A theological introduction to the Gospels of Matthew, Mark, and Luke employing historical and literary critical methods and comparative analysis of the theological insights of each work.
A theological introduction to the Johannine literature employing historical and literary critical methods, with special attention to the Gospel of John.
An introduction to the Pauline literature employing historical and literary critical methods, with special attention to the development of specific theological themes in his work.
Explores the writings of the Fathers of the Church (late 1st to 8th century) which are foundational for the development of Christian thought and doctrine. Students will read the major theological works from this period with attention to historical context, literary style, and the influence of these writings upon the development of doctrine.
Explores the person of Jesus Christ in His identity and saving work, with particular attention to interpretations of the Incarnation, the meaning and effects of His death and resurrection, and His promise to return in judgment and glory.
Explores the basic philosophical concepts and schools of thought that have proven influential in the development of Christian reflection upon a revealed understanding of God and salvation history, with attention to themes such as natural theological knowledge of God or metaphysics generally, the structures of human nature and the moral life, and hermeneutics.
Examines the Deuteronomistic History (Joshua, Judges, 1-2 Samuel … 1-2 Kings) with special attention to the theological significance of this literature.
This course explores the history of the early Church in its social and cultural context from its roots in Judaism, with attention to the development of its institutional structures and basic doctrines over the course of the first several centuries. Formerly RST 571. Same as HIS 571.
Studies the complex religious, social, and political factors that led to the Protestant Reformation and its subsequent developments that created new expressions of Christianity. Also considers the Roman Catholic response to the Protestant Reformers and the development of Tridentine Catholicism. Same as HIS 573.
Focuses on the seven Ecumenical Councils of the Christian Church (4th-8th centuries), the events precipitating their calling, the documents upon which the councils relied for background information, and the outcomes. Students will learn about the historical context of each council and will closely read and examine the conciliar documents that emerged from each controversy.
Explores the development of literal and spiritual methods of biblical exegesis through close reading of Patristic texts, including commentaries and homilies. Particular attention given to the significance of biblical interpretation in the development of Christian doctrines and practices.
This course explores the history of the development of Christian monasticism in the early Church together with a close reading of the primary texts in the Greek and Latin monastic traditions, with attention to the significance of these works for insight into the practice of the Christian life and the self-understanding of the Church.
Introduces the thought of Augustine of Hippo through extensive readings in the primary texts, especially On Christian Teaching, The Confessions, The City of God, On the Trinity and Augustine’s biblical commentaries and polemical writings, with special attention to the emergence and development of specific themes in Augustine’s thought, including creation, sin, Christ, grace, and redemption.
Investigates the development and content of Aquinas’ doctrine of God, One and Three, as expounded especially in his Summa Theologiae, with attention to the biblical, patristic, and philosophical sources of his thought and the contemporary significance of his contributions.
Investigates the development and content of Aquinas’ doctrine of Christ, as expounded especially in his Summa Theologiae, with special attention to the Incarnation; the pattern of Jesus’ life; His role as Mediator and source of grace; His saving Passion, Resurrection, and Ascension; and His return in glory.
Investigates the foundational and applied Summa Theologiae as well as in other specialized works, with special attention to Aquinas’ sources and method, considered in light of both perennial and contemporary moral questions.
THL 646 - Thomas Aquinas: Doctrine of Sacraments and the Church
3 credits-
Investigates the general and specific elements of Aquinas’ doctrine of the Sacraments of the Church, as expounded especially in the Summa Theologiae, with attention to the historical context of this thought and application to the contemporary life and mission of the Church.
Examines the One God who is Three Persons, in light of the Biblical sources and the historical development of the doctrine, with special attention to contemporary issues and approaches to the Christian doctrine of God.
Explores the history and theology of the Second Vatican Council, with particular attention to “Sacrosanctum Concilium, Lumen Gentium, Gaudium et Spes, and Dei Verbum,” together with a study of the history of the ongoing reception of the Council.
Explores the theology of sacraments and sacramentality in general, and the seven Sacraments of the Church in particular, with attention to the celebration of the sacraments in their liturgical setting as forms of participation in the worship of God the Father, with Christ, in the Holy Spirit.
Explores the basic structure of the moral life according to the witness of Sacred Scripture, the Fathers of the Church, and theological tradition, with attention to the goal of human moral action, the life of virtue, contemporary debates about fundamental moral questions, recent Church teaching, especially Veritatis Splendor, and ecumenical and interreligious perspectives.
Explores the development of the Christian understanding of sexuality and marriage, with particular attention to the theological meaning of the body, the virtue of chastity, the life of Christian celibacy, and the relations between eros, friendship, charity, and family in the context of a sacramental understanding of marriage.
Designed to permit students to engage in intensive reading or original research in sacred scripture under the direction of one or more members of the department. Topics for investigation and a detailed program of objectives and proposed methods must be arranged between the student and his/her advisor(s) prior to registration.
Designed to permit students to engage in intensive reading or original research in theology under the direction of one or more members of the department. Topics for investigation and a detailed program of objectives and proposed methods must be arranged between the student and his/her advisor(s) prior to registration.
Topics will be determined by the instructor each time the course is offered. Each course topic will be noted in the extended course title in CyberFriar. Prerequisite: Specific to each course offering.
THL 800 - M.A. Biblical Studies Thesis and Defense
6 credits-
This 6-credit course is required of all students enrolled in the M.A. in Biblical Studies program. A director and a reader are assigned to the student to oversee, together with the Director, the development of a proposal, a thesis, and a public defense of the student’s research. Formerly BST 800.
THL 802 - M.A. Theological Studies Thesis and Defense
6 credits-
This 6-credit course is required of all students enrolled in the M.A. in Theology program. A director and a reader are assigned to the student to oversee, together with the Director, the development of a proposal, a thesis, and a public defense of the student’s research. Formerly RST 800.
Allows for continued access to the faculty, facilities, and service supports regularly available to all registered students. The fee for this course will be the equivalent of 1-graduate credit.
Introduces the history, mission, and culture of Catholic education. Examines recent scholarship and research into the theory and effectiveness of Catholic schools as a basis for a review of the vision, mission, and culture of the student’s school or place of ministry and its place in the ongoing development of the tradition of Catholic education. Students will be required to demonstrate their own understanding of their role and commitment to contemporary Catholic education. Same as EDU 806.
Introduces PACT teachers to the central concepts, structures, and modes of inquiry of their major discipline and the methods, procedures, and strategies found to be effective in teaching their discipline at the secondary level. Through an examination of the national and state standards, and frameworks for their discipline, the PACT teachers will develop a sound pedagogical practice for dynamic and effective teaching in their discipline. Students complete detailed planning of courses of study for each course they will teach in the coming year, and prepare one complete unit of study for each course for the first month of teaching. Same as EDU 808.
Focuses on various principles, factors, and theories of psychology that have contributed to the understanding and betterment of classroom-based education practices. Same as EDU 822.
Introduces the essentials of effective teaching. Emphasis placed on planning lessons and units for teaching, assessment, and classroom management. Participants experience guided observation of classes in their PACT school and collection of materials for their teaching in the coming year. Includes preparation, presentation, and critique of lessons with their peers. Introduces Rhode Island Professional Teacher Standards and the Danielson Domains of Teaching in preparation for implementation in more depth. Same as EDU 850.
To level the playing fields for our students, our classrooms must be built upon a culture of achievement - where students are inspired to exceed expectations and are committed to changing the trajectory of their lives. This course addresses these goals by fostering a deeper understanding of the sociocultural contexts of students and developing appropriate strategies for motivating them toward high achievement.
EDU 662 - Differentiating Instruction for Diverse Urban Learners
3 credits-
The task of differentiating instruction is challenging but essential in accelerating learning for all students. Despite the varying levels of our students, educators have the responsibility to not only reach all students, but uphold the highest expectations for learning.This course explores key questions related to teaching all students well and focusing on high achievement for all.
Research on urban teaching has identified traits of effective urban teachers as well as approaches to teaching that are linked to increases in urban student success, both academically and socially. This course focuses in detail on these traits and teaching methods and how they can best be implemented in the participants’ own classrooms.
Students will synthesize their prior coursework in the program with their work in urban school settings. This assists them in their further professional development as problem identifiers and problem solvers- teacher leaders as well as teacher researchers. Each student completes an action research project and presents his or her work in the Capstone Colloquium.
Exposes students to various components of English for the purposes of developing greater comprehension of how languages work and for developing skills of linguistic analysis to support the development of English Language Learners (ELLs). Holistically examines the process of language learning, exploring the contrastive Analysis and Error Analysis methodologies.
Invites students to examine critical pedagogy in the context of w-ban teaching and learning using a case study approach. Case studies focus mainly on social class and education, racism and identities, and critical literacies in the classroom. The course supports students in the development of three intersecting competencies: engaged teaching and learning, leadership, and reflective practice.
Seminar explores theoretical and applied perspectives relevant to Teaching English to Speakers of Other Languages (TESOL) and examines effective teaching practices in developing listening, speaking, reading, and writing skills with students with Limited English Proficiency (LEP). Students are exposed to various methodological approaches to literacy development as well as various assessment issues as they affect ELLs.
Explores how collective and individual cultural identities, social positioning, and educational policies impact language learning and teaching. Students examine the components of a culturally sensitive curriculum and develop strategies and materials that foster a culturally respectful learning environment. Topics addressed include language and community, power and solidarity, impact of home culture on ELL development, cultural relativism, and cultural universalism.
Seminar includes a practicum component that provides students with opportunities to teach and connect with the reality of English Language Learners (ELLs) across multiple learning contexts. Students will explore the specific strengths and needs of multilingual and multicultural learners, and reflect upon the socio-cultural foundations of English as a Foreign Language (EFL) education. Requires a 45-hour field experience.