The Educational Ministry Studies doctoral program is designed to further the development of leaders already serving in organizations such as higher education institutions, mission agencies, congregations, parachurch agencies, and relief and development agencies. This orientation course gathers new students into an understanding of the learning culture of the community, its values, core competencies, and expected learning outcomes.

Engages critically with emerging issues, debates, and developments within the topic of teaching and learning. As dynamic spaces for scholarly dialogue and collaborative learning, seminars refine students’ critical thinking, research, and teaching skills. Participants engage deeply with readings, contribute to discussions, and present their own research. Faculty guide conversations, ensuring a balance of theoretical depth and practical application.

Engages critically with emerging issues, debates, and developments within the topic of the local church. As dynamic spaces for scholarly dialogue and collaborative learning, seminars refine students’ critical thinking, research, and teaching skills. Participants engage deeply with readings, contribute to discussions, and present their own research. Faculty guide conversations, ensuring a balance of theoretical depth and practical application.

Engages critically with emerging issues, debates, and developments within the topic of organizational leadership. As dynamic spaces for scholarly dialogue and collaborative learning, seminars refine students’ critical thinking, research, and teaching skills. Participants engage deeply with readings, contribute to discussions, and present their own research. Faculty guide conversations, ensuring a balance of theoretical depth and practical application.

Provides an opportunity for students to engage critically with emerging issues, debates, and developments within a specific academic discipline. Students will explore contemporary topics that shape the Church’s witness, theological reflection, and vocational practice in today’s world. Emphasis is placed on integrating biblical and theological perspectives with scholarly inquiry, fostering spiritual formation, and cultivating leadership rooted in humility and social responsibility.

Students are required to complete a thesis (6 sem. hrs.) that passes an examiner external to the University with expertise in the particular area of the thesis. The thesis must be defended orally before an examination committee. This is the second phase of the thesis project. Students may choose their area of research with help from the program director and other faculty. This choice may occur at any time after their first semester in the program.

Students are required to complete a thesis (6 sem. hrs.) that passes an examiner external to the University with expertise in the particular area of the thesis. The thesis must be defended orally before an examination committee. Students may choose their area of research with help from the program director and other faculty. This may occur at any time after their first semester in the program.

The major project is a synthesis of research, theory, and practice. Students work under the supervision of an approved supervisor to design, implement and evaluate a project related to their professional field of interest. Such projects may involve an analysis of current educational policy, development of a curriculum product, or an in- depth analysis of extant literature on a particular topic related to the course of study. The main focus of the project is the integration of research and theoretical and practice perspectives to a particular practice, focus or problem.

A major project examines an applied issue from a leadership perspective and, preferably, from the participant's place of employment. The paper focuses on a combination of course content and on a quality presentation of content.

Every non-thesis student in the MA in Educational Studies - Inclusive Education program is required to write a comprehensive examination. The comprehensive is a take-home written exam of 72 hours duration, typically scheduled from a Friday to a Monday. The exam consists of questions from the coursework integrating the professional practice of supporting diverse learners in education within case scenarios, and questions addressing the ethical and legal practice of the profession.