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Statement of Purpose |
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The Ordination and Master of Divinity Credential Programs The Master of Arts Degree Program The Accreditation of Kenrick School of Theology
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Kenrick School of Theology is a graduate-level community of faith, formation, and learning that prepares men for the Roman Catholic priesthood in the Church of St. Louis and other dioceses and religious communities. Under the guidance of the Holy Spirit, it seeks to instill in candidates: an abiding priestly identity, founded in Christ Jesus and in his Church; a cooperative priestly ministry, comprised of teaching, sanctifying, and leading; and an integrated priestly spirituality, embracing celibacy, simplicity, obedience, and prayer. This preparation is conceived as a continuation of the apostolic community gathered around Jesus, listening to his word, proceeding toward the Easter experience, awaiting the gift of the Spirit for the mission (see PPF 5 th ed., n.7, quoting PDV). More particularly, it is a cooperation with the grace of the Holy Spirit, by which candidates make themselves available to the God who dwells in them and who transforms them into the very image of Jesus Christ the eternal High Priest (see PPF 5 th ed., n. 68). Such a cooperation with grace entails above all that candidates take responsibility for their own formation and hold themselves accountable to one another, to the seminary, and to the Church. Realization The Master of Divinity Program is drawn from the basic requirements of the Ordination Program and is based on accreditation association standards. These two credential programs jointly prepare students for ordination to the priesthood and for pastoral and religious leadership in parishes and other settings. The Master of Arts Degree Program is also drawn from the Ordination Program, from its advanced requirements, and is based as well on accreditation association standards. The program provides a graduate-level understanding of the theological disciplines for general educational purposes. The three programs together are designed to be completed by students within their four years of residency at Kenrick, prior to ordination. The operation of these credential programs at Kenrick entails the following elements:
The Ordination and the M.Div. credential programs together draw on all four of the formation subprograms of Kenrick, and hereinafter are described jointly. The M.A. Program, being more restricted in scope, draws principally from the Intellectual Formation Program and is described separately. Kenrick School of Theology also operates a fourth program, a Pre-Theology Program, in cooperation with Cardinal Glennon College, the undergraduate division of the seminary. In this program, candidates who have completed undergraduate study but have not met the philosophy and theology requirements for entry into Kenrick's graduate-level programs may do so in the Glennon program. This option requires participation in a human and spiritual formation program at Kenrick, and normally entails two years of residency there as well. The Ordination and Master of Divinity Credential Programs I. Purpose of the Ordination and Master of Divinity Credential Programs Ordination to the priesthood and the Master of Divinity Degree are the recognized normative credentials to prepare seminarians for the priestly life and for pastoral and religious leadership in parishes and other settings. Since the programs of Kenrick School of Theology that prepare for these credentials both have this same purpose, they are articulated jointly in what follows. The Ordination Program, which is the more extensive of the two, is constituted by basic and advanced components; its basic components in turn constitute the Master of Divinity Degree Program. The advanced components of the Ordination Program are applicable to the Master of Arts Degree Program, described separately. II. Goals of the Ordination and Master of Divinity Credential Programs At Kenrick School of Theology, preparation for priesthood takes place in the Ordination and M.Div. Credential Programs, which are jointly articulated in four interrelated dimensions: human formation, spiritual formation, intellectual formation, and pastoral formation. Each of these programs is designed to afford candidates guidance, challenge, encouragement, and support. Human Formation. After the model of Christ, the Incarnate Word, the program of human formation seeks to ensure that the character and human personality of the priest render him a man of communion, that is, a bridge or an instrument, not an obstacle, in mediating the redemptive gifts of God to his people (see PPF 5 th ed., n. 75). The heart of this formation is an ongoing growth in the practice of the virtues, lived out in the context of the priestly vocation. Spiritual Formation. After the model of Christ, the loving Son of the Father, spiritual formation seeks to ensure that the priest lives in an intimate and unceasing union with God the Father in the power of the Holy Spirit. The heart of this formation is conversion and discipleship, lived out in ecclesial communion (see PPF 5 th ed., n. 108) in the spirit of the beatitudes. Intellectual Formation. After the model of Christ the Teacher, intellectual formation prolongs a post-baptismal mystagogia, in this case not simply for personal benefit but for service in the community of faith (see PPF 5 th ed., n. 137). The heart of this formation is an integral Christian faith, embracing both authentic belief and authentic conduct. Pastoral Formation. After the model of Christ the Good Shepherd, pastoral formation seeks to foster the knowledge and skill to teach and to preach, to celebrate the sacraments, to respond to pastoral needs, and to take the initiatives required by leadership (see PPF 5 th ed., n. 238). The heart of this formation is the priestly character, a life poured out in pastoral charity, with a sense of zeal and joy. Integration of the Four Programs. Human, spiritual, intellectual, and pastoral formation are to be understood in a unified and integrated sense. They are neither discrete nor layered dimensions of priestly existence, but interrelated aspects of a human response to God’s transforming grace. Accordingly, at Kenrick School of Theology, all members of the seminary community are simultaneously engaged in all four dimensions of priestly formation. Human formation uncovers the foundation of the other three. For spiritual formation it fosters development of the virtues and personal qualities that grace perfects in building on nature. For intellectual formation it fosters development of the human qualities of perceptiveness, analysis, and good judgment as a basis for conducting theological study. For pastoral formation it fosters development of the skills, the character, and the commitment that enable the candidate to exercise a service-minded ministry (see PPF 5 th ed., n. 82). Spiritual formation imparts a form to the other three. For human formation, it both assumes and fosters development of a basic relational capacity with God and with others. For intellectual formation it provides opportunities for a loving experience of the mysteries that theology investigates. For pastoral formation it presses candidates to an ever more affective and effective pastoral charity (see PPF 5 th ed., n. 112). Intellectual formation yields an understanding of the other three. For human formation it fosters development of human intelligence as a perfection of the self and as a service to the community of faith. For spiritual formation it deepens and broadens the candidate’s spiritual life by affording content, criteria, and historic witnesses to spiritual growth. For pastoral formation it engenders a comprehensive understanding of the mystery of faith, as well as the skills to engage in an evangelization of culture (see PPF 5 th ed., n. 164). Pastoral formation synthesizes an expression of the other three. For human formation it allows candidates to begin to experience themselves as points of connection between God and his people. For spiritual formation it expresses the spiritual fruitfulness of the ministry, which both demands and furthers a vital union with Christ. For intellectual formation, it provides the experience of a ministerial context that allows reality-testing and raises further questions for inquiry (see PPF 5 th ed., n. 241). The point of integration must necessarily be the candidate himself. The program of preparation at Kenrick School of Theology is designed to graduate a man of character, holiness, pastoral understanding, and pastoral effectiveness—an ardent but gentle priest. Candidates begin the program already blessed in these qualities. The extent to which they harmonize these qualities and bring them to maturity depends on their own resolve and their cooperation with grace. VII. Location and Duration of the Ordination-M.Div. Program Because of the importance of the formation community—a comprehensive community of faith and learning—and in compliance with the requirements of the Program of Priestly Formation (5th ed., 2006, n. 191), Kenrick School of Theology requires at least four years of full-time residency at the campus of Kenrick-Glennon Seminary for completion of the Ordination Program. Although the requirements of the Master of Divinity Degree Program are less extensive than those of the Ordination Program, they are spread over the four-year duration of the Ordination Program; for this reason, Kenrick requires the same four years of residency at the Kenrick-Glennon campus for completion of the Master of Divinity Program. III. Admission Requirements for the Ordination-M.Div. Program Kenrick School of Theology accepts for admission into the Ordination and Master of Divinity Credential Programs only those candidates who are sponsored by the Archdiocese of St. Louis, by another Roman Catholic archdiocese or diocese, or by a Roman Catholic religious community. All candidates seeking admission to these programs must first arrange this sponsorship through the procedures of one of these agencies. Kenrick School of Theology welcomes ecclesiastically-sponsored candidates of every race, ethnic identity, region, and culture. The programs of Kenrick School of Theology are offered at the post-graduate level. Candidates seeking admission to the Ordination and Master of Divinity Credential Programs must hold a baccalaureate degree from an institution accredited by an agency recognized by the U.S. Department of Education or the Commission on Higher Education Accreditation, or holding membership in the Association of Universities and Colleges in Canada. Alternatively, candidates may hold a baccalaureate degree from an institution recognized by the Congregation for Catholic Education, a dicastery of the Holy See, or by the appropriate regional episcopal conference. Candidates will also be considered for admission who do not hold a baccalaureate degree but who have done the educational equivalent of it, that is, eight semesters or 120 semester-hours of undergraduate work, even if in various institutions or fields of study. Candidates for admission must give evidence of the following: good health in body and mind (PPF, n. 516), an overall personal balance, moral character, and proper motivation (PPF, n. 512); the commitments and qualities desired for priestly leadership in the Church (ATS Degree Program Standards, A.4.1.1); and the academic ability to pursue education at the graduate level (ibid.). Because an understanding of the cultural context in which the Gospel is lived and proclaimed forms part of an important goal of the Ordination and Master of Divinity Credential Program at Kenrick, candidates for admission should normally possess some background, and preferably a major, in the liberal arts. At a minimum, they are required to have a background of at least 30 semester-hours of philosophy, as well as 12 semester-hours of undergraduate theology (PPF 5 th ed., n. 50). Candidates who do not meet these requirements will be recommended to the Pre-Theology Program of Kenrick School of Theology, a program specifically designed to supply undergraduate requirements for admission. Because health of mind and body is vital to the priestly ministry, candidates are required to undergo a physical examination and a psychological evaluation, using the forms and guidelines which the seminary has drawn up for this purpose. The physical examination includes sections for reports from an ophthalmologist and a dentist, as well as up-to-date immunization records. Kenrick School of Theology accepts for admission students who transfer from another graduate-level theologate. Such students are required to supply a favorable recommendation from the administration and faculty of the sending institution. Kenrick School of Theology, at its option, may accept up to 50% of the completed program of the sending institution, to satisfy no more than 50% of the requirements of its own program. The determination of transfer credit is made by the Academic Dean, in consultation with the student and, if necessary, with the officers of the sending institution. Ordinarily Kenrick requires that transfer students be in residence at the Kenrick-Glennon campus for at least two years before the administration and faculty will recommend them to their sponsoring ordinary for ordination. Applicants who have previously left another seminary and have subsequently spent time away from priestly formation may be admitted to Kenrick School of Theology, after Kenrick has first consulted with that seminary. Each case is considered according to the circumstances and situation of the student at the time of his application. Kenrick reserves the right to consult former members of the administration or faculty of the other seminary, former ordinaries or vocation directors who have worked with the candidate, or any other persons the situation may suggest. An Admissions File is kept for each candidate in the admissions process, subject to the terms of the seminary’s Policy on Files. Candidates are required to supply all of the following:
* These materials are of particular importance in the admissions process. All candidates are required to submit to an Admissions Interview, on campus at Kenrick School of Theology. This interview and the admissions file (or at least the materials marked with an asterisk above) should be completed by July 25 th of the year of admission. The President-Rector may at his discretion admit a candidate on a provisional basis if these requirements have been only partially fulfilled; the candidate, however, is required to complete the admissions process within one semester of his provisional admission. At the discretion of the Academic Dean, students who are not enrolled in the ordination or degree programs of Kenrick School of Theology may enroll in appropriate individual courses of these programs. Students of other theological institutes in the St. Louis area may enroll in courses by cross-registration from their own schools. Admissions policies and procedures are further explained in the Kenrick School of Theology Admissions Handbook. IV. Distinctive Resources for the Ordination-M.Div. Program Kenrick School of Theology affords to students enrolled in the Ordination and Master of Divinity Credential Programs the general institutional resources described elsewhere in this catalog. In addition to these, Kenrick also affords its students a community life that provides informal educational experiences, a sustaining religious fellowship, and an adequate opportunity for reflection on faith in relation to ministerial formation. Faculty and community resources at the seminary specifically support the goals of general education for priestly ministerial leadership. Faculty relate the insights of their disciplines to the practice of priestly ministry, and are attentive to students’ spiritual development and professional growth. Faculty appointments include persons who are currently engaged in parish or specialized ministerial leadership, in the case of full-time faculty on at least a limited basis, and in the case of adjunct faculty on a full-time basis. Kenrick also maintains a vital relationship with the Archdiocese of St. Louis and with other dioceses, religious communities, and professional support systems. Above all, through its Pastoral Formation Program, it ensures that students have meaningful ministry contexts in which to work as well as professional networks on which to call in later placements. Kenrick maintains an open and mutually enriching relationship with other theological schools, universities, professional schools, and social agencies wherever such a relationship contributes to the accomplishment of the seminary’s goals (see ATS A.4.2). V. Educational Evaluation of the Ordination-M.Div. Program Evaluation of Student Learning The students of the Ordination-M.Div. Program are subject to evaluation in the assignments and accountability exercises of each course in the curriculum. This evaluation is reported in the form of letter grades that are issued to him and to his sponsoring ordinary at the end of each semester. Over and above such grade reports, students are also subject to an annual formative evaluation. They meet on a monthly basis with formation advisors, who hold them accountable for progress in all the programs of the seminary. Each spring, they meet with the President-Rector and a faculty panel for a more formal evaluation and for approval of advancement. During the third year of the Ordination Program, students enroll in the Summative Evaluation Seminar, which is structured to move them through the summative process with feedback from several sources. Additionally, they meet on a regular basis with their summative advisors. The completion of the summative exercise itself is a valuable source of evaluative data both concerning the student and concerning the seminary’s programs. Evaluation of the Credential Programs Kenrick School of Theology continuously monitors its programs to assess the extent to which they fulfill their stated purposes, meet the needs of constituents, and conform to canonical, legal, and accreditation requirements. Such assessment is conceived as part of a cycle of institutional effectiveness, in four phases: (1) educational outcomes are proposed as goals; (2) an educational program is implemented with appropriate resources to bring about the outcomes; (3) the collective student achievement of the outcomes is assessed, as is the quality of the resources deployed; and (4) the results of assessment lead to either a reaffirmation or reformulation of program goals or of institutional resources. The Program of Priestly Formation (5 th edition, 2006) provides a comprehensive set of normative criteria for the training of priests; consequently, for Roman Catholic seminaries a criterion-referenced means of assessment is ready at hand. The outcomes proposed for the Ordination and Master of Divinity Credential Programs at Kenrick School of Theology are based on the triad of priestly identity, ministry, and spirituality. The second criterion in turn breaks out into the ministries of teaching, sanctifying, and leading. Outcomes-based assessment is a method of evaluating the effectiveness of a program. Means of assessment are devised to demonstrate in various ways that the students have or have not achieved the intended outcomes of the program. Since this method of assessment is still a relatively new educational tool, and thus an inexact one, multiple means of assessment are employed in which the weaknesses of any one means are offset by the advantages of others. The Ordination-M.Div. Program envisions three outcomes—an abiding priestly identity, the skills of a cooperative priestly ministry, and an integrated priestly spirituality—achieved by realizing the objectives of human, spiritual, intellectual, and pastoral formation. The assessment of this program focuses accordingly on a synthesis of four issues: the teaching ministry, the liturgical ministry, the pastoral ministry, and a priestly identity and spirituality, The following chart will display the synthesized outcomes of the Ordination-M.Div. Program, and multiple means of assessment for each.
Outcomes Assessment is the responsibility of the Academic Dean and is overseen by the Programs and Policies Committee of the Faculty. Assessment results are kept by the Academic Office and reported regularly to the seminary community and its constituents. Over a period of five years, the work of assessment is comprehensive in scope, covering the entire seminary program. From year to year, however, it is selective in the number of goals that it assesses, in order to keep its work to manageable dimensions. Institutional Assessment The successful implementation of an educational or formational program depends on the quality of the resources it deploys. Kenrick School of Theology makes use of the general institutional resources described elsewhere in the catalog, as well as the distinctive resources required for the credential programs themselves. These include the Souvay Library, the faculty, student services, an instructional technology program, a governance structure, a support staff, financial resources, a physical plant, and an institutional data program. From an administrative point of view, these each receive a limited assessment at the time of the annual budget process. More broadly they are also assessed as part of the process of implementing and assessing the institutional strategic plan, a process that includes interested persons from outside the seminary community. Performance reviews with written documentation are executed on a regular basis for the work of the Board of Trustees, the President-Rector, the principal administrators, and the members of the faculty. An institutional satisfaction survey is executed every second year, collecting data from both faculty and students. The assessment program itself as well as the strategic planning process are also evaluated. Institutional assessment is the responsibility of the President-Rector, who works in close collaboration with other members of the administration. Performance reviews of the faculty are the responsibility of the Academic Dean, for the personnel of the academic program, or the Dean of Students, for the personnel of the human, spiritual, or pastoral programs. Utilization of Assessment Data Assessment is an ongoing process that provides data for the development of institutional strengths and for the improvement of institutional weaknesses. Assessment data are reported to the Programs and Policies Committee, which acts as a clearinghouse and forwards recommendations to the faculty and to appropriate program heads. Assessment data and faculty recommendations are also reported to the Board of Trustees, which may for its part make recommendations as well. The entire assessment program is considered an indispensable part of the strategic planning process for the institution, which incorporates all commendations and recommendations in a coherent and comprehensive plan of action to unfold over the next given number of years. The utilization of assessment data to effect curricular or institutional change is documented as part of the reporting process on the implementation of the strategic plan. Program revision is principally the responsibility of the Faculty, under the leadership of the Academic Dean and other appropriate program heads. Resource allocation is principally the responsibility of the President-Rector, in consultation with administrative council and the faculty. Ad hoc revision committees may be empaneled as appropriate, and may include student representation. By no later than the fifth year after the adoption of a new or revised seminary curriculum, that curriculum is reviewed by the Faculty, making use of assessment data and addressing curricular strengths and weaknesses in the manner described just above. The Master of Arts Degree Program While enrollment in the M.A. Program is not required of all Kenrick students,
it is strongly recommended for those students who are qualified. The three
overlapping credential programs are structured in such a way that a student
may obtain both the M.Div. and the M.A. degrees within the same amount
of time that he completes the Ordination Program. The Accreditation of Kenrick School of Theology The Association of Theological Schools in the United States and Canada seeks to accomplish these purposes for theological schools that conduct post-baccalaureate degree programs for religious leadership and scholarship. The Higher Learning Commission of the North Central Association of Colleges and Schools, one of six regional accrediting associations in the United States, accredits and thereby grants membership to educational institutions in the nineteen-state North Central region. Both ATS and NCA are recognized by the U.S. Secretary of Education and by the Council for Higher Education Accreditation, a non-profit organization of colleges and universities serving as the national advocate for voluntary self-regulation through accreditation. The Program of Priestly Formation (5th edition, 2006, at 393), of the National Conference of Catholic Bishops, stipulates that seminaries should have degree programs certified by appropriate accrediting agencies. Since 1973, first as Kenrick Seminary and now as Kenrick School of Theology, the graduate theologate of the St. Louis Roman Catholic Theological Seminary has been an accredited member of both ATS and NCA. As part of the fourth comprehensive evaluation cycle of the seminary mandated by this membership, the Board of Trustees of Kenrick, in its meeting of October 14, 1998, authorized the continuing membership of the seminary in both ATS and NCA, and requested the reaffirmation of that membership by the accrediting agencies themselves. Subsequently the seminary submitted an up-to-date institutional self-study to the associations, and received a joint visit of peer evaluators from each association, February 6–10, 1999. The Association of Theological Schools in the United States and The Higher Learning Commission of the North Central Association of Colleges and Schools reaffirmed the accreditation of Kenrick Glennon Seminary in 1999. The Association of Theological Schools North Central Association |
