At the heart of both the M.Div. and M.A. degree programs is the Core curriculum consisting of four 9-credit courses, plus two credits of spiritual formation taught over two years. All students begin their NES experience with the Core. These four courses involve the student in the traditional studies of biblical theology, church history, and systematic theology in an integrated, holistic, and non-sectarian approach to theological study.

Each course covers a distinct era in the development of Christianity and investigates that timeframe through five lenses:

Along with this biblical, historical, and theological journey across 2000 years of church history, the student practices the classic spiritual disciplines employed by Christians down through the centuries to nurture and maintain a growing relationship with Jesus Christ.

BHT 511NE
The Biblical Era: Evangelism, Missions, and Church Growth
Credits: 9

This course involves an in-depth study in the biblical record of the first-century Church. Significant time is spent in the Old Testament, as well as the New Testament. Special attention is given to evangelism, missions, and church growth as distinguishing features of this era of church history.

BHT 512NE
The Formative Era: Controversy and Politics in the Church
Credits: 9

This course mines the rich resources of the patristic and medieval eras of the Church’s history. During the patristic era, the Church—working with the resources of the biblical era—clearly defined Christian doctrine in subjects such as: the nature of God and the Trinity, Jesus Christ, creation, human nature, and salvation (cf. Apostles’ Creed); the basic Christian pattern of living; and the structure of the church, worship, the ordained ministry, membership and church discipline. The medieval era saw additional developments in ecclesiastical policy and restatements of doctrine after recovery of Aristotle’s works.

BHT 513NE
The Protestant Era: Reformation and Revival in the Church
Credits: 9

This course studies the Church in the tumultuous 16th-18th centuries, which led up to the modern era. During the Protestant Reformation and Great Awakening, the Christian Church experienced massive upheavals as it wrestled with the doctrine of salvation. Many new denominations and movements emerged as the contestants joined battle and reached differing views on such issues as the way in which people become Christians the manner in which Christians are to live and the nature of the true Church in polity, the sacraments, public worship, and the ordained ministry and mission.

BHT 514NE
The Modern and Postmodern Era: The Church in an Age of Science, Technology, and Secularization
Credits: 9

This course surveys the history and theology of Christianity in the 19th and 20th centuries. Specific attention is given to the prominent theologians, theological movements, and the ecclesiastical developments of the modern and post-modern eras. This course exposes the student to contemporary theories of biblical interpretation, the impact of social location on theology, and problems of religious pluralism and secularization.

PSF 511NE, 512NE, 513NE, 514NE
Introduction to Personal and Spiritual Formation
Credits: .5 for each course (2 credits total)

Interwoven throughout the period of the NES Core curriculum, these courses are designed to provide a theological, historical, and practical introduction to the resources and disciplines of formative Christian spirituality. In addition to exposure to classical materials through integrated readings in the Core curriculum, students will participate outside of class in a Faith-Sharing practicum, chapel programs, seminary retreats, and an individual formative assessment process.

The Field Education program at Northeastern seeks to develop people who will be effective Christian leaders in the changing contexts of our culture. Specifically, field education provides the opportunity for seminarians to develop their professional understanding and competence in ministry, as they are involved in the practice of ministry under capable supervision.

M.Div. students take four courses and are expected to complete placements in both a parish and non-parish setting. This course sequence provides students with hands-on professional training from capable practitioners and educators. Students develop professional understanding and competence in ministry. Each course provides time for on-site training, personal and peer-reflection, and classroom instruction. Personal and Spiritual Formation (faith-sharing groups) is a continuing aspect of field education. M.A. students take one field education course and choose a placement best suited for their intended ministry.

Northeastern Seminary partners with churches and ministry-related community agencies in imaginative and innovative ways to enhance and revitalize pastoral theological training. Our focus on the practice of ministry and on theological reflection in field-based learning programs brings the theory of ministry and pastoral experiences into dialogue. This coupling of theory and practice strengthens students’ personal and professional development making them better prepared for effective ministry.

Both M.Div. and M.A. students are required to complete a field education component. Normally, this requirement is met during the second and third years. Each M.Div. student experiences at least two distinct ministry settings, namely, a congregational and a community-based placement such as a hospital, hospice, children’s home, nursing home, or prison. Students in the M.A program are only required to take one semester of field education.

All field education courses consist of a minimum of 8 hours of ministry practice each week and 4 hours spent in preparation and involvement in peer reflection groups for a total course involvement of 150 hours.

Students have a mentoring supervisor in each placement to foster the seminarian’s personal and professional growth and to observe ministry activities. Mentoring supervisors meet weekly with seminarians to invest themselves in the lives of the students.

Students currently employed as pastors can use their church appointment for their congregational placement. In these situations, a mentoring supervisor will be assigned to the student to fulfill the above requirement.

Students complete a learning/serving covenant for each placement. These documents are prepared to help seminarians identify the things they want to learn in the process of serving. Students are asked to develop goals and objectives in the following three areas:

• Ministry Knowledge (Knowing): "I want to better understand…"
• Ministry Skills (Doing): "I want to be better able to do…"
• Ministry Character (Being): "I would like to be…"

Each parish placement provides a lay ministerial advisory committee to serve as a resource to the seminarian. Its primary focus is to create a supportive environment that allows seminarians the opportunity to learn more about their ministry setting, as well as to learn how the congregation is receiving their ministry.

Peer reflection groups are an important part of the field education experience. Seminarians meet regularly for the purpose of integrating classroom training with field-based ministry experiences. In addition to continuing to develop their spiritual formation through faith sharing group meetings, students submit case studies based on their actual ministry experiences for discussion during the peer reflection group meetings.

In addition to student case studies, the director of field education makes formal presentations related to the personal functioning of pastors. Some of the topics included are:

• Ministerial Ethics
• Exploring Your Sense of Vocational Calling
• Maintaining Emotional Wellbeing
• Marriage and Family Adjustment
• Managing Transitions in Ministry
• Authority/Leadership Conflict
• Exit Interviews: "Why Do People Leave the Church?"
• Church/Staff Relations
• New Beginnings in Ministry

Mid-term progress reports and formal final evaluations occur at the end of each placement. The evaluation process seeks to help seminarians clarify personal directions in ministry, address issues that contribute to or hinder their effectiveness, and provide an intentional learning agenda. Students are encouraged to consider taking a unit of Clinical Pastoral Education (CPE) from an accredited CPE center. One unit of CPE can be substituted for two semesters of field education. There are hospital- and parish- based ACPE centers in western New York. This recommendation is especially important for students whose denomination requires the completion of CPE for ordination. Please contact your denominational representative for your specific ordination requirements. CPE is also an important consideration, if not essential, for individuals considering institutional ministry. Contact www.ACPE.edu for more information on the nature of this educational experience.

Field education is an indispensable component of seminary training. Field education provides students who have successfully completed the Core Curriculum the opportunity to further develop their readiness for ministry. The primary focus is to integrate what has been learned through classroom-based study, with insights and experiences of ministry gained under supervision.