Doctor of Ministry
Name of Program: Doctor of Ministry
Credential: D. Min.
Introduction
The Doctor of Ministry (DMin) degree is a terminal professional doctorate that provides the opportunity for post-Master of Divinity (MDiv) education to pastors, missionaries, para-church ministry leaders, teachers, and other Christian leaders as a means to heightened professional development. The DMin at Capital Seminary and Graduate School provides academic coursework in several concentration areas and adds the elements of practical research and application. The delivery of the program does not require full-time residency for students. Through blended learning, ministry professionals are able to pursue intensive advanced study while remaining employed on a full-time basis in their vocational settings. Generally, the degree serves people who have earned the MDiv degree, are ordained, and are currently serving as associate or senior pastors, or as executives of church-related or other Christian institutions.
Program Purpose
The DMin promotes empirical research, creative reflection, and entrepreneurial application to the practice of ministry through interdisciplinary studies in Scripture, theology, and ministry practice. The degree’s purpose is to enhance the critical thinking, research, and leadership skills of persons engaged in the leadership of congregations or church-related institutions.
Program Philosophy
The Doctor of Ministry is a cohort-based program. Students will enter with a group of 10-14 other students. The cohort will follow a prescribed sequence of courses together. Because cohort learning involves a group of students who start and finish their degree together, students experience a number of educational advantages. Cohort learning, combined in a blended manner with both face-to-face and internet-enhanced learning, offers one of the most effective learning opportunities available to doctoral students. Genuine, rich, and deep relationships will be developed through the course of the program as students support and serve each other in the quest for knowledge. As part of a cohort group, doctoral level students will be expected to exhibit a posture of collaboration, not competition.
Educational Philosophy
This program combines faculty-mediated online interaction with face-to-face seminar participation. This model enables students to benefit from a range of educational delivery systems while maintaining the highest level of academic quality. Students participate in online discussions and other learning activities led by both the professor and fellow students. On campus interactions involve open dialogue in face-to-face seminar sessions led by nationally renowned and published faculty members.
Additional Information
Seminar Format
Using the blended learning model described above, each concentration seminar has three learning components:
- Pre-Seminar Component (typically, 6 weeks): Students complete pre-seminar reading and assignments and participate in online, asynchronous discussions.
- Face-to-Face Component: Seminars will be conducted at a pre-determined location (locations vary by concentration) and will consist of 24 hours of face-to-face seminar instruction.
Post-Seminar Component (typically, 6 weeks): Students complete post-seminar reading and assignments and participate in online, asynchronous discussions.
Locations offered
Lancaster-Blended
Program Director
Robert Reyes, Ph.D., CFLE
Dr. Robert Reyes is originally from San Juan, Puerto Rico. He comes to us from Messiah University where he served since 2012 as professor of human development and family Science. From 2007 to 2012 he served as research director for the Center for Intercultural Teaching and Learning (CITL) and professor of sociology at Goshen College (Goshen, Indiana). Before moving to Indiana in 2007, he served for 11 years at Messiah University as assistant and associate professor of human development and family science and director of the Latino Partnership program.
The aim of CITL was to understand and disseminate findings on the nature and/or process of intercultural education for Latino students. At CITL, Dr. Reyes was instrumental in the development of the Center’s post-doctoral research fellowship program as well as the development of a demographic/educational study of Latino students in North Central Indiana.
Dr. Reyes earned a Ph.D. in marriage and family studies (1995) and Master of Divinity in marriage and family (1992) from Fuller Seminary. He is a Certified Family Life Educator and clinical fellow of the American Association of Marriage and Family Therapy. While at Fuller Seminary, Dr. Reyes was part of the Navy chaplains candidate program and volunteer as an assistant pastor for a Salvadorian group in Burbank, CA.
His research interests include the study of acculturative stress and coping among Latino families and the study of racial reconciliation. In studying racial reconciliation, the development of effective leadership strategies in the growth of urban multicultural/multiracial churches.
His wife Audrey is a Registered Dietitian and works as a clinical dietitian at West Shore Hospital in Enola, PA. They are also the proud parents of three wonderful children: Kelsey (22), Lyndsey (21) and Daniel (18). For fun he enjoys swimming, scuba diving, listening to audio books and traveling with his family.
Faculty List
E. Penny Clawson, EdD
Debra Johnson-Cortesi, PhD
Kevin Gushiken, PhD
Michael Anthony, PhD
Program Core Competencies
Three core competencies are developed through the Doctor of Ministry program. These include specialized skills, contextualized leadership skills, and action research skills.
Advanced Ministry Concentration - The student will gain the ability to think and execute skillfully in the field of Strategic Leadership.
Contextual Ministry Leadership Praxis – Building on the concentration study area, the student will gain skills in contextualized ministry leadership. All students take one seminar designed to create increased leadership competency in their particular concentration field. This seminar seeks to develop the skills of problem-solving, change management, and decision-making within the context of team leadership in the student’s concentration area.
Applied Action Research Skills - The student will gain skills in doing applied research for the purpose of increased ministry effectiveness. DMin students gain the basic skills needed to develop and implement a Ministry Research Project in a local ministry context. Lifelong research skills are developed which are transferable to ministry after the completion of the degree program.
DMin Curricular Structure/Degree Requirements
Overview of Program Competencies
The DMin program requires a minimum of two years of study. Students will complete 34 hours of academic study as follows:
Competencies and Credits for Each
| Competencies |
Credits |
| Program Orientation |
0 |
| Advanced Ministry Concentration Seminars |
16 |
| Contextual Ministry Praxis Seminar |
4 |
| Applied Research Seminar |
4
|
| Mentored Research Design |
4 |
| Applied Research Dissertation |
6 |
| Program Total |
34 |
Core Values
As a result of this program the student will do the following:
- Develop specialized skills within a specific concentration.
- Demonstrate contextualized leadership skills.
- Utilize action-applied research skills within their current ministry context.
Though not necessarily curricular in nature, these core values frame how the program is delivered:
Life-on-Life Learning – The best learning is done in community, so we are intentional about creating environments and experiences that promote collaboration.
Life-Engaged Learning – Focused on contextualization and application, we design programming for life and ministry-engaged learners.
Life-Long Learning – Our program is a learning journey designed to equip leaders with skills to implement and evaluate real change within their context for the rest of their lives.
Life-Change Learning – Though an academic pursuit, our degree is part of a discipleship process, leading participants to the development of a self-awareness and recognition of capacities.
Competency 1
Advanced Ministry Concentration
The student will gain the ability to think and execute skillfully in a selected field of ministry study. Concentrations include Chaplaincy Studies, Strategic Leadership and Formational Leadership.
| MIN 810 | Nature of the Chaplaincy | 4 |
| MIN 811 | Marriage and Family Issues | 4 |
| MIN 812 | Addiction Counseling and Care | 4 |
| MIN 813 | Pastoral Care and Counseling in Grief, Loss and Crisis | 4 |
| MIN 840 | The Leader as Communicator and Vision-Caster | 4 |
| MIN 841 | Authentic, Transformational, and Servant Leadership | 4 |
| MIN 842 | Innovation and Change | 4 |
| MIN 843 | Strategic Initiatives and Partnerships | 4 |
| MIN 844 | Formational Leadership in the Digital Age | 4 |
| MIN 845 | The Spiritually Formed Leader | 4 |
| MIN 846 | Ministry Leadership in an Interconnected World | 4 |
| MIN 847 | Leadership Experssions, Soul Care, and the 21st Century Leader | 4 |
Competency 2
Contextualization Ministry Leadership Praxis
Building on the concentration study area, the student will gain skills in contextualized ministry leadership. All students take one seminar designed to create increased leadership competency in their particular concentration field. This seminar seeks to develop the skills of problem-solving, change management, and decision-making within the context of team leadership in the student’s concentration area.
| MIN 850 | Contextual Ministry Praxis Seminar | 4 |
| MIN 851 | Applied Research Seminar | 4 |
Competency 3
Applied Action Research Skills
The student will gain skills in doing applied research for the purpose of increased ministry effectiveness. DMin students gain the basic skills needed to develop and implement a Ministry Research Project in a local ministry context. Lifelong research skills are developed which are transferable to ministry after the completion of the degree program.
| MIN 890 | Mentored Research Design | 4 |
| MIN 891 | Applied Research Dissertation | 6 |
Concentrations
Concentration 2
Strategic Leadership Concentration
|
As a result of this concentration, the student will do the following:
- Describe strategic leadership as portrayed in the Bible.
- Develop personal leadership knowledge and skills for the current ministry context.
- Generate a set of strategies for leading the current ministry context.
- Formulate an action plan for change within the current ministry context.
- Select a set of initiatives to increase the effectiveness of the leader within a current ministry context.
- Support conclusions identifying truth and discerning deception using critical thinking.
- Compose documents that express logical conclusions with support from scholarly literature gathered through research.
|
| MIN 813 | Pastoral Care and Counseling in Grief, Loss and Crisis | 4 |
| MIN 842 | Innovation and Change | 4 |
| MIN 843 | Strategic Initiatives and Partnerships | 4 |
| MIN 844 | Formational Leadership in the Digital Age | 4 |
| MIN 850 | Contextual Ministry Praxis Seminar | 4 |
| MIN 851 | Applied Research Seminar | 4 |
| MIN 890 | Mentored Research Design | 4 |
| MIN 891 | Applied Research Dissertation | 6 |
Application, Admission, Retention, and Graduation
Admission Requirements
Admissions Requirements
Applicants must have:
•
A completed application
•
A personal testimony of faith in Jesus Christ
•
An earned and accredited Master of Divinity (MDiv) degree or its equivalent
•
A minimum cumulative grade point average (GPA) of 2.75 (on a 4.0 scale) in previous master’s work
•
A minimum test score of 600 on the paper-based TOEFL General Test (250 on the computer-based exam or 100 for the Internet-based test) or an equivalent demonstration of the ability to read, write, and do academic research in standard English (If English is not his/her first language)
•
MAT or GRE scores from within the past 5 years
•
References
Application Process
Admissions Process
Application files are not considered complete and students are not considered for admission until the following tasks are completed:
•
Complete the
DMin Application
•
Pay $40 non-refundable application fee. (Checks made payable and mailed to “Capital Seminary & Graduate School”; or call the Business Office to make credit card payment)
•
Submit additional documents:
o
Official transcripts from all degree granting post-secondary schools attended
o
Two
Recommendations for Admissions forms (one academic, one pastoral)
o
Personal Testimony
o
A 15-page graded research paper written at the master’s level
•
Complete Standardized Testing:
o Applicants must take and submit official test scores for the GRE (Graduate Record Exam) or the MAT (Miller Analogies Test). Test scores may not be more than five years old.
o Applicants whose first language is not English must also submit scores for the Test of English as a Foreign Language exam (TEOFL).
•
Complete an Interview
o
Students are required to complete an in-person or Zoom interview.
Application Response
Application Deadlines and Admission Evaluation
In order for an applicant to be considered for participation in a DMin cohort, all application requirements should be completed 90 day prior to the cohort start date. Once an application file is complete and the interview has taken place, Capital Seminary faculty will evaluate the applicant’s profile in terms of demonstrated and potential ability to complete doctoral studies successfully. The committee makes a consensus admission decision on applicants (five decisions are possible) using the following scale:
• Full Acceptance: The applicant is fully accepted with no deficiencies or leveling requirements.
• Accepted with Deficiencies: The applicant is accepted into the program with admission’s academic deficiencies identified.
• Accepted on Review Status: The applicant is admitted pending further review. This may be because a part of the applicant ‘s application was incomplete (e.g. a score was not received in time) or because the applicant did not meet one of the admission’s requirements.
• Delay: The applicant may receive an application delay. This may be due to the program being filled, a change in the student’s life situation, or an event preventing the applicant from attending the first program session. Delayed status applicant will not have to reapply to the program but must pay the program down payment fee.
• Declined: The applicant who is declined will be notified by mail or email. Specific reasons for the decline are not provided.
Because of our priority on creating excellent cohort communities, admissions decisions are made and communicated approximately 60 days prior to the cohort start date rather than in connection to the date the application process is complete.
Enrollment
Prospective students who are offered admission have 30 days to accept or decline the offering of admission. Acceptance of admission requires a $500 deposit to hold a position in the cohort. Prospective students who fail to respond within 30 days automatically forfeit the offering of admission.
Doctor of Ministry students are automatically enrolled in upcoming seminars by Adult Learner Services, assuming they are in good academic and financial standing.
At the completion of the first year, students are automatically enrolled for the 4-credit “Mentored Research Design”. After successful defense of their Prospectus, they are registered for the 6-credit “Applied Research Dissertation”.
Retention
Continuation Fees and Statute of Limitations
The Capital Seminary and Graduate School Doctor of Ministry program is designed to be completed in three years. Students who have not completed their Applied Research Dissertation within three years of their cohort’s start date will be charged an administrative continuation fee of $1000 for each term (fall and spring) until the project is completed, or until the student withdraws from the program, or until the statute of limitations is reached. Completion of the Applied Research Dissertation refers to the student’s ARD having been successfully defended and accepted. The statute of limitations for the Doctor of Ministry program is 5 years. All requirements for graduation from the DMin program must be completed within 5 years of the student’s original cohort start date.
a.
The continuation fee applies to full-time students continuously enrolled in courses for three years. If a student is part-time for a semester(s), the program director will determine when continuation fees will be charged to the student. If a student takes a semester off, that semester does not count towards the three years. For example, if a student takes one semester off, continuation fees will be applied after three and half years (three years + the semester the student took off).
b.
Students who are defending their dissertations and thus completing the program that term will still be required to pay the fee. Students who successfully defend their dissertations before the first day of class for a term will not be charged the fee even if revisions are required from their hearing.
c.
Students who feel they have been prolonged by reader changes or other issues caused by Capital Seminary oversight will be directed to speak to the program director for special consideration.
Special circumstances: if students step out of the program for a semester or longer due to significant life circumstances, e.g. health issues, family matters, vocational changes, financial hardships, etc., they are responsible for making an agreement in writing with the program director that the semester(s) they withdrew from the program will not be counted towards the time limits stated in point 1 above. A determination of the time limit will be assessed by the program director for all students who are part-time.
Waivers will only be granted if the above special circumstances apply.
Graduation
Graduation
In addition to completing all academic requirements for graduation, all financial obligations to the college must be paid in full before a doctoral student can graduate.
Final versions of Applied Research Dissertation must be submitted to the Church & Ministry Leadership Department by May 1st in order to graduate Spring semester, or December 1st in order to graduate Fall semester. Incomplete submissions may delay graduation to the following semester.
Cap and Gown
The program tuition price automatically includes the cost of rented regalia appropriate for the acquired degree. Information on how to be measured for the cap and gown will be sent to graduates early in the semester of graduation.
As a gift from the LBC|Capital, Doctor of Ministry graduates are welcome to keep their own cap, tassel, and hood. Graduates may purchase their own gown at a later date through the office of the Provost.
Commencement
Doctor of Ministry graduates are expected to participate in a commencement ceremony. Ceremonies are typically offered in December and in May at the end of the Fall and Spring semesters, respectively. DMin graduates may have the opportunity to select a graduation location based on what ceremonies are scheduled at the time of their program completion.
Program Design
Designed for "Life-Engaged" Learners
"Life-engaged" learners are students who are actively engaged in family, church, and professional life while participating in the doctoral program. While the program is intensive in nature, the time required on campus will not necessitate relocation or require students to leave their current leadership context. This is accomplished through an internet enhanced delivery model. Students are physically on campus for six days, three times in the first academic year only, in October, March, and July. Between these sessions, students are involved in an internet enhanced learning environment where interactions and assignments occur online.
Cohort Learning Community
The DMin is a cohort-based program. Students will enter the program with a group of 10 to 14 other students. This cohort follows a prescribed sequence of courses together. Because cohort learning involves a group of students who start and finish their degree together, students experience a number of educational advantages. Cohort learning, combined in a blended manner with both face-to-face and internet-enhanced learning, offers one of the most effective learning opportunities available to the doctoral student. Genuine, rich, and deep relationships will be developed through the course of the program as students support and serve each other in the quest for knowledge. As part of a cohort group, doctoral level students will be expected to ground their research in significant and pertinent literature and to share resources with their colleagues in preparation for on-site seminars.
Internet Enhanced Learning
This program combines faculty-mediated online interaction with face-to-face seminar participation. This model enables students to benefit from a range of educational delivery systems while maintaining the highest standards of academic quality. Students participate in online discussions and other learning activities led by both the professor and fellow students. On campus interactions involve open dialogue in face-to-face seminar sessions led by nationally renowned and published faculty members.
Using a mediated learning model described above, each course has three learning components.
Pre-Seminar Component: During the six weeks prior to each seminar, students complete readings and other pre-seminar assignments. During this component of the course, students are required to participate at least three hours each week in online discussions led by the professor.
Face-to-Face Component: Seminars will be conducted at the Lancaster site or at an approved site using an accelerated format. Each seminar will consist of 24 hours of face-to-face seminar instruction. Research seminars will engage students in critical reflection with the seminar content.
Post-Seminar Component: During the six weeks following the face-to-face component of the seminar, students complete post-seminar readings and research. Students will also participate three hours each week in online discussions led by students in the cohort.
These individuals have full-time or part-time appointments on the faculty and will serve this program. Other full-time, adjunct and part-time faculty will be engaged as the program progresses in its development.
Though not necessarily curricular in nature, these core values frame how the program is delivered:
"Life-engaged" learners are students who are actively engaged in family, church, and professional life while participating in the doctoral program. While the program is intensive in nature, the time required on campus will not necessitate relocation or require students to leave their current leadership context. This is accomplished through an internet enhanced delivery model. Students are physically on campus for six days, three times in the first academic year only, in October, March, and July. Between these sessions, students are involved in an internet enhanced learning environment where interactions and assignments occur online.
The DMin is a cohort-based program. Students will enter the program with a group of 10 to 14 other students. This cohort follows a prescribed sequence of courses together. Because cohort learning involves a group of students who start and finish their degree together, students experience a number of educational advantages. Cohort learning, combined in a blended manner with both face-to-face and internet-enhanced learning, offers one of the most effective learning opportunities available to the doctoral student. Genuine, rich, and deep relationships will be developed through the course of the program as students support and serve each other in the quest for knowledge. As part of a cohort group, doctoral level students will be expected to ground their research in significant and pertinent literature and to share resources with their colleagues in preparation for on-site seminars.
This program combines faculty-mediated online interaction with face-to-face seminar participation. This model enables students to benefit from a range of educational delivery systems while maintaining the highest standards of academic quality. Students participate in online discussions and other learning activities led by both the professor and fellow students. On campus interactions involve open dialogue in face-to-face seminar sessions led by nationally renowned and published faculty members.
Using a mediated learning model described above, each course has three learning components.
In order to graduate with the DMin degree, the student must have fulfilled all of the following:
Application files are not considered complete and students are not considered for admission until the following tasks are completed:
Applicants who have submitted all application materials will be notified of the admissions decision approximately two months prior to the cohort's start date. Five decisions are possible.