The Specific Ministry Pastor Program. A White Paper Presented to The Lutheran Church Missouri Synod

Transcription

1 The Specific Ministry Pastor Program A White Paper Presented to The Lutheran Church Missouri Synod by The Specific Ministry Pastor Committee of The Lutheran Church Missouri Synod March 15, 2013

2 Introduction The Specific Ministry Pastor (SMP) Committee of The Lutheran Church Missouri Synod (LCMS) is pleased to provide this White Paper to serve as an accurate source of data concerning the SMP program. In doing so, the SMP Committee intends to offer a service to the LCMS as discussions concerning the SMP program take place throughout the Synod. As a White Paper, this document is designed to provide data in an objective manner without forming conclusions or suggesting reactions that the reader should have to the data presented. While seeking to provide data that is meaningful and helpful in addressing SMP-related topics being discussed in the Synod, the SMP Committee acknowledges that it cannot anticipate every question or issue that may be raised. Yet, the SMP Committee is pleased to respond to requests for additional data not provided in this document, assuming those requests are realistic given the limited staff and budget resources available. Any such requests should be directed to the chair of the committee. This White Paper is the second of its type, serving as an update to the 2012 edition that was posted on the Synod s Web site in May of Background Information The 2007 Convention of The Lutheran Church Missouri Synod (LCMS) passed Resolution 5-01B, To Establish Specific Ministry Pastor Program, (see Appendix 1) by a vote of 908 in favor to 287 opposed (76% in favor). The resolution stipulated: That the Specific Ministry Pastor [SMP] Program be adopted in principle and the seminaries, Board for Pastoral Education, and Council of Presidents be authorized to implement it. The Convention adopted the SMP program in principle because the specifics of the program, including admission policies and procedures, curriculum, and many other details were non-existent at the time the Convention met. These items would be developed during the months following the Convention with a goal of having the first SMP students enrolled in the fall of Res. 5-01B also contained a reporting mandate: That the Specific Ministry Pastor Committee submit a progress report to the Synod at least nine months prior to the 2010 convention. This mandate was added to the original resolution through an amendment offered from the floor of the Convention. It is in compliance with this reporting mandate, contained in Res. 5-01B, that the SMP Committee provided a report to the church (via the Web site of the former LCMS Board for Pastoral Education) in October SMP Committee Meetings and Members Following the 2007 LCMS Convention, the SMP Committee met five times: September 12 and December 12 of 2007, February 15, 2008, and February 20 and September of The Committee consisted of the following members: SMP Committee in September 2007: 1) Dr. L. Dean Hempelmann, LCMS Board for Pastoral Education (chair) 2) Dr. Andrew Bartelt, Concordia Seminary, St. Louis 3) Dr. Lawrence Rast, Concordia Theological Seminary, Fort Wayne 4) Dr. Douglas Rutt, Concordia Theological Seminary, Fort Wayne 5) Dr. David Wollenburg, Concordia Seminary, St. Louis 6) Dr. Robert Newton, President, California-Nevada-Hawaii District 7) Dr. Warren Schumacher, President, Northwest District 8) Dr. Gerhard Michael, President, Florida-Georgia District 9) Dr. Samuel Nafzger, LCMS Commission on Theology and Church Relations 10) Rev. Roosevelt Gray, Mission Director, Urban/Cross Cultural and Campus Ministries, Michigan District 1

3 11) Rev. John Messmann, Pastor, St. Paul Lutheran Church, Fort Worth, TX Following the retirement of Dr. L. Dean Hempelmann as executive director of the Board for Pastoral Education in September 2007 and the 2009 LCMS district conventions, the following members were serving on the LCMS SMP Committee by September of 2009: SMP Committee in September 2009: 1) Dr. Glen Thomas, LCMS Board for Pastoral Education, chair, replaced Dr. L. Dean Hempelmann in November ) Dr. Andrew Bartelt, Concordia Seminary, St. Louis 3) Rev. Anthony Cook, Concordia Seminary, St. Louis, added September ) Dr. Lawrence Rast, Concordia Theological Seminary, Fort Wayne 5) Dr. Douglas Rutt, Concordia Theological Seminary, Fort Wayne 6) Dr. David Wollenburg, Concordia Seminary, St. Louis 7) Dr. Robert Newton, President, California-Nevada-Hawaii District 8) Rev. David Maier, President, Michigan District, replaced Dr. Warren Schumacher in September ) Rev. Dan Gilbert, president, Northern Illinois District, replaced Dr. Gerhard Michael in September ) Dr. Samuel Nafzger, LCMS Commission on Theology and Church Relations 11) Rev. Roosevelt Gray, Mission Director, Urban/Cross Cultural and Campus Ministries, Michigan District 12) Rev. John Messmann, Pastor, St. Paul Lutheran Church, Fort Worth, TX The 2011 composition of the SMP Committee included: 1) Dr. Glen Thomas, LCMS executive director of pastoral education 2) Dr. Andrew Bartelt, Concordia Seminary, St. Louis 3) Rev. Anthony Cook, Concordia Seminary, St. Louis 4) Dr. Charles Gieschen (replaced Dr. Lawrence Rast), Concordia Theological Seminary, Fort Wayne 5) Rev. William Johnson (replaced Dr. Douglas Rutt), Concordia Theological Seminary, Fort Wayne 6) Dr. David Wollenburg, Concordia Seminary, St. Louis 7) Dr. Robert Newton, President, California-Nevada-Hawaii District 8) Rev. David Maier, President, Michigan District, 9) Rev. Dan Gilbert, President, Northern Illinois District 10) Rev. Roosevelt Gray, Mission Director, Urban/Cross Cultural and Campus Ministries, Michigan District 11) Rev. John Messmann, Pastor, St. Paul Lutheran Church, Fort Worth, TX The appointment of Dr. Carl Fickenscher as director of the SMP Program at Concordia Theological Seminary, Fort Wayne, the replacement of Dr. Robert Newton who had reached the limit of his eligibility according to the policies of the Council of Presidents for committee service, and a changing of responsibilities relative to SMP program oversight in the Michigan District, resulted in the following composition of the SMP Committee by the end of 2012: 1) Dr. Glen Thomas, LCMS executive director of pastoral education 2

4 2) Dr. Andrew Bartelt, Concordia Seminary, St. Louis 3) Rev. Anthony Cook, Concordia Seminary, St. Louis 4) Dr. Charles Gieschen, Concordia Theological Seminary, Fort Wayne 5) Rev. William Johnson, Concordia Theological Seminary, Fort Wayne 6) Dr. Carl Fickenscher, Concordia Theological Seminary, Fort Wayne 7) Dr. David Wollenburg, Concordia Seminary, St. Louis 8) Rev. Ken Hennings, President, Texas District 9) Rev. Roger Paavola, President, Mid-South District 10) Dr. David Maier, President, Michigan District, 11) Rev. Dan Gilbert, President, Northern Illinois District 12) Dr. Robert Kasper, Assistant to the President Congregation Ministries/Ministry Support, Michigan District 13) Rev. John Messmann, Pastor, St. Paul Lutheran Church, Fort Worth, TX Rather than in-person meetings, the SMP Committee began conducting phone conferences in order to save funds while still serving the Synod. The SMP committee holds approximately four phone conferences each year in order to conduct its business. Program Development Following the adoption of the SMP program in principle at the 2007 LCMS Convention, the SMP Committee s immediate attention was dedicated to developing common policies, procedures, and documents that both seminaries could utilize Synod-wide. These policies and documents were crafted by sub-groups of the SMP Committee and agreed-upon by all parties involved. They include Admission Criteria, Admission Sequence, Application for Admission, Pastor Supervisor Responsibilities, Covenant Agreement, and Congregational Instructions for Vicarage Application. The final document developed, the Application for Admission, was posted on March 31, These documents were posted electronically on the Web sites of both seminaries and of the former LCMS Board for Pastoral Education. Today, they may be viewed or downloaded at /admissions/academics/altrt/specific-ministry-pastor-smp-pastor/ or In terms of developing the courses themselves, there were initial discussions in the SMP Committee exploring the possibility of having identical SMP courses at both seminaries. In the end, it was determined that while both seminaries would operate with total transparency in course development, even allowing one another to access electronic course development files on one another s servers, creating identical courses jointly would actually be more labor-intensive than each seminary developing its own courses. This, together with the looming time constraints inherent in wanting to have the first cohorts of students enrolled in fall quarter, 2008, led to each seminary developing its own courses, but doing so in what might be called a loose collaboration with one another. In the months during which meetings of the SMP Committee were not taking place, the SMP Working Groups from the two seminaries were engaged in monthly teleconferences convened by the SMP Committee chairman. Many issues, both theoretical and practical, were discussed during these teleconferences. These teleconferences also served to keep lines of communication between the two seminaries open during critical times of SMP program development. Curricula Development As noted above, each seminary developed its own courses for the SMP program. Yet, these courses were designed to facilitate the development of previously-defined educational outcomes in SMP students. The outcomes were developed on both seminary campuses in consultation and collaboration with the church at large. Three Listening Posts (LPs) were held on the Concordia Seminary, St. Louis campus, the third one also 3

5 involving representatives from Concordia Theological Seminary, Fort Wayne. These LPs convened parish pastors and church leaders to discuss the desired outcomes they felt most appropriate to be encouraged in seminary formation. Concordia Theological Seminary, Fort Wayne, also utilized a meeting with LCMS district presidents in order to discuss desired outcomes in seminary graduates. Both seminaries have observed that the process of developing SMP educational outcomes has benefited residential education in causing similar insightful thinking to inform the outcomes of ministerial formation in general on the seminary campuses, whether distance-education or residential in nature. 4

6 SMP Curricula It is helpful to recall that each SMP student serves as a vicar for the first two years of his enrollment in the SMP program. Following successful completion of his second year of vicarage and course work, the SMP student may be certified by the seminary faculty as eligible to receive a call to serve as an SMP. Following call and ordination, the SMP has two additional years of course work remaining in order to complete the SMP formation program. The following is a description of the curricula developed and employed by the seminaries in forming SMPs for service in the LCMS, including a listing and brief description of the courses. Concordia Theological Seminary, Fort Wayne Primary Assumptions: 1. SMP consists of two phases, two years occurring before ordination and two years after ordination. 2. The courses are structured to transfer into our M.Div program if the student should desire to do so 3. Courses are ten weeks long with a two week break in between. 4. Four course sessions will be held per year of study, with one course being a residential intensive. The first residential seminar will be an extended seminar lasting two weeks or seven full days at the CTS campus. 5. The focus of the program is Christological, pastoral, and missional. 6. The student will emerge with a sensitivity to the cultural context in which they minister. 7. The program will at all points immerse the students in the world of Scripture, including both isagogical material but emphasizing the text itself. 8. The curriculum is integrated, each course being designed by a cross-departmental team of faculty members 9. There will be sufficient doctrinal input by the end of course #8 so that the student will be able to take his ordination vows in clear conscience. Observations about the Curriculum 1. The curriculum includes five Biblical courses, grounding the student in the Biblical narrative, especially the life of Christ: a. Two courses in the Gospels, focusing on life in Christ b. Two courses in the Old Testament, focusing on Christology in the OT and its missiological implications c. One course in Paul s epistles, focusing on Paul s Christology and Missiology 2. The curriculum includes five systematic courses: a. Two courses in Lutheran Confessions, focusing on the Lutheran dogmatic tradition b. A course on Baptism and another on the Lord s Supper, focusing on how theology and missiology are realized in the pastoral acts c. A course on the Holy Trinity, focusing on Christ, sent by the Father, who justifies the sinner and who is incorporated into the body of Christ by the Spirit for mission 3. The curriculum includes five pastoral courses: a. Three courses that involve the student in the pastoral acts of leading worship, preaching, and teaching b. Two courses that focus on the integration of pastoral theology and missions 4. The curriculum includes one historical course on the Church and how its history has shaped the Lutheran Church from a missiological perspective 5

7 Pre-ordination Courses 1. Confessing Christ in Today s World As the first course in the SMP curriculum, the student learns how the pastor brings people into communion with Jesus Christ. The mission of the Triune God, how God transmitted his mission to humanity in many diverse ways, is a persistent theme in the Old and New Testaments. This course will lay out biblical and theological principles for pursuing the task of bringing the Gospel to the world in varying contexts, especially emerging mission challenges and opportunities for parishes and their pastors. Exploring the work of pastors through the centuries as stewards of the mysteries of God and physicians of the soul, the student learns how the center of the mission of the Church is Christ with his gifts of forgiveness, life, and salvation, and how Christ cares for souls through the pastor in teaching the faith, pastoral counsel, individual confession and absolution, prayer and blessing for the unique circumstances of contemporary Christians. 2. Pastoral and Missional Theology in Luke and Acts The Church is founded on Jesus Christ, so the study of the centrality of Jesus Christ in the revelation of God in the Gospel of Luke and the significance of the mission of the apostles in the Book of Acts is a foundational course for the entire theological curriculum of SMP. Significant teachings from Luke-Acts such as the Nature of the Scriptures, Interpretation of the Old Testament, the Identity of Christ, the Kingdom of God, the Trinity and Baptism, the Apostolic Mission and Ministry, the Return of Christ, the Lord s Supper, Jesus Death as Atonement and the Resurrection will be examined. This course will closely examine the teaching and preaching of Jesus in the Gospel, the sermons of the apostles in Acts, the sacramental theology in Luke-Acts, and the missional and diakonal ministry of the early Christians. Since Luke is the only Gospel with a companion work describing the life of the Church, themes unique to Luke will be emphasized. A number of pastoral models from Luke-Acts will be analyzed in view of pastoral care today. Faithful interpretation of the Gospel of Luke for preaching and teaching will be modeled in lectures and mentored in exegetical groups. 3. The Lutheran Confessions: Introduction and Overview* The study of the Book of Concord will examine the Augsburg Confession and its Apology, the Small and Large Catechisms, the Smalcald Articles, the Treatise, and the Formula of Concord. Emphasis will be on the basic teachings and issues which define the theology of the Lutheran Church in its historic context and in today s world. *Students will read the entire Book of Concord during the first two years. 4. Preaching the Faith The identity of the pastor is defined by his proclamation of Word of God, the living voice of Jesus. This course engages the student in the basic principles of sermon construction and writing. Special attention is given to missional sermons from the Gospels in the context of the lectionary and liturgy of the day. 5. Heaven on Earth: The Worship of Lutherans Today The pastor serves his people with the gifts that come from Christ s presence. This course introduces the student to the theology and practice of Lutheran liturgy. This course will acquaint the student with the biblical and confessional foundations of the Lutheran liturgy, the structure and components of the Divine Service and the daily office in Lutheran Service Book, and provide him with opportunity to develop skills as a servant of the liturgy. Time will be spent in helping the student plan creative worship with special attention to the central motifs of the Christian calendar and the Church s 6

8 hymnody. Attention will be given to the history and theology of the Church year and Christian hymnody from biblical times, as well as the great treasury of contemporary hymnody. 6. The Books of Moses The Beginning and the New Beginning After an introduction to the first five books of the Old Testament, major portions of Genesis will be studied because of its foundational role in all theology and the mission of the Church. Creation, Marriage, the Fall into Sin, the Promise of Salvation, the Presence of the Son with the Patriarchs, and other biblical themes in Genesis will be examined. Commentaries, sermons, liturgies and hymnody from the history of the Church that deals with Genesis will also be considered. Portions of Exodus through Deuteronomy will be studied because of their foundational role for the history of Israel and all theology. The Exodus, the Law, the Presence of the Son, the Tabernacle, Worship, Sacrifices, Purity, Forgiveness and other biblical themes in Exodus-Deuteronomy will be examined. Commentaries, sermons, liturgies and hymnody from the history of the Church that addresses Exodus through Deuteronomy will also be considered. Integration of the narratives of Genesis through Deuteronomy and teachings in the missional life of the Church today will be accented. 7. Baptism: Life in Christ Baptism is the constituting sacrament of the Church s life that joins us to to Christ and his endless life as well as to Christians of every time and place. Using the Scriptures, historic baptismal liturgies, sermons and teachings on baptism, this course uses the Church s own ways of speaking and ways of baptismal administration as paradigms for theological thinking and pastoral practice. This course will examine the radical and essential nature and role of baptism in the mission of the Church. The course encourages thoughtful and vigorous Christ-centered missions built on an integrated and lively implementation of thorough teaching of the faith that leads to or flows from Baptism in the Lutheran expression of the catechumenate. 8. Teaching the Faith The pastor hands down the faith to people of all ages and circumstances through his teaching. This course will examine the biblical and confessional foundations for teaching the faith in the Lutheran congregation and seek to assist students in acquiring skills and developing practices that are consistent with these foundations. Special attention will be given to the content and pattern of teaching reflected in the catechism of Martin Luther. Post-ordination courses 1. The Holy Trinity: The Mission of God in Today s World This course centers in the work of the Holy Trinity in creation, redemption, and sanctification. It will include a study of Creation and anthropology, the nature of theology, the Word of God as a Trinitarian event centering in Christ, the person of Christ as the incarnate God-Man, His offices and states, the salvation accomplished by Him and its distribution to man in justification, His resurrection and His return as foundation for eschatology, the Church as the body of Christ, and the work of the Holy Spirit through the ministry of Word and Sacraments. The student will be able to articulate the relationships with the persons of the Trinity, the two natures of Christ, and the Spirit as the Spirit of Christ. 2. The Person of Jesus in John s Gospel As a continuation of the focus on the centrality of the revelation of God in Jesus Christ begun in Gospel of Luke and Book of Acts, major portions of the Gospel of John and the First Epistle of John will be studied. Special attention will be given to teaching that is unique to John and from the Synoptic Gospels, such as the Pre-existence and Incarnation of the Son, Christ as the Lamb of God, the Father- Son Relationship, the Divine Name of Jesus, the I Am Sayings, the Holy Spirit/Paraclete, the Sacraments and the Office of the Keys. This will serve as the capstone course in the formation of faithful preaching and teaching of the Gospels for the life of the Church. 7

9 3. The Lutheran Confessions in Today s World Teaching the Lutheran Confessions today requires an emphasis on the rich heritage of mature Lutheran theology in its historical context and its application to our contemporary world. This course will show the connection between the Confessions and catechesis, providing an appreciation of Luther s contribution to the Book of Concord. It will also examine a selection of themes in the Lutheran Confessions such as predestination, Christology, justification by faith, Church and ministry, infant baptism, the Lord s Supper, and Church and state. 4. The Epistles of Paul Planting the Gentile Mission After an introduction to the life of the Apostle Paul, major portions of the Galatians and Romans will be studied. Important central teachings from Paul s other Epistles will also be examined, such as the Person and Work of Christ, Justification by Faith, the Church, Baptism and the Lord s Supper, the End Times, and Pastoral Ministry. The importance of the Apostle Paul s teaching for the life and mission of the Church will be highlighted, especially the issues involved with the planting of the Gentile mission throughout the Roman world. 5. Ministry and Mission in Today s Pluralistic Context This course is designed to help the students understand and address the challenges of ministering in a context of religious and world-view pluralism. It deals with the roots of the current multiplicity of religious views and world religions becoming increasingly predominant in the western world; the implications of ethnic, cultural and linguistic plurality; and the rise of universalism in the post-modern mind. The student will learn ways of presenting and defending the faith with gentleness and reverence (1 Peter 3:15). 6. The Prophets Christ and His Mission Foretold After an introduction to Old Testament prophetic literature, portions of Isaiah, Jeremiah and Ezekiel will be studied with attention to how these prophets bear witness of the Messiah and His kingdom. The relationship of this prophetic literature to Christ and the Church as expressed in the New Testament will be highlighted. Commentaries, sermons, liturgies and hymnody from the history of the Church that engage these prophets will also be considered. Integration of prophetic literature into the life and mission of the Church today will be accented. 7. The Lord s Supper: Life in Christ Nourished and Sustained As the sacrament through which the life of the Church is sustained, the Lord s Supper centers on Christ s presence among his people with the gifts of forgiveness, life, and salvation. Using the Scriptures, liturgies and sermons from the Church s history, this course uses the Church s own ways of speaking and administrating the sacrament of the altar as paradigms for theological thinking and pastoral practice. 8. The Church in Missiological Perspective Beginning with a description of the Church in the 21 st century, especially from the perspective of trends and challenges for world-wide missions, this course looks for historical connections with contemporary Christianity from the Reformation to the present day. Students will learn about the Reformation origins of major Protestant denominations as well as of modern Roman Catholicism, but also will consider the impact on the mission of the Church from broad historical developments like pietism, liberalism, and ecumenism. Special attention will be paid to the modern missions movement that has seen the planting of Christianity around the globe and what this has meant for the Church in America as well as abroad. Pre-ordination residential seminars: 1. Confessing Christ in Today s World; Bibliography and Technology 2. Heaven on Earth: The Worship of Lutherans Today 8

10 Pre-ordination field seminars (possibly conducted in cooperation with CSL): 1. Practical seminar related to the ministry and mission of the participants 2. Practical seminar related to the ministry and mission of the participants *See list of modules for suggestions Post-ordination residential seminars: 1. The Holy Trinity: The Mission of God in Today s World 2. Ministry and Mission in Today s Pluralistic Context Post-ordination field seminars (possibly conducted in cooperation with CSL): 1. Practical seminar related to the ministry and mission of the participants 2. Practical seminar related to the ministry and mission of the participants *See list of modules for suggestions Concordia Seminary, St. Louis The SMP program curriculum developed by Concordia Seminary, St. Louis is the result of many hours of consultation with the church at large (the field) and discussions within the faculty. The curriculum development team led by Dr. Charles Arand began by identifying some broad design principles to be followed as each course is written. The faculty also developed a comprehensive listing of 15 desired Pastoral Formation Outcomes which guide the development of each course. The Narrative that sets forth the vision: The SMP Curriculum (16 courses/four years) begins and ends with courses dealing with the pastoral ministry as a ministry of speaking the Gospel ( Intro to Pastoral Ministry and Pastor as Theologian and Leader ). In between these bookends the courses are organized around a narrative that integrates and binds the curriculum together. The pastor speaks the Gospel of Jesus Christ within the context of the grand narrative of God s activity in human history. Pre-Ordination. Given that a pastor is called by the church (1) to speak the Gospel we have to ask (2) what is the master story of the gospel that the Christian church has proclaimed everywhere and at all times; and (3) what are the key episodes and themes of that story? (4) What distinctions and themes do Lutherans find vital for the telling of Jesus story to others so that it is in fact the Gospel? (5) Having explored the story, we now explore the questions, How does the story of the gospel become my story? and (6) How do we encounter this story in worship? (7) With the gospel having become ours, How do we bring this story to others through preaching? and, (8) how do we teach the story of the Gospel to those who have little acquaintance with Christianity? Finally, (9) how do we confess the Gospel before the world until Christ returns? [Certification, Call, and Ordination may now take place in the SMP program.] Post-Ordination Here we return to the master story of the Gospel but consider its instantiation in the particularities of the biblical texts and history. Thus we begin by (10) exploring the role and use of the Scriptures for speaking the Gospel. Then we explore how the Gospel narrative is told and lived out in (11) the Old Testament and (12) the New Testament as well as (13) how the Reformation recovered the Scriptural Gospel for a new generation. Then we turn to the questions about how we include others in that story today through (14) the task of preaching and (15) by means of the church as the means and goal of the 9

11 missio dei within (16) the midst of the world. SMP curriculum concludes where it began, with the (17) pastor as theologian and leader. This course also provides the transition to the second part of the curriculum leading to a Certificate/M.Div. SMP Program Curriculum 1. SMP101 Introduction to Pastoral Ministry An introduction to the theology and practice of the pastoral ministry as a ministry in which the pastor is called to speak the Gospel. This course will explore issues related to the foundation of the pastoral office, the nature of the pastoral ministry, and the pastor s relationship to the priesthood of the baptized. 2. SMP102 The Master Narrative In speaking the gospel, the pastor confesses the work of Jesus Christ as central to God s involvement with the world (from creation to consummation). This course will explore how in worship and in the world, the master narrative of the Gospel re-stories our individual and corporate lives and shapes how we live. 3. SMP103 Creedal Themes The gospel as summarized in the creed has a number of theological subplots that interlock with one another and whose meanings (doctrines) are indispensable for the master story. This course will explore how the Scriptures teach and how the church confesses the doctrinal truths that form the Creedal Story. 4. SMP104 Lutheran Distinctions The grand narrative of the Gospel has focused thus far upon the presence and work of God within created history. It will now highlight the anthropological dimensions of that story and will explore how the Reformation brought those dimensions out by making distinctions between law and gospel, the two kinds of righteousness, the two kingdoms, etc. in order to confess the Gospel in its day. 5. SMP105 Means of Grace God s dramatic involvement within the world from creation to consummation centered in Christ also involves us. In a certain sense, the master story of the gospel re-stories our lives by incorporating us into the mission and work of Jesus Christ. This course will explore how God s story of redemption becomes our story through the visible and spoken words of baptism, absolution and the Lord s Supper. 6. SMP106 Preaching I People who have become part of God s story of redemption are called upon to tell that story to others as they have opportunity. Pastors are called to proclaim that word publicly on behalf of the congregation. This course will explore how the pastor moves from the study and interpretation of the word of God (1/3) to the construction of sermons and the proclamation of the Gospel (2/3). 7. SMP107 Teaching the Faith Because the story of God s dramatic redemption of the world takes a minute to hear but requires a lifetime to live pastors are called not only to proclaim the gospel but also to lead people into an ever deepening understanding and appreciation of that inexhaustible story. This course will explore the nature and task of teaching the faith from cradle to grave. Special emphasis will be given to the task of catechesis and the teaching of Luther s Catechisms. 10

12 8. SMP108 Introduction to Worship The story we proclaim and teach becomes incarnated through its reenactment in the church year and the liturgy. Together pastor and people re-live the story as God comes to them corporately in worship the means of grace. This course will explore the theology and practice of worship in the context of the local congregation. 9. SMP109 Lutheran Confession of Faith The task of telling and confessing the dramatic story of God mission within the world continues until Christ returns. The pastor confesses that story against all errors that seek to distort it. This course will explore how the confessions of the church, the roadmap to the heart of Scripture, inform the pastoral task of dealing with errors that distort the master story of the Gospel. 10. SMP110 Scripture and Faith The master story of the Gospel is instantiated within the Biblical accounts and told by them in various ways. As one who proclaims the Gospel, the pastor uses these Biblical accounts as the source and norm for preaching and teaching. This course will explore the nature of the Scriptures, how the canon was collected, and the purpose and use of the Scriptures within the Christian life. 11. SMP111 Old Testament Theology God s dramatic involvement in the world begins with the mission of God in creation and the commission that He gave to his human creatures to care for it. Because they failed God re-enters his creation to redeem and restore it. This course will explore the theology of the gospel story as told in the Old Testament. 12. SMP112 New Testament Theology God s mission to save the world culminates in the incarnation, death, and resurrection of his Son. With the creation of the New Israel on Pentecost the church took the story of the Gospel to the far reaches of their world. This course will explore the theology of the New Testament with special emphasis on the themes that emerge as the New Testament writers tell the master story. 13. SMP113 Lutheran Reformation The Reformation was a recovery of the Biblical story that resulted in a concomitant preaching revival. This course will demonstrate how the creedal and biblical narrative was at times hidden or lost in the centuries preceding the Reformation, how it was recovered by Martin Luther and the Reformation, and how it is proclaimed today. 14. SMP114 Preaching II With a more thorough grounding in the nature of the Scriptures as well as the theology of the Old and New Testaments, the pastor recognizes a number of interpretative questions and challenges to the proclamation of the richness of the biblical Gospel. This course will deal in more depth than course #6 did with the issue of hermeneutics (2/3) as it applies to preaching the text (1/3). 15. SMP115 The Church Within the grand narrative of the Gospel the church appears as both the means and the goal of the mission of God. It is the means by which the mission of God is furthered in the world today and the goal of the mission of God in the new creation. This course will examine how Americans hear and filter the Biblical Gospel, and will explore ways in which the church can tell the story in today s cultural context. 11

13 The church has taken the master narrative of the Gospel into other cultures and it has found it necessary to translate that story. In the living out that story it has found ways that are faithful to the Scriptures which take into account the challenges of culture. 16. SMP116 Pastor as Leader and Theologian This initial portion of the curriculum ends where it began with the pastor who is called to tell the master story of the Gospel. Here we begin to look at how the pastor exercises leadership in the church as a theologian of the church. This course will explore the ongoing challenges of theology within the church today and will introduce the student to the distinctive methodologies of the various theological (exegetic, historic and systematic) disciplines 12

14 Committee Action Concerning SMP Program Completion During 2012, the Committee dealt with many issues related to the completion of the SMP program by the first cohort of students to enroll in the program in September Special attention was given to matters related to communication and notification that would be needed between supervising pastors, the seminaries, and the district offices. Thanks to close communication between the SMP Committee and the Council of Presidents (COP), matters related to the completion of the SMP program in the congregations, districts, and seminaries involved were handled in a seamless fashion. One component of Res. 5-01B related to the completion of the SMP program stipulated a special requirement for determining whether the SMP could be considered mobile and eligible for call to another ministry site. The resolution stated: Step 5: Completion of the Specific Ministry Pastor Program Upon completion of the program, the candidate is examined by a committee of faculty, laity, and district representatives in order to be recognized as eligible for calls elsewhere within his rostered status. After considerable discussion spanning several phone conferences, the Committee was informed that discussion at the May 2012 COP meeting led to the realization that the mobility of each SMP, a matter of ecclesiastical supervision, is stipulated in the LCMS Bylaws as belonging to his district president. Specifically, the COP observed that Synod bylaw (LCMS 2010 Handbook, page 66) possesses superior authority to 2007 Resolution 5-01B. The bylaw stipulates that: He [SMP] is eligible to serve only in that specific ministry context for which he has been trained and may not be offered or accept a call for ministry for which he has not been certified as determined by his district president (emphasis added). He shall serve under the supervision of his district president and another pastor who is not a specific ministry pastor. The key words as determined by his district president, preclude and prevent the creation of an examining board to determine eligibility for mobility, as stipulated in Res. 5-01B. Thus, the SMP Committee, as advised by the COP, concluded that no examining board or examining process should be designed for this purpose since this matter is already addressed in the overall ecclesiastical supervision exercised by district presidents in the LCMS 2010 Handbook. During both 2011 and 2012, significant attention was devoted to the development of education options on both seminary campuses for SMPs who desire to obtain additional education and change their roster status from SMP to general pastor. The options provided in the 2007 LCMS Convention Resolution 5-01B are: Students who have completed the Specific Ministry Pastor Program may decide to remain in their rostered status as specific ministry pastor for the remainder of their ministry, or they may choose to pursue a growth path that leads to a change in roster status to general ministry pastor. It is envisioned that most students will pursue the second path, either through an M.Div. route or nondegree certification. Thus, they have three options: 1. They may remain rostered as a specific ministry pastor. 2. They may enroll in an M.Div. program. It is anticipated 13

15 that coursework done for the Specific Ministry Pastor Program may become applicable to an M.Div., determined by equivalencies. 3. They may continue their theological education and pastoral formation, reaching a level appropriate to general ministry pastor without a full M.Div. (cf. current alternate route ) and then complete an interview with an examining board in order to have their rostered status changed to general ministry pastor. While options 1 and 2 above are quite clear in terms of specific requirements, the third option, reaching a level appropriate to general ministry pastor without a full M.Div. (cf. current alternate route ), was the subject of considerable discussion on both seminary campuses and between both seminaries. In the end, both seminaries have looked to their current residential alternate route programs for a standard in determining an appropriate level of additional education in lieu of an M.Div. degree. As a result, both seminaries are including Greek instruction, not Hebrew, and are requiring additional course work commensurate with their own alternate route programs. Concordia Theological Seminary, Fort Wayne, has chosen to offer this course work primarily via distance education and Concordia Seminary, St. Louis has chosen to offer this course work through an intensive residential model. With reference to the examining board stipulated in point 3 above for those who pursue and complete a level appropriate to general ministry pastor without a full M.Div. (cf. current alternate route ), the traditional practice in matters of certification for eligibility to receive a call to serve as a pastor has been and continues to be that the appropriate seminary faculty makes this determination, including also input from others involved in the pastoral formation process. Thus, the examining board for each SMP, consistent with the other pastoral formation programs leading to certification as a general pastor, and consistent with LCMS bylaw stipulation, will consist of the seminary faculty that has provided the student s pastoral formation. The seminary faculty solicits and receives recommendations from both the appropriate district president and the supervising pastor on specific subject areas prior to making its final determination concerning the change in roster status to a general pastor and eligibility to receive a call as such. 14

16 Enrollment History: Numbers of Students The fall of 2008 witnessed the on-campus orientation for the first cohorts of SMP students at both seminaries. Concordia Seminary, St. Louis, began with 29 new SMP students and Concordia Theological Seminary, Fort Wayne, began with 26 new SMP students. The table and graph below contain the enrollment data at the two seminaries through the fall of It should be noted that while both seminaries enrolled new cohorts of SMP students in the fall quarter of each year, Concordia Seminary also enrolled new cohorts of 12, 12, and 10 new SMP students in the spring quarters of 2010, 2011, and 2012 respectively. While these students are not included in the numbers of new students in the Fall Quarters listed below, they are captured in the numbers of total students listed each year below. SMP Enrollment Concordia Theological Seminary, Fort Wayne Concordia Seminary, St. Louis Both Seminaries Combined Fall of Year New Total New Total New Total SMP Enrollment FW-New FW-Total SL-New SL-Total Combined New Combined Total The following graph depicts the trend in new SMP student enrollment in the fall quarter of each academic year. Once again, the three cohorts of new SMP students who began in 2010, 2011, and 2012 (see above) are not included in this new student data. 15

17 New SMP Student Enrollment - Fall Quarter FW-New SL-New Combined New The following graph depicts the trend in total SMP student enrollment in the fall quarter of each academic year. This data would include the three cohorts of new SMP students who began in 2010, 2011, and 2012 (see above) Total Program Enrollment - Fall Quarter FW-Total SL-Total Combined Total

18 A comparison of the number of new SMP students to the number of new residential, ordination track students in the fall quarter of each year is provided by the data below. Student Type/Year (Fall Quarter) FW New SMP FW New Residential (M.Div./Alt. Rte.) FW Ratio of New Residential Students to New SMP Students 2.1:1 6.2:1 6.0:1 5.1:1 7.4:1 STL New SMP STL New Residential (M.Div./Alt. Rte.) STL Ratio of New Residential Students to New SMP Students 3.2:1 3.5:1 2.9:1 4.1:1 4.4:1 Total New SMP Total New Residential (M.Div./Alt. Rte.) Combined Ratio of New Residential Students to New SMP Students 2.7:1 4.3:1 3.7:1 4.4:1 5.2:1 A comparison of the number of total SMP students to the number of total residential, ordination track students is provided by the data below. Student Type/Year (Fall Quarter) FW Total SMP FW Total Residential (M.Div./Alt. Rte.) FW Ratio of Total Residential Students to Total SMP Students 9.7:1 7.7:1 5.5:1 4.0:1 5.75:1 STL Total SMP STL Total Residential (M.Div./Alt. Rte.) STL Ratio of Total Residential Students to Total SMP Students 14.1:1 7.7:1 3.7:1 2.8:1 2.7:1 Total SMP (combined seminaries) Total Residential (M.Div./Alt. Rte.) (combined seminaries) Combined Ratio of Total Residential Students to Total SMP Students 12.0:1 7.7:1 4.3:1 3.1:1 3.4:1 A comparison of total SMP student enrollment at the seminaries versus total general pastor ordination track enrollment, including all programs leading to ordination as a general pastor in the LCMS (residential (M.Div. and Alt. Rte.) and distance (EIIT, CHS, Deaf Inst., DELTO, Cr. Cultural Min. (Irvine)) is provided by the data below: 17

19 Student Type/Year (Fall Quarter) FW Total SMP FW Total General Pastor Ordination Track (All Programs) for LCMS service FW Ratio of Total General Pastor Ordination Track (All Programs) Students to Total SMP Students 10.0:1 8.0:1 5.6:1 4.0:1 5.75:1 STL Total SMP STL Total General Pastor Ordination Track (All Programs) for LCMS service STL Ratio of Total General Pastor Ordination Track (All Programs) Students to Total SMP Students 19.1:1 10.1:1 4.8:1 3.6:1 3.3:1 Total SMP (combined seminaries) Total General Pastor Ordination Track (All Programs) for LCMS service (combined seminaries) Combined Ratio of Total General Pastor Ordination Track (All Programs) Students to Total SMP Students 14.9:1 9.3:1 5.0:1 3.7:1 3.8:1 16 Comparative Enrollment Ratio of All General Pastor Ordination Track (All Programs) Students to All SMP Students (Fall Quarter, Both Seminaries) Ratio of New Residential Students to New SMP Students (Fall Quarter, Both Seminaries)

20 Enrollment History: Types of Students Each year, the seminaries provide data for their cohorts of new SMP students to the LCMS Office of Pastoral Education. These data were utilized to form a more complete picture of the types of students enrolling in the SMP program. The following characteristics are some of those that were reported. Age in Years Concordia Theological Seminary, Fort Wayne Concordia Seminary, St. Louis Fall of Year Youngest Oldest Average Youngest Oldest Average The graph below depicts the data contained in the table above for the fall quarter of Age of Students in Years Youngest Oldest Average St. Louis Fort Wayne By way of comparison, the average age of incoming residential Master of Divinity program students at the LCMS seminaries for the fall quarter of 2012 is: St. Louis 28.4 years, with 85% being 35 years old or younger; Fort Wayne 30.5 years, with 75% being 35 years old or under. The following table contains data depicting the marital status of incoming SMP students in the fall quarters of the years listed at both LCMS seminaries. 19

21 Marital Status Concordia Theological Seminary, Fort Wayne Concordia Seminary, St. Louis Never Married Married Divorced and Single Divorced and Remarried Never Married Married Divorced and Single Divorced and Remarried The following two tables and accompanying graphs contain data depicting the education background of the incoming cohorts of SMP students in the fall quarters of the years listed at both LCMS seminaries. Education Background Certificate No College Concordia Theological Seminary, Fort Wayne Associates Bachelors Degree Degree Some College/No Degree Masters Degree Terminal Degree Fall quarter 2012 data for all SMP students from the table above are depicted in chart form below. Education Background - Fort Wayne Terminal Degree 3% Masters Degree 14% No College 18% Certificate 3% Bachelors Degree 44% Some College/No Degree 13% Associates Degree 5% 20

22 Education Background Certificate No College Some College/No Degree Concordia Seminary, St. Louis Associates Degree Bachelors Degree Masters Degree Terminal Degree Fall quarter 2012 data for all SMP students from the table above are depicted in chart form below. Education Background- St. Louis Terminal Degree 3% Masters Degree 21% Bachelors Degree 50% Certificate 0% No College 6% Some College/No Degree 14% Associates Degree 6% Enrollment History: Types of Service Initial attempts to categorize the types of service being rendered by SMP students resulted in more than a dozen categories, some with only one student identified. While the details of each student s service is unique, an attempt was made in March 2012 through the survey below to categorize students in more general categories, both in terms of their types of service and in terms of the full-time or part-time nature of their service. While such an effort admittedly fails to recognize many unique aspects to each student s service, it does result in providing a helpful overall understanding of the types of service offered by the students, as well as the service they anticipate providing in the future. The tables below contain the data received with 154 of the current 157 SMP students responding: 21

23 1) Please indicate which of the following descriptions most accurately reflects your current service: Number % of Total Staff pastor (or vicar) in a multi-pastor church working primarily internally (e.g., youth, music, education, evangelism, or a satellite site of the congregation, etc.) Staff pastor (or vicar) in a multi-pastor church working primarily externally (e.g., mission developer, church planter, etc.) Sole pastor (or vicar) providing Word and Sacrament ministry in an established site that is economically challenged (e.g., few people, remote location, etc.) and cannot support a general pastor (e.g., with M.Div. degree or Alt. Rte. certification) Sole pastor (or vicar) working as mission developer or church planter (not working from the context of a multi-pastor church) ) Please indicate which of the following descriptions most accurately reflects your future service: Number % of Total Staff pastor (or vicar) in a multi-pastor church working primarily internally (e.g., youth, music, education, evangelism, or a satellite site of the congregation, etc.) Staff pastor (or vicar) in a multi-pastor church working primarily externally (e.g., mission developer, church planter, etc.) Sole pastor (or vicar) providing Word and Sacrament ministry in an established site that is economically challenged (e.g., few people, remote location, etc.) and cannot support a general pastor (e.g., with M.Div. degree or Alt. Rte. certification) Sole pastor (or vicar) working as mission developer or church planter (not working from the context of a multi-pastor church) ) Please indicate which of the following descriptions most accurately reflects your current service: Number % of Total Bi-vocational (working in a paid position in another setting in addition to my SMP service) SMP-exclusively (not in a paid position in another setting in addition to SMP service) ) Please indicate which of the following descriptions most accurately reflects your future service: Number % of Total Bi-vocational (working in a paid position in another setting in addition to my SMP service) SMP-exclusively (not in a paid position in another setting in addition to SMP service)

24 Student Cost The Academic Catalogs of both seminaries contain the following information concerning tuition costs associated with SMP Courses: St. Louis - $1,905/course (the same tuition rate ($635/quarter hour) assessed for residential M.Div. courses). This cost increased from $1,845/course ($615/quarter hour) last year. Fort Wayne - $1,638/course (the same tuition rate ($546/quarter hour) assessed for residential M.Div. courses). This cost increased from $1,560/course ($520/quarter hour) last year. During the first two years of the program, as the SMP student serves as a vicar, he is also assessed the annual vicarage fee ($579) which is charged all vicars. This vicarage fee is paid over two years and as is the case with the resident programs, many congregations cover the cost for their vicar. The seminaries do not offer institutional financial assistance to SMP students. While SMP students do not pay room and board fees and do not bear the costs of relocation to the seminary campus, they do travel to their seminary campus once/year. Students are responsible for these transportation costs. 23

25 Perceptions of the Program In the fall of each year since 2009, the LCMS office of pastoral education conducted a survey of SMP students, their supervising pastors and LCMS district presidents who have SMP students in their districts in order to assess the reactions they were having to the SMP program. While some minor changes were made by necessity in the survey instrument over the course of the past four years, the content of the instrument has remained substantially consistent. As such, it provides results that express the perceptions of those who are most intimately involved with the program. The survey data are collected online and the identities of those providing the survey responses are protected. The following data (both seminaries combined) have been collected over the past four years through this survey instrument. SMP Student Results: 1. The process of demonstrating entry-level competence was easily understood. ** Strongly Disagree Disagree Neither Disagree Nor Agree Agree Strongly Agree The printed information clearly explained the admission process. ** Strongly Disagree Disagree Neither Disagree Nor Agree Agree Strongly Agree My district president seemed to be sufficiently informed on SMP. ** Strongly Disagree Disagree Neither Disagree Nor Agree Agree Strongly Agree The schedule for course offerings throughout the year is reasonable. Strongly Disagree Disagree Neither Disagree Nor Agree Agree Strongly Agree

26 5. The process of registering for courses was burdensome. Strongly Disagree Disagree Neither Disagree Nor Agree Agree Strongly Agree The tuition cost for the courses is appropriate. Strongly Disagree Disagree Neither Disagree Nor Agree Agree Strongly Agree The initial on-campus orientation to SMP is helpful. ** Strongly Disagree Disagree Neither Disagree Nor Agree Agree Strongly Agree The syllabi for courses accurately described the course content. Strongly Disagree Disagree Neither Disagree Nor Agree Agree Strongly Agree The syllabi for the courses explained student performance expectations. Strongly Disagree Disagree Neither Disagree Nor Agree Agree Strongly Agree The technological means used to deliver course material worked well. Strongly Disagree Disagree Neither Disagree Nor Agree Agree Strongly Agree

27 11. The amount of overall work expected during the courses is appropriate. Strongly Disagree Disagree Neither Disagree Nor Agree Agree Strongly Agree The amount of reading expected during the courses is appropriate. Strongly Disagree Disagree Neither Disagree Nor Agree Agree Strongly Agree The amount of work to be submitted during the courses is appropriate. Strongly Disagree Disagree Neither Disagree Nor Agree Agree Strongly Agree The grading of student work during the courses is fair. Strongly Disagree Disagree Neither Disagree Nor Agree Agree Strongly Agree The amount of communication between the professor and the student is sufficient. Strongly Disagree Disagree Neither Disagree Nor Agree Agree Strongly Agree The professors demonstrate a personal interest in the student. Strongly Disagree Disagree Neither Disagree Nor Agree Agree Strongly Agree

28 17. The professors are sufficiently knowledgeable in the subject areas they taught. Strongly Disagree Disagree Neither Disagree Nor Agree Agree Strongly Agree The amount of feedback provided by the professors to the students is appropriate. Strongly Disagree Disagree Neither Disagree Nor Agree Agree Strongly Agree The feedback provided by the professors to the students is timely. Strongly Disagree Disagree Neither Disagree Nor Agree Agree Strongly Agree The preparation of the supervising pastor for his responsibilities is sufficient. Strongly Disagree Disagree Neither Disagree Nor Agree Agree Strongly Agree The amount of interaction between the student and the supervising pastor is sufficient. Strongly Disagree Disagree Neither Disagree Nor Agree Agree Strongly Agree

29 22. The practical application of course material to the pastoral ministry context is emphasized sufficiently. Strongly Disagree Disagree Neither Disagree Nor Agree Agree Strongly Agree The course work is beneficial in forming the student for pastoral ministry in his context. Strongly Disagree Disagree Neither Disagree Nor Agree Agree Strongly Agree The vicarage experience is beneficial in forming the student for pastoral ministry in his context. Strongly Disagree Disagree Neither Disagree Nor Agree Agree Strongly Agree The interaction with other students in the cohort group is sufficient. Strongly Disagree Disagree Neither Disagree Nor Agree Agree Strongly Agree The quantity of knowledge gained as a result of the course work is significant. Strongly Disagree Disagree Neither Disagree Nor Agree Agree Strongly Agree

30 27. The expectations of students in the SMP program are unrealistically high. Strongly Disagree Disagree Neither Disagree Nor Agree Agree Strongly Agree I feel connected to the seminary providing the SMP instruction. Strongly Disagree Disagree Neither Disagree Nor Agree Agree Strongly Agree Thus far, I have a positive overall reaction to the SMP program. Strongly Disagree Disagree Neither Disagree Nor Agree Agree Strongly Agree I would recommend enrolling in the SMP program to someone contemplating it. Strongly Disagree Disagree Neither Disagree Nor Agree Agree Strongly Agree If the SMP program did not exist, I would have enrolled in the M.Div. or Alternate Route on-campus programs in order to prepare for service in the pastoral ministry. Strongly Disagree Disagree Neither Disagree Nor Agree Agree 5 7 Strongly Agree

31 32. I plan to pursue additional education at one of our seminaries so that I can change my roster status from SMP to general pastor. *** Strongly Disagree 1 Disagree 0 Neither Disagree Nor Agree 6 Agree 0 Strongly Agree 3 *Student and supervising pastor responses are combined for No distinction was made between responses offered by students and those offered by supervising pastors in the first year of the survey. **Only asked of first- and second-year students. ***Only asked of fourth-year students. The charts below depict the responses to this statement provided by the SMP students who participated in o the annual survey in the fall quarter of 2011 (first chart) and 2012 (second chart). "I would recommend enrolling in the SMP program to someone contemplating it" (All SMP Students Responding in 2011) Strongly Disagree, 2 Disagree, 4 Neither Disagree Nor Agree, 6 Strongly Disagree Disagree Strongly Agree, 55 Agree, 33 Neither Disagree Nor Agree Agree Strongly Agree 30

32 Strongly Disagree, 0 "I would recommend enrolling in the SMP program to someone contemplating it" (All SMP Students Responding in 2012) Disagree, 1 Neither Disagree Nor Agree, 7 Strongly Agree, 56 Agree, 36 Strongly Disagree Disagree Neither Disagree Nor Agree Agree Strongly Agree The charts below depict the responses to this statement provided by the SMP students who participated in o the annual survey in the fall quarter of 2011 (first chart) and 2012 (second chart). If the SMP program did not exist, I would have enrolled in the M.Div. or Alternate Route on-campus programs in order to prepare for service in the pastoral ministry. (All SMP Students Responding in 2011) Neither Disagree Nor Agree, 11 Agree, 5 Disagree, 27 Strongly Agree, 4 Strongly Disagree, 53 Strongly Disagree Disagree Neither Disagree Nor Agree Agree Strongly Agree 31

33 If the SMP program did not exist, I would have enrolled in the M.Div. or Alternate Route on-campus programs in order to prepare for service in the pastoral ministry. (All SMP Students Responding in 2012) Agree, 7 Strongly Agree, 2 Neither Disagree Nor Agree, 14 Disagree, 23 Strongly Disagree, 54 Strongly Disagree Disagree Neither Disagree Nor Agree Agree Strongly Agree 32

34 Supervising Pastor Survey Results Note: Student and supervising pastor responses are combined for 2009 (see previous section). 1. The process of demonstrating entry-level competence was easily understood. * Strongly Disagree Disagree Neither Disagree Nor Agree Agree Strongly Agree The printed information clearly explained the admission process. * Strongly Disagree Disagree Neither Disagree Nor Agree Agree Strongly Agree My district president seemed to be sufficiently informed on SMP. * Strongly Disagree Disagree Neither Disagree Nor Agree Agree Strongly Agree The schedule for course offerings throughout the year is reasonable. Strongly Disagree Disagree Neither Disagree Nor Agree Agree Strongly Agree The process of registering for courses was burdensome. Strongly Disagree Disagree Neither Disagree Nor Agree Agree Strongly Agree

35 6. The tuition cost for the courses is appropriate. Strongly Disagree Disagree Neither Disagree Nor Agree Agree Strongly Agree The initial on-campus orientation to SMP is helpful. * Strongly Disagree Disagree Neither Disagree Nor Agree Agree Strongly Agree The syllabi for courses accurately described the course content. Strongly Disagree Disagree Neither Disagree Nor Agree Agree Strongly Agree The syllabi for the courses explained student performance expectations. Strongly Disagree Disagree Neither Disagree Nor Agree Agree Strongly Agree The technological means used to deliver course material worked well. Strongly Disagree Disagree Neither Disagree Nor Agree Agree Strongly Agree The amount of overall work expected during the courses is appropriate. Strongly Disagree Disagree Neither Disagree Nor Agree Agree Strongly Agree

36 12. The amount of reading expected during the courses is appropriate. Strongly Disagree Disagree Neither Disagree Nor Agree Agree Strongly Agree The amount of work to be submitted during the courses is appropriate. Strongly Disagree Disagree Neither Disagree Nor Agree Agree Strongly Agree The grading of student work during the courses is fair. Strongly Disagree Disagree Neither Disagree Nor Agree Agree Strongly Agree The amount of communication between the professor and the student is sufficient. Strongly Disagree Disagree Neither Disagree Nor Agree Agree Strongly Agree The professors demonstrate a personal interest in the student. Strongly Disagree Disagree Neither Disagree Nor Agree Agree Strongly Agree The professors are sufficiently knowledgeable in the subject areas they taught. Strongly Disagree Disagree Neither Disagree Nor Agree Agree Strongly Agree

37 18. The amount of feedback provided by the professors to the students is appropriate. Strongly Disagree Disagree Neither Disagree Nor Agree Agree Strongly Agree The feedback provided by the professors to the students is timely. Strongly Disagree Disagree Neither Disagree Nor Agree Agree Strongly Agree The preparation of the supervising pastor for his responsibilities is sufficient. Strongly Disagree Disagree Neither Disagree Nor Agree Agree Strongly Agree The amount of interaction between the student and the supervising pastor is sufficient. Strongly Disagree Disagree Neither Disagree Nor Agree Agree Strongly Agree The practical application of course material to the pastoral ministry context is emphasized sufficiently. Strongly Disagree Disagree Neither Disagree Nor Agree Agree Strongly Agree The course work is beneficial in forming the student for pastoral ministry in his context. Strongly Disagree Disagree Neither Disagree Nor Agree Agree Strongly Agree

38 24. The vicarage experience is beneficial in forming the student for pastoral ministry in his context. Strongly Disagree Disagree Neither Disagree Nor Agree Agree Strongly Agree The interaction with other students in the cohort group is sufficient. Strongly Disagree Disagree Neither Disagree Nor Agree Agree Strongly Agree The quantity of knowledge gained as a result of the course work is significant. Strongly Disagree Disagree Neither Disagree Nor Agree Agree Strongly Agree The expectations of students in the SMP program are unrealistically high. Strongly Disagree Disagree Neither Disagree Nor Agree Agree Strongly Agree I feel connected to the seminary providing the SMP instruction. Strongly Disagree Disagree Neither Disagree Nor Agree Agree Strongly Agree Thus far, I have a positive overall reaction to the SMP program. Strongly Disagree Disagree Neither Disagree Nor Agree Agree Strongly Agree

39 30. I would recommend enrolling in the SMP program to someone contemplating it. Strongly Disagree Disagree Neither Disagree Nor Agree Agree Strongly Agree *Only asked of first- and second-year students The charts below depict responses to this survey statement by the supervising pastors who participated in the fall of 2011 (first chart) and the fall of 2012 (second chart). I would recommend enrolling in the SMP program to someone contemplating it. (All SMP Supervising Pastors - 81 Responding in 2011) Strongly Disagree, 5 Disagree, 3 Strongly Agree, 27 Agree, 35 Neither Disagree Nor Agree, 11 Strongly Disagree Disagree Neither Disagree Nor Agree Agree Strongly Agree I would recommend enrolling in the SMP program to someone contemplating it. (All SMP Supervising Pastors - 96 Responding in 2012) Strongly Disagree, 2 Disagree, 5 Neither Disagree Nor Agree, 7 Strongly Agree, 34 Agree, 48 Strongly Disagree Disagree Neither Disagree Nor Agree Agree Strongly Agree 38

40 District President Survey Results (only district presidents who have students enrolled in SMP): 1. The process of demonstrating entry-level competence was easily understood. Response Strongly Disagree Disagree Neither Disagree Nor Agree Agree Strongly Agree The printed information clearly explained the admission process. Response Strongly Disagree Disagree Neither Disagree Nor Agree Agree Strongly Agree I am sufficiently informed on SMP. Response Strongly Disagree Disagree Neither Disagree Nor Agree Agree Strongly Agree The schedule for course offerings throughout the year is reasonable. Response Strongly Disagree Disagree Neither Disagree Nor Agree Agree Strongly Agree The SMP program is meeting the needs for which it was designed. Response Strongly Disagree Disagree Neither Disagree Nor Agree Agree Strongly Agree The tuition cost for the courses is appropriate. Response Strongly Disagree Disagree Neither Disagree Nor Agree Agree Strongly Agree

41 7. The expectations of students in the SMP program are unrealistically high. Response Strongly Disagree Disagree Neither Disagree Nor Agree Agree Strongly Agree Thus far, I have a positive overall reaction to the SMP program. Response Strongly Disagree Disagree Neither Disagree Nor Agree Agree Strongly Agree I would recommend enrolling in the SMP program to someone contemplating it. Response Strongly Disagree Disagree Neither Disagree Nor Agree Agree Strongly Agree The chart below depicts responses to this survey statement by the 20 district presidents who participated in the fall of I would recommend enrolling in the SMP program to someone contemplating it (20 district presidents responding in 2012). Strongly Disagree, 0 Disagree, 1 Neither Disagree Nor Agree, 3 Strongly Disagree Stongly Agree, 9 Disagree Neither Disagree Nor Agree Agree Agree, 7 Stongly Agree 40