DMin Faculty Development and Orientation 2016 ADME Workshop Reggie Ogea, New Orleans Baptist Theological Seminary Doug Hardy, Nazarene Theological Seminary 2016 ADME Workshop Reggie Ogea, New Orleans Baptist Theological Seminary Doug Hardy, Nazarene Theological Seminary

Topics for Interaction Faculty as Student Chairs/Advisors/Mentors Faculty as Readers for Project Defenses/Exit Interviews Faculty as Teachers of DMin Workshops and Seminars Orienting New Faculty into the DMin process Faculty as Student Chairs/Advisors/Mentors Faculty as Readers for Project Defenses/Exit Interviews Faculty as Teachers of DMin Workshops and Seminars Orienting New Faculty into the DMin process

Bibliography  Conniry, Charles J "Reducing the Identity Crisis in Doctor of Ministry Education." Theological Education 40, no. 1:  Lincoln, Timothy D "Reviewing Faculty Competency and Educational Outcomes: The Case of Doctor of Ministry Education." Teaching Theology & Religion 7, no. 1:  Sbanotto, Elisabeth A. Nesbit and Ronald D. Welch “Core Components of Successful Doctor of Ministry Programs.” Theological Education 50, no. 1.  Conniry, Charles J "Reducing the Identity Crisis in Doctor of Ministry Education." Theological Education 40, no. 1:  Lincoln, Timothy D "Reviewing Faculty Competency and Educational Outcomes: The Case of Doctor of Ministry Education." Teaching Theology & Religion 7, no. 1:  Sbanotto, Elisabeth A. Nesbit and Ronald D. Welch “Core Components of Successful Doctor of Ministry Programs.” Theological Education 50, no. 1.

Faculty as Project Supervisors/Chairs/Advisors/Mentors  Challenges:  In large programs, the high number of supervisors makes it harder to stay connected & informed  Web-based training does not necessarily guarantee good connection & buy-in  Fitting the responsibilities into teaching load—how many students can a faculty supervise at one time? What is the “optimal” number for faculty in a particular institutional context?  Best Practices:  Provide one-to-one connection and oversight, ideally face-to-face  Identify those who are passionate & skilled in supervisory work and utilize them beyond just an institutional requirement  Challenges:  In large programs, the high number of supervisors makes it harder to stay connected & informed  Web-based training does not necessarily guarantee good connection & buy-in  Fitting the responsibilities into teaching load—how many students can a faculty supervise at one time? What is the “optimal” number for faculty in a particular institutional context?  Best Practices:  Provide one-to-one connection and oversight, ideally face-to-face  Identify those who are passionate & skilled in supervisory work and utilize them beyond just an institutional requirement

Faculty as Readers for Project Defenses/Exit Interviews  Challenges:  Determining at what point in the process to bring in a reader—near the beginning or close to the end? Each has particular challenges  How many readers? Keep it small or try to involve broader range of faculty? Again, each has its own challenges  How to maintain quality control if using outside readers; if a student especially wants a particular person, might it create problems if they function as a “shadow supervisor”?  How to relate the input & recommendations of readers to the overall guiding work of the primary supervisor/mentor  Challenges:  Determining at what point in the process to bring in a reader—near the beginning or close to the end? Each has particular challenges  How many readers? Keep it small or try to involve broader range of faculty? Again, each has its own challenges  How to maintain quality control if using outside readers; if a student especially wants a particular person, might it create problems if they function as a “shadow supervisor”?  How to relate the input & recommendations of readers to the overall guiding work of the primary supervisor/mentor

Faculty as Readers for Project Defenses/Exit Interviews  Best Practices:  Incorporate 2 defenses, one at the proposal stage or mid-point of writing, that gives opportunity for making significant improvement prior to the final defense  From the very beginning, establish readers (or a committee) in working relationship with the primary mentor/supervisor (e.g. a committee), who will facilitate determination of working roles and process timing  Give faculty experience as readers prior to asking them to become a primary supervisor  Invite new faculty to sit in on a defense and learn by observing  Provide a rubric for assessment  Best Practices:  Incorporate 2 defenses, one at the proposal stage or mid-point of writing, that gives opportunity for making significant improvement prior to the final defense  From the very beginning, establish readers (or a committee) in working relationship with the primary mentor/supervisor (e.g. a committee), who will facilitate determination of working roles and process timing  Give faculty experience as readers prior to asking them to become a primary supervisor  Invite new faculty to sit in on a defense and learn by observing  Provide a rubric for assessment

Faculty as Teachers of DMin Workshops and Seminars  Challenges:  Misunderstandings of the degree as an MDiv on steroids or a mini-PhD  Techer-centric pedagogies that fail to include collaboration in the classroom  Resistance to receiving any form of guidance on “how to teach”  Getting faculty to complete an appropriate syllabus in a timely manner  Best Practices:  Train an assistant (perhaps a grad student) to help professors in syllabus formulation utilizing a standardized template  As the Director, examine and approve all syllabi, allowing time for a back-and-forth process, to ensure the syllabus accurately reflects the course & programs goals & ethos  In cohort or sequented programs, have next syllabus ready for distribution at conclusion of the current course  Build in DMin-specific orientation as a regular agenda item at the yearly Faculty Workshop  Challenges:  Misunderstandings of the degree as an MDiv on steroids or a mini-PhD  Techer-centric pedagogies that fail to include collaboration in the classroom  Resistance to receiving any form of guidance on “how to teach”  Getting faculty to complete an appropriate syllabus in a timely manner  Best Practices:  Train an assistant (perhaps a grad student) to help professors in syllabus formulation utilizing a standardized template  As the Director, examine and approve all syllabi, allowing time for a back-and-forth process, to ensure the syllabus accurately reflects the course & programs goals & ethos  In cohort or sequented programs, have next syllabus ready for distribution at conclusion of the current course  Build in DMin-specific orientation as a regular agenda item at the yearly Faculty Workshop

Orienting New Faculty into the DMin Process  Challenges:  Recruiting faculty in an institution where it is not required or expected  Relating the particulars of the faculty’s disciplinary specialty to their participation in or contribution to the DMin program  Best Practices:  Begin orientation and the laying out of expectations clear in the hiring process  Develop an orientation approach that fits the program size, but in all cases, rely as much as possible on one-to-one conversation  Challenges:  Recruiting faculty in an institution where it is not required or expected  Relating the particulars of the faculty’s disciplinary specialty to their participation in or contribution to the DMin program  Best Practices:  Begin orientation and the laying out of expectations clear in the hiring process  Develop an orientation approach that fits the program size, but in all cases, rely as much as possible on one-to-one conversation