2011/2012 - 03
PROPOSED MANDATE FOR UNIVERSITY COUNCIL
TITLE: Proposal to establish a Master of Arts degree in Theology and Society
OBJECTIVE:
To establish a Master of Arts in Theology and Society degree, designed to equip students with
the knowledge and skills needed to interrelate the Catholic tradition and contemporary society.
This will inform their career activities, especially, but not exclusively, in education and various
forms of ministry.
REASONS FOR PROPOSED MANDATE:
1. A graduate degree in theology is intrinsic to the mission of Saint Joseph’s University and
consistent with the programs of most Jesuit universities nationally. This program’s distinctive
features advance the university’s strategic goal of defining its particular academic identity.
2. In keeping with the university’s Jesuit character, this particular program will aim to prepare
“men and women with and for others” by intentionally integrating the study of theology with
consideration of contemporary issues and features in American society.
3. The proposed program will help meet a growing need in regional churches and schools for
ministers and teachers who, as reflective practitioners, both understand the tradition and can
theologically engage 21st century issues and challenges.
4. The proposed program will enhance the scholarly life of the Department of Theology and
Religious Studies, in a context in which the opportunity to teach advanced level courses is
reduced by the new curriculum. Allowing undergraduates to take these courses with permission
will provide our majors and minors more choices among advanced level courses.
5. The professional resources to provide the degree are already present in the Department.
RECOMMENDED FOR STUDY BY WHICH BODY?
_____ Faculty Senate:
Academic Policies and Procedures Committee
_____ Faculty Senate:
Faculty Policies and Procedures Committee
_____ College Council:
College of Arts and Sciences
_____ College Council:
Haub School of Business
_____ Standing Committee on Student Affairs, Full-time Undergraduate
_____ Standing Committee on Student Affairs, Part-time Undergraduate/Graduate
_____ Administrative/Staff Council
Signatures: Dr. Sabrina DeTurk, Associate Dean, Graduate CAS
Date:_09-15-2011
Dr. Shawn Krahmer, Chair, Theology & Religious Studies
Date:_09-15-2011
Please forward to the Vice President of Academic Affairs who serves as Chair of the University Council, along with complete documentation to
substantiate the need for the proposed mandate.
DEPARTMENT OF THEOLOGY AND RELIGIOUS STUDIES
Proposal for the Master of Arts Degree in Theology and Society (M.A.)
1. Overview
This proposal is to establish a Master of Arts degree in Theology and Society at Saint Joseph’s
University. The program offers an academically oriented thirty-six credit curriculum requiring admissions
pre-requisites. It defines full-time study as two courses per semester, leading to successful completion in
two or three academic years.
2. Rationale
This proposal coheres perfectly with both the mission and strategic planning of SJU.
2.1 The Catholic and Jesuit Mission of Saint Joseph’s University
The mission of SJU to “foster a lived awareness of the challenging and mutually enriching
interaction between Christian faith and diverse contemporary culture” is the reason for and the guiding
principle of the Master of Arts degree in Theology and Society. In keeping with SJU’s Jesuit character,
the program aims to prepare “men and women with and for others” by integrating the study of theology
with contemporary issues in and features of American society.
As a curriculum in service to the church and the world, the program puts into practice Pope John
Paul II’s understanding of the specific mission of Catholic universities:
By its very nature, a University develops culture through its research, helps to transmit the local
culture to each succeeding generation through its teaching, and assists cultural activities through
its educational services. It is open to all human experience and is ready to dialogue with and
learn from any culture. A Catholic University shares in this, offering the rich experience of the
Church's own culture. In addition, a Catholic University, aware that human culture is open to
Revelation and transcendence, is also a primary and privileged place for a fruitful dialogue
between the Gospel and culture.
- Ex Corde Ecclesiae, Apostolic Constitution on Catholic Universities (1990), B.
To apply the late pope’s dialogical vision to the academic discipline of theology, the Master of Arts in
Theology and Society program is the place at Saint Joseph’s University that will serve as the primary
nexus for the work of the academy in its engagement with church and culture. Its graduates will continue
that dialogue in their professional and personal lives, helping to address the challenges confronting both
society and the church in the twenty-first century.
Additionally, the Master of Arts in Theology and Society program will make a positive
contribution to attaining the goals articulated in Plan 2020: Gateway to the Future. With its focus on
training parish workers and Catholic educators, the MA program would assist the university live out its
“commitment to work with community leaders, organizations and residents to have a positive impact” on
our local communities through sharing the Jesuit tradition of theological reflection and commitment to
justice throughout the region. (Plan 2020, 22) By being a recognizably Catholic program, it would help
“ensure that Saint Joseph’s Catholic Jesuit identity and mission will be vibrant and demonstrable in the
future” (Plan 2020, 20). Finally, another goal of Plan 2020 is also very pertinent; namely, creating new
programs at the graduate level, including those that are mission-driven. The M.A. in Theology and
Society is explicitly mentioned in the CAS Academic Plan 2012-2014, III.b as a program that will
“strengthen our Jesuit and Catholic identity through curricula, co-curricular experiences, and civic
engagement.” In accord with our institutional Diversity Plan, it will also help expand and diversify our
current student body.
2.2 Program Philosophy
The Master of Arts degree in Theology and Society offers an integrative approach to the study of
the content and method of the various theological disciplines as well as theology’s necessary engagement
with society and culture. Courses in Bible, systematic theology, church history, ethics, and interreligious
relations will be designed to foster an interdisciplinary grasp of the study of theology. The courses will at
the same time explicitly relate their theological activities to the twenty-first century United States and
global contexts. In other words, the integrative design of the program is both “intrinsic” and “extrinsic,”
that is, each individual course (whether in biblical, systematic, historical, ethical, or interreligious) will
consciously demonstrate its relationship to the content and methods of the other disciplines (intrinsic
integration) and all courses will in varying degrees relate their subjects to issues in today’s society and
culture. It is in part this integrative approach that differentiates this proposal from other regional
programs (see 2.4), and allows students to enter into the program at any point in the proposed rotation of
courses.
2.3 Target Student Profile
This program is designed especially, but not exclusively, for students who are interested in
informing their professional or personal activity in the church or world by the Christian, particularly
Catholic, tradition and in turn, enriching that tradition through their reflection and living. One primary
audience is those who serve in professional or volunteer capacities in local parishes or congregations.
They may be serving as pastoral associates, religious educators, liturgical coordinators, permanent
deacons, or in a number of other ministerial roles. Such service is increasingly important in the Catholic
Church as the number of ordained priests continues to decline. These students will likely have
participated in ministerial certification programs or undergraduate study that will prepare them to meet
the pre-requisites for matriculation in the Master of Arts in Theology and Society program. A second
audience is those who work in religiously-affiliated school systems as teachers or administrators for
whom additional theological training would enable them to be more effective or to advance in rank or
salary within the organization. Others may be involved in a variety of careers that could be enhanced by
greater familiarity with theological and ethical studies.
2.4 Strategic Planning: The Regional Market
All available evidence indicates a sizable regional market for this program. These include:
Distinctiveness from Other Regional Programs
The proposed program has distinctive features that are not available from other institutions and
which appeal to the students described in our target profile:

Saint Charles Borromeo Seminary: An MA more oriented to forming students in the Catholic
tradition that is less intentional about engaging contemporary society.

Georgian Court University: A general MA in Theology degree without a focus on the
Catholic university as the locus of interaction between church and society. It also has a much
smaller tenure-track faculty to draw upon.

LaSalle University: Shares our concern to train lay professionals for work in parishes or
schools, but its MA degree does not have the same structural focus on the interaction between
church and society, nor do its programs offer the same immersion in questions of social
justice. Its Theology and Ministry degree specializes in youth ministry, pastoral counseling
and liturgical studies. LaSalle also has a smaller tenure-track faculty to draw upon.

Villanova University: A pre-“PhD” style MA program more strictly oriented toward
preparing persons for academic careers in higher education.
Need for Theological Education in Churches in the Region
Education in theology and ministry is in increasing demand in local church communities. In the
Catholic community, the number of priests is declining at a rapid rate. The Diocese of Camden, for
instance, recently conducted a study of the priests who will be active in the diocese up to the year 2030.
At the retirement age of 70 years old, the projected number of active priests serving the 70 parishes is:
Year
Active Priests
2010
161
2020
105
2030
91
This trend is also found in other regional Catholic dioceses. In response, leadership is shifting toward
permanent deacons and lay persons. Notably, in an increasing number of dioceses around the country,
candidates for permanent deaconate need Masters degrees in Theology. A similar shift is happening
within Catholic education, where the reduction in numbers of nuns and religious women in grade- and
high-schools means that Religion classes are being more frequently taught by lay teachers. The M.A. in
Theology and Society will help meet the growing need for professionally prepared ministers and teachers.
Student Demand
Because of these trends, there is strong interest within regional dioceses for advanced Theological
education among those who seek to work in parishes and Christian schools. This interest is not new. In
2005, members of Saint Joseph’s University’s departments of Management, Education, and Theology
developed a “concept sketch” for a program in business and theology aimed at lay persons working as
financial staff in regional parishes. For a variety of reasons—not the least of which was the onset of the
GEP revision process—the proposal was not developed further. The current proposal is a response to the
same sorts of needs within the region, needs that have not gone away in the past six years.
One example of the market for advanced Theological education can be seen in the Diocese of
Camden. As the Department of Theology and Religious Studies began to think about the developing this
MA program, we were approached by officials from the Diocese. They were interested in sending
students for graduate training in Theology to SJU and were curious if we had a program. As we have
developed the program over the course of the year, they have indicated that they have heard from more
than 50 students who would like to matriculate in our MA were it to be approved. Notably, these
numbers indicate students who are coming only from parish contexts. It does not include students who
would be coming from the additional school market. A similar parish-driven demographic can be
projected in the other regional dioceses of Harrisburg, Philadelphia, Trenton, and Wilmington. Thus, it
seems clear that there is likely a strong demand in the region for the program we are proposing.
It should be noted that included in Appendix 2 is a letter of support for the Master of Arts in
Theology and Society from Camden Bishop Joseph A. Galante; Vicar General Msgr. Roger McGrath,
Ph.D.; Delegate for Lifelong Faith Formation Sr. Roseann Quinn; and Director of Lay Ministry
Formation Linda Robinson gives a conservative estimate of 5-10 Camden students per academic year
enrolling in our proposed program. We have been verbally assured that many more students than that
have expressed interest, but lacking formal advertising and written applications from students, they were
understandably reluctant to commit the Camden Diocese to a specific enrollment guarantee in writing.
In the long-term, a consequence of preparing Masters-degreed parish ministers who can receive
diocesan certification as pastoral associates, directors of religious education, and other ministries will
encourage formation programs for the permanent diaconate to also require Masters degrees, especially
because deacons have the privilege of delivering homilies at liturgies. Thus, it is reasonable to anticipate
further student populations who will be attracted to the proposed program.
2.5 Strategic Planning: Saint Joseph’s University as Preeminent Theologically
SJU in Comparison with Other Jesuit Universities in the United States
The university’s Bridge Plan (2010-12) specifies that to continue Saint Joseph’s “momentum
towards preeminence” there should be an “emphasis on SJU’s Catholic Jesuit education.” However, in
terms of graduate theological study, Saint Joseph’s University currently lags behind other Jesuit
universities nationally, as seen in the chart below. The twenty-seven Jesuit colleges or universities in the
United States that offer graduate degrees appear in descending order according to their total student
enrollment, with Saint Joseph’s University ranking eleventh largest. Of the twenty-one Jesuit institutions
with an enrollment over four thousand students, Saint Joseph’s is by far the largest of the only three
universities that do not offer graduate study in theology, ministry, religious studies or a related field.
Graduate Degrees in Theology and Ministry at Jesuit Universities
University
1. Fordham University
2. Loyola University Chicago
3. Boston College
4. Georgetown University
5. Saint Louis University
6. Marquette University
7. Loyola Marymount University
8. U. of San Francisco
9. Santa Clara University
10. Seattle University
11. Saint Joseph's University
12. Creighton University
13. Gonzaga University
14. Xavier University
15. Loyola University Maryland
16. University of Detroit Mercy
17. University of Scranton
18. Fairfield University
19. Canisius College
20. Loyola University New Orleans
21. John Carroll University
22. Saint Peter's College
23. Rockhurst University
24. Le Moyne College
25. Regis University
26. Spring Hill College
27. Wheeling Jesuit University
Location
New York, NY
Chicago, IL
Chestnut Hill, MA
Washington, D.C.
St. Louis, MO
Milwaukee, WI
Los Angeles, CA
San Francisco, CA
Santa Clara, CA
Seattle, WA
Philadelphia, PA
Omaha, NE
Spokane, WA
Cincinnati, OH
Baltimore, MD
Detroit, MI
Scranton, PA
Fairfield, CT
Buffalo, NY
New Orleans, LA
University Heights, OH
Jersey City, NJ
Kansas City, MO
Syracuse, NY
Denver, CO
Mobile, AL
Wheeling, WV
Students
16,009
15,670
14,395
14,148
11,823
11,305
8,972
8,477
8,377
7,751
7,542
6,992
6,503
6,500
6,131
5,600
5,160
5,024
5,018
5,000
4,050
3,700
3,000
2,290
1,600
1,500
1,200
Grad Degree?
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
no
yes
yes
yes
yes
yes
yes
no
no
yes
yes
no
no
no
no
yes
no
This suggests that “the path to preeminence” for Saint Joseph’s University as a Jesuit Catholic institution
can be strengthened significantly through graduate theological study. A robust graduate program in
Theology would provide an important element for the Plan 2020 goal of becoming an institution with
“recognized competitiveness in the top tier of master’s level institutions.” (Plan 2020, Abbreviated, 4)
The Academic Vitality of SJU’s Department of Theology and Religious Studies
Related to this is the current situation of the Department of Theology and Religious Studies.
Without a graduate program, the Department is effectively limited to being a “service department” whose
sole purpose is to provide for undergraduate general education requirements. As long as this condition
persists, Plan 2020’s goal of “enhancing the culture of faculty scholarship while continuing to recruit
excellent teachers and continually increasing the value of and demand for an SJU education” is
constricted for the Department of Theology and Religious Studies, a centrally important academic
department for Saint Joseph’s Jesuit Catholic identity. The theology and religious studies faculty strongly
believes that offering the graduate theology degree is crucial to the long-term vigor of the Department and
to a national profile for Saint Joseph’s University as a Catholic university.
As the new GEP is implemented, opportunities for Theology and Religious Studies faculty to
teach advanced courses in areas of their individual research interests and activities are diminishing. This
is because students will no longer be required to participate in a third, upper-level course offered by the
Department. A structure that would restrict tenured faculty to teaching only introductory courses would
make it very unlikely that gifted teachers and researchers would make SJU their long-term home. This, in
turn, would thwart the goal of SJU becoming preeminent as a Jesuit and Catholic university.
On the other hand, the M.A. in Theology and Society will enable our permanent faculty to more
frequently teach advanced courses in subjects that drive their professional work, greatly enhancing the
academic health of the Department and providing exciting opportunities for our students. For this reason,
our majors and minors as well as other qualified upper level undergraduate students will be allowed to
participate in graduate courses, though with modified assessments, as occurs in other Jesuit universities.
3. Resourcing
3.1 Faculty and Departmental Resourcing
While the new MA in Theology and Society would represent a new degree program within the
Department of Theology and Religious Studies and would require development of new courses, the
expertise necessary to run the program already exists within the department. Existing full-time tenure
track faculty can teach all of the proposed courses. Qualified adjuncts are available within the current
adjunct pool for situations where such coverage would be required.
Notably, assigning FT-TT faculty to teach new graduate classes will not reduce their coverage of
undergraduate courses in the GEP or for the major. Because the new GEP has reduced the number of
required courses in Theology and Religious Studies from three to two, our faculty now has the flexibility
to create new courses in this proposed graduate program. The M.A. program therefore requires no new
full-time faculty in the Department of Theology and Religious Studies if standard growth hires occur as
reflected in previously submitted departmental requests for four new faculty positions. One of these
searches was successfully completed Spring 2011, and funding for another is being actively pursued.
The Institute for Catholic Bioethics and the Institute for Jewish-Catholic Relations can provide
courses in certain categories of the Master of Arts in Theology and Society degree.
3.2 Financial Considerations
As requested, the department has worked with Dr. Sabrina DeTurk and Mr. Rocky Query to
produce an FRM analysis which indicates that if enrollment projections are met, the program should
produce healthy financial margins (see Appendices 3 and 5). In addition, Dr. Shawn Krahmer has
produced a spreadsheet demonstrating the anticipated reduction in need for advanced level courses from
tenure track faculty, as well as an anticipated reduction in adjunct needs of 11 adjuncts per semester with
the full conversion to the GEP (Appendix 4). These figures demonstrate that pulling 3 faculty members
from undergraduate day teaching to teach in the M.A. program as needed will not negatively impact
undergraduate programs. By considering the M.A. program within the entire departmental financial
profile, it is evident that it is not as costly as it might otherwise appear.
4. Curriculum
4.1 Admission Requirements
Students who apply to the MA program in Theology and Society will be required to submit:

A completed Saint Joseph’s University graduate application.

Official sealed transcript(s) of undergraduate/graduate coursework from an accredited
institution of higher education with a G.P.A. of 3.0 (on a scale of 4).

Personal statement – a letter of intention outlining the candidate’s professional goals and
educational objectives in pursuing the Master of Arts in Theology and Society.

Official GRE scores.

Two letters of recommendation.

A current résumé or vita.
$35 application fee.
Requirements for international students and regarding English proficiency may be found
at: http://www.sju.edu/admissions/graduate/applicationinstr.html


Students will also be expected to be familiar with basic principles and methods of biblical,
theological, and ethical studies. This may be demonstrated in the following ways:



Undergraduate coursework
Undergraduate-level study in non-credit programs such as diocesan ministerial
certification programs. Course descriptions and syllabi should be submitted.
Directed reading and assessment.
4.2 Course Distribution
Students earn 36-credits by participating in 12 courses according to the following rubric:
Biblical Studies:
2 courses (at least 1 course in each Testament)
Systematic Theology:
3 courses (1 in each of 3 areas: God, Theological Anthropology,
and Ecclesiology & Sacraments)
Historical Theology:
1 course
Christian Ethics:
3 courses
Interreligious Relations:
1 course
Electives:
2 courses
For course descriptions, see Appendix 1: Course Descriptions by Category.
4.3
Course Schedule
As noted above, “full-time” students will be taking two courses per term. We expect, however,
that some students will attend part time, taking one course per term. Using the sequence of courses
below, students in each case will be able to finish their programs in the minimum possible time. Students
can complete their distributional requirements in 6 “full time” terms by taking 2 courses per term in the
first 6 terms. Students can complete their distributional requirements in 12 “part time” terms by taking 1
course per term following the sequence in either the “SJU Course 1” or “SJU Course 2” column.
In addition to running the program on the SJU campus, we have been in conversation with the
Diocese of Camden about the possibility of running some courses in New Jersey. This would enable
DTRS to expand the number of students who could enroll in our program and extend the reach of SJU’s
mission in the region. Offering courses both on the SJU campus and in Camden, our course sequencing
(by category and possible course) follows:
Term 1
Term 2
Term 3
Term 4
Term 5
Term 6
Term 7
Term 8
Term 9
Term 10
SJU Course 1
Bible
Law & Ethics in
Hebrew Bible
History
Christian Tradition
& Trajectory
Inter Rel
Church in Relation
to Judaism
Ethics
Technology Ethics
History
God, Gender, &
Christian
Spirituality
Inter Rel
Religions of Asia
Ethics
Mediator,
Mediation, &
Media
History
Christianity Today
Ethics
Ethics and
Economics
Bible
The Psalms
Term 11
Systematics
Eucharist: A Vision
of Solidarity
Term 12
Bible
Gospels and
Discipleship
SJU Course 2
Ethics
Social Ethics
Systematics
Church as Sacrament for
World
Bible
Hebrew Bible & Its Inner
“Rereadings”
Systematics
Dignity, Rights & Duties
Bible
Letters of Paul:
Conversation across
Centuries
Ethics
Greening of Catholic
Understanding
Bible
Biblical Interpretation
Systematics
The Triune God
Inter Rel
Islam & ChristianMuslim Relations
History
Christian Tradition &
Trajectory
Ethics
Social Ethics
Inter Rel
Church in Relation to
Judaism
Camden
Systematics
Jesus through the
Centuries
Bible
Gospels and
Discipleship
Ethics
Ethics and
Economics
History
Christianity Today
Inter Rel
Islam and ChristianMuslim Relations
Bible
The Psalms
Systematics
Theology with and
for the World
Ethics
Politics & USA
Religious Traditions
Systematics
Religion, Violence,
and Terrorism
Inter Rel
Church in Relation to
Judaism
Bible
Letters of Paul:
Conversation across
Centuries
Ethics
Technology Ethics
As the table suggests, we expect to teach courses for the MA during three terms per year: Fall, Spring,
and Summer I. We believe that running 3 courses per semester at the start of the program would be
appropriate. This minimal scheduling would not, however, allow for any choice in classes. A third
course on the SJU campus per semester would be preferred, but not absolutely necessary initially.
Courses would be increased only as supported by enrollments. In this model, students in Camden would
attend part time if they wanted to remain local and full time if they wanted to attend courses on the SJU
campus. Students in the program who attend the SJU campus primarily would be allowed to take courses
at the Camden location.
4.4
Program Launch
The program may be implemented in two stages, with the Camden courses beginning in the fall semester
of 2012 and the SJU campus courses commencing in either the spring or fall of 2013.
4.5
Undergraduate Students
Undergraduates who are juniors or seniors may participate in these graduate classes. They must have the
permission of the department chair and will complete level appropriate course requirements and
assessments that differ from those assigned to graduate students. The percentage of undergraduate
students in a graduate course may not exceed 30%. Undergraduates must have a GPA of 3.0 or higher.
Preference will be given in descending order to:





4.6
Undergraduate theology or religious studies majors
Undergraduate theology or religious studies double majors.
Undergraduate theology or religious studies minors.
Undergraduate honors students.
Students whose lab requirements or student teaching requirements make taking courses during the
day difficult.
Program Review
The Department intends to evaluate all aspects of the Master of Arts in Theology and Society program
upon the completion of the third year of operation.
5. Faculty List
The following full-time faculty in the Department of Theology and Religious Studies are
available to teach courses in the Master of Arts in Theology and Society program. There are also a
number of specialized adjunct professors who can offer their expertise.













Paul Aspan, New Testament
Gerald J. Beyer, Social Ethics
James F. Caccamo, Social Ethics
David Carpenter, History of Religions
Peter Clark, S.J., Ethics
Philip Cunningham, New Testament, Catholic-Jewish Relations,
Mario Farrugia, S.J., Systematic Theology, Bio- and Environmental Theology
Millicent Feske, Systematic Theology
Vincent Genovesi, S.J., Ethics
Gerard Jacobitz , Systematic Theology
Shawn Madison Krahmer, Historical Theology
Bruce Wells, Hebrew Bible
Umeyye Isra Yazicioglu, Islam
Appendix 1: Course Descriptions by Category
BIBLICAL STUDIES [Note: all Bible courses will refer to the scriptural bases of later theological and ethical
thought and promote the “actualization” of biblical texts by dialectically relating them to today’s world.]
Law and Ethics in the Hebrew Bible
This course examines the legal traditions of the Torah (Pentateuch) and what they reveal about the
practice of law and ethics in ancient Israel and the wider biblical world. It then explores the reuse of these
traditions in other portions of the Hebrew Bible and the growth of related traditions in prophetic and
wisdom literature. The course acquaints students with how various biblical traditions developed over time
to form the foundation for later rabbinic and Christian ethical thought.
The Hebrew Bible and Its Inner "Re-readings"
Far from being a single book that speaks with a single voice, the Hebrew Bible contains many voices that
speak to a wide range of issues. This course looks at those voices and how they interact with one another.
In particular, it examines how a number of later texts in the Hebrew Bible comment on, reinterpret, and
even call into question earlier texts in a process that the Pontifical Biblical Commission calls "rereadings" ["The Interpretation of the Bible in the Church," III,A,1]. The course considers how this
phenomenon of reinterpretation within biblical texts influenced ancient Israel's understanding of social
institutions such as law and the family as well as important theological concepts such as God, sin,
worship, and justice. It also explores how the process of reinterpreting older traditions continued beyond
the texts of the Hebrew Bible and still continues today.
The Psalms
Perhaps the most influential of all writings from the Hebrew Bible for Christian spirituality, the Psalms
offer a special glimpse into the religious life of ancient Israel. By placing these texts within their larger
historical background, the course will study psalms of various types (laments, hymns, royal, wisdom
psalms) with a view to their literary and religious character and their theological value for communities of
faith today. The course will also consider the question of the Psalter’s theology as a whole.
The Gospels and Discipleship
This course is an exploration of the Gospels of Mark, Matthew, Luke, and John. Using the framework
described in the Pontifical Biblical Commission's "Instruction on the Historical Truth of the Gospels,"
each Gospel will be examined in turn in order to discover each evangelist's unique understanding of the
meaning of Jesus, the duties of his followers, and the nature of Jesus’ historical ministry. While coming to
appreciate the unique insights of each writer, students will bring the perspectives of their four narratives
into dialogue with our twenty-first century context.
The Letters of Paul: Conversation across the Centuries
This course studies the writings of the Apostle Paul and the questions that the earliest churches grappled
with in the Greco-Roman world of the 1st century. It also considers corresponding issues in the 21st
century church and world. Questions concerning community membership and life, ministry, interactions
with the world, expectations for the future, and relations with other religions, especially Judaism, will be
seen in their original Pauline contexts and then engaged in the light of present experience.
Biblical Interpretation: Actualizing the Bible in Today’s Church and World
This course is an investigation into the spectrum of Christian understandings of how to interpret the Bible
and of the nature of biblical authority. Participants explore the renaissance in Catholic biblical scholarship
that officially began in 1943 in order to develop skills in providing "easy access to the sacred Scriptures
for all the faithful" [Vatican II, Dei Verbum]. Also studied is how to interrelate the two Testaments of the
Christian Bible so as to bring out the distinctiveness of their “inexhaustible content and the mystery of
which [each] is full” [Pontifical Commission for Religious Relations with the Jews, Notes on the Correct
Way to Present Jews and Judaism in Preaching and Catechesis in the Roman Catholic Church (1985)].
SYSTEMATIC THEOLOGY [Note: All Systematics courses will embody the convictions that Christian
theology must be biblically grounded, reckon with history, and interact with the hopes and needs of
people living in the twenty-first century.]
God
Jesus through the Centuries
This course is an historical survey of the evolving understandings of the meaning and significance of
Jesus Christ in the Western Christian Tradition, beginning with New Testament christologies, moving
through the debates of the 4th and 5th centuries (through which Catholic creedal formulas were
established), medieval atonement theories, post-Enlightenment reformulations, to the challenges
presented by contemporary approaches. Key to this class is understanding the contextual nature of
theological formulations, which arise in response to specific human needs. Students will be required to
develop their own christological position as an integral part of the course.
The Triune God: The Relational Nature of the Divine
The Christian doctrine that the One God is Triune is often referred to as a "mystery," not in the authentic
theological sense as a reality that can never be exhausted, but unhelpfully as a topic escaping
comprehension. This course stresses the importance for Christian faith of a lively appreciation of God as
Triune. Starting with the nascent Trinitarian formulae found in the New Testament and moving forward to
the creeds of Nicea and Chalcedon, participants in this course investigate how God came to be understood
as Tri-unity of persons. They will then examine the Trinitarian doctrine itself in both its "economic" and
"immanent" forms, and how it came to be much more significant for lived faith in Eastern Christianity
than in the West. In the class, students will begin to express the Christian apprehension of God as Triune
in contemporary language for use in homiletic and religious educational contexts.
Ecclesiology and Sacraments
The Church as Sacrament for the World
Drawing upon the insights of the Second Vatican Council documents Lumen Gentium and Gaudium et
Spes, this course explores the church as the sacrament of Christ for the world. It begins by considering
various biblical and creedal descriptions of the church: a sheepfold whose gate is Christ, God’s cultivated
land, a flock of which Christ is the shepherd, the building of God of which Christ is the cornerstone, the
spotless spouse of the spotless Lamb, a pilgrim people, the Body of Christ, the Temple of the Spirit, the
People of God, and as one, holy, catholic and apostolic (Lumen Gentium, 6-8). The course devotes
special attention to ministry in and for the church and the world, motivated by the conviction that the
church “can contribute greatly toward making the human family and its history more human” [Gaudium
et Spes, 40].
The Eucharist: A Vision of Solidarity
Against the backdrop of two sacraments of initiation, Baptism and Confirmation, which constitute
Christians as God’s “priestly, kingly and prophetic people,” this course examines the inseparable
relationship between the Eucharist and social justice, between liturgy and life. Through the study of the
Eucharistic texts, it offers a deeper understanding of how the Mass speaks to the social issues of today
and their wider implications. The course provides a theological basis for the social doctrine of the church
and a spirituality to accompany a commitment to work for justice. It introduces students to the
“adventure” of the Eucharist, enabling them to discover how the Mass opens our eyes to the plight of the
poor and energizing them to engage the structures of injustice that impact their lives. This is a course for
those who wish to live out the Jesuit ideal of being “men and women for others.”
Theology with and for the World
"Theologies of hope" refers to a group of reflections about God, the church, Jesus Christ, and the
Christian life in relation to human freedom and fulfillment, which have developed among the poor and
oppressed in the United States, in the "two-thirds" world, and from European theologians, all of whom
argue that the task of theology is necessarily entwined with the well-being (spiritual, material,
psychological) of the entire community. Students in this course study the foundational texts in liberation,
black, feminist, and post-colonial theologies and how these approaches have subsequently evolved. They
also attend to the responses, both affirmative and critical, to these theologies from the more mainstream
theological community. The course seeks to understand the context in which each theological approach
arose, particularly the authors' experiences of severe poverty, brutal repression, massive public suffering,
marginalization, or racial or gender hatred.
Theological Anthropology
Dignity, Rights and Duties: The Many Facets of the Human Person
The Catholic Church has made a unique contribution to developing and fostering the concept of human
dignity (to which nations subscribe in the Universal Declaration of Human Rights). This course examines
the biblical and systematic roots of human dignity and the many interpretations it has had since World
War II. Because what we say about the human person has direct implications for our interactions with
others at the personal and communal levels, students in this course will of necessity address the issue of
interfacing systematic theology and everyday life.
Religion Violence and Terrorism
Religiously motivated violence constitutes one of the most potent social/ economic/political forces in the
21st century. This course probes the roots and recent instances of violence and terrorism in the name of
religious convictions and traditions. Through rigorous investigation of both primary and secondary texts,
it provides a thorough presentation of the theological roots of religious violence, and its contemporary
manifestations. The course unfolds in three parts: 1) the roots of religious violence: scripture, sacrifice
and ancient conquest; 2) cosmic struggle: the violence of apocalypticism then and now; and 3)
contemporary manifestations: sexism and racism; recent religious wars and genocides; and terrorism.
HISTORICAL THEOLOGY [Note: all Historical Theology courses will relate the development of doctrine
and teaching to past and present historical circumstances. A defining focus is how the evolution of
various Christian traditions continues to adapt to present-day concerns and needs.]
The Christian Tradition and Trajectory
This course introduces key elements of Christian belief and practice through the study of historical texts
from the origins of Christianity to the present day. The interpretation of primary texts gives insight into
the development of Christian teaching and practice, particularly within the Roman Catholic tradition.
Like a snapshot, each text captures something about a certain place and time and the people who wrote it.
By studying these “snapshots,” students observe how different people in different times and places spoke
about central issues of Christian faith. Sometimes the class will try to make sense of expressions of the
Christian faith that are quite different from those observable today, sometimes it will see the origins of
current beliefs and practices. Understanding the Christian experience as changing and dynamic inspires
the search for expressions of faith that are congruent with both the tradition and contemporary society.
Christianity Today
This course surveys the variety among the diverse Christian traditions of today, especially in the United
States. It explores the distinctive theologies, liturgies, polities, and self-understandings of the major
families of Christianity: Eastern Orthodoxy, Catholicism, and Protestantism. The course also studies the
historical circumstances that shaped each tradition’s perspectives and considers modern ecumenical
movements and post-Vatican developments in Roman Catholicism. It will provide valuable insights into
how different Christian communities currently interact in the United States context.
God, Gender and Christian Spirituality
This course examines selected spiritual classics written by both men and women of Christian faith across
the span of Christian history. Attention is paid to the understandings of the human person and of God
revealed in each spiritual path. The effects of culturally-constructed understandings of gender on the
options open to individuals and the paths by which they appear to attain intimacy with God are also
studied. Students engage the Catholic tradition of bridal mysticism, and are asked, in this context, to
reflect upon contemporary perceptions of gender, spiritual virtuosity, and human eroticism. Students are
also challenged by historical portrayals of deification and growth in Christlikeness to reflect upon how
Christlikeness might be manifest in their own and others’ lives.
CHRISTIAN ETHICS [All Ethics courses will bring biblical and theological traditions into dialogue with the
ethical questions of our time.]
Social Ethics
Since it explores Christian social ethics, this course is particularly designed to equip students with
analytic tools to reflect on the question, “What does it mean to live responsibly as a member of a family,
society and humanity in the light of Gospel of Jesus Christ?” It will present the ways in which numerous
sources of wisdom and insight ―such as scripture, theological tradition, social analysis and experience―
contribute to reflection about life in society. Major philosophical strands of ethics will be treated at the
outset of the course. Students will delve deeply into the Christian tradition, with special emphasis on
Catholic social teaching, in order to consider such complex social issues as poverty and economic justice,
the moral justifiability of the use of force, racism/racial justice, sexism/gender justice and capital
punishment in the light of the ethical foundations treated earlier.
Ethics and Economics
This course examines socioeconomic phenomena through the lens of ethical concepts and traditions.
Students will consider the nature of capitalism, the socialist critique of capitalism, poverty, the link
between race, gender, and poverty, worker justice, globalization, consumerism, environmental concerns
and sustainable development and economic rights. The course utilizes ancient and contemporary sources
from the Christian tradition, with particular emphasis on Catholic social thought, to examine issue of
economic justice. However, resources from economics, sociology, and political economy comprise a
major component of the course.
This course incorporates historical arguments and contemporary
critiques and includes both local and global perspectives.
Technology Ethics
Over the past 2000 years, Christians of every age have worked to discover what it means to live faithfully
and justly in their particular places and times. This course focuses one of the most prominent features of
our place and time: technology. In the course, students critically reflect on technology, its role in human
lives, and its impact on society. The course will examine various theories of the nature of technology. It
will also investigate particular resources available within the discipline of Christian social ethics that are
central to understanding and evaluating the moral worth of various technologies, such as common good,
justice, human dignity, development, and solidarity. These conceptual tools will then be used to explore
the ethical implications of technology through the assessment of a variety of particular cases of
technologies that are common or likely will be soon (e.g., cell phones, the mobile internet, the digital
divide, data insecurity, digital media and intellectual property, cosmetic surgery, and the post-human
movement).
Mediator, Mediation, and the Media
Our culture is characterized by the mass media, yet Christians are often suspicious of it and its effects on
communities. This course studies the phenomenon of media within the Christian life, using it as a
framework to explore some central theological and moral issues of our times. It begins with Jesus as the
"Word," an event of God's self-communication, and Jesus as a mediator between God and humankind. It
will then move on to explore how Christianity experiences and uses communications media within its life,
focusing on scripture and liturgy. It will conclude by evaluating the ways in which Christians use and are
used by contemporary popular media, and its relevance for Christian communities. There may well be
more connections between God and YouTube than one might suspect.
Theological Issues in Bioethics [Course offered by SJU’s Institute of Catholic Bioethics.]
This course introduces students to the basic theological concepts, models, and analyses that both Catholic
and Evangelical traditions use in discussing bioethical questions. The various relations between faith in
God and medical care presuppose a shared understanding of the human person. Thus, theological
reflection has a unique role to play in bioethical issues, as it ponders the interaction between
understanding and volition, dignity and foster care, the rights to life and the demands on life. Specific
topics will be discussed and analyzed in depth touching on the beginning (genetic control, abortion, care
of severely handicapped neonates, and assisted reproductive technologies) and end of human life (death
and dying, and the meaning of "quality of life" and its application to contemporary issues).
Ethics of Health Care [Course offered by SJU’s Institute of Catholic Bioethics.]
Since at least the 17th century Catholic ethicists regularly composed major texts on issues in biomedical
ethics. Recently, however, several Protestant authors have made significant contributions. This course
studies selected Catholic and Protestant philosophers and theologians who have made lasting
contributions to this field of study. In addition, the course focuses on several concrete issues: Abortion,
Reproductive Technologies/Cloning, Stem Cell Research, Treatment Decisions for Handicapped
Newborns, Active and Passive Euthanasia, HIV/AIDS, Organ Transplantation and Human
Experimentation.
The Greening of Catholic Understanding
Across the centuries, the Catholic Church has fostered respect and love of the environment. The monastic
orders, Francis of Assisi, and the Jesuit Reductions have played major roles. Since environmental
awareness came of age in the 60s, it has challenged the way in which modernity and – at times – the
Catholic ethos have been turning to the Bible to justify an unlimited use of the earth’s resources,
something that contradicts Genesis and Revelation. The course invites participants to outline and reflect
on the contribution Catholics can and should offer to the 21st century's self-understanding of humanity
and its environment.
Politics and Religious Traditions in the USA
Religious beliefs have historically played an important role in American political, economic, and social
realities. This course studies several key aspects of the relationship between religion and society, as well
as between the institutions of church and state. It also examines the wisdom and teaching of the Catholic
tradition on responsible politics and the role of religion in contemporary American public life. Sources
will include such sociological, political, ethical and theological analyses, as well as Roman Catholic
teaching such as the U.S. Conference of Catholic Bishops’ document Forming Consciences for Faithful
Citizenship.
INTERRELIGIOUS RELATIONS [Note: All Interreligious Relations courses will engage religious traditions on
their own terms, relating their histories and spiritual perspectives to changing Christian theologies and
attitudes toward other religions in order to promote interreligious understanding and collaboration in the
twenty-first century.]
The Religions of Asia
As immigration from and economic relations with Asian nations increases, this course introduces the
major religious traditions of Hinduism, Buddhism, Confucianism, Daoism and Shinto. The course will
also consider the interactions among these traditions, bearing in mind the words of the Second Vatican
Council declaration, Nostra Aetate: "[The church] regards with sincere reverence those ways of conduct
and of life, those precepts and teachings which, though differing in many aspects from the ones she holds
and sets forth, nonetheless often reflect a ray of that Truth which enlightens all men and women."
Islam and Christian-Muslim Relations
Globally, Christianity and Islam have the greatest number of adherents. This course examines the
theological, historical and current contexts in which Christianity and Islam encounter each other. Students
will explore: (1) The emergence of Islam in seventh century Arabia; its major sacred texts, its key beliefs
and practices; Islamic law, theology and mysticism; (2) The distinctive interactions between Islam and
Eastern and Western Christianity, including peaceful coexistence, political confrontation, and theological
discussions; (3) Modern interactions, such as common challenges (skepticism, secularization of public
sphere, interpreting sacred texts for a modern age, relation between religion and science) and sources of
tension (colonialism, terrorism, nationalism, and media caricatures). The course will also look at actual
and potential avenues for reconciliation and cooperation for sake of God and for the common good of the
common humanity.
The Church in Relation to Judaism
Interreligious relations are an increasingly important concern in the twenty-first century world and
church. For Christian theology the Church’s relationship to Jews and Judaism, which is not "extrinsic”
but in a certain way is "intrinsic" to Christianity [John Paul II, April 13, 1986], is particularly significant.
This course studies the Christian relationship with Judaism both historically and in terms of the mutual
understanding and esteem that has begun to grow in the past five decades. Of special interest are relevant
developments in Christian theology, such as Cardinal Walter Kasper’s insight that “Judaism is as a
sacrament of every otherness that as such the Church must learn to discern, recognize and celebrate” [Oct.
28, 2002]. In addition, the course discusses practical interreligious activities on the local level that will
assist Christians “to learn by what essential traits Jews define themselves in the light of their own
religious experience” [Vatican Guidelines to Implement Nostra Aetate, 4 (1974)].
OTHER COURSES
Integrative Concluding Project (Elective)
As one of their elective courses and following the successful completion of 30 credits (10 courses),
students may prepare with a faculty advisor and a local mentor a 40-page research paper that brings a real
world experience related to their career or ministerial activity or goal into interaction with theological
reflection. Three credits are earned upon completion of the paper.
Appendix 2: Letter of Support from the Leadership of the Diocese of Camden
Appendix 3: Memo Re FRM Analysis of M.A. in Theology and Society Program
"James (Rocky) Query" <jquery@sju.edu> wrote:
> From: "James (Rocky) Query" <jquery@sju.edu>
> To: "Sabrina DeTurk" <sdeturk@sju.edu>
> Cc: "Shawn M Krahmer" <skrahm@sju.edu>, "Philip A. Cunningham" <pcunning@sju.edu>
> Sent: Thursday, September 15, 2011 11:12:40 AM GMT -05:00 US/Canada Eastern
> Subject: Re: final spreadsheet
Sabrina, Shawn and Phil:
We have had an opportunity to review and discuss the financial projections for the
MA Theology Program. The combined offerings on-campus and in Camden appear
to generate a modest gross contribution margin in the first year, and by the second
year, if enrollment projections are met, should produce very healthy margins. In
addition, based on the extensive discussions we have had over the last several
months, there appear to be significant ancillary benefits the program may offer for
the overall financial performance of the department. Best of luck with the
governance review and let me know as additional questions come up.
Thanks.
Rocky Query
Appendix 4: Anticipated reduction in need for advanced level courses from
tenure track faculty with implementation of the GEP
Semester
Fall 2011
Spring 2011
Fall 2010
Spring 2010
Fall 2009
Spring 2009
Fall 2008
Total
# sections
# sections
Total
# fit GEP
L3
FT TT
Adunct or
1 yr
# fit GEP
by
adjuncts
Est # offered
going forward
FT + Adjunct
Est reduction in
adjunct scetions
(All levels)**
20 +
T/M
20
8
12
13
6
8+5
6 + 6 = 12
12
8
13
5
8+5
3+6=9
18
9
9
11
4
7+4
5 + 7 = 12
17*
11
5
9
3
7+3
3 + 7 = 10
16 +
T/M*
16*
10
6
9
2
8+2
4 + 8 = 12
8
8
10
3
7+3
5 + 7 = 12
16*
10
6
10
3
7+3
3 + 7 = 10
The Average Savings per semester is 11 adjunct salaries
GOING FORWARD




Assuming: Theories and Methods (T/M) is taught as an overload or partial overload.
Taught every other year, Fall. + 1 adjunct salary
Assuming: 2 sections of Holocaust offered by Libowitz as electives per semester.
Assuming: Ignatian Spirituality will run as an elective
Assuming: Most Ethics Intensives can continue to be offered regularly
* does not include 3 sections of Holocaust offered at level 2 but now at level 3.
** (Column D minus column F) plus (the number of FT TT faculty in the department [14] minus
the number FT in column G)
The assumption is that if a FT member does not teach at what would have been the old level
3 in the new GEP, they will reduce the need for adjuncts in the FJCT core class or Religious
Difference. I am also assuming that the # of course releases in the department remains fairly
consistent. I am counting Fr. Genovesi as FT for these purposes because his courses are all at
level 3 in the GER or Ethics intensive in the GEP.
Appendix 5: FRM/ Proposed M.A. in Theology and Society (assumes launch in Fall 2012)
NOTE: numbers have been reviewed w/Financial Affairs and meet with its approval
CAMPUS PROGRAM
FA12
# of campus students
# of credits per student
tuition per credit (assumes 3%
increase/year)
direct revenue
direct expenses (2%
increase/year)*
allocated direct expenses (2%
increase/year)
3
6
$752
SP13
5
6
$752
$13,536 $22,560
$15,000 $15,000
$4,000
FY13
TOTAL
$4,000
SU13
FA13
7
6
$775
9
6
$775
$36,096
$30,000
$32,550
$15,300
$41,850
$15,300
$8,000
$4,080
$4,080
SP14
FY14
TOTAL
11
6
$775
$51,150 $125,550
$15,300 $45,900
$4,080
$12,240
SU14
FA14
13
6
$798
15
6
$798
$62,244
$15,606
$71,820
$15,606
$4,162
$4,162
SP15
FY15
TOTAL
15
6
$798
$71,820 $205,884
$15,606 $46,818
$4,162
$12,486
gross contribution margin
gross contribution margin %
-$5,464 $3,560 -$1,904
$13,170 $22,470 $31,770 $67,410
$42,476 $52,052 $52,052 $146,580
- 15.78%
-5.27%
40.46% 53.69% 62.11%
53.69%
68.24% 72.48% 72.48%
71.20%
40.37%
* calculated as instructional costs for 2 courses taught by full-time faculty; assumed salary of $70,000 plus 30% benefits (total = $91,000) divided by 3
(regular load) = $7,000/course; plus $1,000 operating expenses
CAMDEN PROGRAM
FA12
# of Camden students
# of credits per student
tuition per credit (at 30% discount;
assumes 3%/year increase)
7
3
$526
SP13
7
3
$526
FY13
TOTAL
SU13
7
3
$542
FA13
10
3
$542
SP14
10
3
$542
FY14
TOTAL
SU14
10
3
$558
FA14
12
3
$558
SP15
FY15
TOTAL
12
3
$558
direct revenue
$11,046 $11,046 $22,092
$11,382 $16,260 $16,260 $43,902
$16,740 $20,088 $20,088 $56,916
direct expenses*
$4,306 $4,306
$4,392
$4,392
$4,392
$4,480
$4,480
$4,480 $13,440
$8,612
$13,176
allocated direct**
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
gross contribution margin
$6,740 $6,740 $13,480
$6,990 $11,868 $11,868 $30,726
$12,260 $15,608 $15,608 $43,476
gross contribution margin %
61.02% 61.02% 61.02%
61.41% 72.99% 72.99%
69.99%
73.24% 77.70% 77.70%
76.39%
* calculated as salary (including travel) plus 7.65% fringe for adjunct faculty member (assumes 2% increase/year); additional direct expenses are part of the
amount given for campus program
** allocated direct expenses are part of the amount given for campus program
OVERALL (both campus and
Camden)
total direct revenue
total direct expenses
total allocated direct
gross contribution margin
gross contribution margin %
FA12
$24,582
$19,306
$4,000
$1,276
5.19%
SP13
$33,606
$19,306
$4,000
$10,300
30.65%
FY13
TOTAL
$58,188
$38,612
$8,000
$11,576
19.89%
FY14
SU13
FA13
SP14
TOTAL
$43,932 $58,110 $67,410 $169,452
$19,692 $19,692 $19,692 $59,076
$4,080
$4,080
$4,080 $12,240
$20,160 $34,338 $43,638 $98,136
45.89% 59.09% 64.74%
57.91%
FY15
SU14
FA14
SP15
TOTAL
$78,984 $91,908 $91,908 $262,800
$20,086 $20,086 $20,086 $60,258
$4,162
$4,162
$4,162 $12,486
$54,736 $67,660 $67,660 $190,056
69.30% 73.62% 73.62%
72.32%