A STUDY OF CONTINUING EDUCATION PROGRAMS FOR THE MINISTRY IN THE THEOLOGICAL SEMINARIES- OF THE UNITED PRE‘SBYTERIAN CHURCH IN THE mus. Them: for I‘m Daqm of DE. D. MICHIGAN STATE UNIVERSITY E. Arthur McAsh 1966 This is to certify that the thesis entitled A STUDY OF CONTINUING EDUCATION PROGRAMS FOR THE MINISTRY IN THE THEOLOGICAL SEMINARIES OF THE UNITED PRESBYTERIAN CHURCH IN THE U.S.A. presented by EDWARD ARTHUR MCASH has been accepted towards fulfillment of the requirements for Ph.D. degree inAdult and Higher Education LIBRARY Michigan Sta-o M. ....4- ‘- u. 4 - 1"} (:fovach (5 [M M Hawk ‘Major professor Date August 24th, 1966 0-169 ABSTRACT A STUDY OF CONTINUING EDUCATION PROGRAMS FOR THE MINISTRY IN THE THEOLOGICAL SEMINARIES OF THE UNITED PRESBYTERIAN CHURCH IN THE U.S.A. by E. Arthur McAsh Problem The purpose of this investigation was to study the programs of continuing education for the ministry--the content, methods, and procedures—-conducted by the the- ological seminaries of the United Presbyterian Church in the U.S.A° More Specifically it was intended to: 1) Review professional literature pertaining to continuing education as a means of establishing basic functional principles applicable to programs of contin- uing education for the ministry. 2) Survey chief administrators of continuing edu— cation programs to determine the nature and extent of continuing education activities for the ministry in their institutions. 3) Analyze the existing programs of continuing edu- cation in these institutions with reference to established principles. 4) Recommend, on the basis of the study, basic prin— ciples_and procedures of continuing education programs E. Arthur McAsh for the ministry. Procedures The investigation involved a survey. Eight theo— logical schools, comprising the total number of seminaries of the United Presbyterian Church in the U.S.A., were used as the study population. Questionnaires were sent to the chief administrators of continuing education in each of these theological schools. The author visited each campus for a period of one or two days, in order to complete the questionnaire and to interview the dir- ector of continuing education. A tape recorder was used to record the interviews. Descriptive statistics were used in presenting the survey data. Conclusions Within the limitations of the study, the review of the literature and the data collected appear to warrant the following conclusions: 1. Certain general principles apply to the organi— zation and functioning of any continuing education pro— gram for the ministry. 2. The chief administrators of continuing education in the seminaries studied are seriously attempting to meet the post-graduate educational needs of ministers through E. Arthur McAsh increasing emphasis upon continuing education programs, and they evidence concern for qualitative and quantitative improvements in their offerings. 3. While seminaries have accepted the continuing education of ministers as one of their responsibilities, it has been assigned a peripheral position in educational planning by administrations and faculties. 4. Both credit and non-credit programs belong among the total offerings of continuing education by the sem- inaries of the denomination. 5. Off-campus as well as on-campus offerings are necessary to meet the continuing education needs of the large body of parish ministers throughout the nation. 6. The continuing education programs of Presbyterian seminaries usually have appeal for ministers of other denominations and are amenable to c00perative arrangements inter-denominationally. 7. The seminaries are not involving laymen to any appreciable extent in their continuing education programs and thus may forfeit important learning experiences which clergymen receive through interaction with laymen in an educational environment. 8. Each seminary has certain unique emphases in con- tinuing education which distinguish its programs from other schools, heightening the possibilities for produc- tive cooperative efforts among the seminaries. E. Arthur McAsh 9. The over-all goals of continuing education in the seminaries are not officially and clearly stated, depriving programs of adequate direction and purpose. 10. Whatever objectives have been formulated for individual programs are not clearly stated in terms of behavioral changes to be achieved, lessening the possi- bility of programs being sharply focused in aim and in meeting the needs of the participants. ll. Seminary administrators have not given guidance and counseling a clearly defined, and therefore adequate place, within continuing education for the ministry. Consequently uncertainty exists with respect to its pur- pose, function, and implementation. 12. Continuing education for the ministry operates equally well from a separate building called a Center for Continuing Education or from an area arranged for adult education in existing structures. 13. Adequate seminary records of student character- istics are not at present taken, depriving administrators of an adequate basis for planning curricula. l4. Evaluative procedures in non—credit programs have generally been confined to informal opinion polls of participants at the end of the activities; and there have been few attempts to evaluate, by means of well- designed instruments and research studies, the effective- ness of continuing education practices and techniques. E. Arthur McAsh 15. Evaluative procedures have suffered for lack of clearly defined goals and program objectives stated in terms of behavioral changes to be achieved. 16. Seminaries have begun to cooperate with educa- tional institutions and agencies in their local areas, but there is room for further effort in this direction. 17. The seminaries of the denomination have cooperated very little among themselves in planning programs of continuing education and in sharing resources for con- ducting programs. 18. The strong desire of each Presbyterian seminary to fashion its own unique emphasis in continuing educa- tion for the ministry can hinder concrete efforts to coor- dinate programs toward united denominational purposes. 19. Little conscious effort has been made to pre- pare the pre-degree, regular student for lifelong learn- ing through continuing education following graduation and ordination. Consequently the continuing education pro- grams of the seminaries suffer the lack of an important link with the regular B.D. curricula. 20. The seminaries must invest increasing effort and expend more of their financial and academic resources in order to meet ministers' needs for continuing education. A STUDY OF CONTINUING EDUCATION PROGRAMS FOR THE MINISTRY IN THE THEOLOGICAL SEMINARIES OF THE UNITED PRESBYTERIAN CHURCH IN THE U.S.A. BY I ,i .'u EHJArthur McAsh A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY College of Education 1966 ACKNOWLEDGMENTS The author gratefully acknowledges the interest and encouragement of his committee chairman, Dr. Edward B. Blackman. Grateful appreciation is also extended the other members of his committee, Professor Russell J. Kleis, Professor Maurice F. Seay, and Professor Alfred G. Dietze. Valuable assistance was granted the author by many officials of the United Presbyterian Church in the U.S.A. This study could not have been completed without the c00p- eration of the directors of continuing education of the eight seminaries participating in it. Finally, appreciation is extended to my wife Helen and my son John for their patience and faith. August, 1966 E. Arthur McAsh ii Chapter I INTRODUCTION . . . . . . . . . . . . . . Statement of the Problem. . . . . . . Assumptions of the Study. . . . . . . Need for the Study. . . . . . . Limitations and Scope of the Study. . Definition of Terms . . . . . . . . . Reporting the Study . . . . . . . . . II PROCEDURE AND METHODOLOGY. . . . . . Introduction. . . . . . . . . . . . . Development of the Questionnaire. . The Population Studied. . . . . . . . Administration of the Questionnaire . Institutional Visitations . . . . . Presenting the Data . . . . . . . . III REVIEW OF THE LITERATURE . . . . . . . Introduction. . . . . . General Principles and Practices in Continuing Education . . . . . . . Studies of Continuing Education for the Ministry . . . . . . . . . . . . Studies of Continuing Education for Medicine and the Bar . . . . . . IV CRITERIA FOR ASSESSMENT OF CONTINUING EDUCATION IN SEMINARIES. . . . . . . . Goals of Continuing Education for the Ministry. . . . . . . . . . . . . . Objectives for Programs of Continuing Education for the Ministry. . . . Administration. . . . . . . . . . . Finances. . . . . . . . . . . . . . Faculty and Staff . . . . . . . . . . Guidance --- Counseling . . . . . . . Facilities. . . . . . . . . . . . . . Students. . . . . . . . . . . . . . Curriculum. . . . . . . . . . . . . . Evaluation. . . . . . . . . . . . . . Institutional Cooperation . . . . . . Promotion . . . . . . . . . . . . . TABLE OF CONTENTS iii Page [—4 00(13wa 12 14 15 16 16 19 21 21 21 44 55 61 61 62 62 64 64 65 66 67 68 69 7O 71 Table of Contents (continued) Chapter V DESCRIPTION OF THE DATA FROM THE SEMINARIES. Introduction. . . . . . . . . . . The Goals of Continuing Education for the Ministry. . . . . . . . . Programs and Their Objectives . . . . Administration. . . . . . . . . Finances. . . . . . . . . . . Faculty . . . . . . . . . . . Facilities. . . . . . . . . Students. . . . . . . . . . Curriculum. . . . . . . . . Promotion . . . . . . . . . . New Directions. . . . . . . . . . VI SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS. Summary of Findings . Conclusions . . . . Recommendations . . BIBLIOGRAPHY. . . . . APPENDICES. . . . . . iv Page 72 74 77 82 85 94 94 98 109 113 114 116 117 123 126 131 140 Table II III IV VI VII VIII IX LIST OF TABLES Number of Students in Regular Classes and in Continuing Education in Eight Presby- terian Seminaries in the 1964-65 academic year . . . . . . . . . . . . . . . . . . . . The Goals of Continuing Education for the Ministry as Stated by Directors of Contin- uing Education in Eight Presbyterian Seminaries . . . . . . . . . . . . . . . . Continuing Education Programs and their Objectives in Eight Presbyterian Seminaries as stated by Directors of Continuing Educa- tion . . . . . . . . . . . . . . . . . . . . Administration: Continuing Education within the Administrative Framework of the Institu- tion of Each of Eight Presbyterian Seminaries Administration: The Chief Administrative Leader of Continuing Education in Eight Presbyterian Seminaries and the Persons to Whom he is ReSponsible . . . . . . . . . . . Administration: Titles and Responsibilities of Persons in Leadership of Continuing Educa- tion other than the Director and Assistant Director in Eight Presbyterian Seminaries . Administration: Titles, Allocation of Time, and other Professional Duties of Persons Who Direct Continuing Education Programs in Eight Presbyterian Seminaries. . . . . . . Finance: Total Dollar Expenditures for Continuing Education at Eight Presbyterian Seminaries . . . . . . . . . . . . . . . . . Finance: Proportion of Total Instructional Budget Allocated for Continuing Education for Two Academic Years at Eight Presby- terian Seminaries. . . . . . . . . . . . . Page 75 76 78 83 84 86 87 9O 91 Table XI XII XIII XIV XV XVI XVII XVIII List of Tables (continued) Finance: Special Financial Grants for Continuing Education from Outside the Institutional Budget, their Source and Proportion to the Total Continuing Educa- tion Budget in 1964-65 at Eight Presby- terian Seminaries. . . . . . . . . . . Finance: Student Fees as a Proportion of the Total Cost of Continuing Education at Eight Presbyterian Seminaries. . . . . . . Faculty: Percentage of Teaching Faculty in Continuing Education Programs from Educational Institutions, Denominational Boards and Agencies, Business and the Professions at Eight Presbyterian Semin- aries. . . . . . . . . . . . . . . . . . Faculty: Availability of Faculty Whose Special Function is to Give Guidance and Counsel to Continuing Education Students, and Some Counseling Procedures, at Eight Presbyterian Seminaries. . . . . . . . . Facilities: Buildings Used for Continuing Education Programs and the Opportunity for Participants to use Dormitory and Dining Facilities with Regular Students at Eight Presbyterian Seminaries. . . . . . . . . Facilities: Instructional Locations for Continuing Education and the Percentage of Programs offered in Each, at Eight Presby— terian Seminaries. . . . . . . . . . . . . Students: Prerequisites for Enrollment in Credit and Non—Credit Continuing Education Programs at Eight Presbyterian Seminaries. Students: Age Groupings of Participants in Credit and Non-Credit Continuing Educa- tion Programs at Eight Presbyterian Seminaries . . . . . . . . . . . . . . . . Students: Religious Affiliation of Par- ticipants in Credit and Non-Credit Contin- uing Education Programs at Eight Presby- terian Seminaries. . . . . . . . . . . . . Vi Page 92 93 95 96 97 99 101 103 104 List of Tables (continued) Table Page XIX Students: Percentage of Participants with Theology Degrees and Other Graduate Degrees in Credit and Non-Credit Programs of Con- tinuing Education at Eight Presbyterian Seminaries . . . . . . . . . . . . . . . . . 106 XX Students: Approximate Distances Partici- pants Live from Seminary Sponsored Credit and Non-Credit Continuing Education Pro- grams at Eight Presbyterian Seminaries . . . 107 XXI Curriculum: Activities Used in Continuing Education in Eight Presbyterian Seminaries and Rated by Directors as to their Relative Importance . . . . . . . . . . . . . . . . . 111 XXII Evaluative Procedures in Continuing Educa— tion Programs at Eight Presbyterian Semin- aries. . . . . . . . . . . . . . . . . . . . 112 vii Appendix A LIST OF APPENDICES Page Participants in the Pilot Study. . . . . . . 141 A Questionnaire to Study Continuing Educa- tion Programs for the Ministry in Selected Institutions of the United Presbyterian Church in the U.S.A. . . . . . . . . . . . . 142 List of Eight United Presbyterian Seminaries Participating in the Study . . . . . . . . . 155 Sample Cover Letter Sent to Directors of Continuing Education . . . . . . . . . . . . 156 viii Chapter I INTRODUCTION In a rapidly changing culture, systematic, life-time learning becomes important for everyone, and especially important for persons involved in leadership in our soci- ety. "Adults who bear responsibilities of the society in which they dwell must be repeatedly reequipped to meet these reSponsibilities."l Among those who need to be "reequipped“ are ministers. For the changing culture is not only increasing demands upon the ministry but it is also imposing different demands upon it. Professor Huston Smith, Speaking at a recent consultation on continuing education for the ministry, stated that "We live in a time when the future merges into the present and past more quickly than before." He empha— sized that ministers must be helped to understand new developments in order to respond to them more adequately.2 In the last few years Christian denominations have lWilbur C. Hallenbeck, "The Role of Adult Education in Society," in Gale Jensen, A. A. Liveright, and Wilbur Hallenbeck, editors, Adult Education, (Adult Education Association, 1964), p. 5. 2Huston Smith, "Education in our Changing World," Consultation on Continuing Education for the Ministry, (Andover Newton Theological School, June 15-18, 1964), p. 63. become increasingly concerned about their responsibility for the life—time learning of their ministers. The bur— geoning growth of continuing education programs in the professions and in business has in some cases provided a model to the church. Because of their educational resources the seminaries have a prime reSponsibility for continuing education for the ministry. And while colleges and univer- sities provide opportunities for intellectual growth for the minister, the seminaries are the chief theological agencies of the church. Recently many seminaries have taken systematic steps to provide a wide variety of planned programs of contin- uing education for the ministry. In some cases full-time directors are employed to lead these programs. Administra- tors of theological education express the belief that in future years this function of the seminary will increasingly engage the energies of theological schools. A better understanding of the characteristics and quality of programs presently being offered by these schools will assist those who are to chart future develop- ments and directions for continuing education offered by the seminaries. This study is a critical examination of programs of continuing education for the ministry in the: seminaries of one denomination. Statement of the Problem The purpose of this investigation is to study the programs of continuing education for the ministry -— the content, methods, and procedures -- conducted by the theological seminaries of the United Presbyterian Church in the U.S.A. More Specifically, it is the intent of the study to: 1. Survey the chief administrators of continuing education programs to determine the nature and extent of continuing education activities for the ministry in each of these institutions. 2. Review relevant literature pertaining to contin— uing education as a means of establishing basic functional principles of programs for continuing education for the ministry. 3. Analyze the existing programs of continuing edu- cation in these institutions with reference to established principles. 4. Recommend, on the basis of the study, basic prin- ciples and procedures upon which continuing education programs for the ministry may function. Assumptions of the Study This study is predicated upon the following assump- tions: 1. The United Presbyterian Church recognizes that its ministers have need for continuing education if they are to improve the quality of their ministry. 2. Continuing education programs have been designed to provide growth experiences and are perceived to be a necessary requisite to continuing competence in the ministry. 3. As continuing education for the ministry evolves and fills an increasingly important role in the total educational program of the denomination, it will take on new dimensions. 4. The programs conducted by the denominational institutions involved in this study provide increasingly important direction for continuing education of the min- istry within the denomination. 5. The basic principles applicable to the general field of adult education apply also to continuing educa- tion for the ministry. Need for the Study The field of adult education is expanding rapidly throughout the nation and leaders are understandably con- cerned with the nature of the programs of adult education. Eugene Johnson, Executive Director of the Adult Education Association of the U.S.A., considers the most important task of the Association: ...to take cognizance of the developments that have been taking place in continuing education -- particularly the explosion of participation in adult education —— in the past decade or two, and to surround these developments with a conceptual framework that will make it possible for the field of adult education to discover important things. 3 Concern is often expressed about goals and objectives in adult education programs. The marginality of adult education in the established institutional structure of our society has been ascribed in part to its 'aimlessness' and to its policy of drift and absence of goal-directedness. 4 Another writer states the problem in this way: Educational objectives, when stated, are expressed in such general terms as to be meaningless or at least beyond the reach of scientific evaluation and measurement.5 Another problem facing general adult education is coordination of planning and effort. Jensen points out that: 3Eugene Johnson, "The Role of Continuing Education as I See It," Consultation on Continuing Education for the Ministry (Andover Newton Theological School, June 15-18, 1964). p. 63. 4Gale Jensen, "Adult Education," in Gale Jensen, A. A. Liveright, and Wilbur Hallenbeck, editors, Adult Education (Adult Education Association, 1964), p. vi. 5Edward R. Miller, "Adult Education in Religious Institutions," in Malcolm S. Knowles, editor, Handbook of Adult Education in the United States, (Chicago: Adult Education Association of the U.S.A., 1960), p. 554. Little or no machinery exists for joint planning among institutions engaged in helping adults learn. The result is that there is inefficiency, inadequacy, and duplication of effort. 6 Speaking at the first national conference on adult education in New York City in November, 1965, Dr. Paul A. Miller, President of West Virginia University, said that, nationally, "Adult education is a kind of inverted ice- berg; that is, without a more suitable arrangement of its parts, its equilibrium is in doubt."7 What has been said about the problems of adult educa— tion generally is also true of continuing education for the ministry. The United Presbyterian Church in the U.S.A° has expressed its concern as to the nature, aims and objec— tives, and coordination of programs for continuing education of the ministry. In 1959 the Council on Theological Education of the church wrote: There are many activities in the church, and the seminaries c00perate in most of them, designed to provide ministers with Opportunities for continuing in-service education. However, they are spotty and not well-coordinated and leave much to be desired as to range and content.- Attention 6Jensen, loc. cit. 7New York Times, November 19, 1965, p. 37. should be given to the development of a more adequate program. 8 The General Council of the United Presbyterian Church, in 1960, initiated a series of four consultations through the Board of Christian Education relative to continuing education for the ministry as Sponsored by organizations and institutions throughout the denomination. The con- sultations were representative "of all those agencies and institutions in the life of the church which were concerned with the continuing education of pastors."9 The consulta— tions agreed that: The issues and problems of continuing edu- cation for ministers are not matters of peripheral concern to the church...they are concerned both with the message and with the very identity of the church. 10 Apprehension was expressed about the lack of direction and coordination of programs for continuing education sponsored by various agencies and institutions throughout the national church. 8Council on Theological Education, The United Pres— byterian Church in the U.S.A., The United Presbyterian Enterprise of Theological Education, (Philadelphia: The Council on Theological Education, 1959), p. 82. 9Board of Christian Education, The United Presby- , terian Church in the U.S.A., Report of the Consultation on Continuing Education to the General Council, (Phila— delphia: Board of Christian Education, 1965), p. 3. 10Ibid., p. 5. These problems are of course faced not only by the Presbyterians but by other denominations and by other professional groups. While there exists a wide litera- ture dealing with adult education generally, little study directs itself to the specific field of continuing educa- tion for ministers. Consultations on the subject have been held by several groups in the past few years and reports of these meetings have been mimeographed or printed. In June, 1964, a consultation on continuing education for the ministry was held at Andover Newton Theological School. Fifty—three church leaders and educators from across the nation took part in this meeting. A similar consultation convened at the University of Chicago in June, 1965. The Disciples held a consultation for the same purpose in February, 1965. There has been a resurgence of continuing education programs for town and country pastors on land- grant campuses in recent years. This interest has been seen both as an interdenominational and an inter-faith effort in cooperation with extension services of various universities. In addressing itself to the specific area of continuing education for the ministry, the need of this study appears to be evident. Limitations and Scope of the Study This study is a survey of programs of continuing education for the ministry in eight seminaries of the United Presbyterian Church in the U.S.A. The study is confined to programs of continuing education which have an on-going character and which were offered within the 1964-65, 1965-66 academic years. The survey is confined to the chief administrators of continuing education for the ministry in each of the eight Presbyterian seminaries. This involved a visit to each of the seminaries and an interview with the chief administrator of continuing education at the institution. The chief administrators cooperating in this study are assumed to be knowledgeable in the field of contin— uing education for the ministry and interested in the improvement of the programs of their institutions. The data for the study were gathered by use of a questionnaire and personal interview. The limitations of these methods of data collecting are recognized as an inherent part of the study. No attempt is made to evaluate qualitatively the programs of continuing educa- tion in these institutions. Definition of Terms A critical appraisal of the literature relative to continuing education reveals that the terms "adult education“ -10... and "continuing education" are used interchangeably. This practice will be followed in this investigation. To avoid semantic confusion, the following terms are defined and applied in this study: The ministry: Persons who have graduated from a seminary and who are ordained to the ministry of the church. Continuing education for the ministry: Organized learning experiences Specifically designed for persons in the ministry and contributing to their life-time learning. Programs: The total activities which are the re3pon- Sibility of a seminary in instituting learning experiences and in carrying them to completion (e.g., administration, faculty, finance, curriculum). Chief administrator of continuing education: The person who bears primary responsibility for the direction of continuing education for the ministry within a seminary. Goals for Continuinngducation: The broad compre— hensive purposes of the continuing education enterprise. Objectives of Continuing Education Programs: The definite, restricted ends to be achieved in a continuing education program. Reporting the Study The remainder of the study is organized and reported -11.. as follows: Chapter II outlines the methodology and procedures of the study. Chapter III presents a review of the literature in the field of adult education which is pertinent to any continuing education program and a review of Specific studies dealing with continuing education for the minis- try and a few comparable professions. Chapter IV presents criteria whereby we may assess existing programs of continuing education for the minis- try in seminaries. Chapter V reports a description of the findings from the questionnaire and personal visits to the seminaries. Chapter VI contains the summary of the findings, the conclusions, and the recommendations of the study. Chapter II PROCEDURE AND METHODOLOGY Introduction Chapter I indicates that this investigation is a normative study employing survey and analytical procedures. It is descriptive in nature in that its purpose is to identify the underlying principles of continuing educa- tion programs for the ministry in selected seminaries, to determine present practices, and to arrive at some con- clusions on the direction which such programs should take in their development. Best describes this kind of research: In solving a problem or charting a course of action several sorts of information are needed. These data may be gathered through the processes of the descriptive method. The first type of information is based on present conditions. What are they now? From what point do we start? These data may be gathered by a systematic description and analysis of all the impor— tant aspects of the present situation. The second type of information involves what we may want. In what direction may we go? What conditions are desirable or are considered to represent best practice? This classification of objectives or goals may come from a study of conditions exist- ing elsewhere or what experts consider to -12- -13- be adequate or desirable.1 Adult education is a developing field in education. Especially is this true in the area of continuing educa- tion for the ministry in the seminaries of all denomina- tions. The major problem confronting those involved in such programs is to determine the important ingredients and directions of the programs. This type of study is helpful in this problem. Good and Scates say: General description is characteristic of the early stages of work in an area when significant factors have not been isola- ted, and where perhaps one would not have the means of measuring them if they were identified. It is, therefore, a method of exploration; but, in addition, general description plays its part in all research reports, and there are still areas in which it is better fitted to the purpose than would be quantitative data. 2 In this investigation, the experiences and opinions of those who have worked in the development of the theory and practice of continuing education are used as basic data. Best points out: This analysis may involve finding out about the experience of others who have 1John W. Best, Research in Education (Englewood Cliffs, New Jersey: Prentice-Hall, 1959), p. 104. 2Carter V. Good and Douglas E. Scates, Methods of Research, (New Yerk: Appleton-Century-Crofts, 1954), p. 275. -14- been involved in Similar situations. It may involve the Opinions of experts, who presumably know best how to reach the goals. 3 The validity of an assessment of continuing education programs in selected seminaries is dependent upon the data collection instrument and procedures, and upon interpreta— tion of findings. This chapter presents a detailed dis- cussion of the construction of the survey instrument and collection of the information. Development of theguestionnaire To acquire the information needed to assess the con— tinuing education programs adequately, a survey instrument was necessary. A review of the literature indicated that an acceptable instrument was not available. The inves- tigator, therefore, sought to develop a data-collecting device appropriate for the purposes of the study. A ques- tionnaire appeared to be the most suitable instrument for the phase of the study designed to provide data concerning the institutions. The nature of the information desired was determined and the items on the questionnaire initially selected after a review of the literature and discussion with several ordained ministers and professors of theologi- cal education and adult education. After this determination 3Best, 10c. cit. -15- items designed to elicit this information were developed into a questionnaire. The first draft of the question- naire was then completed and submitted to the investiga- tor's advisor, several colleagues, and professional associates for evaluation, criticism, and suggestion. Upon refinement of the initial draft, a pilot study was conducted by submitting the questionnaire to two chief administrators of continuing education for the ministry (Appendix A). The pilot study participants were asked to offer comments and suggestions for further revision of the questionnaire in addition to completing the items of the instrument. Both participants in the pilot study presented helpful suggestions for its improvement. The time necessary to complete the instrument varied widely in accordance with the difficulty of access to the data for completing the questionnaire. After the pilot study was completed, the instrument was refined to its present form (Appendix B) and submitted for final approval. The ngulation Studied No sampling procedures were necessary to determine the p0pulation of the study because this was predetermined by the inclusion of all the seminaries of the United I Presbyterian Church in the U.S.A. These numbered eight and are geographically situated across the northern part -l6- of the United States from New York State to California. The chief administrators of continuing education, by vir- tue of their employment in these institutions, are assumed to have professional interest in the development of pro- grams of continuing education for the ministry. The seminaries comprising the population for the study are listed in Appendix C. Administration of the Questionnaire The chief administrator of continuing education is normally designated as the seminary's representative. A cover letter (Appendix D), individually typed and per- sonally addressed to each institutional representative, was mailed along with the questionnaire to the chief administrator of continuing education in March, 1966. Re5ponse to the mailing was complete with the eight ad- dressees completing the questionnaire. Consequently all the questionnaires are included in the data analysis. Seminary Visitations A second phase of the study consists of a detailed description of the continuing education program in the eight seminaries. Comprehensive descriptions of selected -17- continuing education programs are considered desirable in that they can serve as models or examples of continuing education for other institutions. Also, it is recognized that a questionnaire survey will reveal a quantitative assessment of specific continuing education practices. An intensive depth analysis of a total program more clearly delineates the inter-relatedness, unique functioning, and relative importance of the various activities constitu- ting the continuing education program. To present a more complete picture of the programs for continuing education in these schools, a personal campus visit was necessary. The purpose of the visits was to gain detailed informa- tion on the questionnaire items. Arrangements for a personal interview with the chief administrator and in some cases with other members of the staff of the eight institutions were made by mail and telephone. At this time the purpose of the visitation was clearly Specified. In order that each interviewee reSpond to basically the same questions, an interview guide was structured which followed the outline of the questionnaire. The following items constituted the interview guide: 1. The Goals of Continuing Education a. What are the general goals? b. How were these goals develOped? —18- c. Chief administrator's views on the goals of the institution. The Programs offered by the Institution in the 1964—65, 1965—66 academic years. a. The content of the programs b. The learning experiences of the programs c. The objectives of each program offered Administration a. The administration within the organi- zational framework of the institution b. The Director of continuing education, his relationship to others in the institution and his responsibilities c. Others in leadership in continuing education Finances a. The proportion of the total instruc- tional budget allocated for continuing education b. The methods of financing the programs Faculty a. The relationship of the seminary faculty and faculty from outside the institution to the instructional reSponsibilities. b. Provision for a counselor whose Spe- cific duty is to counsel students in continuing education. Facilities a. Provisions for housing the programs b. Library facilities available c. Instructional locations -19- 7. Students a. Prerequisites for enrollment in con- tinuing education b. The characteristics of the students who attend in terms of their age, religion, academic background, etc. 8. Curriculum a. Methods of curriculum construction b. Instructional methods, techniques and devices c. Evaluation methods 9. COOperative Relationships a. Cooperation exercised with other edu- cational institutions in continuing education programs 10. New Directions a. What plans the director has for future program development Although the researcher attempted to maintain the basic structure of the interview, the individuality of each program necessarily modified in some measure the pattern of the interview. Tape recordings were taken during the interview, and published materials that would assist the writer in a fuller understanding of the programs were requested and received. Presenting the Data An examination of the questionnaire responses indi- cated that the data could be tabulated by hand and no -20- attempt was made to employ statistical procedures. For facility in observing trends and comparative findings some of the responses are arranged in tables. .Data derived from interviews are included with the questionnaire responses in the description of the several variables. A descriptive report of the continuing education activities in the eight seminaries visited is presented. Chapter III REVIEW OF THE LITERATURE This chapter first focuses attention upon selected published material illustrating current theoretical and practical aspects of adult or continuing education which would be pertinent to any continuing education program. Secondly, the chapter includes a review of specific studies dealing with continuing education for the ministry and a few other comparable professions. General Principles and Practices in Continuing Education For purposes of clarity the general literature is discussed under the same headings used in the questionnaire. Goals of Continuing Education Over-all aims provide the general directions for programs sponsored by an institution. Several studies emphasize that continuing education Should be comprehen- sive. The medical profession, for example, stresses a nationwide effort to encompass every doctor in programs for life-time learning. "All physicians should have an equal opportunity to continue their medical education, -21- -22- in order that all physicians may be lifelong students."l Likewise the legal profession looks forward to the time when its continuing education offers "all lawyers through- out the country . . . the broad range of post-admission legal education"2 that should be required of the pro- fession. Discussing the general aims of professional edu- cation, McGlothlin states that the needs of society change with time, and what works today may no longer be effective tomorrow. The fundamental roles of professions may remain but requirements change, and can be fulfilled only through professional education which can meet the challenges of change.3 Jensen stated that the Adult Education Associa- tion, early in its development, identified one of the greatest needs of agencies of continuing education as c00perative and coordinated planning at the national, state, and local levels.4 lBernard V. Dryer, M.D., Lifetime Learning for Phy- sicians (Evanston: Association of American Medical Colleges, 1962), p. 89. 2Joint Committee on Continuing Legal Education, Arden House II; Toward Excellence in Continuing Legal Education, The report on the second National Conference on the Con- tinuing Education of the Bar (Philadelphia: Joint Committee on Continuing Legal Education, 1964).p.4. 3William J. McGlothlin, Patterns of Professional Education (New York: G.P. Putnam's Sons, 1960), p. 5. 4Glenn S. Jensen, "Adult Education Associations and Councils," in Malcolm S. Knowles, editor, Handbook of Adult Education in the United States (Chicago: Adult Education Association of the U.S.A., 1960), p. 180. -23- Objectives for Programs of Continuinngducation Continuing education requires Specific objectives to direct the learning process, to indicate desired beha- vior change, and to serve as “effective guides to par- ticipants, teachers, and administrators in planning, con- ducting and evaluating adult education programs.“ 5 ,McGlothlin suggests five criteria for evaluating any programs of professional study: a. Competence to practice his profes- sion, with sufficient knowledge and skill to satisfy its requirements. Social understanding, with sufficient breadth to place his practice in the context of the society which supports it, and to deve10p capacity for leader— ship in public affairs. Personality characteristics which make possible effective practice. Zest for continued study which will steadily increase knowledge and skill needed by practice. Competence in conducting or interpreting research so that he can add to human knowledge either through discovery or application of new truths. 6 Though some controversy arises over whether “self-under— standing" is an appropriate objective in continuing educa— tion.programs, Miller believes that “an active awareness 51bid.,-p. 68. 6McGlothlin, 0p. cit., p. 7. -24- of one's own feelings" need not involve therapy, and may be listed fittingly as a program objective.7 This is eSpecially true for the minister as a person, as consul- tations at Andover Newton Theological School8 and a report9 to the General Council of the United Presbyterian Church agree. Eugene Carson Blake, addressing himself to the concerns and objectives of continuing education for the ministry, defined a "learned minister" as one who among other things adequately interprets theology, philosophy, and ethics, an objective which commands lifetime learning.lO Administration The organizational structure within which continuing education programs function depends on the administrative 7Harry L. Miller, "Adult Education Objectives" in Gale Jensen, A. A. Liveright, and Wilbur Hallenbeck, editors, Adult Education: Outlines of an Emerging Field of University Study (Adult Education Association of the U.S.A., 1964). P. 236. 8R. Lewis Johnson, "Summary Report" Consultation on Continuing Education for the Ministry, (Andover Newton Theological School, June 15—18, 1964), p. 119. 9Report of the Consultation on Continuing Education to the General Council (Philadelphia: Board of Christian Education, 1965), p. 18. 10Eugene Carson Blake, "The Task of the Minister in this Changing World," Consultation on Continuinngducation for the Ministry, (Andover Newton Theological School, June 15-18, 1964): Pp. 21-22. -25- organization in the institution Sponsoring the programs. According to Clark, adult education in public institutions is often handicapped by its marginal status within a school, and so in times Of financial stress these programs operate on an "enrollment economy." For this reason administra- tions fashion programs not on educational principles but upon expected enrollment.ll Burch also Opposes the peri— pheral position many schools grant to continuing education; he feels that adult education can reach the people who need it only when the educational system no longer thinks in terms of primary, secondary, and higher education, but rather assigns continuing education a "fourth dimension," a legitimate and important place in the educational system.12 A superintendent Of schools believes "administrators should not think of adult education as an illegitimate OffSpring or a stepchild of the local schools but as an integral part Of the total educational program,"13 llBurton R. Clark, Adult Education in Transition (LOS Angeles: University of California Press, 1956), p. 51. 12Glen Burch, Challenge to the University: An Igguiry into the University's Responsibilipy for Adult Education, (Chicago: Center for the Study of Liberal Education for Adults, 1961), p. 79. l3Herbert C. Hunsaker and Richard Pierce, editors, Creating a Climate for Adult Learning, a Report of a National Conference on Architecture for Adult Education (Adult Education Association of the U.S.A. and Division Of Adult Education, Purdue University, 1959), p. 29. -26- Although adult education Should form an integral part of any educational institution, it should still remain distinct in some respects. Knowles Observed, for instance, that "adult educational programs tend to gain stability and permanence as they become increasingly differentiated in administration, finance, curriculum, and methodology."14 Increasingly, agencies Offering adult education "have tended to establish separate administra- tive units to Operate this phase of their programs."15 Certainly change in adult education Offered by insti- tutions Of higher education has been hastened by the increasing number Of persons professionally trained in 16 and the field. These became "fulltime administrators," since they can give more thought and energy to their pro- grams, they are more fully able to meet the needs of par- ticipants. A statement issued by the Adult Education Association affirmed that further development Of programs l4Malcolm S. Knowles, The Adult Education Movement in the United States (New YOrk: Holt, Rinehart and Winston, 1962), p. 259. 15Malcolm S. Knowles, editor, "Historical Development of the Adult Education Movement in the United States," Handbook of Adult Education in the United States, (Chi- cago: Adult Education Association of the U.S.A., 1960),. p. 25. l6Abbott Kaplan, "A Fifth Dimension in American Education," The Educational Forum, XXVI (January, 1962), p. 141. -27- in this field required more full time adult education administrators and leaders.17 The "democratic method in education is a practicable method," Seay reports; he feels that while anyone may have gOOd ideas on what participants ought to know, such ideas Should lead to a mutual understanding between the leader- ship and program participants.18 Morgan agrees that pro— grams will interest the adult student more if he is involved with their preparation.19 Kidd believes that the learner aiding in the development Of the curriculum produces a learning experience Of a different quality than otherwise 20 attainable. And Seay also stresses need Of a flexible approach to adult programs, different from the traditional pattern. Thus administrators will better meet the chang— ing needs both Of their programs and the participants.21 17Robert A. Luke, "Stating a Position on Adult Edu- cation," Adult Education, XI (Summer, 1961), p. 250. 18Maurice F. Seay, "Some Principles of an Educational Program," Bulletin Of the Bureau Of School Service, X (June, 1938), p. 51. 19Barton Morgan, Glenn E. Holmes, and Clarence E. Bundy, Methods in Adult Education (Danville, Illinois: The Interstate, 1963), p. 39. 20J. R. Kidd, How Adults Learn (New York: Associated Press, 1959), p. 234. ‘ 21 Seay,_pp; cit., p. 52. -28- Finances Continuing education may be financed by external appropriations or from fees charged to students. Adult educators disagree as to the'best method for meeting pro- gram costs. As Liveright Observes, extension divisions in public universities and colleges are generally required to pay their own way, and in some instances adult educa- tion is a profitable venture for the university as a whole. In some public institutions, however, adult education is considered a "service" to the community and subsidized to varying degrees.22 Financing continuing education in religious schools raises different problems from public institutions, for among other things ministers are not as highly paid as most other professions. Three adult edu- cators agree that continuing education in seminaries should divide the cost between the institutions and the partici— pants. Ideally, the seminary should contribute tO demon- strate its commitment to this facet Of education, and at the same time make funds available for innovation and experimentation. The participant should also pay a portion of the program cost.23 22A. A. Liveright, "Adult Education in Colleges and Universities," in Malcolm S. Knowles, editor, Handbook of Adult Education in the United States (Chicago: Adult Education Association Of the U.S.A., 1960), p. 209. 23Interview with Russel J. Kleis, Dr. Maurice Seay, and Dr. Edward Blackman, July, 1966. -29- Faculty A number of universities and colleges appoint regular faculty members to teach in continuing education programs, some institutions recruiting full—time faculty members on an "overload" basis and others assigning regular faculty as a part Of their regular duties.24 The majority of universities also employ some non-faculty instructors for continuing education activities. Regarding such appoint- ments, according to one study, "faculty members and exten- sion directors were unanimous in agreeing that non-faculty teachers employed for credit classes must be cleared by appropriate subject matter departments“;25 and in most institutions extension directors consult with appropriate department heads about non-faculty teachers for non-credit classes and programs in order to have some assurance that the quality Of instruction will be at the university level. Administrators disagree about whether continuing education should include guidance and counseling of adults. Although writers may use the words interchangeably, ”guidance" usually means direction toward educational Objectives, while "counseling“ involves the adults' personal problems that have a bearing upon the pursuit Of his lifetime learning. 24Burch,pp. cit., p. 40. 251bid., pp. 42—43. -30- Houle feels that because of the very large range of choice Offered through continuing education activities, counsel- ing should be provided in "every educational situation for adults."26 One Of the unsolved problems in adult education, McGhee affirms, is providing proper counseling: This Should not be the province Of the un— trained staff member; yet it so Often is. ,With the tag end Of his attention, if it is in the daytime, because Of unfinished chores that nag at him, he attempts to consider unique problems of the unique man or woman who sits beside his desk and confronts our 'counselor' with his vaguely stated pur— poses and interests. If it is evening our staff member adds fatigue tO his sense of harassment. A.competent and thorough coun— seling interview is most unlikely under these circumstances. 27 Counseling service for adults is increasingly an accepted part Of the normal adult education program accord- ing to Verner and Booth, who also believe that adult coun- seling involves skills different from those used in coun- seling youth -- that is, the counselor Should have training in both psychology and adult education.28 26Cyril O. Houle, as quoted in J. R. Kidd, How Adults Learn (New York: Association Press, 1959), p. 281. 27Paul A. McGhee, "Liberal Education for Adults: Some Problems of Marketing," Liberal Adult Education, (White Plains, New York: The Fund for Adult Education), po 50. 28Coolie Verner and Alan Booth, Adult Education, (Washington: The Center for Applied Research in Education, 1964). P. 61. -31- Ballin and Logie feel that counseling adults about personal problems is closely involved with guidance toward vocational educational Objectives. Such a counselor must recognize "the complexity and unity Of man which make mandatory an integrated consideration Of the problems of the individual."29 "Recognition that at its best educa- tion is an individualized process has led CSLEA to empha- size the importance Of counseling within a total educa- tional program."3O Discussing the purpose of counseling and how it should be accomplished, Westervelt stated: Counseling is a purposeful conversation with a client or clients conducted by a person professionally trained in coun— seling, aimed at furnishing insight, gaining information, and furthering understanding which will change behavior or facilitate decision, toward the end Of maintaining healthy development. In practice, educational/vocational coun- seling involves a great deal more Of what is Often known as 'personal' coun- seling; such counseling goes far beyond mere information giving. 31 Havighurst's description Of the stages Of life have implications for adult guidance and counseling. He stated 9Marion R. Ballin and Ionia R. Logie, "The Counseling of Adults, A Growing Community Need," Adult Leadership, Vol. 8 (January, 1960), p. 200. 30The New England Board Of Higher Education and The. Center for the Study of Liberal Education for Adults, Proceedings Of the Conference on the Training of Counselors Of Adults (Chatham,.Massachusetts, 1965), p. 2. 31Ibid., p. 19. -32- that we no longer regard education as essentially a pre— paration, but as a way Of "meeting the demands and aspira- tions Of the present period of one's life."32 He presents the stages Of the life cycle as a "series of dominant con- cerns each Of which governs the behavior of a person (more or less consciously) during a certain stage Of his life. He grows from one dominant concern to the next, and on through eight of them, one for each decade Of life."33 Wrenn expresses the need for developing professional coun- selors to work with adults, for he recommends "that coun- selors be prepared whose Specific function will be to assist adults in educational and vocational planning and personal adjustment as they resume formal education at different periods in their lifetime."34 Facilities Developing interpersonal relationships characteristic Of adult education is Often inhibited by an environment 32Robert J. Havighurst, “Changing Status and Roles During the Adult Life Cycle: Significance for Adult Edu- cation," in Robert W. Burns, editor, Sociological Back- grounds Of Adult Education (Chicago: Center for the Study Of Liberal Education for Adults, 1964), p. 17. 33Ibid., p. 25. 34C. Gilbert Wrenn, The Counselor in a Changing World, (District of Columbia: American Personnel and Guidance Association, 1962), p. 11. -33- designed for pre-adult use according to Verner. Adult education is a very mobile phase Of education, he adds, and cannot be practiced in the traditional facilities built around classrooms.35 Adult educators, says Knowles, are primarily interested in "flexibility, convenience, informal- ity, comfort, and freedom" in the physical setting Of their programs.36 By questioning groups Of adults which he taught over an extended period Of time, Houle found that they unanimously desired physical surroundings which were attractive and retained an atmosphere Of‘informality and ease.37 Pybas calls it a mistake when "conference facili- ties and associated services are distinct from the educa- 38; he thinks the planning and execution Of tional process" many programs is weakened by this "multipartite philosophy." The problem Of a widening gap between the "educated and the educationally underprivileged" is discussed by Verner and Newberry. They point out that potential partici- pation in adult education is many times the present enrollment. 35Verner and Booth, Op. cit., p. 59. 36Malcolm S. Knowles, "What Adult Educators Say About the Present Environment," in Herbert C. Hunsaker and Richard Pierce, editors, Creating a Climate for Adult Learning, (Division Of Adult Education, Purdue University, 1959), p.15. 37Cyril O. Houle, "The Development Of Leadership," Liberal Adult Education (White Plains, New York: The Fund for Adult Education), p. 63. 38M. D. Pybas, "More than a Hotel," Adult Leadership, Vol. 10 (June, 1961), p. 43. -34- Those in isolated areas remain unreached when institutions rely SOlely upon their centralized facilities which can never tap the full potential for continuing education. Consequently sponsoring institutions must be willing tO explore new approaches, as for example Off-campus activi- ties.39 Libraries Of educational institutions play an essen- tial role in successful continuing education programs. Higher education libraries typically COOperate with exten- sion divisions in providing materials for on-campus and Off-campus requirements.4O Gamble believes that theologi- cal libraries especially have a responsibility to ministers in the field, and that extension programs can meet the specific study needs Of ministers in their parish setting. The seminary library can help a minister overcome obstacles to systematic study: (1) Uncertainty as to the 'best books‘; (2) availability of these books; (3) the discouragements that harass disciplined study plans; and (4) the intellectual impoverishment occasioned by the paucity Of colleagues who are prepared for or interested in theological dialogue on a deep level. 41 39Coolie Verner and John S. Newberry, Jr., "The Nature Of Adult Participation," Adult Education, VI (Summer, 1958), p. 240. . 40 Liveright, pp. cit., p. 213. 41Connolly C. Gamble, Jr., "The Seminary Library and the Continuing Education of the Minister," Library Trends, Vol. 9 (October, 1960), pp. 271-273. -35- Gamble goes on to say "through its extension program the seminary library may meet directly problems one and two, and the librarian may be a decisive factor in regard tO the third."42 Students Intelligent design and improvement Of continuing education programs requires a thorough investigation of student characteristics, what Verner calls one Of the first steps in determining the needs to be met in programs. He says that the adult educator should know the participants' age, occupation, area Of residence, previous education, stage in the life cycle, level Of aspiration, level Of achievement, and certain other psychological, physiological, and social characteristics.43 Since adult education is always voluntary, Levine believes that programs must be carefully aligned tO the students' needs, interests, and aSpirations. SO one of the better ways to plan effective programs is to identify student characteristics and motiva- tions accurately.44 Dressel suggests basic data about 421bid., p. 273. 43Verner and Booth, Op. cit., p. 51. 44James Levine and Arthur A. Dole, "Salient Enroll- ment Determinants in Adult Classes," Adult Education, XIII (Spring, 1963), p. 150. —36- students in Higher Education be collected each year as an essential tOOl in curriculum planning.45 Obstacles to adult participation in continuing edu- cation are the concern of educational institutions; and removing such Obstacles increases program enrollment. Beery describes three important problems facing potential students: academic, financial, and attitudinal.46 John- stone and Rivera discovered that inadequate finances and lack Of time deterred many potential clients from attending 47 while James feels a continuing education activities, major Obstacle to adult participation is boredom, the feeling that adult educators are giving them “more Of the "48 same. Curriculum Following World War II a President's Commission on Higher Education recommended the develOpment Of comprehensive 45Paul L. Dressel, and Associates, Evaluation in Higher Education, (Cambridge, Massachusetts: Houghton Mifflin Company, 1961), p. 410. 46John R. Beery, "Continuing Education, Why and How," Educational Leadership, Vol. 17 (March, 1960), p. 352. 47John W. C. Johnstone and Ramon J. Rivera, Volun- teers for Learning (Chicago: Aldine Publishing Company, 1965). P. 17. 48T. F. James, "Adult Education," Cosmopolitan, (September, 1957), p. 35. -37- in-service programs tO strengthen the teaching profession, suggesting that: (1) in—service education must not be left to chance -- it must be a planned program, (2) no one type of in-service education is universally applicable tO all institutions, and (3) successful improvement pro- grams use a variety of activities and techniques.49 Houle asked members Of some fifty adult groups which he had led over several years to indicate what they felt were the important elements in a successful learning situation. The same principles tended to be voiced by every group and included the following: ...the physical surroundings Should be attractive; there should be an atmosphere of social informality and ease; the exper- ience Of the members Of the group should be used to enrich the discussion; the path of progress should be kept Open for each individual; the group itself should periodically evaluate its own accomplish- ments. 50 Houle contends that programs sponsored by universities should ultimately reflect the full range Of knowledge appropriate to the institution. And he suggests a number Of principles necessary tO build a distinguished tradition Of continuing education in universities: 49U. S. Department Of Health, Welfare, and EducatiOn, President's Commission on Higher Education, Higher Educa- tion for American Democracy, 1947. 50Houle, pp. cit. -38- (1) Programs of continuing education should be guided by men and women of stature and competence....(2) Programs of continuing education Should be directed toward Signifi- cant educational purposes....(3) Programs Of continuing education should be highly complex, SO that they reflect the many facets Of the university; but they also should have coherent principles of Opera- tion and a central unity of theme and ap- proach....(4) Conferences Should be long enough and sufficiently well designed SO that they have the maximum possible educa- tional impact....(5) Programs of continuing education Should be fully accepted as an essential responsibility Of the university. .. (6) Programs of continuing education should make important contributions to the univer— sity....(7) Programs Of continuing education should be used as centers for social and behavioral research. 51 Institutions Of Higher Education generally Offer both credit and non-credit programs for adults, although Schwert- man feels that the most exciting future in continuing education lies chiefly in the direction Of non-credit Offerings and that educators should experiment boldly with learning situations which differ radically from the tradi- tional credit courses.52 Centers Of continuing education continue to conduct research into the many aSpects of adult education. Brunner criticized the "strange lack Of curiosity about the effec- tiveness Of their work among a considerable number of 51Cyril O. Houle, "What is Continuing Education," Continuing Education Report: From the University of Chicago, NO. 1 (Chicago: The University of Chicago), pp. 3-4. 52John B. Schwertman, _; Want Many Lodestars, (Chi- cago: Center for the Study Of Liberal Education for Adults, 1958) I p. 99. -39- agencies, some Of which Spend large sums on what they call educational programs."53 And the Kellogg Foundation specified research as one Of the purposes of continuing education on university campuses in order tO increase the effectiveness Of Offerings and to share findings with other institutions.54 Curriculum requires evaluation, an activity which identifies the process used in determining how effectively a program is producing the Objectives previously set for it. The continuing education program as a whole may be assessed as well as the learning achieved by participants. A study on life—time learning for the medical profession pr0poses voluntary examinations as a learning device in the physician's continuing education. The doctor may choose to take examinations at any given segment of a pro- gram for self-evaluation purposes and he may wish to remain anonymous. This procedure allows the participant to deter- mine his Own progress.55 Morgan et a1. summarizes the major purposes Of evalua~ tion in adult education as follows: 53Edmund de S. Brunner, "Adult Education and Its Research Needs,“ Adult Education, X (Summer, 1960), p. 218. 54W. K. Kellogg Foundation, Continuing Education: 'An Evolving Form Of Adult Education (Battle Creek, Michigan: W. K. Kellogg Foundation), p. 22. 55Dryer, Op. cit., pp. 90-91. -4o- 1. TO determine how near the individual student and the class as a whole come to reaching the goal that they set out tO attain. 2. TO measure the rate Of progress that the students are making at any given time in the course. 3. TO determine the effectiveness Of Spe— cific teaching materials methods and activities. 4. TO provide information which will be useful tO the student, the instructor, and the public. 56 Evaluation should be carried out with reference to the specific learning Objectives and it Should be a "regular, on-going part Of the total learning process," according to Kidd.57 And Kirkpatrick summarizes the steps in evalua- tion in ascending order Of difficulty: (1) reaction Of the students to the program, (2) the learning that takes place in the program, (3) the behavior change in the students, and (4) the results in on-the-job performance.58 Appraisal Of the behavior of participants must be made more than once according to Tyler, early in the program and also later, in order that change may be measured.59 And Beckhard 56Morgan, Holmes, and Bundy, gp. cit., p. 159. 57Kidd, op. cit., p. 289. 58Donald L. Kirkpatrick, “Techniques in Evaluating Training Programs," Journal Of American Society for Training and Development (November, 1959), p. 48. 59Ralph W. Tyler, Basic Principles Of Curriculum and .Instruction (Chicago: University Of Chicago Press, 1950), p. 69. -41- wants to employ some evaluative measures at four stages: during critical planning, when firming up the program plan, during the activities, and after the program is finished.60 Because so many institutions and agencies Offer such varied programs in continuing education, there is a need "for transmission Of information, exchange Of ideas, and for cooperation in planning"61 among Sponsoring institu- tions. Universities and colleges throughout the country are cooperating more and more -- for example, through the Committee on Institutional Cooperation in the Midwest, linking the Big Ten universities and the University Of Chicago in a cooperative effort to increase their effec- tiveness. In the conviction that no university can ful- fill its responsibilities alone, these universities combine their strengths, pool their resources, and Share specialized equipment. The "C.I.C. staff Office functions as a clear- ing house, a fact-finding agency, a communications center 62 and a source Of personal contact for the project members." More specifically, universities are making their continuing 6ORichard Beckhard, "Evaluating the Effectiveness Of Meetings," Conference Planning (Washington: National Training Laboratories, National Education Association, 1962), p. 49. 6¥§ggg§, First Yearbook (Washington: National ASSO- ciation Of Public School Adult Educators, 1961), p. 116. 62Stanley F. Salwak, "The Need for COOperation and the CIC Response,“ The Educational Record, (Summer, 1964), p. 309. -42- education programs more effective through cooperative arrangements. In 1957 the University of Michigan and Wayne State University, and in 1962 Eastern Michigan University, joined in Offering non-credit adult education programs cooperatively with mutual program planning, use Of instructional staff, publication efforts, and student advisement. Although each institution is autonomous, this cooperation helps prevent duplication of effort.63 The success Of continuing education programs may depend in large measure upon how strongly pre—degree studies emphasize to students the need for lifelong learning fol- lowing graduation and entrance into their vocation. Bowers feels in this regard that medical schools may fail to teach "life-long habits Of self—education"64 and that their curricula emphasize teaching rather than the student's self-education. Wicke believes higher education Should try giving students more independent work to encourage them to accept more responsibility for their own education.65 63Charles L. Jackson and Norbert A. Stirzaker, "COOpera- tion in Adult Education," Adult Leadership, VOl. 10, (June, 1961). P. 45. 64John Z. Bowers, M.D., “Solving our Biggest Problem," in Bernard V. Dryer, M.D., Lifetime Learning for Physicians (Evanston, Illinois: Association Of American Medical Cole leges, 1962), p. ix. 5Myron F. Wicke, "Criteria for Governing Curricular Content," Current Issues in Higher Education: Undergraduate Education (Washington: National Education Association, 1964), p. 202. -43- And Verner feels that curricula must lead youth tO under- stand learning as a lifelong process so that they I'1eave formal schooling (a) with an insatiable curiosity, (b) with a mastery of the tools Of learning, and (c) with a commitment to continue learning through the rest Of their life Span."66 Promotion The Adult Education Association found that continu- ing education is best promoted by word-of—mouth, while the next most productive technique was through literature and publicity.67 Dekker says of such program literature and announcements: (1) they should clearly state the pro— gram's Objectives, (2) they should reflect the educational values Of the institution they represent. When a program ends, he adds, it should be reported in appropriate news media tO interest the public in future events of a similar nature. Institutions Should reflect their long range plans through promotional materials in order to allow ministers ample time to arrange their continuing education experi- ences.68 A report on continuing education for the legal 66Verner and Booth, Op. cit., pp. 110-11. 67Thomas L. Cotton, "Public Understanding Of Adult Education," in Malcolm S. Knowles, editor, Handbook of Adult Education in the United States (Chicago: Adult Education Association Of the U.S.A., 1960), p. 129. 68Tunis Dekker, from a class lecture at Michigan State University, Spring, 1966. -44- profession urged word-Of-mouth publicity among members Of the profession, and that promotional activities Should emphasize that "it is the duty of lawyers to avail them- selves Of Opportunities to improve their professional com- petence and concomitantly to increase the emoluments that will come through increased value of their services to clients."69 If we accept the view that promotion should reflect continuing education program Objectives, however, then it should stress personal growth Of participants as well as their professional development.70 Studies of Continuing Education for the Ministry The general literature Of adult education has attached insufficient importance to continuing education for the ministry. Even though a number of books and articles dis- cuss the general subject Of the church and its role in adult education, a survey Of the literature reveals few specific studies of the continued education Of clergymen. A systematic, coordinated formulation Of the post—graduate 69Joint Committee on Continuing Legal Education, Arden House II: Toward Excellence in Continuing Education Of the Bar (Philadelphia: Joint Committee on Continuing Legal Education, 1964), p. 13. 70Harry L. Miller, "Adult Education Objectives," in Gale Jensen, A. A. Liveright, and Wilbur Hellenbeck, edi- tors, Adult Education: Outlines Of an Emerging Field of University Study (Adult Education Association Of the U.S.A.. 1964). pp. 230-232. -45- curricula a minister might pursue has merely begun. For 71 treating the needs example, a recently published book Of the ministry in the next decade made only cursory refer- ence tO the subject of ministers' continuing education, and even that concerned just the first three years fol- lowing ordination. This volume emphasized pre-ordination training in theological schools. Indeed we find little serious literature on post—graduate studies for the various professions; and much Of what has been written is specula- tive, not definitive. SO the following will Simply focus attention on what existing studies have said about contin— uing education for the ministry, as well as reviewing similar discussions for other professions. A dissertation72 written over a decade ago investi- gated post-seminary and in-service education of clergymen of the Presbyterian Church, U.S.A. The study described and analyzed "factors involved in providing a post-seminary educational program for the improvement Of clergymen in 73 service." This broad investigation included many aspects of post-seminary educational programs offered within the 71David L. Edwards, editor, Preparing for the Ministry in the 1970's (London: SCM, 1965). 72William Alvin Hulick, "Post—Seminary and In-Service Education of Clergymen in the Presbyterian Church, U.S.A.," (Unpublished Ph.D. dissertation, University Of Pittsburgh, 1952). 73 Ibid., p. 10. -46— Presbyterian Church, U.S.A., including provisions for post-graduate study provided by theological seminaries and by other agencies Of the Church. It records how Presbyterian clergymen are reportedly furthering their professional competence, what studies appeal most to clergy- men, and what problems appeared in developing programs leading to a post-graduate doctoral degree. Hulick gathered data from publications Of the Pres- byterian Church, its seminaries, and other agencies con- cerned with post-graduate education for ministers. After choosing a sampling of active ministers in the-denomina— tion he constructed a questionnaire to elicit responses about their interests and activities in post-graduate studies. He surveyed the general literature Of in-service and on-the—job training in order to understand recommended practices and techniques. This writer believes that the Presbyterian Church has taken the lead in many educational endeavors since this nation's birth. Presbyterians have always insisted upon an educated clergy; and Of late they have become concerned with the professional improvement Of clergy in service. Hulick's survey revealed that the seminaries developed post-graduate studies for ministers in service by employ-. ing available facilities and faculty who could somehow spare time above their regular class work. In short, they failed to provide Specific resources to meet the -47- needs Of parish ministers; so post-graduate programs led primarily to advanced academic degrees, and extension programs remained incidental to these seminary degree programs. Among the extension activities which Hulick tabulated, seminaries arranged library loans, periodical publications, lecture series, summer schools and institutes, conferences, and other activities for clergymen. These extension ser- vices were designed to increase the clergyman's Skill in his ministerial functioning and to help him deve10p his personal spiritual life. Hulick asked his sample of clergy- men, all between thirty and forty years Old, which types Of programs they preferred. .Almost all wanted to increase their professional proficiency, especially in their preach- ing function. In general, most men desired programs lead- ing to a doctoral degree. Ministers who had been out of seminary five to fifteen years were more concerned for their professional improvement than Older men or those more recently graduated. Only 5 out of 287 said they had no interest at all in post-graduate courses. Most min- isters tried to eliminate recognized deficiencies in their ministry through their own reading and research. Recent graduates from seminary were more interested in professional doctoral programs through continuing education than their colleagues who had been away from seminary for a number of years. And ministers who were interested in non-degree -48- programs revealed that a degree would provide an incentive to in-service training. This researcher concluded among other things that: (1) Presbyterian clergymen wish to advance their profes- sional effectiveness by taking both degree and non-degree programs through in-service training; (2) existing post— seminary professional improvement programs require improve- ment in order to attract wider participation from ministers; (3) post-seminary education presently lacks a basic philo- sophy and an integrated purpose; (4) programs Should enhance a minister's Skill in preaching, administration, teaching, and social outreach; (5) post-seminary education can and Should be denominationally planned and sponsored; (6) post-seminary educational programs Should encourage both professional and academic development of ministers. In general, much as the study just reviewed explored the perceived needs Of Presbyterian clergymen fourteen years ago, the present study will analyze how continuing education programs are functioning to meet the needs of ministers today. Connolly Gamble74 surveyed continuing education pro- grams in theology Offered to ministers in the United States and Canada. A questionnaire was sent tO “approximately 74Connolly C. Gamble, Jr., “The Continuing Theologi- cal Education Of the American Minister," (Union Theological Seminary, Richmond, Virginia, 1960), mimeographed. -49- five hundred agencies and institutions seeking descrip- tions of their program of continuing theological education for ministers."75 The respondents included theological schools in the U.S.A. and Canada, universities and land grant colleges, conference centers and institutions Of pastoral care and preaching. This survey excluded both programs for advanced degrees and lecture series presented primarily for a campus community. This study sought tO "clarify the educational needs Of the Protestant ministry and to identify the provisions for continuing education now available to ministers.“76 Gamble Offered a rationale for continuing theological education: the minister requires a sustained program of study because of his professional status, his prophetic function, his pastoral responsibilities, and his teaching ministry. Education at a seminary merely provides a foun— dation for later disciplined study; life-long study is imperative because the world is constantly changing and so is every individual's relation to society. And yet ministers generally should not be expected to continue their education without the guidance Of educational insti- tutions. 75Ibid., p. 1. 76Ibid., p. 1. -50_ Reports from the seminaries revealed that many pro- grams of continuing education are just "more Of the same," following regular class courses in content and method. Many seminaries viewed continuing education as a "luxury" which they could ill afford, distracting the schools from their primary Obligation and jeOpardizing their regular graduate programs. Their reSponses implied that, continuing education was a "peripheral and expendable aspect Of the seminary program." Continuing education programs Offered at seminaries emphasized the pastoral ministry and the divisions of responsibility among large staffs. Resident programs were most frequently scheduled for two or three weeks in the summer and generally stressed pastoral skills: preaching, counseling, and education. Some respondents felt that the quality Of summer schools was Often unworthy Of the name "continuing education." The library extension ser- vices varied greatly, some Offering unrestricted mail ser— vice, and others refusing all but alumni. Lecture series were usually designed for not only pastors in service but also the resident student body. Some respondents regarded the lecture series as "tOO brief for rigorous intellectual discipline.” According to the survey, min-. isters aged 31-45 years comprised 54.9% of the total number of program participants; those aged 46-60 years were the next largest group with 24% Of the total participants. -51- Gamble concluded that to pursue life-long learning a minister must have (a) a personal library to adequately support systematic study; (b) books by mail from theologi- cal libraries; (c) correspondence courses as directed study guides; and (d) study groups organized in his locality with competent instruction assistance from seminaries. Resident study centers may be located on a theological seminary campus, a university campus, at retreat centers and conference grounds, or at other logical places. He ends his study by stating that "adequate provisions for home study await the development or strengthening Of continuing education departments as full-time concerns of theological seminaries. Until the resources of theologi- cal education are mobilized and coordinated, the needs and Opportunities will not be met adequately."77 And again he emphasizes that "the furtherance of continuing theolog- ical education awaits the develOpment of the Church's understanding of its meaning and importance."78 A series Of national consultations on continuing education for the ministry has produced some meaningful literature. The first, held at Andover Newtqn Theological School on June 15-18, 1964, and financed by a grant from Lilly Endowment, Inc., consisted Of fifty-three church 77Ibid., p. 57. 781bid., p. 66. -52- leaders and educators from across the country who discussed the purposes, concepts, and programs Of continuing educa- tion for the church's ministry. A mimeographed summary Of the proceedings79 revealed general agreement as tO the purposes Of the continuing education for clergymen, summed up as follows: A. TO help the minister understand the meaning Of the rapidly-changing world in which he and his people live . . . . B. TO help the minister understand more clearly his role and to deal with the conflicts between his self-understanding and the ex— pectations laymen have Of him . . . . C. TO help the minister clarify his theological insight . . . . D. TO supplement the minister's seminary educa- tion . . . . E. TO provide Opportunity for the minister's growth as a person throughout his life . . . . F. TO assist the minister in understanding the principle Of and develOping the capacity for communication . . . . G. TO help ministers to increase continually their competence in the various skills required Of them . . . . H. TO help ministers to learn how to learn from life, how to 'read' the meanings Of people, and how tO perceive the theological meaning implicit in life . . . . I. TO help the minister to learn how to become acquainted with fields Of knowledge outside his own professional Specialty. 80 The consultants agreed in insisting that learning is a life-time process, that the learner shares the respon- sibility for his own growth, that learning experiences 79"Consultation on Continuing Education for the Min- istry," (Andover Newton Theological School, Newton Center, Massachusetts, June, 1964), mimeographed. 801bid.. pp. 119—120. -53- must be correlated with life's experiences, that clergy must be involved with laity in their continuing education activities, that learning involves the interaction Of students with students and students with teachers, and that the theology both Of church and ministry must under- gird the educational programs designed for ministers. In general they felt that the primary responsibility for main- taining a program Of continuing education rests with the individual. But seminaries and denominations must provide educational Opportunities and must counsel in planning their life-long learning programs. Those attending this conference also were concerned that continuing education programs maintain a high standard Of educational excellence. A second national consultation on continuing educa- tion for the ministry convened at the University Of Chicago, June 8-12, 1965. About one hundred persons attended; most were directly involved with continuing education programs. Again, a publication81 summarized the proceedings and emphasized these points Of agreement among the consultants: (1) Continuing education begins when the person ceases to be exclusively occupied as a student and starts fulfilling the role Of a clergyman. While all experiences may be educational, "continuing education" should be applied tO_ 81"National Consultation on Continuing Education for the Ministry," (Center for Continuing Education, University Of Chicago, June, 1965), mimeographed. -54- those learning experiences purposefully and systematically undertaken by a minister in order to improve his competence. (2) Clergymen require continuing education experiences which are highly individualized in order tO satisfy their varied needs as persons and as professional men. (3) While the post-graduate learning enterprise requires ecumenical promotion and stimulation, the final responsibility Of creating programs still remains with the denominations; even so, cooperation among denominations in educational efforts is helpful. (4) Ministers require counseling to guide them in defining educational purposes and Objectives and to make them aware Of the varied programs available to them. (5) Seminaries should prepare their regular students to make lifetime learning a goal following their graduation. A third national consultation on continuing educa- tion for the ministry was held in June, 1966, at Kellogg Center, Michigan State University, at the time this paper was being written. The Metropolitan Detroit Council Of Churches spon— sored a two-year survey, completed in 1964, Of the need and feasibility Of a center for theological studies in Michigan. The findings Of the study82 prOposed what would 82J. Stanley Barlow, "Toward a Center for Theologi- cal Studies," report of the Greater Detroit Study Commission on Theological Education, July, 1964, (mimeographed). -55- be essentially a continuing education center for the pro- motion of theological education among clergy and laity in the greater Detroit region, a broadly based agency Offering "basic studies" in religion and theology. Such a center could help coordinate theological studies in colleges and universities in the area, and also help guide clergymen in planning continuing learning programs. Studies Of Continuing Education for Medicine and the Bar The professions Of medicine and law acknowledge that their practitioners must continually enhance their learn- ing and Skills to retain full professional competence. And some Of the techniques the medical profession has develOped suggest new ways for continuing the clergyman's education beyond his graduation from seminary. The medical profession expends considerable money and effort in providing Opportunities for physicians to keep up tO date with progress in their science. A study published by the Journal Of Medical Education, the work Of a joint committee appointed by the Association Of American Medical Colleges, describes the importance Of continuing education for physicians in these words: Our society recognizes the importance Of providing educational Opportunity for the nearly 70,000 students and house Officers in our medical schools and hospitals but comparatively little is being done for the -56- more than 200,000 physicians in profes- sional practice. Aside from the need itself, there are many pressures demand- ing a solution to this situation, most Of which are tied to the expenditure Of large sums Of money to wit: the millions going into medical research which is crea- ting new knowledge, the billions being spent from private and public sources for health and medical care, more billions being spent by the industries that manu- facture the drugs, instruments, and equip- ment and build the facilities involved in medical care and now, even more billions being Spent by the commercial and govern- mental interests concerned with the tech- nologies that can be used in the storage, recall, and transmission Of medical know- ledge. It is incumbent upon the medical profession to guide these pressures SO that the result is active teaching and learning and not mere talking and listening. The report, 'Lifetime Learning for Physicians,' reveals this can be done by an academic plan which not unlike the 1910 'Bulletin' Of Abraham Flexner, proposes adherence tO standards only possible to a university, but this time to a 'university without walls.‘ 83 The committee affirms that if post-graduate medical education is to serve the physicians, their patients, and society, it must emphasize two prime criteria, continuity and excellence. To meet these basic criteria requires imaginative, bold, and comprehensive attempts at continu- ing education. Dryer develOps three fundamental assumptions about 83Ward Darley, M.D., "Foreword," in Bernard V. Dryer, M.D., Lifetime Learning for Phyeicians (Evanston, Illinois: Association Of American Medical Colleges, 1962), p. xvi. -57- lifetime learning for physicians: 1. That the continuing education Of physi- cians is one Of the most important prob- lems facing medical education today. That there is a serious gap between avail- able knowledge and application in medical practice. That the continuing medical education of the physician is a nationwide problem for which a nationwide plan is the best solution. 84 He believes that continuing education must consider the needs of the physician as a lifetime learner, and must emphasize the human aspects Of medicine and escape the dehumanization which the science Of medicine may promote. The study Specifically proposes a nationwide "univer- sity without walls” according to the following criteria, which are Of particular significance for the continuing education of ministers: A. B. Focus should be on the patient, through the physicians . . . . All physicians Should have equal Opportun- ity to continue their medical education in order that all physicians may be lifelong students. Local inadequacies in continuing medical education Opportunities should be minimized or eliminated by new educational patterns and technology . . . . Opportunity for continuing education should be available at a time, place, and pace con— venient tO each physician . . . . The continuing education program Should take the form Of an organized sequential curri- culum, comprehensive in scope . . . . 84 Bernard V. Dryer, M.D., Lifetime Learning for Physicians (Evanston: Association of American Medical Colleges, 1962), p. 22. —58- E. The curriculum should be continually avail- able . . . . F. The physician should have the right to choose any or all Of the curriculum . . . . G. The physician-learner should participate actively in the program and not be only a passive recipient . . . . H. Some means of evaluation should be built into the program, both for the physician- learner and the educators . . . . I. There should be a variety of voluntary exam- inations designed primarily as a part Of the learning procedure, and kept separate from any other purpose . . . J. The curriculum should be designed and pro- duced by a national 'faculty' made up of expert and scholarly teachers in the subject matter Of the life sciences and such neigh- boring fields as the physical sciences, the arts, and the humanities . . . . K. The curriculum should be nationally organized and developed but made available on a regional and local selective basis . . . . L. Existing institutional programs should be reinforced and augmented and not disturbed or displaced by the national educational program. 85 In concluding, the study noted the variety Of programs and choices available to physicians, but suggested that pre- sent duplications Of effort necessitate a nationally coor- dinated effort in order to conserve doctors' time, money, and energies. The legal profession Similarly promotes continuing education programs for its members.86 851bid., pp. 89-90. 86For example, the Institute Of Continuing Legal Education, Ann Arbor, Michigan, Sponsored by the University of Michigan Law School, Wayne State University, and the State Bar of Michigan, publishes courses on points Of law and holds seminars for the profession. -59... In December 1958 the first national conference on continuing education Of the Bar was held at Arden House, New York. This conference concluded that continuing legal education was the responsibility of the organized bar both at the national and state levels, that an adequately compensated professional staff is essential to develop and carry out an effective state program, that increased emphasis must be placed upon education for professional reSponsibility; and that law schools have an important contribution to make to the continuing education of the bar. 87 The second national conference was held in December, 1963, also at Arden House. It reviewed the progress made in continuing education of the bar since the first conference and considered ways in which the quality Of continuing education may be improved and the number Of participants increased. Discussing the improvement Of educational liter— ature, programs and techniques, the conference insisted that all training publications should be of a high quality and duplication of existing publications avoided, that continuing legal education programs should be expanded and made available to a greater number Of the profession, that instructors for the programs should be well prepared and qualified, and experimentation in the use Of instructional 87Joint Committee on Continuing Legal Education, Arden House II: Toward Excellence in Continuing Legal Education, The Report on the Second National Conference on Continuing Education Of the Bar (Philadelphia: Joint Committee on Continuing Legal Education, 1964), p. xxii. -60— techniques (e.g., audio-visual aids) should continue.88 Neither the number of programs Offered, nor the number Of lawyers who attend them, as important as these matters are, prO- vides the ultimate measures Of the effec- tiveness Of continuing legal education. The goal is also to develop programs that in their diversity, continuity, and depth will make a lasting contribution to the education Of the profession. 89 The conference felt that continuing education programs can provide the lawyer newly admitted to practice with important skills that are not apprOpriate for formal law school education. The organized bar is responsible for providing continuing education for practicing lawyers and Should subsidize the program "to the extent necessary to insure its quality and successful Operation."90 The Con- ference concluded that continuing legal education can eventually be self-sustaining on a regional basis. 881bid., pp. xxiii-iv. 89Ibid., p. xxiv. 901bid., p. xxviii. Chapter IV CRITERIA FOR ASSESSMENT OF PROGRAMS OF CONTINUING EDUCATION IN SEMINARIES The review of the literature just concluded suggests and supports a number of criteria whereby we may assess existing programs for the continuing education Of the ministry in seminaries. Goals of COntinuing Education for the Ministry (The broad aims or goals of continuing education for the ministry in seminaries should include the following: 1. Provide continuing education experiences for all ministers Of the supporting denomination who come under the influence of the seminaries, and also for ministers Of-Other denominations who may be accom- modated in these programs. Provide Opportunities for ministers to keep up-to- date with the requirements of their profession. Involve laymen along with ministers in continuing education experiences. Cooperate with other seminaries in continuing education .program.planning, and with local institutions and -61- ~62- agencies which are committed to like Objectives. Develop programs best adapted to the unique educational task Of seminaries. Objectives for Programs of Continuing Education for the Ministry Program Objectives for continuing education for the ministry in seminaries should include the following: 1. Growth in competence in the knowledge and Skills of the ministerial profession. Growth in social understanding, placing the practice Of the ministry in the context Of the society in which it functions and developing capacity for leadership in that society. Growth as a person in self-understanding and in inter- personal relationships. Growth in enthusiasm for continued inquiry and learn- ing. Growth in understanding Of the theological, philosoph— ical, and ethical concerns of the Christian Church. Administration The administration of continuing education for the —63— ministry in seminaries Should include the following prin- ciples as guidelines: 1. Continuing education is an essential responsibility Of the seminary. The over-all goals Of the continuing education divi— sion are clearly and Officially stated. Objectives of each continuing education project are clearly stated in terms of the behavioral changes to be achieved. Continuing education is an integral part Of the semi— nary as a department or division of the institution. The department or division of continuing education is differentiated in administration, finance, curri- culum, and methodology. The chief administrator or director Of continuing education gives his full professional time tO leader- ship Of this department. In program planning, administrators involve those directly concerned with the programs, including instruc- tors and representatives of the students. Administrators are flexible in formulating curricula and administering programs Of continuing education in order to meet new and unique needs which may arise. -64- 9. Through evaluation Of faculty members and a system of rewards (e.g., salaries, promotions), the central administration demonstrates it has a concern for the quality Of continuing education and gives it high priority in its scale Of values. Finances Financing continuing education for the ministry in seminaries should include the following principles as guide- lines: 1. The seminary contributes financially to continuing education in sufficient amounts to give evidence Of the commitment Of the institution to continuing edu- cation. 2. The seminary makes funds available for innovation and experimentation for continuing education. 3. The participant makes a significant contribution to the cost Of programs which he attends. Faculty and Staff Staffing continuing education programs with faculty and instructors in seminaries Should include the following principles as guidelines: —65- Programs make use Of seminary faculty contributions tO the extent they are available and appropriate to the needs Of the participants. Faculty policy permits employment Of non-seminary faculty members who have unique contributions to make and who are required for effective programming. Non-faculty instructors are jointly approved by the director Of continuing education and the head Of the department in the institution concerned. Guidance-Counseling Guidance-counseling service Offered by the seminaries for continuing education participants Should include the following provisions: 1. A guidance-counselor is available for participants in continuing education to help them formulate educational goals and objectives and to counsel them on personal problems related to their continuing education Objec- tives. He assists participants in the selection Of activities consonant with their goals and Objectives, helping them achieve coherence in their continuing education experiences. The guidance-counselor systematically records data received in sessions with counselees, and in a form ~66- available for future use. 3. The guidance-counselor has formal training in theology, education, and guidance-counseling. Facilities Seminaries should include the following guidelines in providing facilities for continuing education for the ministry: 1. Building facilities are designed to accommodate the kinds of programs characteristic Of adult education. These may consist Of a Center for Continuing Educa- tion or an area arranged for the purpose in existing structures. 2. Facilities designated for continuing education: a. lend themselves to informality b. are flexible for different types Of programs c. are reasonably comfortable d. have equipment flexible enough for use in different types of programs e. are equipped with audio-visual aids f. have good ventilation and lighting. 3. Off—campus facilities are used when they more fully meet the needs Of participants than the campus location. —67- The seminary library provides adequately for contin- uing education programs including: a. library resources for programs held on campus b. mail service for continuing education students studying at home c. extension library resources for Off- campus programs. W Seminaries conducting continuing education programs for ministers should provide students the following con- siderations: 1. Record and file adequate data Of student characteris- tics for use in planning programs for these students and for research purposes. Attempt to remove significant barriers which hinder ministers from attending continuing education programs. These barriers include: a. The academic barrier. Non-credit programs are Open to all ministers regardless Of their academic degrees. Credit programs, however, follow the regular admissions and screening procedures. —68- The financial barrier. Seminaries may Offer scholarships to ministers who require finan- cial help, and they use their influence to persuade local churches to provide their ministers financial assistance in attending continuing education programs. The time barrier. Seminaries use their influ- ence to persuade local churches to grant time, apart from vacations, so that their ministers may pursue their continuing education. The attitude barrier. Seminaries attempt to overcome the prospective student's negativism, complacency, indifference, or inertia in attending continuing education programs. Curriculum Curriculum planning for continuing education for the ministry in seminaries Should include the following prin- ciples as guidelines: 1. purposes. Content reflects the full range of knowledge appro- priate to a seminary. It is not limited to any par- ticular subject matter area. Programs are directed toward significant educational -59- Programs are long enough in duration to have adequate educational impact. Instructional teaching aids are available to enhance program instruction. Programs utilize a variety Of methods and techniques when appropriate to enhance the learning process (e.g., seminars, conferences, guidance—counseling, and reading study—guides). Pre-program study is encouraged in order to enhance the educational experiences Of the students. The pre-degree studies Of the regular student in the seminary are constructed so as to prepare him for his continuing education following graduation and ordination. Programs are used for educational research. Evaluation The evaluation process in continuing education for the ministry in seminaries Should include the following principles as guidelines: 1. Programs are evaluated during the activities, at their conclusion, and at a point in time following their completion. -70- The evaluation process includes identifying the learn— ing which has taken place during the program; the behavior change in the participants elicited by the program; and the reaction Of the students to the facil— ities, the instructors, the content, and the methods and the techniques used in the program. Some form Of non-compulsory examination is Offered in non-credit courses as an aid in the evaluation of learning. Some form of recognition is given students when they have satisfactorily completed the program requirements. Institutional Cogperation Seminaries should cooperate in their continuing edu- cation programs with other institutions using the following guidelines: 1. While preserving their individuality, the seminaries clearly define methods of COOperation with the other seminaries Of the denomination in planning their con— tinuing education programs. This cooperation includes pooling their potential resources in facilities, faculty, and students, and sharing in research studies. The seminaries cooperate in planning programs with other local theological schools, universities, and -71- agencies who have like purposes in continuing educa- tion. Promotion Seminary directors should include the following prin- ciples when they promote their continuing education prO- grams: 1. Promotion Of continuing education programs is directed first to ministers of the denomination while those Of other denominations should be welcomed as facilities and resources permit. Promotional literature and announcements clearly define the Objectives Of the programs. Promotional literature and announcements are consonant with the Character of the seminary. Programs are promoted prior to the event and reported following its conclusion. Promotional activities appeal to the minister's needs for professional development and his growth as a per- son . Chapter V DESCRIPTION OF THE DATA FROM THE SEMINARIES Introduction This chapter summarizes the data both from the ques- tionnaire and from interviews and subsequent study. Because a personal visit was made to each seminary after mailing the questionnaire, a response was Obtained from all eight seminaries, each administrator in charge Of continuing education COOperating fully with the study. While all the seminaries studied Offer a variety Of lecture series, conferences, workshops, and extension courses Of various sorts, each school has some claim to originality, some unique emphasis by which we may char- acterize its continuing education program. Some schools, for example, have established reciprocal connections with other organizations or institutions in order tO enhance their Offerings. Louisville Seminary in Kentucky is the only Presbyterian seminary jointly controlled and supported by the United Presbyterian Church in the northern states and by the Presbyterian Church in the South. Its contin- uing education Offerings thus draw a unique blend Of min? isters from northern and southern states. McCormick Seminary in the heart Of Chicago has a cooperative arrangement with -72- -73- the Presbyterian Institute of Industrial Relations, con— trolled by the Board of National Missions. The seminary provides the Offices, and the Institute provides training for ministers of industrial communities through a series of three-week seminars held each winter and spring. And Pittsburgh Seminary in Pennsylvania conducts continuing education programs in Canton, Ohio, COOperating with the Presbyterian synod there. Other schools have established similar links with non-Presbyterian institutions. Auburn Theological Seminary, a Presbyterian school, formed a unique association with Union Theological Seminary in Manhattan in 1939; and their continuing education programs have also been brought to- gether under the leadership of one Director Of Continuing Education. Dubuque Seminary, on the Mississippi River on the eastern border Of Iowa, is a graduate division Of the University Of Dubuque, on the same campus with the arts college. Through a unique arrangement, the Associa— tion Of Theological Faculties, the Dubuque Theological Seminary, Wartburg Theological Seminary (Lutheran) and Aquinas Institute (Roman Catholic) coordinate both their regular course curricula and their continuing education activities. And Johnson C. Smith Seminary in Charlotte,. North Carolina, a graduate professional school Of Johnson C. Smith University, takes pride in being at the center of the present day Negro educational revolution, emphasizing -74- in its programs how the church can participate in social change. More specifically, however, we may characterize some Of these schools according to their individual curricular emphases. San Francisco Seminary in San Anselmo, California, until quite recently Offered only a doctoral degree (S.T.D.) in continuing education and this program had a limited enrollment; now they have added an S.T.M. program avail- able tO parish ministers. Princeton Seminary in New Jersey specializes in seminars held each week throughout the academic year. Both Auburn-Union and McCormick sponsor Pastors in Residence; Dubuque Offers pastors an unstructured week for personal study; and Pittsburgh invites ministers to bring their wives to certain seminars. The importance Of all these Offerings is clearly revealed by the over-all statistics (see also Table I): during the 1964-65 academic year, the eight seminaries enrolled a total of 1,930 regular students and 2,450 con- tinuing education students of whom all but 238 were ordained ministers. The more Specific data are presented below according to the ten sections of the questionnaire. Section I —- The Goals of Continuing Education for the Ministry The person responsible for continuing education in each of the eight seminaries was asked to state the present -75- over—all aims or purposes Of continuing education for the ministry in his institution. Of course, statements Of purpose are not always fully implemented in actual prO- grams an institution executes, but they should reveal the TABLE I NUMBER OF STUDENTS IN REGULAR CLASSES AND IN CONTINUING EDUCATION IN EIGHT PRESBYTERIAN SEMINARIES IN THE 1964-65 ACADEMIC YEAR . . Ordained Cont1nu1ng Ministers Regular Education in Continuing Seminary Students Students Education Auburn-Union 622 690 600 Dubuque 165 204 195 Louisville 143 141 125 McCormick 225 146 108 Pittsburgh 252 501 472 Princeton 279 605 555 San Francisco 201 67 67 Johnson C. Smith 43 96 90 TOTALS 1,930 2,450 2,212 basic philosophy or the priorities which a school hopes to implement. In their replies (see Table II) five reSpon— dents stated that their institutions had no explicit state- ment Of purpose for continuing education. 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OZ OZ OZ OZ :uHSm .o somehow OOmHocmum com couwucfium hmusnmupflm xUHEHOUOZ OHHH>mHSOq wsvsnsn GOHSDISHSQS< mamow mo ucoEoumum OZ .HO mm? hnmcflfiom .mamom Hawlum>o omonu mumum ommoam .mmm MH mmuumflsflfi on» mo cosumosom mafissflucoo you mamom HO mmmomusm omonn muH omumum cofiusuflumCH H50» mom mmHdeHzmm ZdemBMmmmmm BZOHW ZH ZOHBfiUDQm OZHDZHBZOU m0 mMOBUWMHQ Mm QmB¢Bm md MmEmHZHZ WEB mom ZOHB¢UDQN UZHDZHBZOU m0 mq¢00 Mme HH mamflfi -77_ statements Of purpose for continuing education in their seminaries and said they believed these goals to be ade- quate. Three who had listed no statement Of purpose replied that a lack of over-all aims seriously limited their prO- grams, one suggesting that a concise statement was impera- tive. Only two Of the three institutions which had stated general aims for continuing education also stated Specific Objectives for program activities designed tO implement those broad aims or goals. In all three schools, a faculty committee including the director had formulated the general goals for continuing education. Section II -- Programs and their Objectives The seminaries Offered a variety Of Opportunities as the titles and Objectives Of continuing education pro- grams listed in Table III reveal. One seminary Offered just credit programs leading to a degree, and three only non-credit programs; the remaining four institutions Offered both. Five institutions stated Objectives for individual programs, some more completely than others, but with few exceptions these Objectives were stated in ways difficult to measure in behavioral terms. The other three schools gave no Objectives. -78-' .DHOOHOICOZ .muoummm.uom mucm>m mumnomEoucOO so mousuooH HMfloomm .w .uflowuolcoz .mNmo onlmuoummm How Hoosom mHHHm xomam .m .DHOOHOIGOZ .mmmo usmflmllmaoonom m.uoummm masow .m .DHUOHOIGOZ .Mmmz OSOIIEmflcoESOm mo mpsufiumCH .H OSUSQSQ .Nosum HHOAD Mom mDHSEHum was OOHSOmOH m on on moomHm Honuo OH muoummm mo mmsoum .DHOOHOICOZ SDHB muasomm msflumnm .mnmcHEom one mousuflumcH SOHmcouxm .v .uooaom mnoummm mmonm SH mosum .DHOOHOIGOG «cocooflmmu mo mhmo o>am39 ucoocmmoocfl omuoonfln .mmsonm Hoummm pamofimom SHSQS< .m .DHUOHOIGOZ .mmonmxuoz .mmonmXHOB um maaflxm paw mousuooa mo MOOB 0:0 .mOHumm Honoummm CH xuo3 can OHSDUOH mo mxoo3 039 .Hmfifidm .mflnmumHonom.ucoumu mo SH moocmuomcou Mom3lwco mumummmm wumflum> m on musmomxm woman I moosoummcoo muoumflcflz .N .momusoo uqoono mumsomno .mEuou MooBImouau SOHGD 03» nufl3 mxooz me I coammom umEEsm .H Icusnsm "Hull“ 1““ mo>fluooflno omumum Emumoum hnmcflfimm .omnommo Emumonm 30mm mo Amvo>fluoonno on» oumum Icon osm mamumoum DHUOHO umflq .MHoumnmmmm mEmumoum UHOOHO .Hmom OHEmomom ooumoma mnu SH COHusuHumcfl snow an owuommo MHDmHGHE onu Mom sowumusom mcflscflucoo mo mfimnmoum mo mmauflu on» umHA ZOHBdUDQm UZHDZHBZOU ho mMOBUMMHQ Mm Qmfififim m< mmHdeHzmm ZdemBNmmmmm Bmem ZH mm>HBUMhmO MHmmB QZ< m2¢m00mm ZOHBGUDQM OZHDZHBZOU HHH mqm<fi -79_ .ufloouo Icoz .mO>H3 wsm muoumHCHE How Hmcfifimm .mOHaum paw ucoamumma 3oz ocm UHO SH wmusuumq .ufloouo Icoz .COHmHHmm mo Hoonom HmEESm OQB .muumflcflz ocm nousso Umm .HOOQB .mOHosum Havaaflflm SH mmmusoo mcflumwmo .DHOOHOICOZ .Houmofimm mcflumm ocm Hash I Hoonom wxmo3 unmflm O£B ampspmuupm .pflpmpo ICOZ .meumHCHz HOW OUCQHQWCOU .ngm. .DHUOHOICOZ .Qoflumoo>coo HQE5H< .DHOOHOICOZ .mocmoflmmmlcfllmuoummg .uflpmuo .smpmoum .z.pe o I_ll\‘|lV MOHEMOUOS .uflowno Icoz .msoumnmoum SH Emumoum uoHHm .uflomuu Icoz .hsumflcflz d huemq mo wusuflumcH .uflowuollfimumonm Smoaomnfl MO Hmummz .DHOOHU Icoz .Emumonm mMmHOQUm OHHH>mHSOq .DHUOHOIQOZ .Emnmoum mosum Oouowufln .N .H OHHH>mH50A .uflowHOIcoz .EMHHOQOUHm so omusoo .OH .uHUOMOIGOZ .mosum Hchm Inom How MomB owusuosuumcs .muoummm .uflowuo use IQDH3 HO uflowno SDHB I GOHmmmm umEEdm .ufloouo usoauHB no uflowuu SDHB I momusoo amousumm .ufiowuo DSOSDHB no DHUOHU SDHB I Hoonvm xmocoz .ufloouo usonuflz no “House QDHS momnsoo coflmcouxo usom A.ucoov ODUSQSQ ww>fluowflflo Omumum Emumonm Sumcflfimm Aposcfiucou- HHH momma -80— anumHCHE on» mo OOHuomum on» o>OHmEH Op 30: cumoa as: Sam: 09 Am .aonH> Amman How poms mcflcflaooo £ua3 >HHm0Humeum>m Bony mudooxm on can oucouom IEOU Hmcoflmmomoum was Ou usmuuomfifl mosum mo mfimum Ioum cmflmmo Ou apaaflnm may moao>oo EH: mam: 09 Am .mmfluso Hmsoflmmmm Ioum man Ou usmuHOmEH chHummflumo>cfl EHODImGOH so muumo ou EA: manmcw umnu x663 xuOB w.uoummm mzu SH co>03MODGH mosum mo uuflnms mOHo>oo Ou .DHOOHU I Emumoum .Q.B.m .m OOmHocmnm AH "mfimnmoum anon Mom .ufloono I Emnmoum .Z.B.m .H :mm .uflomuolsoz .uoEEdm l1 Sumo .hmOHOOQB mo ousuflumsH souoocflum .m .DHOOHOIGOZ I Anson IcHucOov mfimumoum OUHSO hosum mcflomwm .m .mda Igomoum How moousomom so mumcflfiom .m .OHMO3 onu nufl3 Osmoaman SH SOHSQU ecu paw mmOHoona humuomfimucou :O mumcHEom .o .Qousno HMOOH .nonssu on» NO xuoz may m.>mpou Ou anuchHE man mo muommm< Hmfluomm so mumcHEom .o SH w>fluoommo OHOE on on .mcflflomoum so mumsflfimm .O Houmflcflfi may on mam: .coflumosom smflumfluno so mumcflamm .Q unmucoo amsonnu OOH>OHQ .xnumHCHE Honoummm no Ou O>Hp00nno ozu ma muoommm a mnflaomcsoo co mumcflfiom .m mumcHEmm Ham How HMHHEHm uflomuolcoz .mnmcHEmm .H coumocflnm mo>HuooflQO Omumum Emumonm mumaflfiom Aewpcwpnoo- HHH momma —81— flu! .ucoEm>OE man» CH momHm mufl mom Sousno . UHCOHOICOZ ..GOHUDHOAVOMH munmflm HH>HO on» new Suumflcflz may o>mn Ou umfiouum ad may paw nousno osu Op omcoHHmno one .m .uHOOHOIcOz SOHDMHOQOOO ocm mcfl .mmdam> cam mafluom HMOflmoaowza muH Iocmumuopss HMOHGOESOM "osmoHMHQ ucmuwmuoumIOHaonumo 3oz one .¢ .30: momma DA umn3 can con» .DHOOMOIGOZ .ucsoz man so SOEnom DamoE Hommom on“ Dung may ocflnom mOOCOSHmcH O>Humsfiom one .m .DHOOHOICOZ .muumflcfle HMOHuomum m .coflumosom OHHnsm paw monousnu o£9 .m .uHOOHOIcoz .xuumASHE amoeuomum d .SOHDO< muHssEEOU ocm sousno one .H Sufism .0 SOmSSOH .Hmcoammmm Iona m mm npsoum cam mcflcumoH was on amufl> ucwE>OHmEo HSGOHmmmm IOHm mfln mo uxousoo on» .- GH musofimao DHOmeo ocm A.ucoov SMHDSOOH EH: mam: OB Aw Oomflosmum .ufl mo OUHUOMHQ me: an cmm mo>Huooflno ooumum Emumoum Mumcwaomi Apmscfluaoo- HHH momma -82- Section III -- Administration The position Of continuing education within the organizational structure Of an institution points up the importance ascribed to these activities by the institu— tion. Describing the place continuing education holds within their administrative framework (see Table IV), five schools stated they had a separate department or division of continuing education. Each of these depart- ments was responsible to the seminary's central administra- tion through a faculty committee appointed for this pur- pose, except for one school in which the department answered directly to the President; three seminaries which had no department of continuing education administered their programs through other departments. The increasing use Of full—time or part-time direc- tors Of continuing education indicates how this area Of the seminary's responsibility is growing. Five seminaries had appointed a Director Of Continuing Education; in another the Dean, and in two others faculty members, filled this post (see Table V). In three seminaries these adminis- trators reported to the President; in three to the Dean and the President; and in two schools to faculty committees. When continuing education activities are actually in progress they require administrative guidance and over- sight. This responsibility occupied the full time Of the -83— SOMSQU OSD mo wuumflsflz may mo ucmEuHmmon ucooflmmum one COHumosom onHm mo ucoEuummoQ muasomm on» mo mouuHEEOU :OHumosom mumsomuo Emumoum mosmonmmIcflImuoummm mo :OHmH>Hom5m muasomm “mamnmoum .Q.m umom Mom moammo m.cmmn pcooflmmum OAR mouuHEEOU mumsomuw usooflwoum map ou con» pom mouuHEEoo Muasomm OZ no» OZ mmM» OZ WON. MOW MON ruflem .O somc£Ob Oomflocmum cmm cououaflum pmushmuuflm MOHEHOUOE OHHH>mHSOA savanna SOHSDIGH5354 oaflflmsommmm Bog? OB 02 HO mow myocafiwm NOOHumosom mcflscflucoo muoumHSHEom soausufiumcfl on» mo ucofiuummoo um£3 .os HH moanflwsommou ucoaunmmoo HO soamfl>flo wasp mH 8033 on .moh MH mom soflumosoo mafiscfiusoo mo coamfl>flo Ho ucoaunmmoo m o>mn cowusuflumsH o3» moon mWHm¢ZH2flm ZfiHmmfiwmmmmm BZUHm m0 mvfim ho ZOHBDBHBmZH WEB m0 MMOZHdem m>HB¢MBmHZHZQ¢ QZB ZHZBHZ ZOHBdUDQm GZHDZHBZOU >H mflmflfi mapumflcfls who "ZOHfidemHZHZQd -84— unmoflmmum ocm coma ucmoflmmum ucooflmonm paw coflumospm pamflm mo ammo mop IDHEEOU COHDMODOM mumsomuw coflumusom mcflscflu Isoo so mouuHEEOU muasomm usmoflmmum muflmuo>flc3 Ono mo ucooflmmum COHCD mo Damp Iflmoum ocm cusns< mo coon Imosom COHumudUm coflumosom coflumosom mafiscflucoo aoflumosom coflumosom mOHDOHHEOm paw soap smaumflusu m0 nommmmoum mCHSCHucOU mo uouoouflo mcflscflucoo mo MODUOHHQ mCHSCHuCOU mo HODUOMHQ coaumosom mo oouuHEEOU .cmfiuflmno OQHSCHDCOU mo uouomufln smom.®£9 msflscflucou mo HODOOHHQ SDHEm .o GOmC£Ob OOmHocmHm com CODOOCHHm smushmppflm xOHEHOOoz oHHH>mHsoq mavsnsn SOHCDICHSQsfl manflmcommom 8033 09 mflnmuoomoq m>HumuuchHEo< mmflnu SHOSHEO& mmaflflmsommou on ma 80:3 08 NCOHusuHumCH mafia GA GOHumosoo mcflscflucoo Mom unflaflnflmcommou ocm mflamuoomoa O>Humnumflaflfiom moano may mm: HMAOAMMO pug; mqumZommmm MH mm 20mg OE mZOmmmm HEB QZd mmHmfiZHZMm ZdeMBMmmmmm BZUHM ZH ZOHBfiUDQm DZHDZHBZOU m0 MMQdMA M>HBdMBMHZHSQ¢ ZMHZU WEB > WQm¢B «ZOHfidmamHZH2Q¢ -85— directors in three seminaries. The others combined these duties with teaching and conducting seminars. None Of the eight seminaries had assistant directors Of continuing education, but one school will soon hire a part—time assistant to the director. Officials Of the seminary who have subsidiary administrative responsibilities toward continuing education and their reSponsibilities are listed in Table VI. Apparently directing continuing education for the ministry is coming to be a full-time job in more and more seminaries. Two Of the directors in this study gave all their time to that task; one gave 90% of his working hours, and others less time (see Table VII), these holding various other jobs in the seminary -— teaching, administration, and alumni relations. All the heads Of continuing educa- tion were paid from the general institutional budget, with the exception Of one director whose salary derived from the income of the programs he administered, in this case degree programs only. All the heads Of continuing educa- tion programs had theological degrees, Six were pastors before their present appointments, four had taught on sem- inary faculties and two in colleges, and one possessed a degree in education. Section IV -- Finances Financing continuing education is generally recognized ADMINISTRATION: —86- TABLE VI TITLES AND RESPONSIBILITIES OF PERSONS IN LEADERSHIP OF CONTINUING EDUCATION OTHER THAN THE DIRECTOR AND ASSISTANT DIRECTOR IN EIGHT PRESBYTERIAN SEMINARIES Titles of Officials of the seminaries who have subsidiary responsibilities toward continuing education and their reSponsibilities. . . Nature of Seminary T1tle ReSponSibility Auburn- Secretary-Treasurer Administrative Assis- Union Of Auburn tant . An Instructor Leadership of Seminars with Pastors Dubuque Chairman of the Grad- Chairman's respon- uate Committee Sibilities Three members Of the TO determine the prO- Graduate Committee grams Offered Louisville Two faculty members Of Planning programs the continuing educa- tion committee McCormick Members Of sub-committee Make recommendations on continuing educa- to Faculty Academic tion Program Committee Pittsburgh Members Of Graduate Planning programs Education Committee Princeton Dean Of Field Education Advisory capacity San . . Francisco Faculty Members AdV1sory capac1ty Johnson C. Smith Professor of N.T. Studies Associate Professor Of O.T. Studies Assistant Professor Of Religious Drama and Homiletics Director of Promotion and Recruiting TO recommend lecturers ~87- |L OOSCHDCOO coaumosom . mafiscflusov KOCH osoz mo MODUOHHQ souoocflnm mcoflumaom coflumusom mcoflu HCESH< mcflscflucoo ImHom HSESH< Emu mo Houomnfln mo Houooufln amusnmuuflm coflumosom mcflssflu mcflnomma oocfifiumuon nonfioz Isoo so mouufls .CMHHMHQHQ uoz xuasomm .SMHHMHQHA IEOU .cmEHHmno MOHEHOUOZ omoalmams mOHosum coflumosom .moum HMOflHnHm HMOHHQHm mo powwow mCHSSHDSOO SH mafinomoa Rom Ioum ucmumflmmfi mo uouooufla OHHH>mHSOA mamumoum .omum Iumom pom .Q.m Icooflmou mo ammo O>Humuumflcafiom Hoonom COHumcmHmoO pom OHEoomoa xmm on» mo coon OHMHoomm oz osvsnsn .moum .ummd soflumosom omHsoo .momusou Hofifism mSHSSHDQOU SOHGD moo msflnomma Rom mo uouooufln mo HODOOHHQ Icusnsd in" "I o O Q m mumcflfimm .moauso HMCOHmmomonm Honuo ma: oumum mafiuomuflo Ou cm>flm ma OEHD was no ommucmunmm um£3 AOL pass Ah- .xooa pan» mama pH Ap- msoflumosoo mcflscflucou meson mp mmop mmauflp umpuo mMHm¢ZHSHm ZéHZMBNmmmmm BZOHM ZH mzdmwomm HH> qudfi ZOHBdODQm OZHDZHBZOU BUHMHQ OZZ mZOmmmm m0 mmHBDQ AdZOHmmmhomm mmmBO QZd .WEHB m0 ZOHBdUOQQd .mmqfiHB mCOHumosoo mSADSAucOO msfluomuflo COmuom may mo wauflu on» ma DMSZ Amy "ZOHB¢MBmHZHSQ< -88- musuflumaH HOEEsm mo HODOOHHQ mOflumHHEOm was COHDMOSOH CMHumHH£U puHSm ocm Hoaomme Rm ocoz mo uOmmomoum .0 :OmCLOO mmOHOOSB mOHodum Hmuou HOUHUOMHA Immm poocm>o< Oomflosmum XOOH mo Hommmmoum mo uouuoufln :mm q I NW 6 O Q m NHMCHEmm .mOHuso Hmcoflmmomonm nonuo mfln mumum mcfluoouflo on co>Hm ma oEHu man mo ommucoouom umsz ADV .RSOH can» mmma pH Ap- Apmscflucouv HH> mumps («‘1‘ mcoflumusoo mcflscflucoo moHog on mmoo moauflu Honuo umnz ADV mcoflumosoo mcHSCHucoo mcfluoouflo GOmHom on» no mauflu on» mH umnz Amy -89— as Of paramount importance to the Operation of the prO- grams. With reference to expenditures there were wide differences among the seminaries in the amount of money spent for continuing education; for 1964-65, the total expenditures varied from $1,000 in one school tO $84,000 in another (see Table VIII). One institution reported that no figures were available and another that the amount listed was an "educated guess.‘' In many cases costs are not clearly defined apart from the whole institutional budget. Expenditures as proportions of the total instruc- tional budget are described in Table IX. These costs, from schools reporting, ranged from 3% to 20%. Outside grants and personal gifts provided substantial financial assistance for continuing education in the majority Of the seminaries (see Table X). Administrators disagree about the proportion Of the total program cost (exclusive of room, board, and trans- portation) which students should pay for their continuing education. An examination of Table XI reveals that in two institutions the students pay a considerable part of the costs, while some schools require little or no money from the participants. One seminary which now charges no fee plans a pilot program where the participants will pay the entire cost. When continuing education participants share graduate degree courses with regular seminary students, they pay the regular tuition. Four administrators felt FINANCE: -90- TABLE VIII TOTAL DOLLAR EXPENDITURES FOR CONTINUING EDUCATION AT EIGHT PRESBYTERIAN SEMINARIES (a) What were the total dollar expenditures for contin- uing education at this institution in the 1964-65 academic year? (This includes salaries, materials, etc.) (b) For the academic year 1965-66? Smith Seminary 1964-65 1965—66 Auburn-Union $84,000 $84,000 Dubuque $50,000 $55,000 approximately approximately Louisville $ 6,300 $ 6,200 McCormick $ 1,000 Not Available Pittsburgh Not Available Not Available Princeton $38,000 $39,432 San $37,600 $49,100 Francisco Johnson C. $ 4,000 $ 4,500 FINANCE: PROPORTION -91- TABLE IX OF TOTAL INSTRUCTIONAL BUDGET ALLOCATED FOR CONTINUING EDUCATION FOR TWO ACADEMIC YEARS AT EIGHT PRESBYTERIAN SEMINARIES Seminary Academic Year Academic Year 1964-65 1965-66 Auburn-Union 8% 8% Approximately Approximately Dubuque 15-20% 18-20% Louisville 7% 7% Approximately Approximately McCormick Not Available Not Available Pittsburgh Not Available Not Available Princeton 7.5% 7.4% San 7.5% 10% Francisco Johnson C. Smith 3% 3% -92_ TABLE X FINANCE: SPECIAL FINANCIAL GRANTS FOR CONTINUING EDUCATION FROM OUTSIDE THE INSTITUTIONAL BUDGET. THEIR SOURCE AND PROPORTION TO THE TOTAL CONTINUING EDUCATION BUDGET IN 1964-65 AT EIGHT PRESBYTERIAN SEMINARIES (a) Are special financial grants made to continuing educa- tion from outside the institutional budget provisions? (b) If yes, specify the source of the grants. (c) What is the proportion Of these grants to the total continuing education budget? Seminary a b c Auburn-Union Yes $10,000 annually 8% for fellowships for Methodist clergy Dubuque Yes Foundations and 33-1/3% some individuals Louisville Yes Individuals 12% Approximately McCormick NO Pittsburgh NO Princeton Yes From Churches and Alumni 33% San Yes Individuals 3% Francisco Johnson C. Yes National Board 10% Smith Of Missions -93- TABLE XI FINANCE: STUDENT FEES AS A PROPORTION OF THE TOTAL COST OF CONTINUING EDUCATION AT EIGHT PRESBYTERIAN SEMINARIES What proportion Of the costs of the total program is met by continuing education student fees in the 1964-65 academic year? Seminary Proportion of Costs Auburn-Union 100%.Ministers Conference 85% Summer Session 10% Other Programs Dubuque 10% Louisville None McCormick Not Available Pittsburgh Very Small Princeton None San Francisco 88% Johnson C. Smith None the distribution of program costs between their institution and the participants was inappropriate, one commenting that continuing education programs must be self—supporting in order to serve large numbers of ministers. -94- Section V —~ Faculty A11 seminaries but one drew their faculty in contin- uing education from a variety Of fields other than their own staff (described in Table XII). Administrators evidently differ greatly in their judgments about whether to use instructional leaders from institutions and agencies other than the sponsoring seminary. A lack Of uniformity existed among the schools in their provision Of counselors whose Specific function was to provide guidance and counsel to their continuing educa— tion students (see Table XIII). Three schools Offer no such provision. Five seminaries provided counselors speci— fically tO guide their continuing education students. These counselors have all been pastors; two had training in guidance and counseling at the Master's level, and one in a doctoral program, these having been trained in col— leges Of education. Generally these counselors discussed the educational goals of continuing education students, expending little effort upon personal problems. They rarely recorded data received in counseling sessions for future use. Section VI -— Facilities One seminary has a center for continuing education on its campus, while other schools conduct their programs -95- TABLE.XII FACULTY: PERCENTAGE OF TEACHING FACULTY IN CONTINUING EDUCATION PROGRAMS FROM EDUCATIONAL INSTITUTIONS: DENOMINATIONAL BOARDS AND AGENCIES, BUSINESS AND THE PROFESSIONS AT EIGHT PRESBYTERIAN SEMINARIES What percentage Of the continuing education programs in the academic year, 1965—66, are taught by (a) your own faculty, (b) faculty from other theological institutions, (c) from non—theological educational institutions, (d) from denominational boards and agencies, (e) from busi- ness and the professions, (f) other? Seminary a b c d e f =============A========g=======L======$=======L=====%====S Auburn-Union 99% .05% .05% Dubuque 80% 10% 5% 5% Louisville 80% 20% McCormick 100% Pittsburgh 65%, 20% 5% 10% Princeton 49% 5% 5% 29% 12% 33“ . 27% 33% 33% 7% Francisco 3:22;“ C ' 12% 40% 36% 12% —96- TABLE XIII FACULTY: AVAILABILITY OF FACULTY WHOSE SPECIFIC FUNCTION IS TO GIVE GUIDANCE AND COUNSEL TO CONTINUING EDUCATION STUDENTS, AND SOME COUNSELING PROCEDURES, AT EIGHT PRESBYTERIAN SEMINARIES (a) Is there a counselor available whose Specific function is to provide continuing education students with guidance and counseling? (b) If yes, does the counselor provide guidance in planning students' continuing education aims and Objectives? (c) Does he counsel on personal problems? (d) Are counseling data systematically recorded? Seminary a * b c d Auburn-Union NO Dubuque Yes Yes Some NO Louisville NO McCormick Yes Yes NO NO Pittsburgh Yes Yes Yes Yes Princeton No San Francisco Yes Yes Occasionally Very Limited Johnson C. Yes Yes Yes Yes Smith * Administrators indicating "no" for column (a) reported the director or faculty members counseled students but it was not their Specific function. -97- in regular seminary facilities (shown in Table XIV). Con- tinuing education participants can fraternize with the regular seminary students because they use the same dining halls and dormitories. The one exception conducted con- tinuing education classes only in the summer when regular TABLE XIV FACILITIES: BUILDINGS USED FOR CONTINUING EDUCATION PROGRAMS AND THE OPPORTUNITY FOR PARTICIPANTS TO USE DORMITORY AND DINING FACILITIES WITH REGULAR STUDENTS AT EIGHT PRESBYTERIAN SEMINARIES (a) Is there a Continuing Education Center used Specifi- cally for this purpose? (b) Are the facilities ordinarily used for regular courses also utilized for continuing education? (c) DO continuing education participants live in dormitories with seminary students? (d) DO they eat with the seminary students? Seminary a b c d Auburn-Union NO Yes Yes Yes Dubuque , No Yes Yes Yes Louisville NO Yes Yes Yes McCormick No Yes Yes Yes Pittsburgh NO Yes Yes Yes Princeton Yes NO NO Yes San Francisco NO Yes NO NO F Johnson C. Smith NO Yes Yes Yes —98- students were on vacation. All directors reported satis- factory facilities, though some schools are contemplating enlargements. Each seminary made available the regular library facilities to students in continuing education programs and they provided library loan provisions in person or through the mails to Off-campus participants. Six seminaries made library acquisitions of books and periodicals speci- fically for continuing education, although only two dif— ferentiated these expenditures from their general library budget (one $1,000, the other $500). Most seminaries made some use of Off-campus instruc- tional locations (see Table XV): two schools conducted programs exclusively on their own campuses. Program re— quirements Often suggested instructional locations, as where one institution Offering only degree programs arranged for 50% Of the work to be done on campus in the vacation months and 50% at the minister's home during the rest Of the year. Section VII -- Students The characteristics Of students participating in continuing education can be determining factors, if known by administrators, in program planning. All the seminaries collated descriptive records Of participants in programs -99- fiEm Xooa .0 SOmSSOO Rom Rom oomflocmmm Rooa couoocflum Rm Rom s3. £833»: RH Rom ROHEHO0OS RON Rom $60 OHHH>mflsoq Sow *3 Row *8 2633 Ema Xmm SOHSDISMSQSS oEom muoucoU umouuom msmEm0 mmo msmfimo hnmsaamm Honuo um no mmEm0 mnousoo soflmcouxm humcHEmm . ..oumnu OODMUOH mum QUHSB omlmoma CH mfimnmoum oflu mo ommusmuumm on» SDHS coauosuumcfl now owns msOHDMOOH mumofloaH mmHm¢ZH2mm ZdemBNmmflmm HEOHM Bfi .m0¢m ZH Qmmmmmo mz¢m00mm m0 mwmfizmummm mmB QZé ZOHBdUDQm OZHDZHBZOU mom mZOHB¢UOA AfiZOHBUDMBmZH >N m4m¢8 «mmHBHAHU¢m -100- but with varying degrees of completeness. In two schools records of student characteristics were not available for use. Student prerequisites for enrollment: Six seminaries Offer credit programs in continuing education which all require a B.D. degree for enrollment. One seminary requires only a B.A. for one credit program. Non-credit programs are offered by all seminaries, with one requiring no pre- requisites for enrollment and the rest a variety of require— ments (see Table XVI). Age groupings of students: five schools had no record available of their students' ages. Of the three seminaries reporting, two revealed the largest percentage Of partici- pants in the 35-45 year age group and one in the 25-35 year age group (see Table XVII). Religious affiliation Of students: one seminary directs its programs exclusively to Presbyterian ministers, while in another student body only 50-55% of the partici- pants are Presbyterian. This latter school attracts heavily from different religious groups because Of its deep organizational involvement with Lutheran and Roman Catholic seminaries and with the religious department in a state university. Three schools reported no records about their students' religious affiliation (see Table XVIII). Academic background Of students: in the credit -101- EOHDQO m an ucoE IMOHQEO ucmunso no coaumcflouo Amamumonm ufloono Ozv smusnmuufim mouflmflsvou .ommsm Ioum OSIOUGOHOMGOU uofifism Inna smwouom SHOUOE oco mo .muoumnmmnm may an SOHDMGHEOS mmoonocx osflommu pom ommuo>m lawnmonm oocooflmmmIsHImuoummm :m: nuHB .Q.mIIEmumoum .Z.£B Moasuo0oz .ouflmflsvououm OSISHODmnmmnm SH Emnmoum UOHHm .ouflmflsvououm nonuo o: Qufl3 :OHOMUH>GH mallmuu Imflcflz pom huflmq mo ousuflumcH .mumcfifiom mo #50 mumom co>om kHHMSm: 0cm coaumufl>sfl NQIEmumoum mHmHonom mosseuomxo Hmuoummm oaaw>mwsoq .ouflmflsvonoum mo use» m can ommuo>m am: OGIIEmumOHm mosum oouooufln m ADHB .Q.mIIEmumOHm .2.£E OHHH>mHSOq mmmuo>m oomum .ooumum 0c cues. ommno>m :m: mumEonnmmm moumoo .Q.m paw .m.m no .¢.m QDHB moumoo .m.m no .¢.m savanna .o.muummflnm30HHmm umflponumz coflcp mmuflmflsvmuoum Oz .<.mIIGOHmmom Hmfifism ISMSQSd mfimumoum DHOOHUICOZ mEmumOHm DHUOHU mumsflfiom mmHm¢ZHZMm Z¢Hmmfiwmmmmm BZUHQ B¢ mzdmwomm ZOHBfiUDGm UZHDZHBZOU BHQHMUIZOZ QZfi BHQmmU ZH BZWEQQOMZM mom mmBHmeommmmm H>X qu<9 umBZMQDBm -102— woumoo .Q.m AmEmnmoum ufloouo Ozv pupae .0 SOmGSOO .mnmsflfiom mo DUO whom» moms» osm ommno>m oomum oo.m m “mooxo o>onm may no OEMmIIEmumoum .Q.B.m .mmma HO mom mo mums» o>HMIhunom .3munom osm xoouo mo omooa I3OGM .xuuchHE Hmuoummm was 0» usoEuHEEOU .oumuou Imam on» CA hufl>flummuo mo oucoofl>m .mHMSAEmm mo uso woo» woo ammoa pd .mmmum>m momma mh.m £ua3 ucoam>flsvo oomflocmum Amfimumoum DHOOHOISOG Ozv no .Q.mIIEMHmOHm .S.B.m com :OHumsHouo AmEMHmOHm ufloouo Ozv couoosflum mamuooum paoou0lsoz mamnmoum DHOOHU mumcflfiom Apmscepcoo- H>x mqm1 2 GI In mth tam Tape recordings 1 3 l 1 l 1 Educational Guidance and Counseling 2 4 3 5 5 4 Film and Visual Aids 3 l 3 1 2 Consultation in the Field by Institutional Per— sonnel 2 2 2 5 2 2 Guided Reading 4 4 5 4 5 5 3 Library Materials Lending Service 4 4 5 3 3 3 Extension Classes Off Campus 3 3 3 5 Correspondence Study 4 5 Conferences' 3 4 3 4 5 Seminars 2 _5_ g 2 2 2 _§_ Auditing Regular School Courses 1 l l 1 Other: Unstructured Study Organized Travel, Radio, . . NO Responses Telev1s1on * The directors rated the effectiveness of the activities used in programs on.a 5 point scale with l as low. The numbers underlined indicate the activities most used at each seminary. -112- TABLE XXII EVALUATIVE PROCEDURES IN CONTINUING EDUCATION PROGRAMS AT EIGHT PRESBYTERIAN SEMINARIES Are there Specific methods used for evaluating your pro- grams Of continuing education? If yes, describe briefly the procedures used for evaluations. Seminary Yes or NO__ Auburn- Union NO Evaluation Procedures None Dubuque Yes Regular papers are required. Seminar attendance is used. Examinations are given in both credit and nonucredit courses. Louis- ville Yes Evaluation forms are filled out by par- ticipants. ‘Sessions are held with par- ticipants to receive their Opinions. McCormick Yes Evaluation sessions held at the close of each pastors-in—residence "term" of study to get student Opinions. Response in the continued interest and study Of participants are assessed by director and faculty. Pittsburgh Yes An evaluation form is distributed at the close Of most courses to the partici— pants for them to give their judgments. Princeton Yes Each participant fills out a four by six inch blank card with his opinions of the program. Group evaluation is done orally at the close Of each seminar. San Francisco Yes Annually students are asked to give their judgments on a wide variety of as- pects of their experiences in the prO- grams. These data are sorted and dis- tributed to various administrators and faculty. Teaching methods and facilfljes are assessed in the same way. Examina- tions and term papers by participants, in seminar quarters and five in—parish papers annually per student are assessai byga supervising professor each year. Johnson C. Smith Yes Questionnaires are given to each par- ticipant at the end Of courses for the purpose of evaluation of every aspect of the total program he participated in. -113— education programs. Three schools consult on continuing education with local church councils and Presbyteries. One seminary has commenced working with six seminaries Of various denominations in the Northeast in planning a future degree program. One seminary belongs to the Graduate Theological Union in its area which becomes a "clearing house for plans for developing new ventures in continuing education." Another school participates in an unusual arrangement with Lutheran and Roman Catholic seminaries and the school Of religion at a state university, incor- porating their faculties to plan and conduct continuing education activities. Section IX -- Promotion All the seminaries advertised their continuing educa- tion Offerings in some way. One seminary encouraged only Presbyterian applicants; three directed their promotional literature to Presbyterian ministers, but invited those Of other denominations also; and four solicited applica- tions from all denominations equally. All schools used a variety of promotional methods, including direct mail— ing to alumni and former participants in continuing educa- tion programs, advertising in national church papers, and announcements at ministerial and Presbytery meetings. When enlisting participants for their continuing educa- tion programs, all the directors attempted to motivate -114- ministers by appealing to their need for increased com- petence in their professional tasks. One Offered an Oppor- tunity for the minister to know himself better; two men- tioned intellectual growth; another spoke Of ecumenical fellowship; another stressed meeting individual deficien- cies; and yet another Offered the Opportunity to partici- pate in "the renewal of the church." Section X —- New Directions Four seminaries initiated new departures in their programming during the 1965-66 academic year. One intro- duced workShOps and more group discussion to correct an overdependence upon the lecture method; another through inter-seminary cooperation attempted to reach larger num- bers Of participants; one school Opened more practical courses to appeal to ministers in the seminary's own metropolitan area; and the fourth school cooperated with the local Presbytery in a pilot program including both ministers and laymen, as well as a Directed Study prO- gram jointly administered with another Presbyterian Seminary. In the year 1966-67 four seminaries are acting on new ideas in continuing education. One will increase its Pastors-in-Residence Offerings from two to three ses- sions during the academic year so more ministers can attend. Another will introduce sub-channel FM radio and also begin -115- inter-disciplinary seminars for clergy and laity together. One school will cooperate with the Lutherans in an invita— tional ten-day seminar on the subject “Today's Ministry to Youth." A fourth seminary introduces an S.T.M. degree program as a subdivision of the doctoral program rather than a separate terminal degree program. Six directors look past 1967 and envision new direc— tions they want their schools to take in continuing educa- tion. One expects to cooperate with five other theologi- cal schools in a highly individualized "Pastoral Fellows" program, and also to deve10p a degree program exclusively for pastors. Another seminary anticipates using TV for ministers in their parish and also to introduce courses on campus which local pastors may take for credit. One seminary intends to invite businessmen who are interested in extending their knowledge Of theology tO plan their own programs using faculty resources of the seminary and meeting on the campus. Another hopes to introduce two- week courses for the increasing number Of ministers who wish to attend programs on campus. Finally, one seminary plans a long-term continuing education program leading tO the MIA. degree in religion Open to all ordained pas- tors having the B.D. Chapter VI SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS The Objectives. The Objective Of this investigation was to study the programs Of continuing education for the ministry -- their content, methods, and procedures —— as conducted by the eight seminaries Of the United Presby- terian Church in the U.S.A. Its specific Objectives were: 1. To interview the chief administrators of contin— uing education programs to determine the nature and extent Of continuing education activities for the ministry in each Of the seminaries. 2. TO determine the aims and purposes Of existing programs Of continuing education in these institutions. 3. TO review relevant literature in order to estab- lish basic functional principles of programs for contin- uing education for the ministry. 4. TO recommend, on the basis Of the study, basic principles and procedures upon which continuing education programs for the ministry may function. Methodology. Data were collected primarily through a comprehensive questionnaire mailed to each of the eight United Presbyterian seminaries. The author visited each campus for a period of one or two days in order to complete -116- -117- the questionnaire and to interview the chief administra- tor Of continuing education. Tape recordings were made Of the interviews. SUMMARY OF FINDINGS 1. Each Of the eight United Presbyterian seminaries studied actively engaged in continuing education for the ministry and Offered among them a wide variety Of credit and non-credit continuing education programs; each school maintained distinctive and individual emphases in these programs. 2. The number of continuing education participants in the eight seminaries exceeded the number Of regular seminary students; and ordained ministers accounted for most Of this continuing education enrollment. General Goals for Continuing Education 3. The chief administrators for continuing educa— tion in five Of the seminaries gave no explicit statements Of over-all purpose for continuing education in their institutions; three Offered statements Of purpose which they considered adequate. Programs and their Objectives 4. Four schools Offered both credit and non-credit -118- programs, one Offered only credit programs leading to a degree,and flupe only non-credit programs. Continuing education administrators in five seminaries stated Objec— tives in some form or other for individual programs but generally in a way difficult to measure in behavioral terms. Three stated no program Objectives. Administration 5. Five seminaries had departments or divisions of continuing education within their administrative frame- work; the three schools without such a department or divi- sion administered their programs through other departments. 6. Five seminaries had appointed a Director Of Con— tinuing Education. Two Of these directors gave their full time, one 90%, and the other two spent much less time with continuing education. 7. The administrative head of continuing education is paid from the general institutional budget in all sem- inaries except for one school which pays him out Of con— tinuing education student fees. Finances 8. Total expenditures for continuing education for the 1964-65 academic year varied from $1,000 in one school to $84,000 in another. One seminary had no figures -119- available while another tOOk an "educated guess" because it did not differentiate continuing education expenditures clearly from the general institutional budget. Expressed as proportions of the total instructional budget these expenditures ranged from 3% to 18-20% in the 1965-66 academic year. 9. Administrators disagreed about how much of the total program cost (exclusive Of room, board, and trans- portation) students should be expected to pay for their continuing education. Two seminaries required (these Offered non-credit programs only) no payments from these students while other schools required between 10% to 100% of the cost Of programs. Students were generally charged tuition in credit courses with little or no fee in non- credit Offerings. Faculty 10. One seminary used its Own teaching faculty exclusively in continuing education programs, while in others between 12% tO 99% Of the instructors came from other institutions and agencies, the professions, and business. 11. Three seminaries had assigned no counselors whose Specific function was to provide guidance and coun- sel to their continuing education students. And generally -120— speaking in the five schools providing such services, the counselors discussed educational goals alone, spending little time with personal problems. They rarely kept records of the counseling sessions for future use. Three Of these counselors had formal training in guidance and counseling at a college of education, though all had had formal theological education. Facilities 12. One seminary used a former private home speci- fically designated as a Center Of Continuing Education, while the other schools used existing facilities. The director Of continuing education at each seminary considered these building facilities satisfactory. 13. Two schools conducted all their continuing edu— cation programs On campus and another,99% Of its programs. Five seminaries Offered programs in off-campus facilities or in the participants' homes. 14. Each seminary Offered its regular library facil- ities to on-campus continuing education students and each library provided mail service. The seminaries with Off— campus programs Offered extension library resources. Students 15. Generally, the records of such student charac- teristics as age, religious affiliation, academic background, ~121- geographical origins, and mode Of financing their contin- uing education and acquiring study leave privileges, were incomplete and thus inadequate for the purposes of program planning and research. Curriculum 16. In all eight seminaries the director, along with committees responsible for continuing education, determined the curriculum. Three schools included the continuing education participants and other ministers in the planning process. 17. The curricula Offered by the eight seminaries covered a wide range Of content, particularly emphasizing theology and the professional tasks of the minister. 18. Only two seminaries granted Specific and formal recognition to those successful in non-degree programs. 19. Each seminary used a variety Of instructional methods and techniques in both credit and non-credit prO- grams. Directors favored seminars most frequently, with guided reading, educational guidance and counseling, library lending services, and conferences following in the order Of preference. 20. TO evaluate continuing education programs, seven schools actively sought their students' judgments of pro- gram effectiveness, soliciting both written and oral Opin- ions in the final session; one seminary used no evaluative -122- procedures in non-credit courses. Credit courses, when Offered, used Objective and essay examinations to evaluate the learning taking place, and one school used examina- tions in non-credit courses except when the course lasted only a day Or two. 21. Six seminaries in varying degrees have taken steps to cooperate for continuing education with other institutions or agencies having like Objectives; two schools reported no specific COOperative planning. Cooperation between the seminaries Of the denomination are generally just biannual consultations. 22. All seminaries but two indicated that there is no conscious effort to coordinate the pre-degree curricula Of the regular seminary student with continuing education after graduation and ordination. Promotion 23. In promoting their continuing education programs one seminary encouraged only Presbyterian applicants; three directed their promotional literature to Presbyter- ian ministers, but invited those Of other denominations also; and four solicited applications from all denomina- tions equally. 24. In the promotional literature, program Objectives, when given, were usually imprecisely stated. 25. All directors of continuing education said their —123— promotional material appealed tO the minister's need fOr professional growth; two also stressed personal growth. 26. All chief administrators Of continuing educa- tion but one have planned new departures in their program- ming during 1966-67 and beyond. CONCLUSIONS Within the limitations Of the study, the review Of the literature and the data collected appear to warrant the following conclusions: 1. Certain general principles apply to the organi— zation and functioning Of any continuing education pro- gram for the ministry. 2. The chief administrators Of continuing education in the seminaries studied are seriously attempting to meet the post-graduate educational needs Of ministers through increasing emphasis upon continuing education programs, and they evidence concern for qualitative and quantitative improvements in their Offerings. 3. While seminaries have accepted the continuing education Of ministers as one Of their responsibilities, it has been assigned a peripheral position in educational planning by administrations and faculties. 4. Both credit and non-credit programs belong among the total Offerings Of continuing education by the seminaries -124- Of the denomination. 5. Off-campus as well as on-campus Offerings are necessary to meet the continuing education needs Of the large body of parish ministers throughout the nation. 6. The continuing education programs Of Presbyterian seminaries usually have appeal for ministers of other denominations and are amenable to cooperative arrangements inter-denominationally. 7. The seminaries are not involving laymen tO any appreciable extent in their continuing education programs and thus may forfeit important learning experiences which clergymen receive through interaction with laymen in an educational environment. 8. Each seminary has certain unique emphases in continuing education which distinguish its programs from other schools, heightening the possibilities for productive cooperative efforts among the seminaries. 9. The over-all goals Of continuing education in the seminaries are not Officially and clearly stated, de— priving programs of adequate direction and purpose. 10. Whatever Objectives have been formulated for individual programs are not clearly stated in terms of behavioral changes to be achieved, lessening the possibility Of programs being sharply focused in aim and in meeting the needs Of the participants. -125- ll. Seminary administrators have not given guidance and counseling a clearly defined, and therefore adequate place, within continuing education for the ministry. Consequently uncertainty exists with respect to its pur- pose, function, and implementation. 12. Continuing education for the ministry Operates equally well from a separate building called a Center for Continuing Education or from an area arranged for adult education in existing structures. 13. Adequate seminary records Of student character- istics are not at present taken, depriving administrators Of an adequate basis for planning curricula. l4. Evaluative procedures in non-credit programs have generally been confined to informal Opinion polls of participants at the end of the activities; and there have been few attempts to evaluate, by means Of well- designed instruments and research studies, the effective- ness Of continuing education practices and techniques. 15. Evaluative procedures have suffered for lack Of clearly defined goals and program Objectives stated in terms Of behavioral changes to be achieved. 16. Seminaries have begun to cooperate with educa- tional institutions and agencies in their local areas,.but there is room for further effort in this direction. 17. The seminaries of the denomination have cooperated very little among themselves in planning programs Of -126- continuing education and in sharing resources for conduct— ing programs. 18. The strong desire Of each Presbyterian seminary to fashion its own unique emphasis in continuing educa- tion for the ministry can hinder concrete efforts to coor- dinate programs toward united denominational purposes. 19. Little conscious effort has been made to pre— pare the pre-degree, regular student for lifelong learn- ing through continuing education following graduation and ordination. Consequently the continuing education programs Of the seminaries suffer the lack Of an important link with the regular B.D. curricula. 20. The seminaries must invest increasing effort and expend more Of their financial and academic resources in order to meet ministers' needs for continuing education. RECOMMENDATIONS An important value of a study of this nature is the recommendations that emanate from it. From the results of this study the following recommendations are made: 1. A definitive statement Of general goals for con- tinuing education for the ministry should be developed in each seminary. The written statement Of general pur- poses should include a rationale or basis for the educa- tional programs Offered and a statement Of what is to be -127- presented in the educational activities; this statement should also require provisions for attempting to evaluate the programs. This statement might be drafted by a team including representatives of the central administration, the faculty, and parish ministers knowledgeable in educa- tional matters along with the chief administrator Of con- tinuing education. Each school should, furthermore, incor- porate a triennial review of its goals as standard pro- cedure. 2. Each department Of continuing education should develop a procedure for identifying Objectives in highly specific terms for each program Offered. Stating the Objectives in terms Of the desired behavioral change in the participants will provide a basis for evaluating stu— dent progress and for evaluating and refining that par- ticular continuing education program. The chief admin- istrator of continuing education, the instructors, and representative participants Should take part in this pro- cedure. 3. Seminary administrators and faculty Should View continuing education for the ministry not as an excrescence on the total educational enterprise but as an integral and integrated portion Of the seminary's responsibility. 4. Each seminary should appoint a full-time director Of continuing education. -128- 5. Each seminary Should establish a department or division Of continuing education within the organizational structure, differentiated in its administration, finance, curriculum, and methodology. 6. Institutional fund-raising efforts Should repre- sent the needs Of continuing education as a vital part of the total seminary's Operation. 7. The central administration in the seminary should institute a system Of rewards (e.g., remuneration, les- sened work-loads) for faculty participation in seminary sponsored continuing education programs. 8. Seminaries should provide a guidance-counselor whose Specific function is to give guidance and counsel for continuing education students. The counselor should be free to personally help ministers formulate educational goals and Objectives and achieve coherence in their con- tinuing education experiences; the counselor should also Offer to counsel ministers with personal problems related to the minister's continuing education Objectives. Ideally this counselor should have been trained in theology, educa- tion, and guidance-counseling. He should systematically record data from sessions with counselees in a form avail- able for his future use. 9. The seminary administrators should urge the Pres— byterian Church tO establish a national Office for COOpera- tion in Continuing Education to expedite voluntary cooperation —129- among the seminaries in all aspects of program planning and implementation.1 The Office for Cooperation might act as a fact-finding and information agency, a central clearinghouse for ideas and materials, and a channel Of personal communication for continuing education leaders Of the seminaries. 10. Continuing education programs require contin— uous evaluation in terms Of learning that has taken place, behavior changes in the participants, and student reaction to the total program. The evaluation process should become, in part, a cooperative venture among the seminaries Of the denomination, using some common instruments2 to compare seminary programs and improve institutional performance, as well as for research. 11. As an aid to curriculum planning, seminaries should record in a readily available fashion all signifi- cant data concerning student characteristics, including each participant's age, religious affiliation, residence, 1Examples of institutional cooperation can be found throughout American Higher Education -— e.g., the COOpera- tive arrangement Of the University Of Michigan, Wayne State University, and Eastern Michigan University in the field Of Adult Education. 2For example the Program Research Questionnaire for Residential Adult Education Centers, developed by the' Program Research Committee Of the Kellogg Foundation Supported Centers of Michigan State University, the Univer- sity Of Georgia, The University Of Nebraska, The University Of Oklahoma, and the University of Chicago; and also, the Kropp-Verner Attitude Scale. -130- previous education, stage in the life cycle, grants Of mOney and time by his employer for continuing education, and special interests. The seminaries ought to arrange a uniform tabulation of this information for purposes Of cooperative program planning and research. 12. Seminaries should construct their B.D. curricula with the conscious purpose of encouraging habits of self- education in their students, deliberately guiding the future parish minister toward a commitment to continued learning throughout his lifetime. l3. Seminaries should involve laymen with clergy- men in some continuing education Offerings, beginning on an experimental basis by inviting laymen who display leader- ship qualities in the church, so that ministers may have regular Opportunities to interact with laymen in the unique learning experiences Offered through continuing education programs. BIBLIOGRAPHY -131- BIBLIOGRAPHY Books Aker, George F. (editor). Adult Education: Procedures, Methodsj Techniques. Syracuse, New York: The Library Of Continuing Education, Syracuse Univer— sity, 1965. American Educational Research Association. Encyclopedia of Educational Research. New York: The MacMillan Company, 1960. Association for Higher Education. Current Issues in Higher Education: Undergraduate Education. washington: National Education Association, 1964. Beckhard, Richard (editor). Conference Plannipg. Wash- ington: National Training Laboratories, National Education Association, 1962. Belth, Marc, and Schueler, Herbert. Liberal Education for Adults Re—examinedL The Queens College Program. Chicago: Center for the Study of Liberal Educa- tion for Adults, 1959. Best, John W. Research in Education. Englewood Cliffs, New Jersey: Prentice-Hall, 1959. Bloom, Benjamin S. (editor). Taxonomy Of Educational Objectives: The Classification of Educational Goals, Handbook I: Cognitive Domain. New York: David McKay Company, 1956. Bruner, Jerome. The Process Of Education. New York: Vintage Books, 1960. Brunner, Edmund de S., et al. An Overview of Adult Educa- tion Research. Chicago: Adult Education Asso- ciation, 1959. Burch, Glen. Challenge to the University: An Inquiry into the University's Responsibility for Adult Education. Chicago: Center for the Study Of Liberal Educa- tion Of Adults, 1961. -132— -133- Burns, HObert W. (editor). Sociological Backgrounds of Adult Education. Chicago: Center for Study Of Liberal Education for Adults, 1964. Campbell, Clyde M. (editor). Practical Applications Of Democratic Administration. New York: Harper and Brothers Publishers, 1952. Carey, James T. The Development Of the University Evening College as Observed in Ten Urban Universities. Chicago: Center for the Study of Liberal Educa- tion for Adults, 1961. Chambers, M. M. Voluntary Statewide Coordination in Public Higher Education. Ann Arbor: The University of Michigan, 1961. Clark, Burton R. Adult Education in Transition. LOS Angeles: University Of California Press, 1956. Council on Theological Education, The United Presbyterian Church in the U.S.A. The United Presbyterian Enterprise of Theological Education. Philadelphia: Council on Theological Education, 1959. DeCrow, Roger. Administrative Practices in University Evening Colleges. Chicago: Center for the Study Of Liberal Education for Adults, 1962. Dittes, James E. Research on Clergymen. Dayton, Ohio: Ministry Studies Board, 1962. Dressel, Paul L. The Undergraduate Curriculum in Higper Education. Washington: The Center for Applied Research in Education, 1963. Dressel, Paul L. SE al., Evaluation in Higher Education. Boston: Houghton Mifflin Company, 1961. Dryer, Bernard V. Lifetime Learning for Physicians. Evan- ston, Illinois: Association of American Medical Colleges, 1962. Edwards, David L. (editor). Preparing for the Ministry of the 1970's: Essays on the British Churches. London: SCM Press, 1965. Engel, David E. (editor). Pedagogy in Higher Education. East Lansing, Michigan: Christian Faith and Higher Education Institute, 1964. -134- Essert, Paul L. Creative Leadership Of Adult Education. Englewood Cliffs, New Jersey: Prentice—Hall, 1955. Fund for Adult Education. Liberal Adult Education. White Plains, New York: The Fund for Adult Education, 1956. Good, Carter V., and Scates, Douglas E. Methods Of Research. New York: Appleton-Century-Crofts, 1954. Hallenbeck, Wilbur C., (editor). Psychology of Adults. Chicago: Adult Education Association Of the U.S.A., 1963. Hely, A.S.M. New Trends in Adult Education. Paris: United Nations Educational, Scientific, and Cultural Organization, 1962. Hofmann, Hans (editor), eE al., Making the Ministry Rele- vant. New York: Charles Scribner's Sons, 1960. Houle, Cyril 0., Continuing Your Education. New York: McGraw-Hill Book Company, 1964. , Major Trends in Higher Adult Education. Chicago: Center for the Study Of Liberal Education for Adults, 1959. Jensen, Gale, Liberight, A.A., and Hallenbeck, Wilbur (eds.). Adult Education: Outlines of an Emerging Field Of University Study. Adult Education Association of the U.S.A., 1964. Johnstone, John W. C., and Rivera, Ramon J. Volunteers for Learning. Chicago: Aldine Publishing Company, 1965. Kidd, J. R. How Adults Learn. New York: Association Press, 1959. Knowles, Malcolm S. Informal Adult Education. New York: Association Press, 1950. , The Adult Education Movement in the United States. New York: Holt, Rinehart and Winston, 1962. (editor). Handbook of Adult Education in the Unitedigtates. Chicago: Adult Education Asso- ciation Of the U.S.A., 1960. —135— Krathwohl, David R., Bloom, Benjamin S., and Masia, Bertram B. Taxonomy Of Educational Objectives: The Classifica- tion Of Educational Goalsy Handbook II: Affective Domain. New York: David McKay Company, 1964. Kuhlen, Raymond G. (editor). Psychological Backgrounds Of Adult Education. Chicago: Center for the Study Of Liberal Education for Adults, 1963. Little, Lawrence C. Wider Horizons in Christian Adult Education. Pittsburgh: University Of Pittsburgh Press, 1962. (editor). The Future Course of Christian Adult Education. Pittsburgh: University Of Pittsburgh Press, 1959. . Bibliography Of Doctoral Dissertations on Adults and Adult Education. Revised edition. Pittsburgh: University Of Pittsburgh Press, 1963. Mager, Robert F. Preparing Instructional Objectives. Palo Alto, California: Fearon Publishers, 1962. McGlothlin, William J. Patterns Of Professional Educa- tion. New York: G. P. Putnam's Sons, 1960. Menges, Robert J., and Dittes, James E. Psychological Studies Of Clergymen: Abstracts Of Research. New YOrk: Thomas Nelson and Sons, 1965. Meziron, J. D., and Berry, Dorothea (editors). The Litera- ture Of Liberal Adult Education, 1945-1957. New York: Scarecrow Press, 1960. Miller, Harry L. Teaching and Learning in Adult Education. New York: The McMillan Company, 1964. Morgan, Barton, Holmes, Glenn E., and Bundy, Clarence E. Methods in Adult Education. Danville, Illinois: The Interstate, 1963. Mort, Paul R. Principles Of SchOOl Administration. New York: McGraw-Hill Book Company, 1946. National Association Of Public School Adult Educators. Focus. First Yearbook. Washington: the Associa— tion, 1961. -136- National Society for the Study of Education. Behavioral Science and Educational Administration. The Sixty— third Yearbook, part II, Chicago: National Society for the Study of Education, 1964. Schwertman, John B. I Want Many_LOdestars. Chicago: Center for the Study Of Liberal Education for Adults, 1958. Simons, Hans. Higher Adult Education: Its Place and Its Function. Chicago: Center for the Study Of Liberal Education for Adults, 1959. Taylor, Harold, Blackwell, Gordon W., and Mead, Margaret. Today and Tomorrow: Three Essays on Adult Educa- tion in the Future. Chicago: Center for the Study Of Liberal Education for Adults, 1961. Thomson, Murray, and Ironside, Diana J. (editors). 4A Bibliography Of Canadian Writings in Adult Educa- tion. Toronto: The Canadian Association for Adult Education, 1956. Tyler, Ralph W. Basic Principles of Curriculum and In- struction. Chicago: University of Chicago Press, 1950. Verner, Coolie. A Conceptual Scheme for the Identification Of Processes for Adult Education. Chicago: Adult Education Association Of the U.S.A., 1962. Verner, Coolie and Booth, Alan. Adult Education. Washing— ton: The Center for Applied Research in Education, 1964. W. K. Kellogg Foundation. ContinuingyEducation: An Evolving Form Of Adult Education. Battle Creek, Michigan: W. K. Kellogg Foundation. Wrenn, C. Gilbert. The Counselor in a Changing World. District Of Columbia: American Personnel and Guidance Association, 1962. Ziegler, Earl F. Christian Education Of Adults. Phila- delphia: The Westminster Press, 1958. Articles and Periodicals Ballin, Marion R. and Logie, Ionia R. "The Counseling Of Adults, a Growing Community Need," Adult Leader- ship, V01. 8 (January, 1960). -137- Beery, John R. "Continuing Education, Why and How," Edu- cational Leadership, Vol. 17 (March, 1960). Brunner, Edmund de S. "Adult Education and Its Research Needs," Adult Education, X (Summer, 1960). Dekker, Tunis H. "The Conference Coordinator: Educator- Administrator," Adult Education, 16 (Autumn, 1965). Gamble, Connolly C., Jr. "The Seminary Library and the Continuing Education Of the Minister,“ Library Trends, Vol. 9 (October, 1960). Houle, Cyril 0. "What is Continuing Education," Contin— uing Education Report: From the University Of Chicago, NO. 1 (1965). Jackson, Charles L. and Stirzaker, Norbert A. "COOpera- tion in Adult Education," Adult Leadership, VOl. 10, (June, 1961). James, T. F. “Adult Education," Cosmopolitan, (September, 1957). Kaplan, Abbott. "A Fifth Dimension in American Education," The Educational Forum, XXVI (January, 1962). Kirkpatrick, Donald L. "Techniques in Evaluating Training Programs," Journal Of American Society for Training and Development, (November, 1959). Leavenworth, Lynn. "Advantages and Hazards for the Seminary in Continuing Education," Theological Education, (Summer, 1965). LeVine, James and Dole, Arthur A. "Salient Enrollment Determinants in Adult Classes,“ Adult Education, XIII (Spring, 1963). Luke, Robert A. "Stating a Position on Adult Education," Adult Education, XI (Summer, 1961). New York Times. November 19, 1965. Pybas, M. D. "More than a Hotel," Adult Leadership, Vol. 10 (June, 1961). Salwak, Stanley F. "The Need for Cooperation and CIC ReSponse," The Educational Record, (Summer, 1964). ~138- Seay, Maurice F. "Some Principles of an Educational Pro- gram," Bulletin Of the Bureau of School Service, X (June, 1938). Verner, Coolie and Newberry, John S. Jr. “The Nature of Adult Participation," Adult Education, VI (Summer, 1958). Reports and Proceedings Association of University Evening Colleges. Counseling and Guidance in the Evening College. Proceedings Of the Twenty-third Annual Meeting in Cleveland, Association Of University Evening Colleges, 1961. Association Of University Evening Colleges. Liberal Educa- tion Through the Evening College. Proceedings Of the Twenty-first Annual Meeting in Pittsburgh. Association Of University Evening Colleges, 1959. Board Of Christian Education, United Presbyterian Church in the U.S.A. Report Of the Consultation on Con- tinuing Education to the General Council. Phila- delphia: Board of Christian Education, 1965. Gamble, Connolly C. Jr. The Continuing Theological Educa- tion Of the American Minister. Report of a survey. Richmond, Virginia: Union Theological Seminary, 1960. Hunsaker, Herbert C. and Pierce, Robert (editors). Creating a Climate for Adult Learning. A report Of a Na- tional Conference on Architecture for Adult Educa- tion. Adult Education Association of the U.S.A. and Division Of Adult Education, Purdue University, 1959. Joint Committee on Continuing Legal Education. Arden House II: Toward Excellence in Continuing Legal Edu- cation. The report On the Second National Con- ference on the Continuing Education of the Bar. Philadelphia: Joint Committee on Continuing Legal Education, 1964. ‘ Lindvall, O. M. (editor). DefiningrEducational Objectives. A report Of the Regional Commission on Educational Coordination and the Learning Research and Develop- ment Center. Pittsburgh: University of Pittsburgh Press, 1964. —139— New England Board of Higher Education and the Center for the Study of Liberal Education for Adults. Pro- ceedings Of the Conference on the Training Of Counselors of Adults. Chatham, Massachusetts, 1965. National Consultation on Continuing Education for the Ministry. Consultation on Continuing Education for the Ministry. A summary report Of proceedings on June 15-18, 1964. Newton Center, Massachusetts: Andover Newton Theological School, 1964. . Consultation on Continuing Education for the Ministry. A summary report of proceedings on June 8-12, 1965. Chicago: The University Of Chicago Center for Continuing Education, 1965. Interviews Blackman, Edward B. Assistant Dean, Residence Instruc- tion, University College, Michigan State Univer- sity, East Lansing, Michigan, July, 1966. Kleis, RusseLlJ. Associate Professor, Administration and Higher Education, College Of Education, Michigan State University, East Lansing, Michigan, July, 1966. Seay, Maurice F. Director, School Of Advanced Studies, College Of Education, Michigan State University, East Lansing, Michigan, July, 1966. Other Sources Hulick, William A. "Post-Seminary and In—service Education Of Clergymen in the Presbyterian Church, U.S.A.," Unpublished Doctor's dissertation, University of Pittsburgh, 1952. President's Commission on Higher Education. Higher Educa- tion for American Democracy. Washington: United States Department Of Health, Welfare, and Educa- tion, 1947. APPENDICES -140- APPENDIX A PARTICIPANTS IN THE PILOT STUDY The Reverend William R. Phillippe Director of Continuing Education The Pittsburgh Theological Seminary Pittsburgh, Pennsylvania The Reverend John M. Salmon Director of Continuing Education Louisville Presbyterian Theological Seminary Louisville, Kentucky -141- APPENDIX B A QUESTIONNAIRE TO STUDY THE CONTINUING EDUCATION PROGRAMS FOR THE MINISTRY IN SELECTED UNITED PRESBYTERIAN INSTITUTIONS The purpose Of this questionnaire is to enable you to answer questions relative to continuing education pro- grams for the ministry in your institution. In reSpond- ing to the questionnaire, use the following definitions as a frame of reference. The ministry comprises persons who are ordained to the ministry Of the church. Continu— ing education for the ministry consists of organized learn— ing situations Specifically designed for persons in the ministry. It involves ministers who have graduated from seminary and who have been ordained. For the purposes Of this study, programs of continuing education Offered within the academic years, 1964-65 and 1965-66, will be considered, and only those Of an on-going character. The year used in a particular question will depend upon the availability and relevancy of the data. Thank you for your cooperation in this study and for the time given to this questionnaire. E. Arthur McAsh Name Of your institution Title Of person completing inquiry Number Of full-time students enrolled in regular classes in your institution in the 1964-65 academic year Number Of participants attending all continuing education programs sponsored by your institution in the academic year of 1964-65 Number of ordained ministers attending the above continuing education programs Number Of non-ordained persons attending these programs —142— Appendix B continued -l43- I. THE GOALS OF CONTINUING EDUCATION FOR THE MINISTRY IN THIS INSTITUTION One Of the great issues in continuing education for the ministry has to do with its broad, over—all aims or goals. The question is: What are we trying to accomplish? Are we trying to improve peOple for their vocation, to broaden them intellectually, or spiritually, or what? 1. Has your institution stated its broad purposes or goals for continuing education for the min- istry? Yes NO If yes, please state these over-all goals. 2. As director of continuing education do you believe these goals to be adequate? Yes NO If no, what would you add to these goals? Would you delete any areas contained in the above broad goals? Yes NO If yes, which would you delete? 3. What agency(ies) of your institution (e.g., admin- istration, faculty, committee, commission, etc.) formulated these goals? 4. Has your institution stated Specific Objectives which are designed to implement the above broad aims or goals? Yes NO If yes, please state these specific Objectives as definitely as possible. II. CONTINUING EDUCATION PROGRAMS AND THEIR OBJECTIVES 1. List the titles Of programs of continuing educa- tion for the ministry Offered by your institution in the 1965—66 academic year. List Credit Programs and Non-Credit Programs separately. Please state the Objective(s) Of each program Offered. III. ADMINISTRATION A. Continuing Education within the administrative frame— work Of the institution. ' 1. Does the institution have a department or division Of continuing education for the ministry? Yes NO If yes, to whom is this division or department responsible? Appendix B continued -144— If no, what department Of the institution admin- isters continuing education? B. Leadership Of the Continuing Education Program 1. What Official has the chief administrative leader- ship and reSponsibility for continuing education in this institution? TO whom is he reSponsible? Information concerning the director of continuing education: What is his title? What other titles does he hold? What percentage Of his time is given to directing the continuing education program? 100% 75% 50% 25% Other% If less than 100%, state his other professional duties. From what source(s) does his salary for his work in continuing education come? General Institu- tional Budget Special Fund Earnings Of program (Other (specify) What are his academic degrees? If he has done graduate study, what are his major areas Of emphasis? His minor areas Of emphasis? What is his experience background? Pastor Of a church? Denominational Official Seminary faculty member College faculty member Other_____ Is the director's reSponsibility limited to admin- istration in the operation of the continuing educa- tion programs? Yes NO If no, what other responsibilities does he carry in the continuing education programs? Does he teach any regular courses of the institu— tion? Yes NO Appendix B continued -145- Information concerning an assistant director. Is there an assistant director of continuing edu- cation? Yes NO If yes, what are his specific responsibilities? In what ways do the training and skills Of the assistant director complement those Of the direc- tor? What percentage of his time does he give to con— tinuing education? 100% 50% 25% Other % If less than 100% state his other professional duties. Other persons in positions Of administrative leadership. List the titles of Officials Of the seminary who have subsidiary administrative responsibilities toward continuing education. Describe their responsibilities. IV. FINANCES 1. What were the total dollar expenditures for con- tinuing education at this institution in the 1964-65 academic year? (This should include salaries, materials, etc.) What are the total dollar expenditures projected for the academic year 1965-66? What proportion Of the total instructional budget was allocated for continuing education in the academic year 1964-65? What proportion Of the total instructional budget is allocated for the academic year 1965-66? Are special financial grants made to continuing education, from outside the institutional budget provisions? Yes NO If yes, specify the source of the grants (religious, business, individual, etc.) and the amount given through each category Of grant. What is the proportion Of these outside grants to the total continuing education budget? Appendix B continued -l46- What proportion Of the costs of the total program are met by continuing education student fees? As administrator, do you feel this distribution of income is appropriate? V. FACULTY 1. What percentage Of the continuing education prO- grams in the academic year 1965-66 are taught by: Your own faculty % Faculty from other theological institutions % Faculty from non-theological educational institutions % Instructors from denominational boards and agencies % From business and the professions % Other (Specify) % Faculty who provide guidance and counsel. Is there a counselor available whose Specific function is tO provide continuing education students with guidance and counseling? Yes NO If yes, does the counselor provide (a) guidance in planning the students' continuing education aims and Objectives? Yes NO (b) counsel with personal problems other than educational problems? Yes NO Does the counselor have the following background of qualifications? A theological degree? Yes NO ‘Experience as a minister in the parish setting? Yes NO Guidance and counseling training on the Master's level? Yes NO Doctoral level? Yes No Appendix B continued —l47- Courses in a College Of Education on the Master's level? Yes NO Doctoral level? Yes No Are data systematically recorded respecting the counselees? Yes NO If yes, are these data available for future use? Yes NO VI. FACILITIES 1. Buildings Is there a Continuing Education Center used spe- cifically for this purpose? Yes NO If yes, are arrangements Of these facilities satisfactory? If they are not satisfactory, how would you wish them changed? Are your institution's buildings and facilities, ordinarily used for regular courses, also utilized for continuing education purposes? Yes NO If yes, are arrangements Of these facilities satisfactory? If they are not satisfactory, how would you wish them changed? DO participants in continuing education programs while they are on campus live in dormitories with the seminary students? Yes NO DO they eat in the dining hall with the seminary students? Yes NO Are Off-campus facilities used? Yes NO If yes, are the arrangements Of these facilities satisfactory? If they are not satisfactory, how would you wish them changed? Library Are the regular library facilities made available for continuing education programs? Yes NO If yes, are there Special arrangements made with the library for the students of continuing educa— tion programs while they are at the institution? Are there library loan provisions for Off—Campus continuing education participants? Yes NO If yes, are the books Obtained by the participant in person? Yes NO By mail? Yes NO Appendix B continued -l48— Does the library acquire books and periodicals specifically for continuing education? Yes NO If yes, describe the nature of these books. If yes, how much money is expended annually for them? What was the total cost of library service to continuing education in the academic year 1964-65? Was this cost met by the general library budget? Yes NO By the continuing education department's budget? Yes NO Instruction locations Specify locations used for instruction and the approximate percentage of the programs in 1965-66 which are located there. Location Percentage Of Programs Seminary Campus Extension centers Off campus Camps or retreat centers At home Other (Specify) List the places used by your institution for extension centers Off campus in continuing educa- tion. VII. STUDENTS 1. What are the prerequisites for students to enroll in your continuing education programs? Credit: Non-credit: Characteristics Of the continuing education student body in the 1964-65 academic year. Appendix B continued —149- Age groupings Of students: In Credit Programs 25-35 years % 35-45 years % 45-and above % I have no record ( ) insufficient the above. Religious affiliation Of students? In Credit Programs Presbyterian ___% Other Protestant ‘__;% Roman Catholic -__jA Jewish ___% Other % I have no record ( ) Of the above. Academic background Of students: In Credit Programs NO degrees % Undergraduate degrees % Theology degrees % Other graduate degrees % In Non-Credit Programs 96 96 A 0 record ( ) Of In Non-Credit Programs O A A A A A O O 0 O insufficient record ( ) In Non-Credit Programs I have no record ( ) insufficient record ( ) Of the above. Geographical origins Of students: In Qredit Programs Within 100 miles % Over 100 miles % In Non—Credit Programs _% 96 I have no record ( ) insufficient record ( ) Of the above. Appendix B continued -150- VIII. A. B. The percentage Of students who: Credit Non—Credit Programs Programs Pay all their own expenses .__J% ___JA Are assisted by their local church totally % ‘__4% Are assisted by their local church partially .__;% ___% Are assisted by their synod totally .__;% ___jA Are assisted by their synod partially ___% ,___% Use their vacation time for programs ___% % Are granted time by their employer .__J% .__J% Are given scholarships or loans .__JA ___% Other (specify) ___jA % I have no record ( ) insufficient record ( ) Of the above. CURRICULUM Curriculum Areas 1. By what procedures is the over-all content (topics or areas Of study) Of the continuing education program generally determined? (Note: For specific programs see the next question.) List the programs Offered within the total contin— uing education endeavor in the academic year 1965-66 and the method by which the curriculum in each was determined, and who carried the primary responsibility in the curriculum determination. Program Titles Method of Responsibility Curriculum Deter— mination (e.g., Director, faculty members, joint committees, requests Of ministers, etc.) Instructional Devices Appendix B continued ~151- Are there pre-program requirements which students must satisfy? Yes NO If yes, check the following which are used and rate them as to the importance you attach to these requirements. Of Very little Imp, Imp. imp. Read required books Write manuscripts Read selected articles or working papers Other (Specify) Are mechanical teaching aids utilized? Yes NO If yes, check the mechanical teaching aids used and from your experience with them rate them as to their utility. Teaching Aids Ratings Audio-visual aids Used, Very Useful, Programmed books and Useful, Of little teaching machines usefulness Other (specify) Are examination methods used? Yes NO If yes, state the examination methods used and the percentage Of programs in which they are used. Examination In Credit Non-Credit % of Method Programs Programs Programs Essay Objective Term,Paper Other (specify) Are there concrete forms Of recognition given for successful completion of the programs? Yes NO If yes, specify the forms of recognition and your Opinion as tO their utility. Form Of Recognition Usefulness (l) (2) (3) (4) (5) -152- Appendix B continued Anuonnm nuHooSOISOSHUZ uufloououov SDOQ SH HO .mEmumoum DHUOHUISOS .mEmumoum DHUOHO SH poms ma >ua>flu0m mnu ma ODMOHOSH .mEmumOum SOHDMOSOO mSHSSHuSOO H50» SH poms hauSosowum umOE mOHuH>Hu0m mounu may Moono SESHOO mflnu SH ZOOSO Smnu OHOE So>Hm on awe HoAESS memo OSBV .Emumoum SOHumosoo mSHSSHuSOO Snow Ou Sumo mo OOSmu IHOQEH onu A3OHHHV mamum uSHOm m m SO oumu .SOHumOSU mSOH>oum on“ SH ooxooso mOHUH>Hu0m may Ham mo .SOHuSuHumSH Moo» um Emum Ioum SOHumosom mSHSSHuSOO on» SA ooNHHHuS Soon o>mz umnu mOHuH>Huom onu Ham x0030 SESHOO mHSu SH Tape recordings Educational Guidance & Counseling Film & Visual Aid services Consultation in the field by institutional personnel Organized travel study Use Of radio Use Of TV Guided reading Library materials lending service programs Extension classes Off- campus Corre3pondence study Conferences Seminars Auditing regular school courses Other .BOHoQ mSOHumoso may mSHHo3mSm SA aufl>fluom oumaumoummm may HOUSS OSm uSmHH on» on moommm OS» mmD .Emumoum Soflumosoo mSASSHUSOU Snow mo uumm m Soon o>mn SOHS3 usn omumfla DOS moapa>fluom MSm moommm xSMHQ may SH Hash .mfimnm Ioum Soflumosom mSflSSHUSOU SA pom: Soon o>mS SUHSB meUH>Hu0m ooumfla mum ugmflu on» 09 mmSmHSSOOB OSm moonumz .0 Appendix B continued —153- D. Evaluation 1. Are there specific methods used for evaluating your programs of continuing education? Yes NO If yes, please describe briefly the procedures you may use for evaluating any Of the following program areas: instruction, learning by the participants, facilities. E. Cooperative relationships with other institutions in programming. 1. DO you take specific steps to cooperate with other institutions in planning your continuing education programs? Yes NO If yes, indicate the other institutions, the Specific steps taken, and your Opinion of the utility of these efforts at program coordination. Institutions Cooperative Steps Presbyterian seminaries Other denominational seminaries Church related colleges Universities Local church councils Other (Specify) Is there a conscious effort tO coordinate the pre- degree study of the regular seminary student with continuing education which will follow graduation and ordination? Yes NO If yes, in what manner is this done? IX. PROMOTIONAL ACTIVITIES 1. DO you actively promote your continuing education programs with a view to attracting participants? Yes NO If yes, do you direct your pro- motional efforts to: Presbyterian ministers only? _Presbyterian and ministers of other denominations equally? Primarily Presbyterian min- isters but also ministers Of other denominations? Appendix B concluded -154- Indicate your chief methods Of promotion. TO what motives do you attempt to appeal when you enlist participants for your continuing education programs? X. NEW DIRECTIONS IN CONTINUING EDUCATION PROGRAMS 1. Did your programs for 1965-66 contain any new departures from those Of previous years? Yes NO If yes, specify, and indicate your Opinion as to their utility. Have you projected any new directions for your programs in 1966-67? Yes NO If yes, specify. Have you envisioned new ideas to incorporate into your programs at some point in time beyond 1967? Yes NO If yes, Specify. APPENDIX C LIST OF THE EIGHT UNITED PRESBYTERIAN SEMINARIES PARTICIPATING IN THIS STUDY Institution Auburn Theological Seminary, associated with Union Theological Seminary Dubuque Theological Seminary Louisville Presbyterian Theological Seminary McCormick Theological Seminary The Pittsburgh Theological Seminary Princeton Theological Seminary San Francisco Theological Seminary Johnson C. Smith University Theological Seminary -155— Location City Of New York New YOrk Dubuque, Iowa Louisville, Kentucky Chicago, Illinois Pittsburgh, Pennsylvania Princeton, New Jersey San Anselmo, California Charlotte, North Carolina MICHIGAN STATE UNIVERSITY EAST LANSING - MICHIGAN 43323 COLLEGE OF EDUCATION . SCHOOL FOR ADVANCED STUDIES 0 BRICKSON HALL APPENDIX D SAMPLE COVER LETTER SENT TO DIRECTORS OF CONTINUING EDUCATION Dr. John Doe Presbyterian Seminary University City, U.S.A. Dear Dr. Doe: The enclosed questionnaire is being sent tO the directors of continuing education at eight United Presbyterian Theo- logical seminaries in the United States. I am asking your cooperation in completing and returning it to me at your earliest convenience. Your reSponse will assist me in my doctoral dissertation entitled, "A Study of Continuing Education Programs for the Ministry in Selected Institutions of the United Presby- terian Church in the U.S.A.." The purpose Of this study is to determine the nature and extent of continuing education activities for the ministry in each of the United Presbyterian seminaries and to recom- mend On the basis Of the study, basic principles and pro- cedures upon which continuing education programs for the ministry may function. I propose to phone you in a few days in order to make an appointment with you to visit your campus for a day or two and discuss with you the continuing education programs sponsored by your institution. Many thanks for your helpfulness. Sincerely yours, E. Arthur McAsh EAM:dj -156-