All PSR Courses
Use this page to view names and descriptions for all PSR courses. Courses are offered as announced on our Current Course Offerings page and not all courses are offered every semester.
To view descriptions, requirements and sample course progressions for each of our programs visit our Degrees and Certificates page.
Biblical Studies & Biblical Languages
Course Number | Name | Credits |
---|---|---|
BS-1200 |
Rhetorical Use of Texts
The purpose of this course is to introduce students to different methods used to interpret texts. Students will learn and develop skills of closely reading texts, analyzing historical and contemporary contexts, and thinking critically through issues. This class will introduce students a wide range of sacred and secular texts. Students will learn to apply rhetorical strategies to construct interpretations that promote inclusivity, social consciousness, social justice, and speak to the current social and political contexts. This is an introductory level course and requires no prerequisite. | 3 |
BSED-3600 |
Critical Pedagogy/Critical Times
The purpose of this hybrid—concurrent format—course is to help students explore the challenges and opportunities that may arise in teaching biblical texts in contemporary settings. In this course, students will learn and explore the creative, innovative, and important ways to teach biblical studies in their respective contexts. The exercises designed by students in this class will help foster an environment of biblical literacy and also help students to develop strategies that can help students communicate historical, cultural, and political issues of the ancient text in contemporary contexts. This course will engage disciplines from biblical studies and religious education in order to promote better teaching and understanding of biblical texts that encourage a more inclusive, ethical, and moral interpretation of texts. | 1.5 |
BSHM-3000 |
More than Words: Preaching Through Art
The purpose of this course is to introduce students to preaching through various artistic mediums. Students will read and analyze selected biblical texts in their historical, social, and political contexts and use different artistic mediums to construct interpretations of these particular texts. The use of art will help students construct interpretations from different perspectives and different social locations leading to a deeper reflection and addressing ethical and moral issues relevant to our contemporary context. Various artistic forms will be engaged such as movement, drama, poetry, music, song, painting, etc. Preaching using artistic mediums achieves an analogous effect in retelling narratives and bringing to the surface the silent and invisible voices that have often been ignored in our written analysis of the texts. This course will seek to expand the genre of text to include other artistic mediums as texts that attempt to decenter the written word where the rules of interpretation are not predetermined for the audience. | 1.5 |
Christian Spirituality
Course Number | Name | Credits |
---|---|---|
SPFT-1082 |
Spiritual Formation for Leadership
This course offers an opportunity to deepen spiritual life in personal, interpersonal, communal, and cosmic dimensions. It will focus on engaging contemplative practices from across the inter-spiritual tradition as well as study the teachings of mystics, privileging those who lived engaged in the pursuit of collective justice. Participants will have a chance to explore the nature of spiritual formation while discerning which practices, resources, and attitudes are appropriate for sustaining vitality, rootedness, and creativity in their personal life, faith, leadership, academic, and social justice work. | 3 |
Cultural and Historical Studies of Religion
Course Number | Name | Credits |
---|---|---|
HRPS-3300 |
Queering Your Spiritual Leadership
This course offers an overview and survey of past and present models of spiritual leadership and pastoral care as practiced by LGBTQ spiritual/religious leaders and caregivers. Several key figures, texts, and movements will be considered and analyzed with a view to understanding and interpreting their impact on contemporary debates. Seminar format; final collaborative creative project; and two (2) in-class presentations are required. | 1.5 |
Ethics & Social Theory
Course Number | Name | Credits |
---|---|---|
CE-1051 |
Introduction to Christian Ethics
This course introduces students to theories of ethical discernment, behavior, and formation in Christian traditions. The course prioritizes ecological wellbeing as an ethical demand of Christian living and will use case studies about human relationships with our other-than-human kindred to practice the ethical theories studied. | 3 |
Field Education
Course Number | Name | Credits |
---|---|---|
FE-1003 |
Special Field Education Ministry
Specialized field study arranged in consultation and with approval of the Community Engaged Learning faculty. | 3 |
FE-1005 |
Concurrent Field Study I
Class includes weekly synchronous sessions and 15 hours per week on-site field internship. Weekly sessions include full-group plenary sessions and small-group cohort discussion. Completion of fall (FE-1005) and spring (FE-1006) Concurrent Field Education courses in the same academic year are REQUIRED to receive a grade. Completion of both fall and spring semester meets PSR MDiv Congregational Track field education requirement. | 3 |
FE-1006 |
Concurrent Field Study II
Continuation of FE-1005, Concurrent Field Study 1. Class includes weekly synchronous sessions and 15 hours per week on-site field internship. Weekly sessions include full-group plenary sessions and small-group cohort discussion. Completion of fall (FE-1005) and spring (FE-1006) Concurrent Field Education courses in the same academic year are REQUIRED to receive a grade. Completion of both fall and spring semester meets PSR MDiv Congregational Track field education requirement. | 3 |
FE-1013 |
Field Education Internship I
Full-time on-site field education placement for 9 months. Arranged in consultation and with approval of Community Engaged Learning faculty. Pass/Fail only. Internship can begin in Fall, Spring, or Summer semester, as long as it occurs over 9 consecutive months. Monthly | 1 |
FE-1015 |
Field Education Internship II
Full-time on-site field education placement for 9 months. Arranged in consultation and with approval of Community Engaged Learning faculty. Pass/Fail only. Internship can begin in Fall, Spring, or Summer semester, as long as it occurs over 9 consecutive months. Monthly | 3 |
FE-2000 |
Clinical Pastoral Education
Ministry to persons in pastoral care setting, participation in weekly individual and group reflection upon that ministry with supervisor, study of theoretical material from theology, behavioral sciences, and pastoral care. Integrates theological understanding and knowledge of behavioral science into pastoral functioning. Programs must provide at least one unit of CPE in order to receive any academic credit. CPE programs can be 4 months, 9 months, full-time summer intensives, or one-year full-time residential. | 3 |
FE-2000 |
Field Education (CPE)
Ministry to persons in pastoral care setting, participation in weekly individual and group reflection upon that ministry with supervisor, study of theoretical material from theology, the behavioral sciences, and pastoral care. Integrates theological understanding and knowledge of behavioral science into pastoral functioning. Taken at a CPE site approved by the ACPE (or other accrediting organization determined by Director of Community Engaged Learning as accepted by employers and/or denominations.) Program conducted under the supervision of an ACPE accredited supervisor. Student must submit CPE program acceptance letter in order to register. Supervisor reports progress to Field Education faculty as requested and submits final evaluation to be placed in the student’s permanent file for grade. Student must complete one CPE unit in one semester or two consecutive semesters in order to receive 6 units of academic credit. Student can take CPE for 0 units of academic credit in order to have completion of CPE appear on their transcript. Course is available for 0-6 units. | 6 |
FERS-3002 |
Social Change Field Work
Fieldwork arranged in consultation and with the approval of the Director of Community Engaged Learning. To enroll, students must have had a consultation with CEL faculty about a planned project with broad sector or area of interest focus and confirmed mentor active in that field. Participants collaborate with each other, the faculty instructor, and their mentors to draft learning objectives and establish criteria for assessing the outcomes of their field work DNA immersion experiences. | 3 |
Functional Theology
Course Number | Name | Credits |
---|---|---|
FT-2923 |
Organizational Leadership in Church and Community
The course is an excursion into various forms of organizational leadership in church and community. It includes prerequisites for leadership, defining leadership, and embodying leadership. The course lifts up the importance of the self and what leaders bring to leadership. It explores how people become leaders and the dynamics between leaders and the communities (organizations) they serve. Context is critical as well as theology or worldview. The course seeks to engage the soul of students. Why are they involved in leadership? What resolve attends to their visions, hopes, and paths? The course offers insights and strategies for an effective change of systems, structures, and self. It also holds forth alternative ways of organizing and being. Students will be introduced to ways of analyzing and implementing social change/transformation. Class pedagogy includes lectures, classroom discussions, small group discussions, and guest speakers from diverse social locations and ministry contexts who model leadership incarnating social change. An essential question is how do we create beloved community, a world that embraces all and works for all. | 3 |
FT-2973 |
Transformative Leadership
Transformational leadership entails a dynamic relationship between the leader and the community of which the leader is a part. It entails developing strategies that enhance the probability of achieving shared goals and visions. Essential to transformational leadership is the inspiration that lifts one from commonplace existence to living beyond the norm. In the quest for a more just and compassionate world, transformational leadership challenges dominant systems and other forms of oppression. This course will explore various expressions of transformational leadership, including those resulting from prophetic imagination and social entrepreneurship. Any student enrolled in a degree and/or certificate program at the Graduate Theological is eligible to enroll in this course. | 3 |
FT-3150 |
Disciples, History and Polity
Using interactive presentations, case studies, readings, thick descriptions, online tools, short writing assignments, and guest presentations from a variety of church leaders, this course surveys the history, polity, theological beliefs, and ethos of the Christian Church (Disciples of Christ), from its historical beginnings to its contemporary manifestations. Paying particular attention to the cultural context in which it emerged, we will examine the church’s roots. And focusing on the ongoing relationship between church and culture, we will examine how the church continues to develop and respond to social, ethical, and theological needs today. We will explore Disciples church governance and the ways congregational, regional, and general manifestations of the church function and relate to one another. And we will con-sider ways our Disciples history, polity, and theological commitments all contribute to the formation of a dynamic Disciples ethos that is expressed practically in the structure and development of church leadership, in the implementation of mission and service, and in performing important church rituals, including communion, baptism, baby dedications, weddings, and funerals. *This course fulfills the Disciples history and polity requirement set forth by the Christian Church (DOC) Northern California-Nevada, Training & Care and Recognition & Standing committees.* | 1 |
FTRS-3400 |
Design Thinking for Social Change
We live in a world of day-to-day experience that is largely of our own making; technologies, buildings, products, institutions, services, brands, and experiences all clamor for our attention. Every one of them has been created by someone with intention, by design. The question we must ask is whether it was designed well, equitably, justly, beautifully, or not. Design thinking is a framework for skilled human-centered design practice that can be applied to any kind of artifact, including organizations, ventures, services, and products intended to drive positive social change. You will be introduced to design thinking, its origins and theoretical underpinnings, and the specific discipline known as design for social impact. You will learn by collaborating on a creative challenge drawn from your own experience. You will learn to see the world through a design lens and begin to explore a theological understanding of creative praxis as integral to spiritual formation. [Auditors excluded] | 3 |
FTRS-8300 |
Igniting Vibrant Ventures
This course is a hands-on experiential learning journey designed to encourage, empower, and equip participants for congregational ministry and organizational leadership through the lens of social entrepreneurship. For congregational ministry, the course examines aspects of church administration. For organizational leadership, the course examines small non-profit management techniques. This course is intended for both emerging and established leaders and will help them to design, plan, and implement social business models as they advance their congregational and/or organizational mission and vision. The course has aspects of a startup incubator/accelerator, equipping students with the tools and frameworks to enable the adaptive strategic planning necessary for leading ventures. It follows the Design Thinking course, amplifies the social justice venture that students have talked about in that course, and brings in elements of the Field Praxis course. The final project of this course will contribute to the SAIL capstone to fulfill the requirements for the MAST degree. For United Methodist students, this course fulfills the requirements for the Evangelism course. | 3 |
HSFT-2000 |
UMC History, Doctrine & Polity I
United Methodist History, Doctrine, and Polity I is the first of two courses intended to provide a broad overview of the theology, history, and governance structures of The United Methodist Church and its predecessor bodies. This course, in particular, focuses on the theological per-spectives of John Wesley and the 18th century Methodist Movement, which later came to be embodied in the Articles of Religion and the doctrinal standards of a global denomination. This course is required for M.Div. students seeking ordination in The United Methodist Church. NOTE: All UMC Students MUST take this course in person on the PSR campus | 3 |
HSFT-2001 |
UMC History, Doctrine and Polity II
United Methodist History, Doctrine, and Polity II is the second United Methodist Studies course and is intended to provide a broad overview of the theology, history, and governance structures of The United Methodist Church and its predecessor bodies. This course, in particular, focuses on the theological perspectives of the Methodist Movements that emerged in the nineteenth and twentieth centuries, which later came to be embodied in the Articles of Religion and the doctrinal standards of a multi-national denomination. This course is designed to fulfill one half of the credits required for United Methodist students seeking ordination in The United Methodist Church. The course will incorporate a mixture of lectures and small group discussions, and students will be evaluated through short papers, a presentation, and a notebook project. | 3 |
SPFT-1082 |
Spiritual Formation for Leadership
This course offers an opportunity to deepen spiritual life in personal, interpersonal, communal, and cosmic dimensions. It will focus on engaging contemplative practices from across the inter-spiritual tradition as well as study the teachings of mystics, privileging those who lived engaged in the pursuit of collective justice. Participants will have a chance to explore the nature of spiritual formation while discerning which practices, resources, and attitudes are appropriate for sustaining vitality, rootedness, and creativity in their personal life, faith, leadership, academic, and social justice work. | 3 |
History
Course Number | Name | Credits |
---|---|---|
HS-2550 |
Visions of Tomorrow: Howard Thurman, James Baldwin, Adrienne Maree Brown
“The movement of the Spirit of God in the hearts of people [men] often calls them to act against the spirit of their times or causes them to anticipate a spirit which is yet in the making. In a moment of dedication, they are given wisdom and courage to dare a deed that challenges and kindle a hope that inspires” The course will reflect upon the roles of imagination, mysticism, and alternative consciousness in creating alternative, beloved communities. We will develop and share our visions of tomorrow, how they align with visions within the assignments, and steps toward manifesting them in our communities. Alternative methods of evaluation will be utilized including research and/or reflection papers, artistic work as well as class participation. Class is open to MDiv, MA/MTS, DMin and PhD students. | 3 |
HS-3577 |
Homosexuality & Christianity
This course offers an historical overview and survey of attitudes toward homoeroticism and homosexuality in ancient, medieval, and modern Christianity in the West and in present-day American Christianities. Several key figures, texts and movements will be considered and analyzed with a view toward understanding and interpreting their impact on contemporary debates. Seminar format; research paper and two in-class presentations are required. | 3 |
HSFT-2000 |
UMC History, Doctrine & Polity I
United Methodist History, Doctrine, and Polity I is the first of two courses intended to provide a broad overview of the theology, history, and governance structures of The United Methodist Church and its predecessor bodies. This course, in particular, focuses on the theological per-spectives of John Wesley and the 18th century Methodist Movement, which later came to be embodied in the Articles of Religion and the doctrinal standards of a global denomination. This course is required for M.Div. students seeking ordination in The United Methodist Church. NOTE: All UMC Students MUST take this course in person on the PSR campus | 3 |
HSFT-2001 |
UMC History, Doctrine and Polity II
United Methodist History, Doctrine, and Polity II is the second United Methodist Studies course and is intended to provide a broad overview of the theology, history, and governance structures of The United Methodist Church and its predecessor bodies. This course, in particular, focuses on the theological perspectives of the Methodist Movements that emerged in the nineteenth and twentieth centuries, which later came to be embodied in the Articles of Religion and the doctrinal standards of a multi-national denomination. This course is designed to fulfill one half of the credits required for United Methodist students seeking ordination in The United Methodist Church. The course will incorporate a mixture of lectures and small group discussions, and students will be evaluated through short papers, a presentation, and a notebook project. | 3 |
HSRS-1750 |
History of Christianity and Social Change
This hybrid course provides an introductory overview of Christian history with a focus on the diversity of ways in which Christians have worked to effect social change for the common good in times of societal, economic, political, environmental, and religious change – from the first century of the Common Era to the present. Class format includes lectures and small-group activities and discussions based on the reading and interpretation of primary and secondary texts. Written requirements: six essays; two take home written essays; and a Final Project designed in consultation with the Instructor. This course satisfies the basic history requirement for PSR’s degree programs. Intended primarily for MDiv and MAST students, this course is also suitable for CSSC, CSR, MTS, and DMin students. | 3 |
Homiletics
Course Number | Name | Credits |
---|---|---|
BSHM-3000 |
More than Words: Preaching Through Art
The purpose of this course is to introduce students to preaching through various artistic mediums. Students will read and analyze selected biblical texts in their historical, social, and political contexts and use different artistic mediums to construct interpretations of these particular texts. The use of art will help students construct interpretations from different perspectives and different social locations leading to a deeper reflection and addressing ethical and moral issues relevant to our contemporary context. Various artistic forms will be engaged such as movement, drama, poetry, music, song, painting, etc. Preaching using artistic mediums achieves an analogous effect in retelling narratives and bringing to the surface the silent and invisible voices that have often been ignored in our written analysis of the texts. This course will seek to expand the genre of text to include other artistic mediums as texts that attempt to decenter the written word where the rules of interpretation are not predetermined for the audience. | 1.5 |
Interdisciplinary Studies
Course Number | Name | Credits |
---|
Liturgical Studies
Course Number | Name | Credits |
---|---|---|
LS-4112 |
Worship-full Life
For many faith communities, worship forms the heart of communal life. It is a place where participants learn the behaviors, rhythms, and patterns of discipleship that they hope to embody as faith-filled people of the world. Worship also marks times of transition in the life of individuals and communities. From birth to death, communities ritualized these liminal spaces that are rife with meaning and sacredness. In this course, we will examine the ways in which pastoral liturgies (e.g. dedications, weddings, healing rites, funerals, etc.) and sacraments both shape and are shaped by culture, history, theology, language, and practice. Students will integrate their learning by practicing leading these rituals that make up a worship-full life. | 1.5 |
LSRS-2000 |
Ritual, Trauma and Social Change
In many movements for social change, trauma plays an important, if unacknowledged, role. Social, cultural, and personal trauma in particular can serve to motivate individual activism, provide both tools and constraints for activism, and construct narratives and frames of injustice or reconciliation that can sustain and shape activism on a large scale. What is more, those who work for social change often experience trauma in the process of their work. This seminar explores the connections between movements for social change and the dynamics of social and personal trauma. We will consider the role that ritual can and does play in uncovering and addressing trauma by drawing suffering into the process of reconstructing memory, giving expression to that which has been silenced, offering frames for making meaning, and embodying visions of transformation. Evaluation will be based on leadership of discussions, critical reflection papers, observation, and ritual design/analysis. | 1 |
Old Testament
Course Number | Name | Credits |
---|---|---|
OT 3003 |
Hebrew Bible
This course gives an overview of the Hebrew Bible/Old Testament, with a focus on societal and religious transformations detailed in the texts, and is designed primarily for 2nd-year students in the stackable curriculum. Social justice issues in the ancient world of the Hebrew Bible will be discussed along with their modern applications. The geographic focus of the lectures will focus on the southern Levant (Holy Land) in its Middle Eastern contexts, the temporal range will be approximately 1200-400 BCE. Themes will be stressed that echo PSR core values, with a special focus on leadership in its biblical forms, critical thinking, contexts (both ancient and modern), race/ethnicity, sexuality, and gender. Evaluation will be based on class participation in discussion and several written assignments. | 3 |
OT-3003 |
Introduction to OT: Social Religion Transformation
This course gives an overview of the Hebrew Bible/Old Testament, with a focus on societal and religious transformations detailed in the texts and is designed primarily for 2nd year students in PSR’s stackable curriculum as an application of the methods learned in the Rhetorical Use of Texts course. Social justice issues in the ancient world of the Hebrew Bible will be discussed along with their modern applications using Feminist/Womanist, Gender, Postcolonial, Queer, Racial/Ethnic (Minoritized), Ecological, Disabilities Studies, and Hermeneutics of Suspicion approaches. The geographic focus of the course will be on the southern Levant (Holy Land) in its Middle Eastern contexts, the temporal range will be approximately 1200–400 BCE. Themes will be stressed that echo PSR’s core values, with special focus on leadership in its biblical forms, critical thinking, contexts (both ancient and modern), postcolonial theories, race/ethnicity, sexuality, gender, disabilities, and ecology. Evaluation will be based on class participation in discussions, written exegetical exercises, chapel service design and implementation, and a final reflection paper. The written work for the course will aid 2nd year MDiv students in their Middler and SAIL capstone portfolios. | 3 |
New Testament
Course Number | Name | Credits |
---|---|---|
NT-1008 |
Introduction to Christian Scriptures
The purpose of this course is to introduce students to the collection of writings that we come to call the New Testament. In this course, students will become familiar with the historical context, culture, and politics that led to the production of this text. In addition to the traditional historical critical approach to the text, students will be introduced to other methods such as feminist, queer, postmodern, and postcolonial readings that will help us deconstruct these texts and reconstruct interpretations that are socially, ethically, and politically relevant to the world we live in. | 3 |
NT-2002 |
Introductory to Greek for Preaching with the New Testament
The purpose of this hybrid—concurrent format—course (3 credits) is to help students explore the New Testament with Greek Tools. In this course, students will learn and explore the creative, innovative, and important ways to interpret biblical texts in their respective contexts. The exercises in this class will help foster an environment of application of Greek in biblical hermeneutics and help students read the New Testament through the postmodern lens. The course will cover the basics of phonology (sounds), morphology (forms), and syntax (word order and function) in biblical Greek and explore how a grammatical form could change the interpretation of the text. Issues of exegesis and interpretation will be discussed where appropriate to promote a better understanding of the New Testament that encourages a more inclusive, ethical, and moral interpretation of texts. | 3 |
Religion & Psychology
Course Number | Name | Credits |
---|---|---|
HRPS-3300 |
Queering Your Spiritual Leadership
This course offers an overview and survey of past and present models of spiritual leadership and pastoral care as practiced by LGBTQ spiritual/religious leaders and caregivers. Several key figures, texts, and movements will be considered and analyzed with a view to understanding and interpreting their impact on contemporary debates. Seminar format; final collaborative creative project; and two (2) in-class presentations are required. | 1.5 |
PS-1461 |
Ritual Design
Throughout history, humans have utilized rituals to negotiate the complexities of life transitions, to explore the deeper, spiritual aspects of living, and symbolize and story their experiences. This course explores the dynamics of what ritual is and what ritual does by engaging participants in both developing ritual design skills and in understanding the roles that ritual can play in a variety of spiritual leadership contexts. Together we will ask, how do we engage communities in activities that carry values and deep-en meaning? How do we create practices that embody beliefs and form people for particular ways of being in the world? What role do embodied spiritual practices play in people’s spiritual lives and in the work of social transformation and how do we employ them? | 1 |
PS-1462 |
Communication
PS1462 is a one credit hour introductory class taken in a one semester sequence with PS1461 and PS1463 which are also one credit hour classes. This course will invite students to think about the importance of communication in the varied tasks of their ministries and vocations. Heightened emphasis will be given to the art of preaching and the varied theologies and practices that arise in differing cultural contexts and communities. Discussion on preaching will focus on connecting individual situations to meta narratives, with particular attention to biblical exegesis, interpretation, sermon form, orality, the person of the preacher, and the sermon’s embodiment. Students will familiarize themselves with the theories regarding the use of narrative in spoken word. | 1 |
PS-1463 |
Empathy
The third and last in a series, this course is designed to teach the art and skill of empathy, especially in the context of those on the margins. As an intensive, the aim will be to establish quickly a practicing community; attendance, preparation, and generous listening, and reflective sharing are crucial to this process. Empathy for others flows from vulnerability, self-awareness, and intimate familiarity with the entire spectrum of emotion; students will therefore cultivate the important habit of self-writing, or journaling, to develop these capacities. Other assignments include reading presentations, personal and group reflections, and, borrowing a term from Howard Thurman, a “centering down” opening ritual. Finally, students will have the opportunity to practice compassion for those who bring you discomfort, those “others” who inhabit our lives, via a case study. | 1 |
PS-3260 |
Pastoral Care for/with Marginalized Bodies (Part 2)
For students who are completing a Chaplaincy Track, PS-3260 and PS-3378 MUST be registered for and taken together. | 1.5 |
PS-3378 |
Pastoral Care for/with Marginalized Bodies (Part 1)
This course aims to ground the practice of pastoral care in the empowerment and liberation of marginalized bodies and communities. Grounded in postcolonial, intersectional, and interreligious approaches to pastoral care, this course asks that students reflect on pastoral theology, pastoral care practices, and various case studies that center experiences of marginalization, including issues of race, gender, sexual orientation, and migration. Each week, the instructors will give a brief reflection on the required readings and group discussions on the readings will follow. Students will be evaluated through class participation, assigned projects, and a class presentation relating to the final project. The course assumes students have completed an introduction to pastoral care course and aims to deepen their imagination of pastoral care sensibilities and possibilities in a variety of contexts. | 1.5 |
PSRS-3100 |
Who Cares?
This course asks key questions about the work of spiritual care and caring—what is care and what does it means for leaders to care for individuals and organizations. We will explore the character of care, models of caring, and strategies and skills for offering care in particular contexts. This course presumes that effective leaders and flourishing mission-oriented organizations require tangible skills for providing care. Students will be invited to trace the unique needs embedded in particular dynamics and patterns of contemporary cultures through different contexts of care: personal, communal, systemic, and cosmic. This course is suitable for those who are preparing for congregational leadership and those in private, public, and not-for-profit service. | 3 |
Religion & Society
Course Number | Name | Credits |
---|---|---|
FERS-3002 |
Social Change Field Work
Fieldwork arranged in consultation and with the approval of the Director of Community Engaged Learning. To enroll, students must have had a consultation with CEL faculty about a planned project with broad sector or area of interest focus and confirmed mentor active in that field. Participants collaborate with each other, the faculty instructor, and their mentors to draft learning objectives and establish criteria for assessing the outcomes of their field work DNA immersion experiences. | 3 |
FTRS-3400 |
Design Thinking for Social Change
We live in a world of day-to-day experience that is largely of our own making; technologies, buildings, products, institutions, services, brands, and experiences all clamor for our attention. Every one of them has been created by someone with intention, by design. The question we must ask is whether it was designed well, equitably, justly, beautifully, or not. Design thinking is a framework for skilled human-centered design practice that can be applied to any kind of artifact, including organizations, ventures, services, and products intended to drive positive social change. You will be introduced to design thinking, its origins and theoretical underpinnings, and the specific discipline known as design for social impact. You will learn by collaborating on a creative challenge drawn from your own experience. You will learn to see the world through a design lens and begin to explore a theological understanding of creative praxis as integral to spiritual formation. [Auditors excluded] | 3 |
FTRS-8300 |
Igniting Vibrant Ventures
This course is a hands-on experiential learning journey designed to encourage, empower, and equip participants for congregational ministry and organizational leadership through the lens of social entrepreneurship. For congregational ministry, the course examines aspects of church administration. For organizational leadership, the course examines small non-profit management techniques. This course is intended for both emerging and established leaders and will help them to design, plan, and implement social business models as they advance their congregational and/or organizational mission and vision. The course has aspects of a startup incubator/accelerator, equipping students with the tools and frameworks to enable the adaptive strategic planning necessary for leading ventures. It follows the Design Thinking course, amplifies the social justice venture that students have talked about in that course, and brings in elements of the Field Praxis course. The final project of this course will contribute to the SAIL capstone to fulfill the requirements for the MAST degree. For United Methodist students, this course fulfills the requirements for the Evangelism course. | 3 |
HSRS-1750 |
History of Christianity and Social Change
This hybrid course provides an introductory overview of Christian history with a focus on the diversity of ways in which Christians have worked to effect social change for the common good in times of societal, economic, political, environmental, and religious change – from the first century of the Common Era to the present. Class format includes lectures and small-group activities and discussions based on the reading and interpretation of primary and secondary texts. Written requirements: six essays; two take home written essays; and a Final Project designed in consultation with the Instructor. This course satisfies the basic history requirement for PSR’s degree programs. Intended primarily for MDiv and MAST students, this course is also suitable for CSSC, CSR, MTS, and DMin students. | 3 |
LSRS-2000 |
Ritual, Trauma and Social Change
In many movements for social change, trauma plays an important, if unacknowledged, role. Social, cultural, and personal trauma in particular can serve to motivate individual activism, provide both tools and constraints for activism, and construct narratives and frames of injustice or reconciliation that can sustain and shape activism on a large scale. What is more, those who work for social change often experience trauma in the process of their work. This seminar explores the connections between movements for social change and the dynamics of social and personal trauma. We will consider the role that ritual can and does play in uncovering and addressing trauma by drawing suffering into the process of reconstructing memory, giving expression to that which has been silenced, offering frames for making meaning, and embodying visions of transformation. Evaluation will be based on leadership of discussions, critical reflection papers, observation, and ritual design/analysis. | 1 |
PSRS-3100 |
Who Cares?
This course asks key questions about the work of spiritual care and caring—what is care and what does it means for leaders to care for individuals and organizations. We will explore the character of care, models of caring, and strategies and skills for offering care in particular contexts. This course presumes that effective leaders and flourishing mission-oriented organizations require tangible skills for providing care. Students will be invited to trace the unique needs embedded in particular dynamics and patterns of contemporary cultures through different contexts of care: personal, communal, systemic, and cosmic. This course is suitable for those who are preparing for congregational leadership and those in private, public, and not-for-profit service. | 3 |
RS-1827 |
Contextual Thinking
One of the foundational education commitments that undergirds this course is the assertion that all knowledge is contextual. In the various settings of ministry and social transformation, context plays an important role in shaping our work, our approaches to that work, our understandings of our own role in that work, and the meaning we make of it. At its core, this course seeks to ground our theological explorations in a deeper understanding of our own social contexts, as we develop facility in translating from one context to another and engaging across difference. Focusing in particular on the case of race, this course is designed as a path for exploring and understanding the ways that race in all of its intersections operates as a social fiction and lived experience in ourselves and in the communities we serve. Making use of historical, theoretical and theological lenses, we will engage in selfexploration, deep formation, readings, dialogue, and experiences with artists and activists as we build our capacity to address issues of prejudice, power, and privilege while cultivating cultural humility and cross-cultural competency. | 3 |
Special Courses
Course Number | Name | Credits |
---|---|---|
CSR-3001 |
CSR Final Project
The final component of the CSR program (pre-stackable curriculum), the CSR Final Project is designed by the student with the approval of their CSR advisor/coordinator. Students sign up for CSR 3001 when the semester they are completing this project. The general topic of the project is established when you enter the CSR program and is used to direct your course of study throughout the program. The project should include both research and community application components. Students are recommended to consult with at least two CSR-related faculty (either regular or adjunct) concerning their final projects. [Faculty Consent required] | 1.5 |
DM-6000 |
DMin Seminar
This seminar is designed to assist PSR Doctor of Ministry students focus their projects and create a plan of study for the first year in the program before their “Request to Proceed with Project” form is submitted. The course will introduce a number of research methods, contextual and interdisciplinary modes of inquiry, and consider multi-cultural, multi-generational and socio-economic environments of ministry today. This is a seminar/discussion course and students will be evaluated on class participation and the development of a plan of study. | 1 |
DM-6005 |
DMIN Under Supervision
“PSR DMin students use this course number for registering during terms when they are not registering for coursework. This course indicates continuation in the program and carries a fee per semester. (This number is also used during a term while the student is engaged in coursework away from PSR.) Pass/Fail only. | 0 |
DM-6011 |
DMIN in Thesis
Credit hours for preparation of dissertation units. | 3 |
DM-6021 |
DMin Annual Continuing Seminar
This seminar is required for PSR DMin students each of the first two years after completing the DMin beginning seminar. This seminar is designed to maintain peer conversation and development of student projects. Before the seminar meets, students will submit a progress report to the instructor. During the seminar students will present on the progress of their projects, and at all times the cohort gathering will engage in furthering reflection and analysis on the development and progress of final projects. | 1 |
DM-8600 |
Cohort Conversations
“This course provides a cohort pedagogy for DMin students to participate regularly throughout the term in a continuous online platform where they share what they are learning and experiencing in their other coursework and in their research, and where they engage the learning journeys and evolving projects of their doctoral colleagues. Regular interactions every month are guided by the rubric provided for the course. | 0.5 |
MA-4060 |
SAIL Capstone
The SAIL Project (Social Analysis for Innovative Leadership) is the capstone project for the Master of Arts in Social Transformation degree. Students choose either to write a thesis or to create an e-portfolio demonstrating effective engagement with the degree’s learning outcomes. Students meet with each other and the instructor three or four times over the course of the semester to share insights into strat-egies about their projects. [Faculty Consent required] This is done independently with your advisor. Only MAST students should register for this course. MDIV students do not need to register for this course. | 1.5 |
MDIV-8400 |
Senior Seminar
The Senior Integrative Seminar, a 1.5 credit course for MDiv students, is to be taken by students in their final semester at Pacific School of Religion. This seminar provides students with the opportunity to assess their learning process over their time at PSR and to consider this question, in particular: “How has your education at PSR met the MDiv Student Program Learning Outcome (PLO’s), which are listed on page #10 of this syllabus, and helped you to integrate your intellectual and spiritual lives?” | |
MTS-5000 |
MTS Synthesis Essay
For MTS Students who wish to do a thesis rather than a synthesis essay. This must be approved by the advisor and Assistant Dean of Academic Affairs and Registrar. | 1.5 |
SRC-8888 | Special Reading Course (Doctoral Upgrade) | 3 |
SRC-9999 |
Special Reading Course
A special reading course designed by the student and faculty member. This course must have a special reading course form on file in your Registrar’s office in order to receive credit for it. Course available for 0.5-12 units. | 3 |
Systematic Theology
Course Number | Name | Credits |
---|---|---|
ST-1086 |
Theological Thinking
Theology concerns words, wordings, the Word, or speech about the divine. In the 11th century, Anselm of Canterbury defined theology as “faith seeking understanding.” This course invites a continuation of that perennial human quest, and especially in Christian faith traditions. We will explore and learn from both the wisdom and shortcomings of those who have preceded us in trying to give meaningful and responsible expression to theological topics. We will likewise engage in contemporary forms of that same quest as we attend carefully to the contribution theological ideas can make to social change and transformation. (Lectures, small groups, short papers, and a “credo project.”) | 3 |
Theology & Education
Course Number | Name | Credits |
---|---|---|
BSED-3600 |
Critical Pedagogy/Critical Times
The purpose of this hybrid—concurrent format—course is to help students explore the challenges and opportunities that may arise in teaching biblical texts in contemporary settings. In this course, students will learn and explore the creative, innovative, and important ways to teach biblical studies in their respective contexts. The exercises designed by students in this class will help foster an environment of biblical literacy and also help students to develop strategies that can help students communicate historical, cultural, and political issues of the ancient text in contemporary contexts. This course will engage disciplines from biblical studies and religious education in order to promote better teaching and understanding of biblical texts that encourage a more inclusive, ethical, and moral interpretation of texts. | 1.5 |