St. Andrew’s College
Designated Lay Ministry Diploma Program
Student Handbook
St. Andrew’s College
1121 College Dr. Saskatoon, SK S7N 0W3
306.966.8970
Jennifer Janzen-Ball, Director, DLM Program jennifer.janzen.ball@usask.ca
Leslie Schweitzer, DLM Registrar standrews.registrar@usask.ca
2015-2016 HANDBOOK
Contents
DESIGNATED LAY MINISTRY DIPLOMA PROGRAM ......................................................................................... 4
INTRODUCTION ........................................................................................................................................... 4
ADMISSION ................................................................................................................................................. 5
Probation Period ..................................................................................................................................... 6
Students without an Appointment .......................................................................................................... 6
Registration Procedures .......................................................................................................................... 6
LEARNING CIRCLE THEMES ........................................................................................................................ 8
EDUCATIONAL PRINCIPLES GUIDING THE PROGRAM .............................................................................. 9
A LEARNING COVENANT GUIDES THE PROGRAM ................................................................................... 9
A COMMITMENT TO A SAFE AND RESPECTFUL WORK ENVIRONMENT.................................................. 9
INCLUSIVE LANGUAGE ............................................................................................................................. 10
COMPUTER REQUIREMENTS FOR DLM DIPLOMA PROGRAM ............................................................... 10
DLM DIPLOMA PROGRAM COMPLEMENTARY COURSES ....................................................................... 12
WHAT ARE COMPLEMENTARY COURSES? ............................................................................................ 12
POLICIES FOR STUDENT CONTINUATION AND COMPLETION OF THE PROGRAM ................................ 13
ATTENDANCE AT LEARNING CIRCLES .................................................................................................... 13
MEETING ASSIGNMENT DUE DATES IN THE DLM DIPLOMA PROGRAM ............................................... 13
REQUIREMENTS FOR CONTINUATION OR COMPLETION ...................................................................... 14
Suspension and Expulsion ..................................................................................................................... 15
Re-instatement ...................................................................................................................................... 15
GRADUATION ........................................................................................................................................ 16
APPEAL POLICY .......................................................................................................................................... 17
DLM DIPLOMA PROGRAM POLICY ON CONFIDENTIALITY ........................................................................ 17
DLM DIPLOMA PROGRAM PLAGIARISM POLICY ....................................................................................... 19
PROCEDURES WHEN PLAGIARISM IS SUSPECTED ................................................................................. 19
PROGRAM COSTS AND FEES – DLM DIPLOMA PROGRAM ..................................................................... 21
Payment Schedule ................................................................................................................................. 21
Refunds.................................................................................................................................................. 22
Financial Arrangements for Students Unable to Attend a Learning Circle ............................................ 22
Financial Arrangements for Continuation in the DLM Diploma Program after Completion of Learning
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............................................................................................................................................................... 22
Circles .................................................................................................................................................... 22
USEFUL CONTACTS AT ST. ANDREW’S COLLEGE ..................................................................................... 23
APPENDICES ................................................................................................................................................. 25
APPENDIX A - MARKS OF PREPAREDNESS FOR CONTINUATION IN THE DLM PROGRAM .................... 25
MARKS OF PREPAREDNESS FOR CONTINUATION ..................................................................................... 26
APPENDIX B- COMPLEMENTARY COURSE PROPOSAL INFORMATION & FORMS ................................. 31
Frequently Asked Questions:................................................................................................................. 31
Complementary Courses Information ................................................................................................... 32
Directed Study Courses ......................................................................................................................... 33
HOW WILL COURSES BE APPROVED? .................................................................................................... 35
HOW ARE RESULTS OF COURSES SHARED?........................................................................................... 36
CAN COURSES TAKEN BEFORE ADMISSION BE CREDITED? ................................................................... 36
CAN COMPLEMENTARY COURSES BE COUNTED TOWARDS ANOTHER DIPLOMA/DEGREE? ............... 36
QUESTIONS ............................................................................................................................................ 36
COMPLEMENTARY COURSE FORM FOR PROPOSING AN EXISTING COURSE AT AN ACADEMIC .......... 37
INSTITUTION ............................................................................................................................................. 37
COMPLEMENTARY COURSE FORM FOR PROPOSING A DIRECTED STUDY COURSE ................................. 38
APPENDIX C - TRAVEL SUPPORT GRANTS ................................................................................................ 39
Student Travel Support Grants Application Form ..................................................................................... 40
APPENDIX D – ST. ANDREW’S COLLEGE CODE OF STUDENT CONDUCT .................................................. 41
AND POLICY ON STUDENT DISCIPLINE ...................................................................................................... 41
PREFACE ........................................................................................................................................................ 41
APPENDIX E - ST. ANDREW’S COLLEGE POLICY ON JUSTICE................................................................... 47
APPENDIX F – St. Andrew’s Harassment Prevention Policy .................................................................... 48
APPENDIX G - ST. ANDREW’S COLLEGE STATEMENT OF POLICY REGARDING ....................................... 56
SEXUAL HARASSMENT ............................................................................................................................. 56
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DESIGNATED LAY MINISTRY DIPLOMA PROGRAM
INTRODUCTION
The program for recognition in the United Church as a Designated Lay Minister or DLM is offered at St.
Andrew’s College (www.standrews.ca), Saskatchewan. A DLM is a lay member of the United Church,
recognized and appointed by a presbytery/district to serve in paid accountable ministry in a pastoral
charge or other presbytery/district-accountable ministry.
The DLM Program Director works with a volunteer DLM Program Team. The Team participates directly
in: student admission and assessment; curriculum design; and program oversight (including policy
development and implementation).
The DLM Program braids together three educational components:
Supervised Ministry Education: Three years of reflection and integration on the practice of ministry with
an Educational Supervisor and Lay Supervision Team in a presbytery appointment which is a conference
approved learning site. The appointment is at least 50% time.
Learning Circles: Six residential learning circles over three years. Learning circles are 10 days long and
are held at St. Andrew’s College, in March/April and October/November. The Learning Circles introduce
theory and theology, guide students in reflection on integrating the content with the practice of ministry
and provide a peer setting for deepening formation in lay ministry. Online community through the
internet supports preparation for and follow-up after the Learning Circles. The Learning Circles are
required for all students regardless of previous formal learning or experience.
Complementary Courses: Complementary courses are chosen to round out the educational program
based on the learning needs and particular ministry focus of the student. Three courses, (one per year)
each a semester or equivalent long, are taken at a theological school, university or educational centre or
other venue, as approved by the DLM Program Director.
The program also includes two comprehensive Ministry Papers, (one paper is due after 3 learning circles
and one after 6 learning circles), and occasional online community involvement.
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ADMISSION
People interested in being admitted to the DLM Program at St. Andrew’s must:
(1) Complete a process of discernment (1 year in length) conducted through their
Presbytery/District. The Presbytery/District determines readiness to be a DLM;
(2) Complete one of four prerequisites:
a. Licensed Lay Worship Leader (LLWL) course;
b. lay certificate in theology through a United Church theological college;
c. Leadership Development Module (LDM) at the Centre for Christian Studies;
d. prior learning assessment through the General Council Office; and
(3) Have an appointment in a Presbytery/District accountable ministry (a Supervised Ministry
Education site) of at least 50% time.
Inquirers can apply to the DLM program as they are beginning to move toward approval by the church to
seek an appointment as a DLM. If they are accepted, however, it would be a conditional acceptance until
such time as they have secured an appointment. Either can proceed first: the admission to the DLM
program or the appointment, but neither can be finalized until the other happens. If space is limited in
the program, those who have secured an appointment will receive priority. A student who does not
have an appointment can only attend one Learning Circle. To continue in the program, the student
must obtain an appointment prior to the next Learning Circle.
Applications are accepted throughout the year. To allow time for the Program Team to review the
applications for the next Learning Circle, the deadlines to receive all forms and references are:

November 1 (for the March-April Learning Circle) and

June 1 (for the October-November Learning Circle)
St. Andrew’s College may determine educational prerequisites required before entering the educational
program. Applicants must be able to demonstrate that they are able to undertake academic work at a
university entrance level.
As soon as a student is accepted, the DLM Program Director begins to work with them to plan their
program.
A student may complete a complementary course and/or be supported to meet gaps in their writing or
electronic communication abilities prior to coming to the first Learning Circle.
The Presbytery/District may determine educational prerequisites required before allowing the inquirer to
begin an appointment.
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Individual Learning Circles are open for occasional and continuing education students Individual Learning
Circles are open for occasional and continuing education students at the discretion of the DLM Program
Director and the DLM Program Team. Applications to be an occasional student at a learning circle will be
evaluated on a case-by-case basis. Applications will be evaluated based on one or more of the following
criteria:
 Enrollment capacity
 Global partnership
 Continuing education
Normally, an occasional student will have a ministry context (paid or volunteer) in which to integrate
theory and practice, as this is the educational model of the DLM Program.
Probation Period
Students are admitted to the DLM Program and are on probation until satisfactory completion of the
first learning circle (including all assignments for that learning circle). After the first circle, a decision will
be made by the DLM Program Team about new students’ status. The decision will be based on the
following criteria:
 assessment of behaviour at learning circles, based on: community norms; “Ethical Standards and
Standards of Practice for Ministry Personnel” of The United Church of Canada and Sexual Abuse
Policies of the United Church; and DLM Program polices;
 a pattern of lateness for assignments and/or a pattern of extension requests;
 acceptance of the adult education learning model, as outlined in the “Educational Principles
Guiding the Program” in this handbook.
Decisions may be:
1. probationary period has ended and the student will continue in the DLM Program OR
2. probationary period continues for a specified length of time; in the meantime, the student will
continue in the DLM Program* OR
3. discontinuation of studies; the student will not continue in the DLM Program
*A student may continue to be on probation after the first learning circle. If this is the case, the program
team will indicate in writing to the student what steps need to be taken, and by when, to be taken off
probation. Normally, the additional work will be satisfactorily completed prior to the student attending
their second learning circle.
Students without an Appointment
A student who does not have an appointment can only attend one Learning Circle. To continue in the
program, the student must obtain an appointment prior to the next Learning Circle.
Registration Procedures
All students are required to register for Learning Circles through the Student database called Populi.
Once a student has been accepted into the program the Registrar will have the Populi system send the
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student an invitation to the site. Upon becoming an ‘active student’ on Populi, access is granted for
Learning Circle registration. It is the student’s responsibility to register and follow up with tuition and fee
payment as outlined.
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LEARNING CIRCLE THEMES
The six learning circles are offered in a circular rotation each March/April and October/November over the
course of three years. Each circle is 10 days long. New students join the rotation as they enter the
program.
Caring for Community
 Ecology and stewardship
 Pastoral care
 Pastoral Occasions & Contexts (e.g. Birth,
marriage, funerals; nursing homes, prisons,
hospitals)
 Ethics
 Boundaries in ministry
The Community’s Story
 Biblical story – how we tell story; exegesis of
text & context
 Proclamation (including preaching &
 evangelism)
 UCC history and theology (including
Christology)
 Worship
 Sacraments
The Learning Community
 Educational Design & Facilitation
 Lifelong learning (includes life/faith stage
development and learning styles)
 Study Programs (Children’s ministry, Youth
ministry, Adult ministry, confirmation)
 Theology of Learning in Community
Organizing Community
 Governance & polity in the church
 Congregational models (development and
re- development)
 Administration (including time
management)
 Context and social analysis of community
(e.g. Outreach, evangelism)
 Working in team
 Belonging to Larger/wider Community (e.g.
Ministerial, relationships in wider
community)
Leading in Community
 Leadership models
 Modeling effective leadership in various
ministries
 Transformative leadership
 Missional Leadership (including evangelism
& outreach)
 Prophetic leadership
 Conflict resolution
Living Diversity in Community
 Pluralism/multi-faith understandings
 Inter-cultural and ecumenical
understandings
 Justice in theological understandings
(Understandings of charity & justicemaking)
 Social issues (e.g. Gender, racism, sexuality,
etc.)
 Right relations & reconciliation
 Advocacy and solidarity
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EDUCATIONAL PRINCIPLES GUIDING THE PROGRAM
The Program is rooted in an experiential learning model that includes doing, reflection, theory/theology,
analysis and action. Learning happens not by the doing, but by both doing and reflecting on the doing.
It is the nature of God’s creation to change, adapt and grow in response to the stimuli of the
environment. In this complex web of relationships learning is a faithful response to God’s call.
Learning is a life-long process and discipline that occurs within a community of trust, where there is
openness to risk, and where support, challenge, and feedback are available. Learning involves mutual
accountability between and among all those involved.
Learning encompasses the whole being of a person, the intellect, body, spirit, emotions, and intuition.
Structured learning environments are lively: expressions of spirit are fostered, ideas are exchanged and
probed respectfully, emotions are shared with integrity, and new behaviours are tested. Openness to full
participation is expected.
As adults, students take responsibility for, and become involved in their own learning and that of others.
Learning is shaped by the context: it is a communal activity.
Learning together to acquire the skills, passion and discipline for ongoing education is an important goal.
A LEARNING COVENANT GUIDES THE PROGRAM
In a supportive environment, students assess the gifts, skills and knowledge they bring into the program
and identify the gaps in their background and areas for development. The “Learning Outcomes for
Ministry”, approved by the United Church of Canada, along with the DLM program’s
“Marks of Preparedness for Continuation” guide this assessment. Learning goals are developed to help
the student focus on the identified needs and as the program progresses the learning goals are adapted.
These goals are incorporated into the Learning Covenant made with the DLM Program Director, the
Supervised Ministry Education site and the student, in the knowledge of God’s presence.
A COMMITMENT TO A SAFE AND RESPECTFUL WORK ENVIRONMENT
The DLM Learning Circles offer a community that operates on Christian values including caring and
integrity in relationships. We endeavour at all times to provide a working and learning environment that
is free from discrimination, supportive of spiritual and academic life, and that promotes the dignity, selfesteem and fair treatment of all members of the community. All participants have the freedom to
examine ideas responsibly through processes that reflect a balance among democracy, efficiency,
innovation and accountability. The basis of interaction is one of mutual respect, co-operation and
understanding, and we will not tolerate any behaviour that is likely to undermine this.
Please see also the harassment policies of St. Andrew’s College (in the appendices).
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INCLUSIVE LANGUAGE
The students and program team of DLM come from a wide variety of backgrounds. Our social histories,
economic situations, gender identities, sexual orientations, races, and ages are diverse. The DLM
Diploma program wishes to respect and uphold all of its participants’ life histories and current situations.
Accordingly, the program has adopted a policy where everyone is asked to use inclusive language in their
presentations (both oral and written). Inclusive language does not mean that you cannot use either male
or female imagery for God; rather, it means using both male and female imagery, including pronouns. It
does not mean that either the rich or the poor are excluded but that both are included. As you are
preparing your written and oral presentations, please remember that this policy was adopted to include
the whole people of God. If inclusive language is new to you, we would be pleased to work with you. You
may also find the United Church resource, “Just Language: A Guide to Inclusive Language in The United
Church of Canada” helpful (to purchase from UCRD, go here)
COMPUTER REQUIREMENTS FOR DLM DIPLOMA PROGRAM
Skills in word processing, electronic presentations, email, and internet research are increasingly
important for the practice of ministry. They are now also essential in the educational process. Students
are expected to obtain confidence with using email, downloading attachments, and using the internet
prior to beginning the program. Part of the DLM curriculum will require students to be involved in
internet-based learning.
Students must have regular access to a computer and the internet. Wherever possible students should
obtain a high-speed cable or wireless connection. Students are expected to install anti-virus software
(such as Avast or AVG or similar software that has automatic updates). Regular maintenance and updates
are essential.
Students who are Mac users are not likely to need virus protection at this time. With the increasing use of
Macs in the workplace, viruses may become a threat in the future. If you are a Mac user, talk with a
reputable Mac dealership about recommendations for virus protection.
Students must have the capacity to open PDF documents. The Adobe Reader software to print PDF
documents and to send them electronically can be downloaded free through the internet Mac users use
the Preview Application that comes with the computer to open PDF files. Students are expected to
submit assignments electronically in Word or an open-source equivalent as .doc files. Students may find
a scanner advantageous.
Depending on existing skill level in these areas, students are encouraged to seek out local courses on
email use and internet research. It is highly recommended that students upgrade their computer
maintenance and trouble shooting skills or seek out a knowledgeable, reliable, and readily accessible
computer support person to support them during the DLM program.
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Students are not required to have a laptop computer, but will find it extremely helpful at Learning Circles.
A St. Andrew’s College computer and printer will be available at the Learning Circle. Students have
advised that a USB drive is useful for accessing the printer, sharing PowerPoint presentations, etc. at the
Learning Circle. St. Andrew’s College has wireless internet available for guest use.
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DLM DIPLOMA PROGRAM COMPLEMENTARY COURSES
WHAT ARE COMPLEMENTARY COURSES?
Complementary Courses are one of the three elements of the DLM Diploma Program. They are chosen
to round out or fill gaps in the educational program based on the learning needs and particular
ministry focus of the student.
Three courses, each a semester or equivalent, are taken at a theological school, university or educational
centre or other venue, as approved by the DLM Program Director. Normally, at least one of the
Complementary Courses will be taken at a theological school. Normally, students will take
complementary courses during the DLM Diploma Program. The Director and Program Team may give
credit for up to two (2) complementary courses taken before a student is accepted into the DLM
Diploma Program.
These courses need to be assessed or documented by an educational institution through the provision of
transcripts directly to St. Andrew’s College.
More information and Forms for applying for Complementary Courses are available in Appendix B or
from the St. Andrew’s College website (www.standrews.ca).
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POLICIES FOR STUDENT CONTINUATION AND COMPLETION OF THE PROGRAM
ATTENDANCE AT LEARNING CIRCLES
The DLM Diploma Program’s educational methodology is contingent on the creation of a learning
community in which students and staff participate as learners and leaders. Learning in a community is
both gift and challenge. The richness of this learning environment enables individual and group growth,
fosters authentic expressions of spirituality, and creates a place of care and concern. This model
requires a high commitment to presence and participation.
A student’s absence from a Learning Circle affects their individual learning and the learning of others, as
all contribute in a mutual way.
Students are expected to be in attendance at all learning circles, for the entire length of each learning
circle. Absence will be granted only for serious personal health issues or family emergency situations. A
doctor’s note will be required for serious personal health issues. The DLM Program expects students to
be responsible for meeting equivalency requirements for all work missed.
Processes to meet the equivalency requirements for all work missed could include, and are not limited
to, additional assignments, a workshop in the student’s home context, additional courses, or extra
leadership responsibility at a subsequent Learning Circle.
The Education and Students Committee provides oversight of the educational placement in the ministry
site (appointment). Absence from the ministry site should be discussed with the Educational Supervisor,
Lay Supervision Team and Education and Students Committee. In the case of an extended absence
students are expected to communicate this to the DLM Program Director, particularly as it may affect
assignments.
MEETING ASSIGNMENT DUE DATES IN THE DLM DIPLOMA PROGRAM
Students are expected to honour assignment due dates. Due dates provide structure and external
motivation for the students. Due dates enable staff to set schedules of work and self-care. Out of
respect for staff and leaders, students MUST make every attempt to adhere to due dates for
assignments.
The DLM diploma program recognizes that there are many demands and pressures of ministry, personal
life, and the DLM program. Thus, there is room for some flexibility. Nevertheless, students are asked to
remember that they are STUDENTS FIRST and to prioritize their readings and assignments.
Students must contact the DLM Program Director at least one week before a due date to consult about
changes and to negotiate possible extension. Extenuating circumstances will be considered if a student
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cannot contact the DLM Program Director one week in advance. Due date changes will be made on a
contextual basis without setting any precedent. Students may have an automatic grace period of one
week for the major post-learning circle assignment, without penalty. If students require an extension
beyond this period, they must negotiate this with the DLM Program Director.
If a student seems to be developing a pattern of:
 not handing in work on time; AND/OR
 not negotiating extensions with the DLM Program Director; AND/OR
 not completing assignments satisfactorily
the DLM Program Director will review the student’s continuation in the DLM Program with the DLM
Program Team. The DLM Program Team has the authority to make decisions about students’
continuation in the DLM Diploma Program.
Note:





Extensions will not normally extend past the due date for the next assignment.
Extensions on pre-circle assignments are not negotiable
The number of extensions to a student during a year may be limited.
A persistent pattern of lateness will be addressed, and could result in remedial action including
not continuing in the program.
Negotiations for extensions are a matter between the DLM Program Director and individual
students
REQUIREMENTS FOR CONTINUATION OR COMPLETION
Continuation in the Designated Lay Ministry Diploma Program is assessed semi-annually (for each
Learning Circle) and annually, with a report to the student’s Education and Students Committee of
Presbytery/District.
LEARNING CIRCLE
Normally, for a student to proceed into the next Learning Circle, the following conditions are required:
 All assignments for the previous Learning Circle are satisfactorily completed.
 The previous Learning Circle Review of Learnings/Assessments are completed and filed in the
student’s file.
 Continuation in a Presbytery/District Appointment of at least 50% time.
 All fees owing for the time period must be paid.
ANNUAL REQUIREMENTS
An annual assessment for continuation in the program will be conducted for each student by the DLM
Program Director and DLM Program Team. Decisions regarding completion of the student’s previous 12
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months will be made at that time. To continue in the program the student shall have satisfactorily:
 Completed the Learning Circle(s) in that year,
 Completed the Ministry Paper (if one is required in that time frame),
 Made progress toward completing the 3 required Complementary Courses,
 Made progress toward meeting the “Marks of Preparedness for Continuation in the DLM
Diploma Program”,
 Completed or be making progress toward completing any special conditions or requirements
specified by the DLM Program,
 Paid all fees owing for the time period, and
 Be in a presbytery appointment of at least 50% time
When a student has been granted Completion Status by the DLM Program Director, a letter will be sent
to the student (copied to the Presbytery/District Education & Students Committee) confirming the
completion of the year with a copy placed in the student’s file. The DLM Program Director will contact
students who do not receive Completed Status and a letter of confirmation will be sent to the student
(copied to the Presbytery/District Education & Students Committee).
This annual assessment will include a description of the Learning Circles, an update on Complementary
Courses completed, and a report of the student’s progress.
Suspension and Expulsion
Any student who fails to meet the learning circle requirements and/or annual requirements (identified
above), as assessed by the DLM Program Director and DLM Program Team, may face suspension or
expulsion from the DLM Program.
The DLM Program Director will notify by phone students who are suspended or expelled, and a letter of
confirmation will be sent by registered mail to the student (copied to the Presbytery/District [or
equivalent] Education & Students Committee).
Re-instatement
The DLM Program Director and the DLM Program Team will provide opportunity for the student to be
re-instated. Criteria and timeline for re-instatement are set by the DLM Program Director and the DLM
Program Team on a case-by-case basis.
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GRADUATION
To graduate with a Diploma in Designated Lay Ministry the student shall have satisfactorily completed:









all 6 Learning Circles (or equivalent),
2 Ministry Papers,
3 Complementary Courses, with transcripts from the credit-granting institution in the student’s
file,
3 years of supervised education in a presbytery appointment of at least 50% time as assessed by
the presbytery Education & Students Committee,
a continuing education plan,
any special conditions or requirements which may be specified by the DLM Program;
the Marks of Preparedness for Completion of the DLM Diploma Program, and
payment of all fees owing
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APPEAL POLICY
The DLM Program Team, taking into consideration assessments that include the student, peer learners,
and others as appropriate, makes decisions regarding readiness to continue in, or to complete, the
program. A member of the Program Team communicates decisions to the student as soon as possible,
followed by written confirmation. Questions about, or disagreement with, the decision should be
discussed with the appropriate Program Team member(s). If this discussion does not resolve the issue,
the student may initiate a formal appeal procedure.
The appeal procedure outlined in Appendix D relates solely to decisions made by the DLM Program Team.
It does not apply to, or affect, course evaluations made within the university, theological school or
program where the required complementary courses are taken. Appeal procedures set forth in the
handbook or calendar of such institutions will govern appeals related to those course evaluations.
DLM DIPLOMA PROGRAM POLICY ON CONFIDENTIALITY
The Marks of Preparedness for Continuation in the DLM Program specify that the exercise of appropriate
discretion is an ethical requirement for ministry and must be demonstrated to meet the expectations of
the DLM Program. In particular, this document notes important criteria to help guide confidentiality and
ethical behaviour in ministry:
1 B Self in Relation
a. Is committed to and demonstrates appropriate ethical behaviour in ministry. (See “Ethical
Standards” section of Ethical Standards and Standards of Practice for Ministry Personnel)
b. Exercises good judgment and understandings how ones words and actions, especially in role
of minister, affect others.”
The people you meet in all areas of ministry and work with must be shown care and respect. Each of us
has our own story. Our stories are ours to tell. Just as we would not want someone else to share casually
our “story”, we need to trust and empower people with whom we work to tell their own stories.
If you are describing someone’s life situation for an assignment, such as a case study or verbatim, take
care to change any information that would explicitly identify the person unless you have that person’s
permission to include it.
When you are sharing with friends or family about the new things you are learning, take care to speak of
people and their context respectfully. Do not share the particulars of their lives in a way that violates the
trust and confidence they have shown you.
When you are sharing information or revealing your own story, be explicit with your hearers about the
level of confidentiality you expect from them. Even when you ask people to keep information
confidential that request may be violated. Before speaking, give consideration to what the consequences
could be if the information was shared. Once you share a story or information, you cannot get it back.
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Become familiar with the norms of your ministry site around confidentiality. In some situations you
cannot guarantee absolute confidentiality. Become familiar with the laws in your province/territory. For
example, you are mandated to report suspicions of child abuse and neglect. You also have an obligation
to disclose intent or plans for self-harm or to harm others. Discuss limitations of confidentiality whenever
possible with those who are in a pastoral relationship with you.
Ask the following questions when deciding to share confidential information: "Why is it important that
this information be shared?"
"How will the care receiver benefit by a decision to share or not share information?"
"Does the benefit of sharing the confidential information outweigh maintaining confidentiality?"
When you make a decision to share information, keep notes.
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DLM DIPLOMA PROGRAM PLAGIARISM POLICY
Plagiarism comes from the Latin plagiarius, "kidnapper." Work submitted that includes material taken
from other sources without acknowledgment, whether intentional or not, is a serious matter. To use
ideas, information or words of someone else and make the claim that it is one’s own demonstrates a lack
of respect both for the writers of the resource and for the reader of the work.
In order to avoid plagiarism one “must not incorporate material from another source directly into your
work without proper citation and quotation marks".1 Using footnotes or endnotes and a bibliography
allow for acknowledgment of the original sources of the material. Putting ideas into one’s own words by
paraphrasing allows material to be incorporated but it still has to be referenced through use of footnotes.
Summarizing is another helpful way to capture the thoughts of the source, but again, it must be
referenced through use of footnotes. Material that is "common knowledge" like the dates of major world
events, names of persons, etc. are not required to be referenced because these facts are attainable from
any number of places.
When in doubt, give credit. Assume that the reader will be able to identify the plagiarized material. Most
readers know the nuances of the writer. Do not press ahead because of lack of time. In the end, it will
cost more time and academic credibility. All papers must have endnotes or footnotes and a bibliography.
Currently, in the DLM Diploma Program, we use the Turabian citation system. Please see Kate L.
Turabian, A Manual for Writers of Research Papers, Theses, and Dissertations: Chicago Style for Students
and Researchers, 7th ed. (Chicago: University of Chicago Press, 2007). For a short online version, see
http://umanitoba.ca/libraries/units/infolit/media/citing_turabian.pdf.
Students having difficulty with writing papers are encouraged to seek out a course on academic paper
writing. Such courses are available through a community college or university. They may be available
online.
PROCEDURES WHEN PLAGIARISM IS SUSPECTED
When a case of plagiarism is suspected or discovered, the DLM Program Director may follow any of the
following procedures:



seek explanations from the student,
consult with others familiar with the student and their work,
determine appropriate action, always in consultation with a member of the DLM Program Team
1
English Department, Mount Saint Vincent University, Plagiarism, May 2004.
http://www.msvu.ca/en/home/programsdepartments/Arts_Science/artsscienceaf/english/course/plagiarism.aspx.
Page 19 of 58
In situations where a student has made errors in judgement about citation due to limited understanding
or experience, the DLM Program Director will work with them to increase their knowledge. However, if
the infraction is decidedly one of intentional plagiarism other action will be taken.
Plagiarism is a serious breach of integrity both for the individual and the institution and it requires serious
sanctions.2
Sanctions will be determined depending on the severity of the situation. These may include, but are not
limited to:



meeting the program requirement in some other way, for example, but not limited to, rewriting
the paper in question or writing another paper on a different topic;
deeming the Learning Circle incomplete;
suspension from studies for an appropriate period.
If the severity warrants, the Education and Students Committee, or other appropriate body, will be
informed. Staff may inform the theological school(s) where the student is doing Complementary Courses.
2
Atlantic School of Theology, Plagiarism Policy, Approved September 22, 1993.
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PROGRAM COSTS AND FEES – DLM DIPLOMA PROGRAM
Application fee
for first time students, send with application form; non-refundable, not deducted from tuition
$75
Applications for the October-November Learning Circle must be received by June 1. Applications for the
March-April Learning Circle must be received by November 1.
Fees for students
Tuition (due December 15 for the March-April Learning Circle)
Tuition (due September 15 for the October-November Learning Circle)
Populi Fee (due dates the same as for tuition)
Accommodation and meals for each Learning Circle approximately
(this cost is dependent on where a student decides to stay, how many meals are catered, etc)
$1150
$1150
$7
$1150
Additional costs that will be incurred in order to complete the program include:
 Travel to Learning Circles
 Computer and high-speed internet access
 Complementary courses
 Course pack
Payment Schedule
Tuition for the March-April Learning Circle is to be remitted to St. Andrew’s College by December 15.
The tuition for the October-November Learning Circle is to be remitted by September 15.
If meals are catered during a learning circle, payment for the meals must be made to St. Andrew’s
College at the time of arrival for a learning circle.
Please submit a cheque or money order payable to St. Andrew’s College to
St. Andrew’s College, 1121 College Dr., Saskatoon, SK S7N 0W3
Credit card numbers can be phoned in to St. Andrew’s – 1.877.644.8970
Note: for security reasons we do not keep your credit card numbers on file so you must contact us for
each Circle.
Travel Support Grants are available. Please see Appendix C for more information.
Register for each Learning Circle with Populi (online site); the DLM Program Registrar will send you
information on how to sign up for Populi and learning circles. You must register for each learning circle.
Page 21 of 58
Refunds
Refunds may be given prior to the start of a learning circle, should a student quit the program. Refunds
will be assessed on a case by case basis by the DLM Program Director and members of the DLM Program
Team, and will be based on work completed prior to the start of the learning circle.
Financial Arrangements for Students Unable to Attend a Learning Circle
An individual who is unable to attend a Learning Circle will be required to pay full tuition and will be
expected to negotiate an alternate learning plan with the DLM Program Director.
Financial Arrangements for Continuation in the DLM Diploma Program after Completion of Learning
Circles
Some students may complete the required learning circles before they complete their complementary
courses and/or Supervised Ministry Education. Some students may require additional extensions to finish
learning circle work. This pertains to incomplete work at the end of a student’s sixth circle (i.e. all
assignments, including the final ministry paper, and complementary courses are expected to be
completed by mid-June to early July [for a student whose last circle is in March-April] or mid-j to early
February [for a student whose last circle is in October-November]). In such cases, students will pay a
continuation of program fee (pro-rated for half-years) until such time as they complete the learning circle
or Complementary Course requirements. The fee schedule is:
 Extension of 6 months for learning circle assignments** - $250
 Extension of 1 year for complementary course(s)** - $250
Decisions on granting extensions will be made by the DLM Program Team and will be made on a
contextual basis. In all cases, Presbytery Education and Students Committee (E&S) chairpersons will be
consulted before any decisions are made.
**The Final ministry paper integrates all course work including complementary courses and normally
cannot be completed until complementary courses are completed**
NOTE: Requests for extensions beyond one year will be assessed on a contextual basis and a decision by
the DLM Program Team will be made, in consultation with the Presbytery Education and Students
Committee. If a decision to grant an extension is made, the continuation of program fee will be $500 and
there will be continuous oversight from the program team.
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USEFUL CONTACTS AT ST. ANDREW’S COLLEGE
General Office
Melanie Schwanbeck, College Secretary
melanie.schwanbeck@usask.ca
Margret Hernik, Accounting and Administration Clerk malgorzata.hernik@usask.ca
306-966-8973
306-966-8972
Faculty
Dr. Sandra Beardsall, Professor of Church History and Ecumenics sandra.beardsall@usask.ca
306-966-8968
Dr. Lynn Caldwell, Professor of Church and Society
lynn.caldwell@usask.ca 306-966-8979
The Rev. Lorne Calvert, Principal
lorne.calvert@usask.ca 306-966-8975
Dr. HyeRan Kim-Cragg, Professor of Pastoral Studies
hyeran.kimcragg@usask.ca 306-966-6941
Dr. Christine Mitchell, Professor of Hebrew Scriptures christine.mitchell@usask.ca 306-966-8985
Dr. Don Schweitzer, McDougald Professor of Theology don.schweitzer@usask.ca
306-966-8964
Designated Lay Ministry DLM Diploma Program Director
Dr. Jennifer Janzen Ball
jennifer.janzen.ball@usask.ca
306-966-8943
Registrars`
Colleen Walker
Leslie Schweitzer (DLM program and International students)
standrews.registrar@usask.ca
306-966-5244
Library
Alison Jantz, STU Librarian
alison.jantz@usask.ca
306-966-8983
st.andrews.library@usask.ca
306-966-8983
Mallory Wiebe, Library Technician
Chief Administrative Officer
Leslee Harden
leslee.harden@usask.ca
306-966-8980
Property Manager & Residence Coordinator
Carolina Castro
carolina.castro@usask.ca
306-966-8969
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SOME ACRONYMS AND ABBREVIATIONS COMMONLY USED AT ST. ANDREW’S
ANW – Alberta and Northwest Conference of the UCC
ATS -Association of Theological Schools in Canada and the US (our accrediting body)
CCS – Centre for Christian Studies (national-field based program for diaconal ministry, Winnipeg) CIES –
Conference Internship and Educational Supervision Committee
CPE/SPE – Clinical Pastoral Education or Supervised Pastoral Education
DE – Distance Education
DLM – Designated Lay Ministry
E&S – Education and Students Committees of the Church (can be of Presbytery and of Conference) GC
– General Council of the United Church of Canada
GSC – Graduate Studies Council of the STU
MNWO – Manitoba and Northwestern Ontario Conference of the UCC PLAR – Prior Learning
Assessment and Recognition
PRC – Pastoral Relations Committees (normally of Presbytery; could also be of Conference) SAC – St.
Andrew’s College
SSSC – Sandy-Saulteaux Spiritual Centre, an aboriginal training centre for UCC ministries in
Beausejour, Manitoba
STU – Saskatoon Theological Union (includes SAC, the Lutheran Theological Seminary, the College of
Emmanuel and St. Chad)
UCC – The United Church of Canada
U of A – University of Alberta
U of S – University of Saskatchewan
U of W – University of Winnipeg
Page 24 of 58
APPENDICES
APPENDIX A - MARKS OF PREPAREDNESS FOR CONTINUATION IN THE DLM PROGRAM
DOCUMENT BACKGROUND
Three documents guide the setting of learning goals and assessment of students in the Designated Lay
Ministry (DLM) Diploma Program. The documents complement one another and are consistent in their
expectations and perspective.
Ethical Standards and Standards of Practice for Ministry Personnel (approved by the General Council).
Once a student has been made ready for appointment as a Designated Lay Minister she/he must be able
to demonstrate acceptance and compliance with these standards which are applicable to all ministry
personnel. Click here to see the Ethical Standards and Standards of Practice for Ministry Personnel.
Learning Outcomes for Ministry Leadership (developed by the Congregational, Educational and
Community Ministries Unit and approved by the General Council Executive). This document forms the
framework for the Marks of Preparedness and will be utilized by Education and Students Committees in
assessing readiness for ministry. This document does not currently cover DLM, but the process is
underway for its inclusion.
Marks of Preparedness for Continuation and its companion document Marks of Preparedness for
Completion in the Designated Lay Ministry Diploma Program will be used by St. Andrew’s College in
assessing student progress and readiness to continue in the DLM program. Students are expected to
refer to these documents in establishing learning goals.
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MARKS OF PREPAREDNESS FOR CONTINUATION
1. SPIRITUAL, VOCATIONAL AND PERSONAL FORMATION
Appropriate to their stage in the program, the student will be able to demonstrate their personal faith,
spiritual integration and vocational identity. Students will display emotional maturity and moral
integrity in themselves and in relation to others.
1. A
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
k.
l.
m.
Self as Minister
Can articulate one’s call to Designated Lay Ministry and is committed to deepening the
understanding of that call.
Demonstrates an understanding of the importance of accountability in ministry.
Demonstrates an active stewardship for The United Church of Canada.
Is developing an understanding of lay ministries and is growing in ability to articulate the
meaning of lay ministries.
Is growing in ability to be grounded and centred in one’s own value and worth, perspective and
world view, faith and vision.
Is increasingly able to acknowledge one’s own gifts and skills for ministry.
Increasingly understands oneself as minister and is able to relate to others as minister.
Is growing in understanding one’s vocation in relation to the whole church.
Increasingly integrates one’s knowledge, understanding, attitudes, skills, and self-awareness in
ministry.
Is deepening comfort with bearing public witness to God, Jesus Christ and the Spirit.
Is deepening in ability to integrate theologically and theoretically; prophetic, pastoral,
educational, spiritual, liturgical, and administrative elements of the practice of ministry.
Is demonstrating an increased understanding of the polity and the ethos of The United Church
of Canada and is able to function effectively within church structures.
1. B
a.
b.
c.
d.
Self in Relation
Is committed to and demonstrates appropriate ethical behaviour in ministry. (See Ethical
Standards section of Ethical Standards and Standards of Practice for Ministry Personnel)
Demonstrates interpersonal skills for ministry.
Exercises good judgment and understanding of how one’s words and actions, especially in role
of minister, affect others.
e. Is growing in ability to identify and accept one’s own privilege, power, and vulnerability.
f. Is growing in ability to perceive, develop and sustain respectful relationships in a variety of
situations and in a variety of ministry contexts.
g. Is deepening understanding of one’s own emotional, physical, social, spiritual and intellectual
needs and is increasingly able to implement personal strategies to cope effectively with
transition and change.
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1. C
a.
b.
c.
d.
Spirituality
Accepts, and is respectful of, a variety of spiritual understandings and practices.
Encourages and nurtures others in their spiritual journey.
Is increasing in knowledge, understanding and practice of one’s own spirituality.
Is able to express and live out of a sense of gratitude and hope.
2. FACILITATE LEARNING AND WORSHIP IN THE FAITH COMMUNITY
Appropriate to their stage in the program, the student will be able to articulate the faith traditions of
the church. Students will demonstrate abilities to work with the faith community in establishing a
worshipping and learning community growing in understanding of personal and collective faith.
Students will implement a continuous learning plan.
2. A
a.
b.
c.
d.
e.
Self as Learner
Understands learning as a life-long process and commitment.
Is growing in ability to discern one’s own learning strengths and areas for development.
Is growing in ability to set and articulate intentional goals for learning.
Is growing in ability to integrate theory and experience for effective ministry.
Is growing in ability to assess and evaluate one’s growth and performance and to learn from
positive and critical feedback.
2. B Faith in the Church Tradition
a. Is exploring God, Jesus Christ and the Spirit and growing in ability to articulate one’s theology.
b. Is demonstrating skills in biblical interpretation, theological reflection, and spiritual awareness
and is increasingly able to integrate these in ministry.
c. Values the church as institution and as spirit filled community and is growing in understanding
of the strengths and limitations of both.
d. Is growing in understanding of how theology informs one’s faith and relates to one’s worldview.
e. Is increasing understanding of the history and diversity of the Christian tradition, within The
f. United Church of Canada and ecumenically, and can understand and respect a variety of
theological perspectives.
g. Is identifying one’s own theological, spiritual, and cultural roots within Christian tradition.
h. Is increasingly able to identify theological beliefs which oppress and limit the fullness of God
and is embracing a theology and spirituality rooted in respect, abundance and liberation.
2. C
a.
b.
c.
Education in the Community of Faith
Is committed to the learning of the faith community.
Understands that learning can occur in all aspects of ministry.
Is growing in ability to nurture the faith of others and to facilitate their learning and theological
reflection.
d. Is demonstrating an increasing understanding of educational theory and is developing
educational skills grounded in theology and ministry.
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e. Is growing in ability to plan learning experiences appropriate to the ministry context.
f. Is increasingly able to find/create/adapt resources and curriculum.
2. D
a.
b.
c.
d.
e.
f.
g.
h.
Worship in the Community of Faith
Is able to support and empower others to create and lead in liturgy.
Is increasingly capable to provide meaningful liturgical leadership within the traditions of The
United Church of Canada.
Is growing in understanding the connections in liturgy with education, pastoral care,
administration and social ministry.
Is demonstrating a growing appreciation for ritual in relation to life experiences.
Is increasingly able to develop, find, and adapt liturgies and rituals to meet different spiritual,
contextual and cultural needs.
Is increasingly able to prepare sermons that are appropriate to a variety of contexts.
Is demonstrating a deepening understanding of the theology of sacraments and is able to offer
appropriate leadership in the sacramental ministry of the church.
3. CULTURE AND CONTEXT
Appropriate to their stage in the program, the student will be able to understand and relate to the
cultural and systemic realities of the environments in which The United Church of Canada exists and
carries out its mission.
3. A
a.
b.
c.
d.
e.
f.
g.
h.
Diversity
Displays respect for and ability to cooperate with people of other denominations and faiths.
Is growing in understanding and appreciation of cultures and traditions other than one’s own
and demonstrates a readiness for nurturing intercultural connections.
Is becoming more aware of difference (such as, race, class, age, sexual orientation, gender,
culture, language, abilities and religion) and is increasing in understanding of the implications
for liturgical, pastoral, social and educational ministry.
Is growing in ability to analyze specific contexts and dynamics in order to help the community
function more effectively.
Is growing in ability to enable others to deal with differences within a faith community.
Is increasingly able to envision, initiate, design, plan, implement, and evaluate in a variety of
group contexts.
3. B Context
a. Is demonstrating an understanding of social analysis; is increasingly able to use different models
of social analysis and to facilitate others in doing social analysis.
b. Is growing in understanding of structures and their impact on people’s lives.
c. Is growing in understanding of how socialization and ideological perspectives influence
worldviews, theology, and perceptions of injustice/justice.
d. Is deepening the ability to make connections amongst sexism, heterosexism, racism, ageism,
ableism, classism, militarism, and environmental degradation.
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e. Is growing in understanding globalization and its implications for ministry.
3. C
a.
b.
c.
d.
e.
f.
g.
h.
i.
Mission
Is open to wrestling with human responsibility in relationship to creation.
Is demonstrating an understanding of financial stewardship and a commitment to promoting
United Church of Canada mission funds.
Is demonstrating skills in developing strategies for transformation using community and church
networks.
Is growing in understanding of the historical place of First Peoples in Canadian society and the
impact of colonialism, racism and residential schools and demonstrates a willingness to engage
these issues and concerns with respect.
Is deepening understanding of the historical and contemporary mission of the church.
Is increasingly aware of the similarities and differences between social service and social
change.
Is increasing understanding of role advocacy and is growing in ability to advocate for self and
others, individually and systemically.
Is deepening understanding that nurturing spiritual health is an integral element of social
ministry.
4. LEADERSHIP
Appropriate to their stage in the program, the student will be able to practice ministry and provide
responsible leadership in the church and community context.
4. A Leadership
a. Demonstrates and is continuing to deepen an understanding of appropriate use of power and
authority.
b. Is willing to confront one’s own resistance to change.
c. Is growing in ability to see oneself as a leader.
d. Is increasingly able to discern what type of leadership is necessary in various contexts.
e. Is growing in ability to initiate while encouraging and supporting others in taking leadership.
f. Increasingly understands transition in the context of ministry and is able to offer effective
leadership.
g. Is developing a theological understanding of the role of healthy conflict.
h. Is growing in ability to deal with conflict effectively and to engage others appropriately in
conflict situations.
4. B Communication
a. Understands the importance of context in communication and increasingly demonstrates an
ability to use oral, written, artistic and symbolic communication that is appropriate.
b. Is demonstrating ability to listen attentively and with comprehension.
c. Is demonstrating ability to give and receive feedback appropriately.
d. Is increasingly able to speak with confidence in small and large groups.
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4. C Pastoral Care
a. Demonstrates increasing understanding of how dynamics of power and vulnerability affect
pastoral care.
b. Has an increasing awareness and acceptance of one’s roles, responsibilities and limitations in
pastoral care.
c. Is increasingly able to offer effective and appropriate pastoral care in a variety of situations,
including supporting others to provide the care.
d. Is increasingly able to work effectively in pastoral situations that may be stressful and
uncomfortable.
e. Is deepening understanding of how pastoral care can be offered and experienced through
worship, education and advocacy.
f. Is growing in one’s understanding of the differences and connections amongst pastoral care,
pastoral counselling, and spiritual direction.
4. D
a.
b.
c.
d.
Organization
Demonstrates a consistent ability to meet deadlines.
Is increasingly able to understand and value administration as an aspect of ministry.
Is growing in ability to plan, organize, set priorities, and manage time effectively.
Is growing in administrative skills such as budgeting, organizing meetings, and supervision.
Page 30 of 58
APPENDIX B- COMPLEMENTARY COURSE PROPOSAL INFORMATION & FORMS
Frequently Asked Questions:
1. Why are Complementary Courses part of the DLM Diploma program?
Complementary Courses enable students to:






customize their program in subject areas related to their ministry context and learning goals,
experience a wider variety of learning and teaching styles,
learn from a variety of theological perspectives and to practice articulating their perspective in
dialogue,
learn together with people preparing for other expressions of ministry,
earn credits toward other diplomas/degrees,
draw on resources that are available in the wider geography of Canada and beyond.
2. Where are courses taken?
Complementary Courses may be taken at a United Church theological school or other theological school
(that encourages diversity of thought), University, Community College or other educational organization
approved by the DLM program. Permission must be given by the DLM Program Director prior to
enrolling in a course.
3. What are my options for complementary courses?
There are unlimited options for Complementary Courses. For example:
 the two week Circle at the Sandy Saulteaux Spiritual Centre (Beausejour, MB),
 a weekly Rural Ministry course at St. Andrew’s College (Saskatoon),
 Vancouver School of Theology’s Summer School program of one and two week courses,
 the online Luke/Acts course at Queen’s School of Religion (Kingston, ON),
 a Unit of Clinic Pastoral Education (CAPPE),
 a week long Introduction to Christian Scriptures course at St. Stephen’s College.
4. What if I can’t find a course that matches my learning goals and/or my situation?
You can create your own course! A self-designed directed study course is one in which you design a
course that will help meet your learning goals. With the help of the DLM Program Director, you will find
a qualified instructor and design a course that is equivalent to a one-semester university- level course
(classroom hours; assigned reading; written assignments).
Page 31 of 58
Complementary Courses Information
Students in the DLM Diploma Program at St. Andrew’s College are required to take three complementary
courses as part of their diploma work. This is in addition to the six learning circles held at St. Andrew’s
College. Complementary courses are one-semester, university-level equivalent courses. Students may
either take courses at a theological college (UCC or other denominational college where diversity of
thought is encouraged), a community college, a university, or other approved educational institution OR
may design their own directed-study course. Normally, students will complete the three required
complementary courses during their three years of the DLM learning circles.
Students are required to have approval from the DLM Program Director PRIOR to enrolling in courses.
Forms for proposing complementary courses (existing courses OR directed study courses) are found on at
the end of this appendix and online (www.standrews.ca).
Theological Schools
There are theological schools throughout the country. The United Church website (www.unitedchurch.ca) has a list and link to United Church schools, but students are not limited to them.
Theological schools in other traditions may be acceptable, but students are encouraged to take courses
from institutions where a diversity of theological thought is encouraged and accepted.
Students should be prepared to speak to the Registrar at the theological school about the appropriate
way to register for a course (for example, as a special student or occasional student). Students are
required to take the courses for credit. Auditing the course is not acceptable. Students without an
undergraduate degree may find more restrictions in applying to some theological schools. Students
should consult with the DLM Program Director if they require assistance.
Universities and Community Colleges
Complementary Courses may be in any subject or discipline area. They are not limited to theology.
Students may want to take courses from a University or Community College. These courses may be the
most appropriate way for a student to pursue learning goals that are priorities. It is possible to imagine
that courses in gerontology, leadership, globalization, international development, psychology, adult
education, and moral development, to name a few, could enhance knowledge for pastoral, educational
and social ministries.
WHAT IF I CAN’T FIND THE COURSE I NEED?
Students may not be able to find a course to meet their learning needs. In this case they may want to
consider “custom designing” a course to meet specialized interest and local opportunities. This is most
easily accomplished through a Directed Study. Another option is to organize a group of students and
have the course come to you.
Page 32 of 58
Directed Study Courses
A Directed Study course can be arranged through many theological schools. In a Directed Study, a
qualified instructor works with the student to set up a course. It is also possible for a Directed Study
course to be supervised and assessed by St. Andrew’s College.
Here is an example:
A United Church “Behold One Another” Conference on being an intercultural church is upcoming in
Halifax. Paul, a student in the DLM program, has named intercultural learning as a priority learning goal.
Paul feels that the Conference would be an appropriate opportunity to focus on this learning area, and
since he lives in New Brunswick, it is accessible. After some conversation with his Lay Supervision Team
and Educational Supervisor, Paul seeks approval from the DLM Program Director for developing a course.
The Director approves and refers Paul to a member of the DLM Team. Since Paul is considering pursuing a
degree in the future they decide that Paul should set up this course through a theological school. After
receiving permission to proceed, he arranges for a Directed Study course through the Faculty of Theology
at the University of Winnipeg. The DLM Team member works with Paul to name suitable instructors and
to brainstorm ideas for the course. Paul insures that all of the expectations and necessary approvals from
the University are in place before proceeding. Sue Kim Park lives near Paul
and she meets the qualifications set out by the University for an instructor. She agrees to facilitate the
course. Paul contacts the Conference organizers and with Sue develops a reading list for preparation for
the Conference. Sue and Paul meet to discuss the readings and identify key questions and learning
goals. Paul keeps a learning journal during the conference and prepares a summary for sharing later
with Sue. After the conference Paul prepares and leads a day long workshop on the issue of intercultural
church in his presbytery. A reflection paper on the issues and learning for ministry is shared with Sue.
Paul and Sue meet a final time to assess the learning from the course and outline areas for further work.
Sue submits the necessary assessment to the University of Winnipeg and when Paul receives his
transcript he forwards it to the DLM Program Director.
Here is another example:
Marcelline is in youth ministry in the Lower Mainland and a DLM student. She is recognizing how
important music is in the ministry she does and she has identified a need to expand her ability to assess
and choose appropriate music. She is growingly aware, and concerned, about the theology being
expressed in much of contemporary Christian music and wants to find alternative music that will still be
popular with the youth. After discussing this learning need with the DLM Program Director, it is agreed
that Marcelline will pursue a Directed Study. Marcelline has a conversation with a member of the DLM
Team who helps her to imagine ideas for a course. Since Marcelline is a also a student in a degree
program at St. Stephen’s College (Edmonton) they decide she should do this course as a Directed Study
for credit through St. Stephen’s. Marceline arranges to do this with the College. Tim, a ministry colleague
in the presbytery who did a thesis on youth ministry, and Ruth, a popular United Church
singer/songwriter who lives in Regina, agree to co-facilitate the course. Tim, Ruth and Marcelline plan
Page 33 of 58
the course. Marcelline takes advantage of the Conference Youth event where she is in leadership to work
on some of the goals. She gathers a number of CDs, listens to and evaluates the content and music. She
summarizes this in a log. She interviews several well-known contemporary United Church musicians. She
researches and reads journal articles on youth and Christian music. Three of her regular youth evenings
in the congregation are dedicated to the topic and she involves the youth in thinking about the music
that they like and the messages in it. She posts questions on Facebook to get youth discussing the music.
She interacts and takes note of patterns in the responses. She keeps a learning journal throughout the 4
months of the course and shares it with Tim and Ruth. She prepares a tool for youth leaders to use for
assessing and choosing music. She writes the words for 3 new tunes that Ruth has written and a short
reflection paper on that experience. Tim, Ruth and Marcelline meet by email and Skype throughout the
course. Together they integrate the learning that Marcelline is experiencing with her ministry. When the
course requirements are complete, Tim and Ruth send the required paper work to St. Stephen’s College.
The course will be credited toward Marcellline’s Bachelor of Theological Studies.
And one more:
Deb, Marion and Keith are three DLM students living in southwestern Ontario. After a session at one of
the DLM Learning Circles, they all identify a reason to prioritize learning about Empire and
globalization. After making changes to their learning goals, they discuss their interest with the DLM
Program Director who suggests an exposure trip as a Complementary Course. The three students
conduct some research and propose to the DLM Director that they go to Palestine/Israel with a program
being organized by Toronto Conference. The Director approves this plan and refers them to Jane, a
member of the DLM Team. In this consultation, it is decided that the Directed Study course will be
completed directly with Calling Lakes since none of the students have interest in gaining academic
credits. The students are required to pay a fee to Calling Lakes for the supervision and assessment of the
course. After consultation with the exposure tour organizers it is agreed that the students, in addition to
participating in the tour, will do pre-reading and two reflective assignments. One is based on a sermon
they will preach on their experience upon returning. Jane reads the assignments and then
meets with each student for reflection on the learning for ministry from the experience and assesses the
completion of the requirements to have the course credited. The three students make a proposal, and
then lead a session at the next learning circle on what they have learned. The experience of being in
Palestine/Israel has a particularly profound effect on Deb. As a result, she makes a significant change in
her learning goals and the focus of some of her work in the pastoral charge and presbytery.
STEPS TO BEGIN ON A DIRECTED STUDY COURSE
Determine if a Directed Study Course is the best option for working on a Learning Goal. Complete and
submit to the DLM Program Director the “Course Proposal Form for proposing a Directed Study Course”
which is available as a Word document at www.standrews.ca and on p. 39.
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Class for a group of students
Many theological schools are willing to set courses up in response to a request when there are sufficient
students to warrant offering the class in a particular location or time slot. Usually the requested course
would be one that the school has already developed but may not be offering in the needed time frame,
location or delivery method. Initiative among students to consult with one another regarding course
needs is encouraged. Students could also connect with students in other United Church theological
programs who might share an interest in the topic, location or timing. It is
strongly advised that students keep the DLM Program Director informed of any conversations to set up
courses so to avoid duplication.
What methods of delivery are available?
Courses are available through an increasing number of delivery methods. Within each method there are
variations in methodology and tools.








Independent Study (written lectures, audio lectures, video lectures)
Directed Study/Reading Courses (one on one, or small group work with a qualified instructor)
Intensives (week long, 3 weekends over a semester or year, and so on)
Internet (web based courses which are other independent study or have class interaction)
Intramural (classes offered on campus on a weekly basis for a semester)
Telebroadcast or Web-broadcast (remote, live lectures broadcast to gathered group with two way
interaction)
Teleconference (class gathers on a conference call)
Cluster/Tutorial (print and digital resources with a local tutorial or reflection group)
Students are expected to take courses, as far as possible, where there is a learning community and
opportunities for dialogue. Normally a program of all three courses as independent study would not be
approved, however, it is recognized that geographical realities need to be considered when applying this
expectation. Students are encouraged to look for some courses which complement their preferred
learning styles and some which challenge them to grow in other learning styles.
HOW WILL COURSES BE APPROVED?
To determine the subject area for their Complementary Courses, students shall reflect on their learning
goals and DLM program assessments in conversation with their Educational Supervisor and Lay
Supervision Team, and with the DLM Program Director.
It is required that students seek approval from the DLM Program Director for all courses prior to
registering. Requests for approval should be made to the DLM Program Director as far in advance of
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the registration deadline as possible (using the form found on p. 38 or 39 in this Handbook or online at
www.standrews.ca).
It is highly recommended that students do not begin a course without approval in case the course is not
acceptable. Beginning a course without prior approval of the DLM Program Director will not guarantee
its acceptance. Unapproved courses will not be credited.
HOW ARE RESULTS OF COURSES SHARED?
Students are responsible for providing the DLM Program Director with transcripts of Complementary
Courses. Once a student has completed all of the courses s/he plans to take at a particular school, then
s/he should arrange to have the college/university send an official transcript directly to the DLM Program
Director. Diplomas cannot be granted until the transcripts have been received. However, while students
are still taking courses with an external school, a photocopy of the “report card” is sufficient. Students
are requested to send the photocopy as soon as they receive the report from the external school.
Normally, a grade of 65% or equivalent on a Complementary Course will be required in order to satisfy
the requirements of the Designated Lay Ministry Program.
CAN COURSES TAKEN BEFORE ADMISSION BE CREDITED?
In some exceptional cases, applicants to the program have already completed courses that meet the
criteria of the Complementary Courses. Such courses will be evaluated for their suitability as part of the
admissions process. Acceptable courses must be from an approved educational institution and normally
taken within the last 5 years. Normally, credit for up to two complementary courses will be given. The
DLM Program Director will inform applicants of decisions regarding credit for courses already taken when
informing applicants about admission decisions.
CAN COMPLEMENTARY COURSES BE COUNTED TOWARDS ANOTHER DIPLOMA/DEGREE?
Students may be able to use the courses completed for the DLM Program requirements towards other
diploma or degree programs. Students are encouraged to develop a lifelong learning plan which could
include diploma/degree work, for example the Centre for Christian Studies Diploma or a Master of
Divinity degree. Students should consult with the diploma/degree granting school regarding acceptance
of the courses taken for the DLM Program.
QUESTIONS
Further questions about the Complementary Course policy should be directed to the DLM Program
Director.
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COMPLEMENTARY COURSE FORM FOR PROPOSING AN EXISTING COURSE AT AN ACADEMIC
INSTITUTION
*If you are proposing a Directed Study, please use the Directed Study Course form, immediately following
this form.
Student’s Name
Date
1. Articulate the Learning Goal or need leading to this proposal and describe briefly why you wish to
propose this course. How does this course fit into your Learning Plan? Is this a new Learning Goal? Have
you discussed it with your Educational Supervisor and Lay Supervision Team? If you have not had an
opportunity, when you do plan to do so?
2. Provide: Official Course title (including numbers), Name of institution, method of delivery (semester,
online, one week intensive, etc.), start and end date, instructor’s name, course level (BA, Masters).
3. What is the deadline for registration?
4. What are the goals/objectives/outcomes of the Course and how will they address your Learning
Goal/need?
5. What challenges, if any, do you envision in taking this course, and how will you address them? (for
example, developing necessary computer skills, accessing library resources, etc.)
6. Have you confirmed that you are eligible to take this course for credit with this school? Do you have
the necessary pre-requisites? Will the school be able to issue a transcript at the completion of the
course? Are you eligible for any bursary support from the school?
Please send your completed response electronically to the DLM Program Director for approval ASAP.
Note the Complimentary Course Policy that indicates that you must have approval for this course prior to
enrolling.
See www.standrews.ca for an electronic version of this form.
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COMPLEMENTARY COURSE FORM FOR PROPOSING A DIRECTED STUDY COURSE
*If you are proposing an Existing Course, please use the Existing Course form found on the previous page.
In a Directed Study, a qualified instructor works with the student to set up a course. A Directed Study
course may be taken through a Theological College for credit. It is also possible for a Directed Study
course to be supervised and assessed by St. Andrew’s College. Please see the Complementary Course
document for more detailed information before completing this proposal.
Student’s Name
Date
1. Articulate the Learning Goal or need leading to this proposal and describe briefly why you wish to
propose this course. How does this course fit into your learning plan? Is this a new Learning Goal? Have
you discussed it with your Educational Supervisor and Lay Supervision Team? If you have not had an
opportunity, when you do plan to do so?
2. What timeline do you have for starting the Directed Study Course?
3. Share your hopes for the goals/objectives/outcomes of the Directed Study Course. How will they
address your learning goal/need?
4. What ideas do you have for how the course will be structured? Do you have ideas about who might
work with you on this course?
5. Have you given consideration to which institution (Theological School or Calling Lakes) will supervise
the course?
6. If it is a Theological School do you know their requirements? Have you confirmed that you are eligible
to take this course for credit? What assistance are they able to offer you in setting up the course? What
assistance will you need from Calling Lakes? Will the school be able to issue a transcript at the
completion of the course? Are you eligible for any bursary support from the school?
7. What challenges, if any, do you envision in taking this course, and how will you address them? (for
example, finding a suitable supervisor, time management without weekly classes, etc.)
Please send your completed response electronically to the DLM Program Director for approval ASAP.
See www.standrews.ca for an electronic version of this form
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APPENDIX C - TRAVEL SUPPORT GRANTS
Travel support grants are available to students with demonstrated financial need. These grants are
generously provided by the General Council Office of The United Church of Canada, through donations to
the Mission and Service Fund of The United Church of Canada. An arms-length committee of St.
Andrew’s College reviews applications and determines travel support grant amounts.
An application form follows, but is also online at www.standrews.ca. An email with the application form
will also be sent to all students approximately two months before the March/April learning circle.
Notes:
1. Application for travel support grants is only made once per year, but you must inform the Student
Travel Support Grants Committee if you intend to ask for funding for both learning circles each year.
2. Please submit your application for travel support grants by February 1 by email to:
da.reine@sasktel.net.
3. Your eligibility for funding will be assessed prior to each learning circle in the year. You may receive
funding for travel for both learning circles, but this is not automatic.
4. If you enter the DLM Program for an October-November learning circle, please submit your
application to the Student Travel Support Grants Committee by September 1 of that year.
5. If your financial situation changes greatly within the year, please notify the Student Travel
Support Grants Committee
6. Grants will be issued after all receipts are received following each Learning Circle.
7. Those eligible should submit their receipts for transportation and accommodations en route to/from
a learning circle no later than 2 weeks after the end of each learning circle. Failure to submit your
receipts by this deadline means that you will forfeit your travel support grant.
8. Travel support grants will be available for each learning circle that occurs in a year, but the amount
awarded may differ from Learning Circle to Learning Circle, depending on need and number of students.
9. Travel support grants may be up to ⅔ of the travel costs.
10. We are asking for the above information in an attempt to have an even playing field for those
requesting grants. This information is kept confidential and is only available to the Student Travel
Support Grants Committee who makes decisions concerning grants. No persons associated with the
DLM Program will have access to this information nor will persons associated with the DLM Program
make decisions about travel support grants.
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Student Travel Support Grants Application Form
DUE: February 1 each year by email to: da.reine@sasktel.net
Name: Address:
Costs Related to Attending Learning Circles
Tuition fees
$
Books
$
Travel (airfare; mileage to/from airport;
mileage to/from learning circle; etc)
$
Other
$
TOTAL
$
Summary
Income (from other bursaries and grants)
$
Expenses (from chart above)
$
Surplus (Deficit)
$
Amount Requested
$
Receipts must be received no later than 2 weeks after the end of each learning circle.
Failure to submit receipts by the deadline means that you will forfeit your travel
support grant.
The use, retention and disclosure of personal information collected from this form is done in compliance
with privacy legislation including, but not limited to, the Personal Information Protection and Electronic
Documents Act.
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APPENDIX D – ST. ANDREW’S COLLEGE CODE OF STUDENT CONDUCT
AND POLICY ON STUDENT DISCIPLINE
PREFACE
1.
St. Andrew's College is a community of teaching staff, administrative staff and students, involved
in teaching, research, learning and other activities. Students are members of St. Andrew's College while
registered in programs or courses of St. Andrew's College intramurally or at a distance.
2.
In order to be admitted or to continue as a student at St. Andrew's College, persons must
demonstrate academic, vocational and psychological fitness, and adequate financial means.
3.
St. Andrew's College seeks to offer a learning environment based on mutual respect and
courtesy, as well as upholding high standards of scholarly activity. Conduct of students shall uphold the
good order and functioning of academic and non-academic programs and activities of the College, and
shall not endanger the health, safety and well-being of other members of the St. Andrew's College
Community nor damage or destroy property of St. Andrew's College or property use in the conduct of
St. Andrew's classes.
4.
St. Andrew's has a policy of justice for women and for gay, lesbian and bisexual people which
members of the College are expected to uphold.
5.
Behaviour exhibiting respect for others is expected.
6.
St. Andrew's College sponsors, encourages or tolerates many non-academic activities of its
members, both on and off campus. These activities, although generally separate from the defined
requirements of students' academic program are a valuable part of the life of the college and of its
students. Appropriate conduct is assumed at these events and occasions.
7.
St. Andrew's College students are not, as such, immune from the criminal and civil laws of the
wider political units to which they belong. Normally breaches of civil or criminal law will be dealt with
by the courts. Such action does not preclude internal actions by St. Andrew's College.
8.
This code applies to conduct of students of St. Andrew's College. Cases of sexual harassment are
covered by the St. Andrew's College policies and procedures related to sexual harassment. Procedures
outlined in the "Guidelines" for the ministry residency program offered jointly by the Conference
Committees on Ministry residency & Educational Supervision, National United Church and St. Andrew's
College are to be followed in situations related to ministry residency.
9.
Computing facilities at the College are to be used in the conduct of duties and responsibilities
associated with working and studying at the College. Other uses, such as conducting commerce not
authorized by the College, are not permitted. All faculty, staff and students shall abide by the security
measures in place.
10.
Students will familiarize themselves with College policies referenced in this document and abide
by them.
OFFENSES
1.
Offenses against persons
a)
No person shall assault, threaten or otherwise harm any other person, nor shall anyone
create a condition that unnecessarily endangers the health, safety or well being of other persons.
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b)
No person shall disrupt or obstruct any activity organized by St. Andrew's College nor of
its members to carry on their legitimate activities, to speak or to associate with others.
c)
No person shall engage in behaviour that violates either St. Andrew's policy of justice for
women and for gay, lesbian and bisexual people, or federal or provincial Human Rights Codes in effect.
d)
No person shall knowingly engage in activities to intimidate other students, staff or
Faculty.
2.
Academic offenses
a)
No student shall give false information to gain admission or credits. No student shall
forge or falsify educational records or use false documents.
b)
No student shall engage in academic dishonesty, that is, misrepresentation with intent to
deceive or without regard to the accuracy of statements or findings. It includes such things as: thefts of
notes, research or materials prepared by another student or instructor; using or possessing
unauthorized aids in tests or examinations; unauthorized assistance in any academic work; concocting
research results or distorting research reports; plagiarism or submission as one’s own work of the work
of others; submission without the approval of the instructor of any work for which credit has already
been obtained or is being sought in another course; knowingly aiding another student’s dishonesty,
including by providing or making available material that may enable a student at any educational
institution to engage in academic dishonesty; or any other form of dishonest conduct.
c)
No student shall engage in behaviour that is lacking in due respect or is disruptive of the
learning in any class.
d)
No person shall violate the rules and regulations established by the Saskatoon
Theological Union Libraries.
3.
Offenses involving property
a)
No person shall knowingly take, destroy, damage or deface premises or property of St.
Andrew's College or property used in the conduct of St. Andrew's College classes.
b)
No person shall knowingly take, destroy or damage any physical property that is not their
own.
c)
No person shall knowingly destroy or damage information or intellectual property
belonging to St. Andrew's College.
d)
No person shall use facilities, equipment or services of St. Andrew's College contrary to
the express instructions of a person or persons authorized to give such instruction, or without just
cause.
STUDENT DISCIPLINE PROCEDURES
Procedural Assumptions:
1.
When one or more members of the College community finds the behaviour of a student to be
unacceptable it will usually be possible for the two parties to meet in safety and with mutual respect to
identify the problem and agree upon ways to resolve it.
2.
Presumption of the existence of a problem does not mean presumption of guilt.
3.
Prompt and informal resolution of differences is desirable, but endless informality without
change or action serves no purpose.
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4.
The Faculty, acting as a whole at a duly called meeting, have the right and the responsibility to
take such action as will uphold the values and goals of the College. This includes the right to discipline a
student whose behaviour is not consistent with the code of student conduct.
5.
An individual Faculty member or Local Instructor may require that a student leave a class
meeting if that student's behaviour is unduly lacking in respect or disruptive to the learning of the class.
Procedures
(to be followed when one-to-one conversation is not feasible or has not resolved the problem)
1.
COMPLAINANT'S ACTION
(a)
A Faculty member will address a complaint to the student's Faculty Advisor.
(b)
A student will address a complaint to their own Faculty Advisor, or to the Local Instructor
if they are an occasional student in a Distance Education course.
(c)
A staff member will address a complaint to the Principal.
(d)
In any case, any complaint may go, by choice or preference for whatever reason, to the
Principal.
2.
DISCRETION REGARDING ACTION
When a Faculty Advisor or the Principal receives a complaint they will use discretion and
consultation with the complainant, as to whether further action is required. If the complainant wants to
proceed they will prepare a written incident report.
3.
COMPLAINTS AS WRITTEN INCIDENT REPORT
The complaint will be written and signed by the person(s) initiating the complaint. It will include
the name(s) of the person(s) involved, a brief description of the objectionable behaviour, and an
indication of how the behaviour has an undesirable impact on persons, learning, and/or property.
Normally the complainant will have or be assigned a Faculty Advisor at this stage.
4.
WITHDRAWAL OF COMPLAINT
The complainant may withdraw the complaint including the written incident report at any time
up to the end of procedures outline in #9 below. If the complaint is withdrawn, the respondent will be
notified of the withdrawal.
5.
FACULTY ADVISOR
For students in diploma or degree programs the respondent's Faculty Advisor will be informed of
a complaint and given the incident report. For occasional or Distance Education students not in degree
or diploma programs, a Faculty Advisor will be appointed as quickly as possible. They will seek to meet
with or telephone the student as soon as possible (within 7 working days unless there are unusual
extenuating circumstances) to inform the respondent of the complaint, hear the student's response,
clarify the situation and seek ways to resolve or redress the problem. A brief written record of this
meeting written by the respondent's Faculty Advisor will identify the issue, the student's response, and
any plans for resolution including time frame. The absence of resolution plans shall also be noted. This
written note will be given to the complaint and the respondent and copied to their student files. The
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original complaint will also be kept in both files.
6.
The respondent will not confront, threaten nor intimidate the complainant as a result of the
complaint. Retaliation of any kind will be treated as a separate offense.
7.
SEEKING RESOLUTION
(a)
If there are plans for resolution they will be implemented.
(b)
If there is no agreement on the situation or on plans for resolution then the incident
report and student's response will be shared and discussed at a duly called Faculty meeting.
(c)
Following discussion the Faculty may require that the respondent's Faculty Advisor again
meet with the student as in #5 above. This cycle of meeting with student and consultation with Faculty
may be repeated for as often as Faculty deem advisable and effective. Either complainant or
respondent may request or be invited to address a Faculty meeting in this cycle of meetings, normally in
person if the student is local or in writing or by conference call if at a distance.
(d)
Either a Faculty member or the student respondent may request that a Faculty member
who is not the respondent's Faculty Advisor act in place of the Faculty Advisor in the resolution
meetings. Faculty will make the decision to grant or deny this request.
8.
ALTERNATIVES
(a)
If at any point personal safety is at risk, Faculty may take immediate action including
suspension and/or denial of access to services of the College to minimize the risk.
(b)
If the behaviour of the student is such that it would give rise to civil or criminal
proceedings, the matter may be referred to the appropriate court. A student may be suspended and/or
denied access to services of the College pending outcome of court procedures.
9.
WHEN INTRA-COLLEGE RESOLUTION IS UNSUCCESSFUL
(a)
If steps 5 & 7 above result in no satisfactory progress towards resolution the Principal will
appoint an outside conflict resolution facilitator and will set a date by which they will report. In
appointing the conflict resolution facilitator, the President will make every attempt to choose a person
acceptable to the complainant, respondent, and other parties involved. The conflict resolution
facilitator will normally be a volunteer from the community or church.
(b)
The conflict resolution facilitator will determine procedures to follow using either the
procedures referred to in section 074 (Manual 1998) or other commonly accepted conflict resolution
procedures.
(c)
If this leads to agreement of parties concerned then implementation follows.
10.
PROCEDURES WHEN RESOLUTION IS UNSUCCESSFUL
When the preceding attempts at resolution are unsuccessful then Faculty has the right and
responsibility to make a decision including to take disciplinary action which is consistent with the aims
and ethos of the College.
(a)
Faculty will meet, propose a decision, name reasons for it and propose disciplinary action
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if it is seen to be warranted.
(b)
The student respondent will be informed by the Principal in writing with personal or
assured delivery of the proposed decision, the reasons for it, and any proposed disciplinary action. The
student has the right to petition the Faculty in response (in person or in writing from local students; in
writing or by conference call for distance students). The student will give notice of intent to appear to
the President within 3 working days of being informed of the proposed decision and disciplinary action.
The Principal will call a meeting of the Faculty to hear the student's response within 7 working days of
informing the student of the proposed decision and disciplinary action.
(c)
The student appearing in person is entitled to bring a friend or other person with them to
the Faculty meeting.
(d)
After hearing or reading the response of the student or after the time for student
response has elapsed, the Faculty will make a decision.
(e)
The student will be informed by the Principal in writing of the decision (by personal or
assured mail delivery), including any disciplinary action and the date on which it takes effect.
11.
EDUCATION & STUDENTS COMMITTEE INVOLVEMENT
When the student has entered the Discernment or Candidacy process, the respondent's Presbytery E&S
committee may at any time be consulted if, in the opinion of the Faculty, the student's behaviour affects
suitability for ministry
or may jeopardize the student's successful completion of the program. If disciplinary decisions have
been made, E&S will be informed in writing with assured delivery of the decisions and the reasons for
them, with a copy to the student, and a copy retained in the student file.
12.
PROCEDURE FOR STUDENTS NOT REGISTERED THROUGH ST. ANDREW'S COLLEGE
The policies in effect are normally the policies of the school at which the student is registered.
Saskatoon Theological Union students
(a)
When behaviour of a student registered through one of the other Saskatoon Theological
Union Colleges is problematic, the St. Andrew's Faculty member most directly concerned will initiate
contact with the student involved and then, as appropriate, with the Faculty Advisor at the other STU
college.
(b)
Informal Faculty to Faculty conversation is to be preferred, but in some cases
communication may be Principal to President/Principal.
(c)
If resolution does not occur, a written incident report will be given to the student and the
President/Principal of the school in which the student is registered.
(d)
If resolution is still not forthcoming, and after consultation with the Faculty of the home
college, the St. Andrew's Faculty may make decisions and implement disciplinary action.
University of Saskatchewan students
Procedures of University of Saskatchewan will be in effect for cross-listed courses in which the student
registers through University of Saskatchewan
13.
DISCIPLINARY OPTIONS
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Under Sections 10 and 12, the Faculty may assign one or more of the following disciplinary
actions:
(a)
Assign a grade of 0 (or Fail in a Pass/Fail class) on an assignment
(b)
Assign a grade of 0 (of Fail in a Pass/Fail class) in a course*
(c)
Withhold grades in a course*
(d)
Withhold diploma, degree, and/or testamur*
(e)
Require an apology from the student
(f)
Issue a written letter of reprimand to the student
(g)
Specify a period of probation for the student, with specified conditions
(h)
Suspend the student for up to one full academic year*
(i)
Suspend the student from access to specified services and activities
(j)
Expel the student*
(k)
Require restitution, which may include community service and/or a fine
*these actions are entered on the student's transcript (see Section 14)
14.
STUDENT RECORD
For those disciplinary actions with academic consequences, the permanent student record (transcript)
will reflect the action taken as follows:
When grades in a course, or a diploma, degree, and/or testamur are withheld for
disciplinary reasons, the permanent student record (the transcript) will show that these are "withheld
for disciplinary reasons". If the grade, diploma, degree, and/or testamur are subsequently awarded, the
notation will be removed.
If a student is placed on probation for a period of time for disciplinary reasons, the record
will show the following: <date> Placed on probation for <period> for disciplinary reasons.
If a student is suspended for a period of time for disciplinary reasons, the record will
show the following:
<date> Suspended for <period> for disciplinary reasons.
If a student is expelled for disciplinary reasons, the record will show the following:
<date> Expelled for disciplinary reasons
15.
APPEALS
(a)
When a student is informed of a decision to implement disciplinary action the
complainant or respondent will have up to 1 week to launch an appeal.
(b)
Appeals will be addressed to the chair of the Academic Committee who will establish a
committee to consider the appeal. The Appeal Committee will have at least one student member.
(c)
Appeals will be in writing and will outline the gist of the reason for the appeal.
(d)
The Appeal Committee will determine if there are grounds for appeal (using the grounds
as per, The United Church Manual, J.13.2, J.13.9.1, 2013).
(e)
The appeal which will follow appeal procedures as determined by the Board of Regents or
its Executive will be heard within 3 weeks of the receipt of the request for the Appeal.
(f)
Costs will be apportioned by the Appeal Committee (as per Manual).
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APPENDIX E - ST. ANDREW’S COLLEGE POLICY ON JUSTICE
At St. Andrew’s College we encourage attention and commitment to issues of justice in church and society,
with particular concern for the ways individuals and groups are oppressed and marginalized. St. Andrew’s
gives leadership to this process in the following ways:
We expect students to take seriously the issue of justice for women in church and society. Teaching and
resources are provided to enable an informed study of the position of women in biblical, historical and
theological contexts.
We are also are committed to raising consciousness about the experience in church and society of persons
who are gay, lesbian, bisexual or transgendered, and to eliminating discrimination based on sexual
orientation or gender identity at St. Andrew’s College.
As part of our attempt to do justice for all people regardless of gender and sexual orientation, the practice
of the College is to use inclusive and appropriate language in course work, at worship, in publications of the
College, and in our community life.
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APPENDIX F – St. Andrew’s Harassment Prevention Policy
1. Theological Statement and Statement of Commitment
We believe that all human beings are equal before God and in creation, and that Jesus emphasized
mutuality and respect in relationships. Harassment is usually based on unequal power relationships. It
therefore violates the integrity of persons, degrades them, and interferes with their gifts of creativity
and wholeness. Harassment misuses power and distorts relationships. It leads to alienation and distrust.
Harassment is sin.
St. Andrew's College is committed to providing a harassment-free environment for study, work,
residence, and worship, where everyone is treated with dignity and respect. That commitment may be
seen in the College’s commitment to being an Affirming Ministry of The United Church of Canada, and in
the College’s Policy on Justice.
St. Andrew's College will not tolerate any behaviour which constitutes harassment perpetrated by any
member of the College community against any other member of the College community and will take all
reasonable steps to prevent harassment and stop it if it occurs.
This policy should be read in conjunction with other policies on employment, student conduct, and
resident conduct and is intended to complement and not supersede these other policies.
2. Definition of Harassment
This harassment prevention policy covers the following:
Harassment Based on Prohibited Grounds
This includes any inappropriate conduct, comment, display, action or gesture by a person that:
• is made on the basis of race (or perceived race), creed, religion, colour, sex (including gender
expression, gender identity and two spirit identity), sexual orientation, marital status, family
status, disability, physical size or weight, age, nationality, ancestry or place of origin; and,
• constitutes a threat to the health or safety of the employee, student, or resident.*
This type of harassment is prohibited in the Saskatchewan Employment Act and The Saskatchewan
Human Rights Code. It also extends to sexual harassment, which is conduct, comment, gesture or
contact of a sexual nature that is offensive, unsolicited or unwelcome.
Sexual harassment may include:
•
A direct or implied threat of reprisal for refusing to comply with a sexually oriented request
•
Unwelcome remarks, jokes, innuendos, propositions or taunting about a person’s body, attire,
sex or sexual orientation
• Displaying pornographic materials
• Unwelcome physical contact
• Unwelcome invitations or requests, direct or indirect, to engage in behavior of a sexual
nature
*
The term “employee” is used throughout this policy to refer to both paid employees,
unpaid volunteers, contractors and visitors to St. Andrew’s College; the term
“resident” is used to refer to a tenant of the residence.
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•
Refusing to work with or have contact with employees, students, or residents because of
their sex (including gender expression, gender identity, and two spirit identity), gender or
sexual orientation
Personal Harassment
This includes any inappropriate conduct, comment, display, action or gesture by a person that:
•
adversely affects an employee’s, student’s, or resident’s psychological or physical well-being;
and
•
the perpetrator knows or ought to reasonably know would cause the employee, student, or
resident to be humiliated or intimidated.
Personal harassment involves repeated conduct or a single, serious incident that causes a lasting harmful
effect on the employee, student, or resident. All incidents of inappropriate conduct should be
appropriately addressed to ensure that the workplace, learning space, and living space remain respectful
and free of harassment.
Personal harassment may include:
• Verbal or written abuse or threats
• Insulting, derogatory or degrading comments, jokes or gestures
• Personal ridicule or malicious gossip
• Unjustifiable interference with another’s work or work sabotage
• Refusing to work or co-operate with others
• Interference with or vandalizing personal property
What is Not Harassment
This harassment policy does not extend or apply to day-to-day management or supervisory decisions
involving work assignments, job assessment and evaluation, workplace inspections, implementation of
appropriate dress codes and disciplinary action. This policy also does not extend to demands for
academic excellence or a reasonable quality of academic work; nor to the reasonable expression of
opinions, debate, or critique of an individual’s ideas or work. These actions are not harassment, even if
they sometimes involve unpleasant consequences. Note that managerial and instructional actions must
be carried out in a manner that is reasonable and not abusive.
The policy also does not extend to harassment that arises out of matters or circumstances unrelated to
employment, study, residence, or volunteer activity with the College. For example, harassment that
occurs during a social gathering of co-workers that is not sponsored by the College is not covered.
However, harassment that occurs while attending a conference or training session or volunteer meeting
at the request of the College is covered within this policy.
Other situations that do not constitute harassment include:
•
Physical contact necessary for the performance of the work using accepted industry standards
•
Conduct which all parties agree is inoffensive or welcome
•
Conflict or disagreements in the workplace, learning space, or living space, where the conflict or
disagreement is not based on one of the prohibited grounds
Harassment can exist even where there is no intention to harass or offend another. Every person must
take care to ensure his or her conduct is not offensive to another.
The College’s harassment prevention policy is not meant to stop free speech, appropriate learning
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experiences, or to interfere with everyday interactions.
However, what one person finds offensive, others may not. Generally, harassment is considered to have
taken place if the person knows, or should know, that the behaviour is unwelcome. Usually, harassment
can be distinguished from normal, mutually acceptable socializing. It is important to remember it is the
perception of the receiver of the potentially offensive message be it spoken, a gesture, a picture or some
other form of communication which may be deemed objectionable or unwelcome that determines
whether something is acceptable or not.
3. College’s Commitment
Complaints of harassment will be taken seriously and dealt with fairly, with a view to preventing further
harassment. The College is committed to implementing this policy and to ensuring it is effective in
preventing and stopping harassment, as well as creating a productive and respectful place of work,
study, residence, service and worship. Any attempt to penalize a Complainant for initiating a complaint
or any form of retaliation is prohibited and may be treated as a separate incident which calls for
investigation.
Appropriate action, sufficient to ensure the harassment stops and does not happen again, will be taken
against persons who are or were engaged or participated in harassment.
Communication:
A copy of this policy will be provided to all staff, faculty, students, and residents through inclusion in the
respective Handbooks and to the Board through inclusion in the Board Orientation manual.
A copy of this policy will be posted on the College bulletin board that is visible to all employees,
students, residents, and public, and on the website.
An information meeting will be held with employees to explain and answer questions about the new
policy. Supervisors will review the policy with new employees as part of their orientation. Senior
Administration will review the policy with new Board members as part of their orientation.
Confidentiality:
Harassment complaints and investigations will be held in the strictest of confidence except where the
disclosure is necessary for the purposes of investigating the complaint, taking corrective action with
respect to the complaint or as required by law.
Action will be taken to prevent reprisal against persons who make a harassment complaint in good faith,
which may mean informing complainants and respondents of this commitment.
4. Jurisdiction
This policy applies to College students and employees, College contractors, volunteers, residents and
visitors to the College. It covers alleged violations that occur on or off campus where there is a
substantive connection with the College.
Visitors, contractors or their workers, customers, and others invited to the College could potentially
engage or participate in the harassment of an employee or student. St. Andrew’s College may have
limited ability to investigate or control their conduct. However, the College shall take reasonably
practicable action to stop or reduce the risk to its employees, students, and residents of being harassed
by third parties. When necessary, contractors, customers, or other visitors to the College will be
informed that certain conduct directed towards employees, students, and residents will not be tolerated
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or allowed to continue; in such a situation employees are authorized to end telephone conversations,
politely decline service and to ask the visitor or customer to leave the College.
If it is determined by the College that any employee has been involved in harassment, immediate
disciplinary action can be taken. Such disciplinary action may involve counselling, a formal warning and
could result in immediate dismissal without further notice.
If it is determined by the College that any student or resident has been involved in harassment,
disciplinary action may involve counselling, a formal warning, suspension or expulsion.
Other Options for Complainants
Nothing in this policy prevents or discourages an employee from referring a harassment complaint to
Occupational Health and Safety (OHS) under the Saskatchewan Employment Act & Regulations. An
employee, student, or resident may also file a complaint with the Saskatchewan Human Rights
Commission under The Saskatchewan Human Rights Code.
An employee, student, or resident also retains the right to exercise any other legal avenues available.
Malicious Complaints
It is uncommon for someone to make a false claim deliberately, but it can happen. Making a false
complaint or providing false information about a complaint is prohibited and a violation of this
Harassment Prevention Policy. Individuals who violate this Policy are subject to disciplinary and/or
corrective action, up to and including termination of employment, study, or residence.
5. Complaint Procedures
Responsibilities
College Officials. College officials have a legal responsibility to take prompt, effective action to prevent
and address known or apparent incidents of harassment, whether or not they receive a complaint. They
are also responsible for:
 Taking action to promote a positive, productive environment for working and learning and
to correct behaviour that interferes with this goal;
 Seeking advice regarding a potential violation of this policy from the Coordinator or the Chief
Administrative Officer.
Senior Administrators. Under this policy, Senior Administrators include: the Principal (when a
respondent is a student, faculty member or the Chief Administrative Officer); the Chief Administrative
Officer (when a respondent is a staff member, resident, volunteer or visitor to the College); the Board
(when the respondent is the Principal).
These individuals (or their designates) are responsible for:
 Determining when a formal investigation will occur;
 Directing and overseeing formal investigations.
 Promoting this Policy and ensuring it is communicated to employees, students, and
residents.
The Coordinator. The Coordinator is designated by the College to act as a central resource that will
provide all members of the College community with consultation, advice and assistance in resolving or
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investigating issues of harassment. The Coordinator will be chosen by the College, and will be one of the
Conference Personnel Ministers of Saskatchewan Conference, Alberta and Northwest Conference, or
Conference of Manitoba and Northwest Ontario of The United Church of Canada. If the Personnel
Minister is unavailable, an alternate will be appointed by the Personnel Committee of the Board.
The Coordinator will report to the Chief Administrative Officer regarding employee complaints or issues,
and to the Principal when issues involve students. Specific duties include, but are not limited to,
assessing complaints and incidents, providing advice regarding an appropriate course of action, informal
resolution and conducting formal investigations, as requested by an authorized College Official.
The role of the Coordinator does not involve adjudicating cases or assigning discipline.
6. Prevention and Seeking Help
Everyone can take action to help prevent harassment.
•
•
•
•
•
Treat others with respect, even if you don’t agree with their values or opinions.
Take action to resolve problems as early as possible.
If you find someone’s behaviour problematic, let the person know how you feel and ask him or
her to stop the behaviour.
Be sensitive to the impact that your words and actions have on others and be willing to modify
your behaviour.
Consider apologizing if your words or actions have had a negative impact on someone.
If you feel that you are being harassed
• SAY NO: whenever possible, tell the offending party that his or her behavior is unwelcome and
that you want it to stop.
• KEEP A RECORD: Write down the details of incidents and how they were handled.
• Seek Help: Contact the appropriate College Official or the Coordinator for a confidential
consultation.
Reporting Complaints
Reports and complaints of harassment can be resolved using informal and/or formal procedures.
Informal approaches: focus on resolving the problem as opposed to determining right or wrong or
taking disciplinary action. This type of resolution may include consultation, raising the matter directly
with the offending party or mediation.
Formal approaches: focus on establishing the facts and implementing appropriate corrective and/or
disciplinary action. These approaches, which include formal investigations, grievances and procedures
for resolving student complaints and appeals, are typically used to address incidents that involve reports
or allegations of serious misconduct, ongoing patterns of inappropriate behaviour or situations where
the facts for a case are not clear.
When reported, the College Official will provide a confidential consultation to assess complaints or
incidents, determine whether they fall under this policy and outline options for resolution. Generally,
the options for resolution are:
1. not to pursue the complaint;
2. to ask the Coordinator to facilitate a resolution or resolve the matter informally;
3. to request a formal investigation under this Policy;
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4. to take action to resolve the issue directly or address it using another process or any other
remedy available at law.
Time Limits for Reporting and Addressing Complaints. Barring exceptional circumstances, to be
considered under this Policy, a report or complaint must be made within two years of the occurrence of
the alleged incident(s). Complaints of harassment will be given a high priority, and every reasonable
effort will be made to address them in a timely manner. Timelines in this policy are intended to serve as
guidelines and will be followed to the extent possible.
Informal Resolution or Mediation Sought
Step 1
An individual reports an incident or concern to the Coordinator or College Official. The complaint should
be recorded in writing in a form consistent with the harassment complaint form attached to this policy.
Where an informal resolution is sought, the complainant should indicate the type of resolution and
resolution process sought. Examples include an apology, supervisory counselling, a facilitated meeting
with the respondent, workshops or training sessions and mediation.
Step 2
The person receiving the complaint reviews the complaint procedures with the complainant and informs
the appropriate College Official. The College Official will meet privately with the respondent to review
the complaint and determine whether there is an agreement on a resolution or a resolution process.
Step 3
Where there is agreement between the complainant and respondent on the resolution or resolution
process to be used, the College Official facilitates the agreed upon resolution or resolution process.
Step 4
The complainant is informed that a formal complaint procedure is possible if the complainant, the
respondent or the College Official do not agree on a resolution process, or if the resolution process does
not resolve the matter to the complainant’s satisfaction.
Step 5
Where the complainant and respondent agree to a resolution, the College Official follows up with the
complainant to ensure the agreed upon resolution was effective in stopping and preventing further
harassment. Where the complainant indicates that the harassment has not ended, the College Official
counsels the complainant to pursue an alternate resolution process, including a formal investigation.
Formal Investigation Required
Step 1
An individual reports an incident or concern to the Coordinator or College Official. The complaint should
be in writing, dated and contain:
• Name and job title/position/nature of involvement with St. Andrew’s College of the complainant
and contact information
• Name and job title/position/nature of involvement with St. Andrew’s College of the respondent
and available contact information
• Description of the conduct, display or events considered objectionable, including dates and
location of events
• Names and available contact information of any possible witnesses
• Description of the basis of the alleged harassment, such as the prohibited grounds
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• Remedy sought
• Other information or material the complainant considers relevant
• Signature of the complainant
A copy of the complaint must be filed with the Chief Administrative Officer responsible for human
resources, unless the CAO is the alleged respondent, in which case it is to be filed with the Principal.
Step 2
The College Official or Coordinator who receives the complaint reviews the complaint procedures with
the complainant and provides a written copy of the complaint to the respondent and reviews the
complaint procedures with the respondent.
Step 3
The College Official or Coordinator who receives the complaint will review the complaint and determine
whether conduct of the respondent falls within the harassment prevent policy and whether there are
appropriate resolution options other than investigation acceptable to the complainant and the
respondent. Should a formal investigation be required, the relevant Senior Administrator shall direct
and oversee the investigation and may assign a person or persons to assist in carrying it out.
Step 4
Investigators must act in accordance with the following guidelines:
•
•
•
•
•
•
The investigation commences and concludes as soon as reasonably possible
Witnesses are interviewed separately and written witness statements are prepared
Witnesses are asked to review and sign their written statements
Witnesses are advised to keep the investigation and the identity of the complainant and
respondent in confidence, unless they are required to disclose them by law
The complainant and respondent are entitled to be accompanied by legal counsel during the
interview and investigation process
During the investigation process, both the complainant and the respondent are entitled to be
informed of all the allegations made against them and allowed the opportunity to make full
answer and defense. This does not mean that either party is entitled to see or receive copies of
the complete statements. However, both are entitled to see or receive an adequate summary of
the evidence to make a full answer and defense.
Step 5
Once the investigation is complete, investigators will prepare a written report setting out a summary of
the evidence, a description of any conflict in the evidence, the conclusions on the facts and reasons for
reaching those conclusions, as well as the recommended corrective action where harassment has been
found to have occurred.
The investigators’ report will be delivered to the appropriate Senior Administrator and Coordinator, the
complainant and the respondent. The report is marked as confidential and delivered with the notation
that it should be kept in confidence unless disclosure is required by law or is necessary to implement
corrective action or other legal remedies.
The investigation, including the investigation report, will be completed within 60 working days of the
time that the respondent was notified that an investigation would be conducted.
Step 6
The College Official will then:
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•
•
•
provide the complainant and respondent with a written summary of the findings and offer them
ten working days to submit a written response. Any responses that are received will be
considered in making the final decision.
within 15 working days after the period for providing additional submissions has elapsed,
prepare a written decision, determining whether or not, on the balance of probabilities, a
violation of the College’s policy has occurred and any disciplinary or remedial action to be taken.
Inform the complainant, the respondent and Coordinator of the written decision.
Step 7
After the corrective action has been taken, the College Official follows up with the complainant to
ensure that the corrective action was effective in stopping and preventing harassment. If the
complainant indicates that harassment has not ended, or suffers reprisal as a result of making the
complaint, the College Official should take additional or alternative corrective action to resolve the
complaint. Further investigation may be necessary.
7. Special Circumstances
All records of harassment, and subsequent investigations, are considered confidential and will not be
disclosed to anyone except to the extent required by law.
In cases where criminal proceedings are forthcoming, St. Andrew’s College will assist police agencies,
lawyers, insurance companies, and courts to the fullest extent.
8. Appeals
There is no appeal procedure under this policy.
Complainants have the right to file a complaint with OHS or The Saskatchewan Human Rights
Commission or take legal action.
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APPENDIX G - ST. ANDREW’S COLLEGE STATEMENT OF POLICY REGARDING
SEXUAL HARASSMENT
I.
THEOLOGICAL STATEMENT
We believe that women and men are equal before God and in creation, and that Jesus emphasized
mutuality and respect in relationships. Sexual harassment is usually based on gender and/or unequal
power relationships. It therefore violates the integrity of persons, degrades them, and interferes with
their gifts of creativity and wholeness. Sexual harassment misuses power and distorts relationships. It
leads to alienation and distrust. Sexual harassment is sin.
II.
DEFINITION OF SEXUAL HARASSMENT AND TERMS
Sexual harassment is defined as any attempt to coerce an unwilling person into a sexual relationship, or
to subject a person to unwanted sexual attention, or to punish a refusal to comply, or to reward
compliance. Sexual harassment must be understood as an exploitation of a power relationship, rather
than as an exclusively sexual issue. Sexual harassment may involve a wide range of behaviours from
verbal innuendo and subtle suggestions to overt demands and inappropriate physical conduct of a sexual
nature. It may be one incident or a series of incidents which may offend, embarrass, humiliate or
threaten another person. It is behaviour of a sexual nature that is known or ought reasonably to be
known to be unwanted or unwelcome. Sexual harassment includes actions which contribute to an
environment that is “poisoned” by persistent comments about sex, gender, appearance, marital status,
sexual orientation and/or by pornographic pictures or cartoons.
Sexual harassment is prohibited by federal and provincial/territorial law.
The terms Complainant and Respondent are used throughout the Procedures section. These terms are
chosen because they are descriptive, the Complainant is the person who makes the complaint; the
Respondent is the person against whom the complaint is made, the person who is called upon to respond
to the complaint. These terms do not assume the outcome of any procedures.
III.
POLICY
St. Andrew's College is committed to providing a harassment-free environment for study, work and
worship. Complaints of sexual harassment will be taken seriously and dealt with fairly, with a view to
preventing further harassment.
St. Andrew's College will not tolerate any behaviour which constitutes sexual harassment perpetrated by
any member of the College community against any other member of the College community and such
behaviour may result in disciplinary action.
Any attempt to penalize a Complainant for initiating a complaint or any form of retaliation is prohibited
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and may be treated as a separate incident which calls for investigation by the Advisory Committee.
IV. ADVISORY COMMITTEE
(1)
Membership of the Advisory Committee shall include one representative from the student body,
one from Faculty or staff, and one from outside the St. Andrew's College community. At least one
member
of the Advisory Committee shall be female and at least one member shall be male. The Committee
members will be appointed by the Board of Regents.
(2)
The term of office of Advisory Committee members shall normally be two years, renewable twice.
(3)
The members of the Advisory Committee shall be appointed no later than September 30 of each
year.
(4)
Upon appointment, all members of the Advisory Committee are required to become familiar with
the issues involved in sexual harassment by reading current materials on harassment and by participating
in educational seminars.
(5)
The Advisory Committee shall:
(a) facilitate ongoing education regarding sexual harassment and this Statement of Policy and
Procedures;
(b) advise Complainants about this Statement of Policy and Procedures (see Section B in Procedures
document);
(c)
deliver the written complaint to the Respondent and advise the Respondent about this Statement
of Policy and Procedures (see Section C in Procedures document);
(d) proceed with Examination of complaints (see D in Procedures document); (e) report annually to
the Board of Regents.
(6)
A member of the Advisory Committee shall, in all matters in which he or she is involved by virtue
of this
Statement of Policy and Procedure, maintain total and strict confidentiality, imparting any information
gathered to no one other than the parties themselves and, where a Formal Hearing is recommended or
requested, the Chair of the Formal Hearing Committee (see E in Procedures document).
(7)
If it appears that a member of the Advisory Committee may have a conflict of interest in respect
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to the Complainant or Respondent, the matter will be referred to the Chair of the Formal Hearing
Committee to adjudicate. If the Chair decides there is indeed a conflict of interest, then the member of
the Advisory Committee will be asked to disqualify herself/himself for that particular case.
Procedures document is available from the Registrar’s Office
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