TCMI develops new courses that respond to the current needs of their students, and update those already offered, as confirmed in discussion with administrators, regional representatives, faculty, and students. Evidence in support of currency includes the addition of material related to Islamic culture and religions in several courses when TCMI expanded to offer courses in predominantly-Muslim regions. Many faculty members report numerous interactions in networks of scholarly and pastoral societies in their particular fields, interactions which enable them to update their courses as new information and theories emerge. This, along with their own documented scholarly production, assures the currency of course content.
TCMI faculty also report …show more content…
These include those who do not have an accredited Bachelors degree, whose degree did not include theological study, and those who are exploring the possibility of graduate study with TCMI. The leaning goals and outcome for the certificate are therefore intentionally broad.
TCMI clearly states learning goals and outcomes for each of its Masters degree programs. In addition, it states clearly that the M.Div. program requires the prior successful completion of the M.A. program. The learning goals of the M.Div program are defined at a more advanced level of academic achievement and performance of practical pastoral skills. Interviews with students, faculty, staff, and administrators provide evidence that all are aware of the distinct goals for each degree and the progression from M.A. to …show more content…
IT personnel, faculty and students verify that stated course outcomes and learning goals are identical in both delivery methods and in sections of the course offered in various sites; they are presented in both English and Russian. Review of current courses in the Moodle system and faculty interviews indicate that the same faculty member teaches multiple sections of the same hybrid course; the mentorship (face-to-face) portion of each section takes place at a different class location. Quality is therefore standard across
TCMI faculty also report …show more content…
These include those who do not have an accredited Bachelors degree, whose degree did not include theological study, and those who are exploring the possibility of graduate study with TCMI. The leaning goals and outcome for the certificate are therefore intentionally broad.
TCMI clearly states learning goals and outcomes for each of its Masters degree programs. In addition, it states clearly that the M.Div. program requires the prior successful completion of the M.A. program. The learning goals of the M.Div program are defined at a more advanced level of academic achievement and performance of practical pastoral skills. Interviews with students, faculty, staff, and administrators provide evidence that all are aware of the distinct goals for each degree and the progression from M.A. to …show more content…
IT personnel, faculty and students verify that stated course outcomes and learning goals are identical in both delivery methods and in sections of the course offered in various sites; they are presented in both English and Russian. Review of current courses in the Moodle system and faculty interviews indicate that the same faculty member teaches multiple sections of the same hybrid course; the mentorship (face-to-face) portion of each section takes place at a different class location. Quality is therefore standard across