Programs: DMin
Overview and a Brief Introduction to the Online Assisted Learning Format

To achieve its goals of facilitating the growth towards a higher excellence and competence of those in ministry, the DMin program has nine essential components, which are at work developmentally through three phases as outlined in section III of the handbook. At key points in these phases, there is supervision and evaluation by faculty, the DMin Director, the DMin Program Committee and the Advanced Degree Council. In addition there is ongoing self, peer and ministry-based evaluation.

The DMin Program provides various kinds of learning and evaluation that are self-directed, communal, interdisciplinary, and integrative in nature. These experiences aim at helping the students to achieve a high level of competence in their practice of ministry and at equipping them to propose and carry out the DMin Thesis. The components of the DMin program integral to achieving these goals include:

1. the Collaborative Learning Group which is engaged both on-campus during summer residentials and online throughout the academic year;
2. the development of an Individual Learning Plan (ILP);
3. a Ministry Base Group;
4. a professional mentor designated by the DMin Advisory Board,
5. a Doctoral Supervisory Committee,
6. the DMin Thesis Committee. These components are operative in different phases of the program.

The Online Assisted Learning Format

The online assisted learning format has been designed and is being implemented in accordance with the guidelines provided by The Toronto School of Graduate Studies (SGS) and the Ontario Council of Graduate Studies (OCGS). In so doing this degree is conjointly awarded by the Toronto School of Theology (TST) and the University of Toronto (U of T).

This degree fulfils its residency requirement by one and two week on-campus intensive learning experiences. These occur within the first three years of the degree program in a manner which is compatible with the activities of practitioners engaged in active ministry. These collegial learning experiences are important. Each person brings a wealth of learning and experience to the group. These face to face experiences allow the group dynamics to develop and the contribution of each participant to enrich the learning environment.

Prior to each course offered students will find online outlines and support documents to support the learning experience. Pre course reading is assigned and preparatory assignments will be completed before coming to campus. This will be supported by online conversations between the group, the course instructor and the program director. The learning cohort continues at a distance.

Each course within the program will be tailored to allow the student to examine more closely their area of study interest and research. In most cases, this will be done by focusing the assignments for the course in the student's area of specialty. Elective courses may be taken in one of three ways. Advance degree courses may be taken at TST or reading and research courses may be designed in cooperation with TST faculty. Additionally these courses may be taken at other recognized universities or seminaries. All courses must be approved by TST through the Director of the Doctor of Ministry Program.

You will find a time schedule for the program on the following page. It is recognized that each student will work at a different pace and so individual allowances can and will be made.

• See the Sequence of Study Chart