore Pavilion)
Student Services Bldg., upper level (Bookstore Pavilion)
Inside the Crowell School of Business Bldg.
Adjacent to Campus Safety Bldg.
Student Services Bldg., lower level
Metzger Hall, middle level
Metzger Hall, lower level
Student Services Bldg.
Reference Desk
Student Union Bldg., lower level
Library Media Center
Metzger Hall, middle level, east wing
562-777-4002
Myers Front Entrance
Call for location
PH.D./ED.D. EDUCATIONAL STUDIES PROGRAM HANDBOOK 21
Aquatics - We offer a year round aquatics program to Biola students, staff, faculty and surrounding
communities. Open recreation swimming (no charge to Biola faculty, staff, and students); Lap
swimming (no charge to Biola faculty, staff, and students); USS swim team (ages 5-18); Water Safety
Instruction classes; Life Guard Training classes; Scuba lessons; and Swimming lessons for all ages.
Bookstore - Bibles, books, music, greeting cards, school supplies, convenience items and Biola University
clothing, FAX transmittals, photo development textbook buybacks, refunds and credits (visit store for
details, cash refunds for cash purchases, credit voucher issued for check purchases, credit issued for
credit card purchases, and no refunds for study guides, course catalogs or magazines
Campus Safety - Our mission is to protect and serve you during your academic career. Our professional
staff is equipped to ensure your safety and security, and to introduce you to safety educational
programming. (see Campus Safety Handbook for details), Escort Service (Dial “0”), Vehicle or on-foot
main-campus escort for students who are injured or feel unsafe walking alone at night, Lost and Found,
Medical Services (CPR-certified officers always on duty), Operation ID (personal property identification
engraving), Parking Service (parking permits required for students parking on campus and other special
parking arrangements), Rape Aggression Defense (RAD) Course (women’s self-defense program, course
fee applies) and Traffic Enforcement and Adjudication (traffic commission, parking citations, distribution
and appeals.
Cashier - Normal hours are Monday through Friday, 10:30 a.m. - 3:30 p.m. You may cash personal
checks up to $200 or pay a school bill. An automated teller machine (ATM) is located in the entrance to
the Student Union building.
Computer - No-cost computer facilities for Biola students; Windows and Macintosh computers, plus two
fully equipped computer classrooms for hands-on instruction. Computer software includes Microsoft
Office (Word, Excel, Power Point), Internet Browsers, PhotoShop, Illustrator, QuarkXpress,
DreamWeaver, Fireworks, Director, Final Cut, Visual Studio (Visual C++, Visual Basic, Visual J++), Access,
FrontPage, Publisher, AppleWorks, and others, color and black and white printing (nominal charge) and
scanning (no charge) are available. New students are assigned email accounts with passwords.
Computer Repair Services – We offer carry-in Macintosh and PC repair services for students, faculty, and
staff. (Some services are subject to labor charges). We are an Apple Authorized Service Provider. Our
Technical Support Line is ext. 3832. Hours: Mon-Fri 8am-12pm, 1pm-5pm. Closed Saturday and
Sunday.
Counseling Center - Each of us experiences difficult times in our lives. Sometimes it's helpful to talk
these situations over with a trusted friend or family member. At other times, however, we may feel the
need to talk to a professional to sort things out. The Biola Counseling Center offers professional
counseling to students at a nominal fee. Group Counseling, Personal Counseling, and Psychological
Testing
Duplicating Center - We provide high quality services at affordable prices. Our services are varied,
including a color copier, scanner, self-serve copier and a good selection of paper, binding, collating,
stapling, carbonless copies, cutting, drilling, folding, term papers, thesis, dissertations, transparencies,
prayer letters, letterhead and posters. Copyright Protection: The federal law prohibits reproducing any
copyrighted materials without permission. The Duplicating Center strictly adheres to this policy.
PH.D./ED.D. EDUCATIONAL STUDIES PROGRAM HANDBOOK 22
Disability Services - A variety of services are available to students with learning, physical, and
psychological disabilities to provide the support needed in and out of the classroom. Possible
accommodations by arrangement: Early registration privileges each semester; student note-taking
available as needed, curriculum modifications, i.e., extended time, test assistance, assignment
adjustments; housing accommodations to meet individual needs, as possible; facilities and grounds
access (See Coordinator for guidelines); special parking accommodations available; Reading for the Blind
resources and equipment; seminars and socials; support groups to provide encouragement and social
activities; counseling; Campus Safety escort, as needed; and Library services (see Librarian or
Coordinator of Disability Services).
Employment (On Campus) - As a student of Biola, you are eligible to use the services of University
Employment for paid on-campus employment positions and opportunities to gain and improve skills
that may reinforce your educational or career goals
Employment (Off Campus) - We can help you find part-time employment! Visit our office or check
My.Biola.edu classifieds for current job listing. Part-time work opportunities (15-20 hours per week for
currently enrolled students). Office Hours: Monday-Friday 8:30 am to 4:30 pm
Financial Aid Office - The Financial Aid Office provides counseling and assistance to students and their
families in structuring the most appropriate package of financial aid. The University is committed to
locating sufficient financial aid to permit enrollment of every student wishing to attend. This
commitment is based on a partnership, which includes student and family support; federal and state
grants and loans; and financial aid from Biola. Biola University does not discriminate on the basis of sex,
race, color or national and ethnic origin in administration of its scholarship and loan programs.
Fitness Center – Students are able to access the Fitness Center (aerobic and strength-building
machines). Hours of operation and availability are posted.
Food Services – Biola provides an excellent food service program for all students, employees, and
guests. As a graduate student the following applies: Meal Plans - All resident students, except those
living in the apartments, are required to purchase one 20, 15, 12, or 10 flex meals or traditional meal
plan per week. Commuter students and students living in the Biola apartments may purchase meals in
three ways: (1) Any of the regular meal plans plus a 5 meal plan or 5 flex plan. (2) Commuter Points
(purchase in the Café or Auxiliary Services). Use any time for yourself and your guests. Unused points
may be carried over from week to week and semester to semester. Deleted when you are no longer
enrolled at Biola. (3) Cash-at-the-door.
Café Biola - Student dining room (cafeteria style, all-you-can-eat!). Entrees, sandwiches, soups,
fresh fruit, breads, beverages, and desserts. Meal plan, flex points, or cash. 3 meals per day,
Sunday through Friday. Brunch and dinner on Saturday.
Common Grounds – Our coffee shop is a fun place for students to go in the late afternoon and
evening, seven days a week. All of the popular coffees of today are provided along with
entertainment and board games. A good atmosphere for socializing.
Eagle’s Nest – Pizza Hut, beverages, sandwiches, burgers, salads, a featured entree each day,
snacks, and desserts. It is open all day and evening, Monday through Friday, with additional
hours on Saturday and Sunday.
PH.D./ED.D. EDUCATIONAL STUDIES PROGRAM HANDBOOK 23
Health Center (562-903-4841) - The Student Health Center, adjacent to Campus Safety Bldg, provides
confidential health services for all registered students. Packets of most over-the-counter medications
are available should you need them and the medical staff at the Health Center are qualified to care for
most medical concerns. Consultation with a physician or nurse is free, however there is a fee for
medications or specific treatments. Payment by cash, check or credit card is required, at the time of
each visit. Spouses of enrolled students are eligible for services at the Student Health Center for an
office visit fee of $35.00. No children can be examined or treated at the Health Center. Services include
MD Appointments, nurse appointments, immunizations, free self-care products, health education, travel
related services, and free pamphlets.
Health Center Hours of Operation
Emergency Medical Technician (EMT)
Monday – Friday, 8 am – 5 pm
Monday, Wednesday – Friday 5 pm – 1am
Tuesday 10 pm – 6 am
Campus Safety officers assist in emergency situations when the Student Health Center is closed. To
contact Campus Safety in the event of an on campus emergency dial x5111 on campus, or from your cell
phone dial 562-777-4000. For non-emergencies dial 0.
The following agencies are available for weekend illness or injury:
Bright Medical Urgent Care
(Walk-in facility)
15725 Whittier Blvd.
Whittier, Ca.
(corner of Santa Gertrudes and Whittier
Blvd.)
(562) 947-8478
Presbyterian Intercommunity Hospital
12401 Washington Blvd.
(corner of Lambert and Washington
Blvd.)
Whittier, Ca.
(562) 698-0811
Whittier Hospital Medical Center
(Closest hospital ER)
9080 Colima Rd.
(corner of Janine Drive and Colima)
Whittier, Ca.
(562) 945-3561
Nearest Kaiser Permanente Facilities –
Downey Medical Center
9333 Imperial Highway
Downey, CA 90242
Urgent Care 1-888-576-6225
Appointments 1-800-823-4040
PH.D./ED.D. EDUCATIONAL STUDIES PROGRAM HANDBOOK 24
Library Services - We support the research needs of undergraduate and graduate students in all majors
and courses. Ask (or call ext. 4838) the Reference Desk staff for help in finding information or using the
library's resources. The desk is located just inside the library entrance. You can access SCROLL in the
library or through the library's home page to search for items owned by Biola Library. The status column
lists if the item is available or on loan. Media items (audiocassettes and CDs, DVDs, and videos) are
housed along with machines for viewing and listening in the library. Most cataloged media can be
checked out at the Circulation Desk for a limited time. The Circulation Desk can put a hold on any
circulating item except for Reserves materials. You will be contacted when the item is available for check
out. You can search more than 100 databases on the Library Network, including many with full-text
articles online. You can also access the free resources of the Internet and email. Results can be printed in
black/white or in color; most can be downloaded or e-mailed. Off-campus access to most databases is
possible with your Biola Net ID and password. When the Instruction Lab is not being used for library
instruction sessions, it is an open computer lab. Schedules are posted monthly at the door and can also
be viewed on the library's home page. Computers have access to email, Internet, library online resources
and the library catalog.
All library carrels, boulevard tables, and Group Study Rooms have free electrical and Ethernet Internet
connections. You must supply your own Ethernet cord or you may use wireless connections anywhere in
the library. Check at the Reference Desk for details on setting up your computer to connect to the
Internet through the library's wired or wireless connection.
Photocopying Machines And Printers: Card-operated photocopiers are on all levels, and a coin-operated
machine is on the Middle Level. Rechargeable cards may be purchased in the Middle Level Copy Room.
The cards themselves cost 50 cents at first purchase. These cards also operate the Library Network and
Instruction Lab black/white and color printers . A vending machine in the Copy Room sells floppy disks
and other study supplies. Get change or ask for help at the Media Desk.
Group Study: 22 group study rooms are available on the Lower and Upper Levels. They are equipped
with electrical and Ethernet connections and a white board and black white board marker. There are no
reservations of the Group Study Rooms. Individuals may use them only if there is no group waiting.
Individuals must yield to groups.
Interlibrary Loan: Biola Library can borrow books/media and order photocopied articles from libraries
worldwide. Fill out a request form at the Reference Desk or submit an online request through the
library's home page. There is no charge for the first $100. Of materials received in the fiscal year. Plan
ahead--articles may arrive within two days, but it can take up to two weeks for some items to reach us
through the U.S. mail.
Free Borrowing Exchange: Any current student may check out books from California State University,
Fullerton library and other Reciprocal Borrowing Libraries without any fee IF a letter or card from the
Biola Library is presented. Talbot students also have access to some theological libraries. Get the
letter/card at the Biola Reference Desk by showing your current Biola ID with a current sticker and filling
out an application that asks for your social security number.
Mail Services - We provide First Class, UPS, Certified, Registered, Express, Federal Express, 2nd Day and
Next Day UPS Air Services for the university. Submit forwarding address to the Registrar Office after
withdrawal, graduation or departure. Undergraduate student’s mail will be forwarded weekly, up to a
maximum of 6 months. Graduate students' mail is the responsibility of the individual graduate school.
PH.D./ED.D. EDUCATIONAL STUDIES PROGRAM HANDBOOK 25
Hours of Mail Delivery and Receipt Specials (i.e., Certified, Registered, Express) 10:00 am arrival. When
Specials arrive after 10:00 am, the individual will be called and the item will be available for pick up at
the Mail Services office until 3:15 pm. If the item is not picked up, it will be taken to the Student
mailroom to be distributed the next business day. Regular mail items are sent to the U.S. Post Office at
3:30 pm.
Ph.D. And Ed.D. Office - The following student resources are available through the doctoral office:
Photo board (pictures and names of students in the program), past Ph.D. And Ed.D. Dissertations (office
use only), Ph.D. And Ed.D. Faculty publications (office use only), Ph.D. And Ed.D. Course syllabi, book
catalogs from various publishers, forms rack (includes pertinent information and program forms, TwoYear Tentative Course Schedule, books on research methods and statistics (which can be checked out).
Residential Facilities - Realizing that many students make sacrifices to live on campus, our goal is to
properly use the money you pay for housing to maintain and improve living conditions. We oversee the
buildings and furnishings you live in and use. Each year we do replacements, repairs, and renovations for
your comfort and convenience. We also handle housing contracts, housing charges/damage billings,
housing deposit refunds, graduate housing, and furnished apartments and houses within 3 miles of
campus. A security deposit required for all residents.
SUGGESTED READING LIST
Success in the doctoral program depends on the kinds of skills, experience, and knowledge that you
bring to the program. All Ph.D. And Ed.D. Students have a common base of foundations (e.g., each has
had at least three years of full-time ministry experience, and each has earned a master's degree--or
equivalent--in Christian education). As indicated by your admission into the program we believe you can
do well in your studies. Yet, students still come with differing academic strengths and areas needing
improvement. To help you make the most of your studies, we list the following resources:
Reading and Critical Thinking Skills
Adler, Mortimer J. & Charles Van Doren. (1972). How to read a book: The classic guide to intelligent
reading. NY: Simon & Schuster. 626pp. (ISBN: 671-21209-5) Classic book on how to approach and
understand a text. Essential reading for graduate work.
Bloom, Benjamin, et al. (1956). Taxonomy of educational objectives. Handbook I: Cognitive domain. NY:
David McKay. Standard categorization of the levels of critical thinking ability; schooling tends to
focus on lower levels; our doctoral program aims to enhance student's thinking skills at the upper
levels. The taxonomy is summarized in most educational psychology textbooks.
Kane, Thomas S. (1988). The new Oxford guide to writing. NY: Oxford University Press, 327pp. (ISBN: 019-509059-4)
Strunk, Jr., William & E.B. White. (1979). The elements of style. 3rd ed. NY: Macmillan, 85pp. [ISBN: 002-418220-6] Classic text on 70 guidelines for good writing.
Library Skills
Barber, Cyril & Krauss, Robert (2000). An introduction to theological research: A guide for college and
seminary students. Lanham, MD: University Press of America. 172pp. Includes on-line research
strategies and electronic resources in addition to traditional print research resources.
PH.D./ED.D. EDUCATIONAL STUDIES PROGRAM HANDBOOK 26
Developing A Christian World View
Three different theology texts, at varying degrees of scope:
Packer, J. I. (1993). Concise theology: A guide to historic Christian beliefs. Wheaton, IL: Tyndale. 267pp.
[ISBN: 0-8423-1111-5] Brief readable treatments of various essential teachings of Christianity;
primarily from a Reformed perspective
Erickson, Millard J. (1985). Christian Theology. Grand Rapids, MI: Baker, 1302pp. A one-volume standard
theology textbook, used at Talbot.
Lewis, Gordon R. & Bruce A. Demarest. Integrative Theology. Grand Rapids, MI: Zondervan.
Vol 1: Knowing ultimate reality; The living God (1987, 394pp)
Vol 2: Our primary need; Christ's Atoning Provisions (1990, 574pp)
Vol 3: Spirit-given life; God's people present and future (1994, 576pp)
Presents a distinctive model for theological method; surveys various interpretations of critical issues and
then defends an evangelical perspective; 3-volume set.
Thinking about the Dissertation
Bryant, Miles T. (2004). The portable dissertation advisor. Sage Publications, Inc.
Dunleavy, Patrick. (2003). Authoring a Ph.D. Palgrave McMillan.
Roberts, Carol M. (2004). The dissertation journey. Sage Publications, Inc.
MASTER'S READING LISTING FOR CHRISTIAN EDUCATION - SOME SELECTIONS
General Orientation To The Field – (Talbot Ph.D. Faculty Publications)
Anthony, Michael, ed., (2001). Christian education: Foundations for the twenty-first century,
Baker. 301pp.
Habermas, Ronald & Klaus Issler. (1992). Teaching for reconciliation: Foundations and practice of
Christian educational ministry. Baker. 410pp.
Philosophical Issues in Christian Education (TTDE 801)
Reed, James E. & Ronnie Provost. (1993). A history of Christian education. Broadman. 386pp.
Pazmiño, Robert. (2008). Foundational issues in Christian education, 3rd ed. Baker. 267pp.
Anthony, Michael J. and Benson, Warren S. (2003). Exploring the history and philosophy of
Christian education. Grand Rapids, MI; Kregel.
Human Development and Learning (TTDE 803)
Aleshire, Daniel. (1988). Faithcare: Ministering to all God's people through the ages of life.
Philadelphia: Westminster. 179pp.
Issler, Klaus & Ronald Habermas. (1994). How we learn: A Christian teacher's guide to
educational psychology. Eugene, OR: Wipf & Stock, 235pp.
PH.D./ED.D. EDUCATIONAL STUDIES PROGRAM HANDBOOK 27
Newman, Barbara M. & Philip R. Newman. (1998). Development through life: A psychosocial
perspective. 8th ed. Belmont, CA: Wadsworth, 672pp.
Wilhoit, James C. & John M. Dettoni. (eds). (1995). Nurture that is Christian: Developmental
perspectives on Christian education. Wheaton, IL: Bridgepoint/Victor.
Theories of Leadership and Management (TTDE 804)
Anthony, Michael. (1993). The effective church board: A handbook for mentoring and training
servant leaders. Grand Rapids, MI: Baker. 301pp.
Drucker, Peter. F. (1990). Managing the non-profit organization. NY: HarperCollins.
Gangel, Kenneth O. (1997) Team leadership in Christian ministry. Moody. 480pp.
Anthony, Michael J. abd Estep, Jemes. (2005). Management essentials for Christian ministries.
Nashville, TN; Broadman and Holman.
Lawson, Michael S. & Robert J. Choun, Jr. (1992). Directing Christian education: The changing
role of the Christian education specialist. Chicago: Moody.
Teaching and Curriculum Theory (TTDE 805)
Ford, LeRoy. (1978). Design for teaching and training. Nashville: Broadman.
Gangel, Kenneth O. & Howard G. Hendricks. (1988). The Christian educator's handbook on
teaching. Wheaton, IL: Victor.
Habermas, Ronald & Klaus Issler. (1992). Teaching for reconciliation: Foundations and practice of
Christian educational ministry. Baker.
Hendricks, Howard G. (1987). Teaching to change lives. Portland, OR: Multnomah.
Posner, George J. & Alan Rudnitsky. (1994). Course design: A guide to curriculum development
for teachers. 4th ed. White Plains, NY: Longman.
Wilhoit, James & Leland Ryken. (1989). Effective Bible teaching. Grand Rapids, MI: Baker.
Educational Research Methods (TTDE 807)
Gall, Meredith D. Joyce P. Gall, & Walter R. Borg. (2006). Educational research: An
introduction. 8th ed. Allyn and Bacon.
Best, John W. & James V. Kahn. (2003). Research in education. 9th ed. Allyn and Bacon.
Creswell, John W. (2006). Qualitative inquiry and research design. 2nd ed. Sage Publications, Inc.
Seale, Clive. (1999). The quality of qualitative research. Sage Publications, Inc.
PH.D./ED.D. EDUCATIONAL STUDIES PROGRAM HANDBOOK 28
TRANSLITERATION
PH.D./ED.D. EDUCATIONAL STUDIES PROGRAM HANDBOOK 29
CAMPUS LANDMARKS
1. Gate House – LM Blvd.
15. Soccer Field/Track
18. Chase Gymnasium
20. Pool
23. Cafeteria
26. Student Union Building
27. Flour Fountain
28. Bookstore/Student Services
32. Campus Safety
34. Mayers Auditorium
35. Student Health Services
39. Sutherland Hall
37. Library
43. Metzger Hall
44. Rose of Sharon Chapel
45. Talbot East
46. Calvary Chapel/
Feinberg Hall
47. Myers Hall
49. Gatehouse/Front Entrance
50. School of Business
52A. Print Shop
52G. ISF Modulars
PhD/EdD Doctoral Office &
Feinberg 120 Seminar Room
Myers Hall
Talbot East
Parking
PH.D./ED.D. EDUCATIONAL STUDIES PROGRAM HANDBOOK 30
“Acquire wisdom,
and whatever else you get,
acquire insight.”
Proverbs 4:7b
PH.D./ED.D. EDUCATIONAL STUDIES PROGRAM HANDBOOK 31