2013 - 2014 Courses - Spring 2014 Semester
- Spring Semester 2014 Early Registration: Nov. 11-22, 2013
- Spring Semester 2014 General Registration: Jan. 20-31, 2014
Early Registration is strongly advised, as many classes do fill early.
Instruction begins February 3, 2014.
To register for a course if you are not in a degree program at Starr King or the GTU, please see "How to Register for a Starr King Course".
Students enrolled in a degree program at Starr King School (or any other Graduate Theological Union school) should follow the registration processes outlined by their school’s registrar. Starr King’s processes are listed in the Starr King Student Handbook .
Starr King Tuition and Course Fees.
Spring 2014 Online, Immersion, and Residential Courses
- Online Courses
- Immersion Courses
- Residential Courses
- Field Education & Thesis/Final Project
Online Courses Spring 2014
Toward Collective Liberation: Theories and Practice for Social Change
Betty Jeanne Rueters-Ward
Open to all, and geared toward those engaged in community organizing, activist, social work, and nonprofit settings; also a foundational course for students in the MASC (MA in Social Change) program. Topics include visionary leadership, assessing organizational and community needs, social movement history, coalition building, power and identity, theological reflection, spiritual and emotional care for social change agents, and more. This interactive online course combines web technologies with an in-person praxis (action/reflection) component to deliver a dynamic distance learning experience for social change practitioners around the world. Participants will engage in academic scholarship, professional development, and spiritual practice responding to their particular interests, gifts, and challenges. Students will build a classroom community for peer reflection and support, while articulating and advancing their unique goals for their own learning and leadership in social change.
Please listen to an introduction to this course. The speaker is Betty Jeanne Rueters-Ward, the course instructor:
Betty Jeanne Rueters-Ward, MASC helped pioneer the Master of Arts in Social Change program at Starr King School for the Ministry, and has served on the adjunct faculty since 2007. As a community organizer, she has built powerful campaigns and coalitions for causes including racial justice, universal healthcare, youth empowerment, and civil and human rights. Betty Jeanne has supported thousands of leaders in achieving goals, maintaining balance and developing emotional resiliency amid the often fast-paced, high-stakes, stressful environments in which social change efforts happen. Her graduate research on “Personal Sustainability and Mental Health in Social Movements” explored professional and personal struggles of social change leaders, along with strategies for long-term success. Her reflections on “Rethinking Work Culture and Self Care in the Nonprofit Sector” have been featured nationally by Idealist and the Young Nonprofit Professionals Network.
RSFT-8420 3 Units
Minimum 5 Limit 15 Pin Required: Yes
Click for Syllabus
Sowing Seeds of Gladness: Church Planting and Entrepreneurial Leadership
In collaboration with Harvard Divinity School and the Unitarian Universalist Association Growth Strategies office, this online seminar is designed for students interested in new church planting and entrepreneurial leadership in congregations and beyond. Course material will include historical and theological reflections on when and how new faith communities have been seeded and cultivated in Unitarian Universalist contexts. Participants will design a research project that could take the form of a comprehensive plan and prospectus for their own future church plant project, a survey of recent UU church plants and best practices, a comparative theology of progressive and evangelical church planting; all which would add to a growing body of knowledge in this field. Students interested in enrolling should submit a brief introduction and project proposal with PIN request. Meetings of the course will take place online. / Click to see bio for The Rev. Michelle Favreault.
#TBA 3 Units
Minimum 4 Limit 6 Pin Required: Yes
Click for Preliminary Syllabus
Global Religious Traditions
This course will examine the major global religions from a cross-cultural, multi-religious perspective. Taking into consideration that a course that explores many religions cannot be comprehensive, we will consider the religions from a thematic perspective by analyzing fundamental beliefs and practices in the various religious traditions. In addition, we will also examine assumptions underlying the disciple of religious studies. Students will engage through weekly readings, reflection papers, and forum discussion, as well as other interactive learning activities as part of the online learning community. Students of all faiths and backgrounds are invited and encouraged to enroll. Priority given to off-campus SKSM students. / Cassie Lipowitz is a doctoral student at the Graduate Theological Union in the Area of Cultural and Historical Studies of Religions. Her primary research interests lie in the field of Islamic mysticism, with a specific focus on the Masnavi, a text composed by the 13th century Sufi poet Mawlana Jalaluddin Rumi. Last fall, she had the privilege of co-teaching a course on Rumi's Masnavi at Starr King School for the Ministry with Dr. Ibrahim Farajajé. Currently, she teaches Religions of the World and Introduction to Islam at Notre Dame de Namur University in Belmont, CA
HR-8401 3 Units
Minimum 5 Limit 20 Pin Required: Yes
Click for Syllabus
Our Theological House: An Introduction to Unitarian Universalist Theologies
Many progressives do not realize that they even have a theology, much less that there is a systematic theological worldview that is characteristic of the liberal/progressive tradition. This course, developed by Starr King President and Professor of Theology Rebecca Parker, has now resulted in a book, published in early 2010, co-authored with John Buehrens. Using readings from the history of American liberal theology and contemporary progressive sources, those enrolled--ministers, religious educators, lay leaders, and seminarians--will have a chance to deepen their theological competency and creativity, to reflect on the dynamic post-modern context, and to engage in online discussion with others exploring a progressive approach to the classic issues of systematic theology, including the nature of God and humanity, the purpose of religious community, issues of salvation, worship, Christology, and Spirit.
Please listen to an introduction to this course. The speaker is Sheri Prud’homme, the course instructor:
Sheri Prud’homme is a 1999 graduate of Starr King School for the Ministry. She has served the Pacific Central District and churches in Oakland, Davis, and Berkeley as a ministries of religious education. Supported by a grant from the Fund for Unitarian Universalism, she co-created Chalice Camp, a summer day camp curriculum now being used across the country to foster UU identity and understanding of UU history and theology in elementary aged children. She has taught for many years on the adjunct faculty at Starr King and is currently in her third year of a doctoral program in history and theology at the Graduate Theological Union. Her studies focus on nineteenth century Unitarians' theologies of nature, especially on the Pacific Coast.
ST-8402 3 Units
Minimum 3 Limit 12 Pin Required: Yes
Click for Sample Syllabus
Unitarian Universalist History
The course begins with an examination of the (alleged) antecedents to Unitarianism and Universalism in pre-Reformation Europe. We move on to trace the theological and then institutional emergence of Unitarianism out of the Radical Reformation. The Unitarian churches in Poland, Transylvania, and England will be considered in detail with attention to issues of sameness and difference in their development and declines. Special focus will be given to the relationship of these communities to their Jewish and Islamic contemporaries. We will also look at the universalism of 18th century England, and the current state of Unitarianism in Europe. Then we cross the ocean to examine the emergence of Unitarianism from developments within Puritan Congregationalism. We explore the uniquely North American institution of Universalism as response to the same cultural setting. Next: the major themes and developments of North American Unitarianism through its classical age, the Transcendentalist development, and the various crises of identity and purpose that develop into and through the late 19th and 20th centuries. Then we turn our attention to Universalist ascendency, decline, and then consolidation with Unitarianism (perhaps the most misunderstood aspect of Unitarian/Universalist history). Careful attention will be paid throughout to the Unitarian/Universalist social location in relationship to class, race, and gender identities, and how these sometimes enabled and sometimes impaired social justice advances.
Watch an introduction to Unitarian Universalist History course by Dr. Susan Ritchie. (Video originally created for Fall 2010, but applies equally to the Spring '14 course.)
The Rev. Dr. Susan Ritchie is Associate Professor of Unitarian Universalist History and Ministry at the Starr King School for the Ministry. She has served in parish ministry for twenty years. Her book Children of the Same God: Unitarian History in Relationship to Judaism and Islam is forthcoming from Skinner House Press, and her work has been translated into Hungarian and Turkish. Denominational service is a priority for her, and she currently serves the Unitarian Universalist Association on the Board of Trustees and as Secretary Elect to the Association. She enjoys spending time with her partner Donna, anthropomorphizing their Springer Spaniel Valentino and the “Pirate Cat” Roscoe.
HSFT-8462 3 Units
Minimum 5 Limit 25 Pin Required: Yes
Click for Syllabus
Mental Disorders and Oppression
Students taking this course will gain an understanding of contemporary meanings of mental disorders and our institutional systems. We will examine the troubling hegemonic framework of what the US considers “mental disorders” and how we treat people who are “mentally ill.” We will use race/ethnicity; class; age; gender; and institutional power as the anti-oppression framework with which to examine cultural definitions and treatments of people with “mental disorders.” History; therapies/treatments; pharmaceuticals; criminal justice; mental health policies; children/youth; returning soldiers; elderly; globalization – these issue will help us examine the interlocking oppressions.
Please listen to an introduction to this course. The speaker is the Rev. Dr. Devorah Greenstein, the course instructor:
The Rev. Dr. Devorah Greenstein retired from eight years leading the Office of Accessibility Concerns at the UUA, and continues her community ministry working with, and on behalf of, people from historically marginalized communities. Her educational training (M.Div. from Starr King School for the Ministry; M.S. degree from Cornell University in Family Studies; M.S. degree from Syracuse University in Counseling; Ph.D. from Cornell University in Developmental Psychology) has given her contextual and theoretical perspectives in which she grounds her anti-oppression work. Her work includes educating and developing resources for religious professionals, lay leaders, and other individuals and groups engaged in anti-oppressive, multicultural transformation work to confront institutional and cultural ageism, ableism, racism, classism, and heterosexism.
CEPS-8499 3 Units (or 1.5 Units by Request)
Minimum 6 Limit 20 Pin Required: Yes
Click for Syllabus
Environmental Ethics and Liberation
This online course grounds its exploration in the fundamentals of environmental ethics, starting with the work of Aldo Leopold’s Land Ethic and the following generations of ethical systems based in notions of an earth community, and progressing to debate over whether nonhuman nature has natural rights. From these fundamentals the class will expand its scope to specific liberation traditions within environmental ethics, covering moral questions posed by ecofeminism, indigenous human rights debates, liberation theology, and issues of environmental racism. The class will be broken into four main areas of work, with each week containing a lecture and readings that center around one or two main scholars. The texts will be excerpted, and supplemented with both writings (and other types of materials) from other thinkers as well as a multilayered ethical problem for the class to wrestle with in relation to the materials of the week. / Rev. Sofia Betancourt is a doctoral student at Yale University in the departments of Religious Ethics and African American Studies. Her work focuses on environmental ethics of liberation in a womanist and Latina feminist frame. She served for four years as the Director of Racial and Ethnic Concerns of the Unitarian Universalist Association, and her ministry centers on work that is empowering and counter-oppressive. Betancourt holds a B.S. from Cornell University with a concentration in ethnobotany and an M.Div. from Starr King School for the Ministry. This is her fourth year on the adjunct faculty at Starr King.
CERS-8400 3 Units
Minimum 8 Limit 16 Pin Required: Yes
Click for Sample Syllabus
Universalism: History, Theology, and Practice
In many congregations, Universalism seems to be the unknown half of UU denominational heritage. This course will help contemporary Unitarian-Universalists better understand the history of their Universalist ancestors and discern how Universalism lives on within and beyond the combined denomination; for non-UUs, the course will introduce important theological perspectives that are often marginalized at other seminaries, some of which have a major role in current religious debates. We will discuss early Christian Universalism, Universalist ideas among the Unitarians, the creation and history of the Universalist Church of America, Universalist themes within other major religions, and much more. The focus will be on historical development, theological issues, and shared praxis. Students will read widely from important primary sources, as well as being introduced to major secondary resources. / Dr. Jeff Wilson is an associate professor of Religious Studies and East Asian Studies at Renison University College, University of Waterloo, in Ontario. Raised in one of the last surviving large, historically-Universalist churches in New England, Dr. Wilson’s specialties include liberal religious history and practice, with particular attention to the role of Universalism. He is the author of four books and numerous articles for such periodicals as the Journal of Unitarian Universalist History, Journal of Contemporary Religion, Religion Compass, and the Journal of Global Buddhism.
HSST-8424 3 Units
Minimum 5 Limit 20 Pin Required: Yes
Spiritual Practices for These Times
During this year-long, on-line course, students will deepen their understanding and practice of eight ancient, intersecting spiritual practices helpful in these times: mindfulness, self-compassion, gratitude and Sabbath rest (fall); compassion, equanimity, kindness and joy (spring). The class will be experiential and inter-spiritual, drawing on the wisdom and practices of Judaism, Christianity, Islam and Buddhism, as well as positive psychology, neuroscience and poetry. Fall 2013 and Spring 2014 (1.5 units each semester). / The Reverend Christine Fry is an ordained Unitarian Universalist minister and SKSM ('96) graduate. An Adjunct Faculty member at SKSM for more than seven years, Chris has taught courses on poetry, illness, and pastoral care; health and healing, forgiveness; compassion and moral repair; and religious education. In addition to teaching, Chris facilitates "Write for Health" groups, the latest incarnation of a 20+ year writing ministry. She lives in Davis, California with her husband, Isao Fujimoto, professor emeritus at U.C. Davis and a long-time community activist. Their daughter, Esumi, is a junior at New York University.
SPFT-8400 1.5 Units
Minimum 5 Limit 24 Pin Required: Yes
Click for Syllabus
SKSM and Institute of Buddhist Studies: Our Co-Sponsored Courses
During Spring 2014, the Institute of Buddhist Studies will offer the following courses. Please note ~ we participate in the same GTU registration periods. To register for an IBS course, follow the same instructions as registering for a Starr King course. See How to Register. Most, but not all, IBS courses do not require a PIN, so pay close attention when registering. Tentative Spring 2014 IBS Online Course listings are not listed yet; around October 2013, try clicking here.
- Topics in Buddhist Thought: Japanese Buddhism through Personal Perspectives, Lisa Grumbach
- Psychological Aspects Buddhism I: Foundations in Buddhist Psychological Thought, Gordon Bermant
- Buddhist Japanese II, Yufuko Kurioka
- Readings in Mahayana Texts: Zen Classic Recorded Sayings, Taigen Leighton, PIN required - 15 students max.
Again, the Institute of Buddhist Studies and Starr King School have different requirements for registration. For example, SKSM does not accept auditors. Although sponsored by SKSM, IBS courses follow IBS rules. Please check course descriptions carefully before registering.
Immersion Courses Spring 2014
ONE WEEK COURSE
Mexico Border Immersion with UU College of Social Justice
Saturday-Saturday; March 22nd-29th, 2014
Join the UU College of Social Justice in this seminarian exploration of economic justice and immigration. In partnership with BorderLinks, this journey will bring participants to northern Mexico to witness the ways in which economic policies such as NAFTA have shaped the border region. We will visit maquiladoras (factories) and meet with managers to discuss the companies’ structures, policies, regulations, as well as maquila workers –outside of work premises. Participants will also be exposed to the economic alternatives that are being created by the community as a response to the current economic model. The journey will be grounded in theological reflection and contemplative practice, helping us deepen our understanding of the intersections between spirituality and justice activism. March 22-29, $950/person. Trip begins and ends in Tucson, AZ; cost does not include round-trip travel to Tucson. For more information visit the UU College of Social Justice website: www.uucsj.org
CERS 4252 3 Units
Minimum 8 Limit 12 PIN Required: Yes
Residential Courses Spring 2014
Minister as Teacher
The role of teaching in congregational and community settings is one of prophetic possibility and power. We will explore the art of teaching as a religious leader and experiment with forms, content and group process techniques. The class will consider a postmodern critique of "small group work" or "student centered learning/teaching." We will learn about and through multiple intelligences for learners of all ages. This will be a dynamic classroom that combines lectures, guided discussion, mentoring, apprenticeship and judiciously teaching one another. We will draw, eat, talk, write, take walks, watch films, take self-created impromptu field trips, sing, argue and move. Limited Skype attendance allowed, please ask instructor for permission.
ED 4056 3 Units
Minimum 6 Limit 12 Pin Required: Yes
NeoPagan Liturgy: Earth Ritual
Many denominations (Unitarian Universalist and others) are drawing upon Earth-based Pagan traditions for worship and/or liturgical inspiration. Religious people are drawn to Paganism's connection with nature and its relationship with and inclusion of the divine feminine. Course is designed to help ministerial students (who may later serve congregations with interest in Paganism and Neo-Paganism) understand Neo-Pagan liturgy. Course provides intensive exposure to Neo-Pagan liturgy and encourages respect for the cultures from which these traditions are drawn. Neo-Pagan liturgy, most often called ritual by Pagan practitioners, is rich in symbolism and aesthetics. Students will learn about the Wiccan/Neo-Pagan Sabbats, tools used in Wiccan circle, gender and sexuality in contemporary Paganism, and the many traditions of the Neo-Pagan movement including Northern European heathenry. Course will be taught as a hybrid with residential and low-residential students. Requirements for residential and low-residential students will be equivalent, with adjustments made as necessary for the delivery of requirements, such as altar requirement. Students participating online should attend Tuesday 2-5 class meetings via Skype. Course also utilizes Moodle for residential and low-residential students alike. Course is taught by Wiccan priestess and GTU doctoral student Michelle Mueller, with support and supervision from Dr. Ibrahim Farajajé. SKSM Newhall Fellowship 2013-2014. Limited Skype attendance allowed.
HR 8404 3 Units
Minimum 3 Limit 18 Pin Required: Yes
Spirituality and Nonviolent Social Transformation: Gandhi, King, Day, and Chavez
This course will explore the quests for justice through nonviolence of Mahatma Gandhi, Martin Luther King, Jr., Dorothy Day and César Chávez. Critical to the course will be an emphasis on the connection between spirituality and social action. What were the influences, e.g., Emerson, Thoreau, Tolstoy, DuBois, that helped shape the zeitgeist of their times? How were strategies determined and employed? What is essential to an effective nonviolent campaign? What were the faith foundations of these extraordinary leaders? What were their relationships to their communities? How did they manage to keep their resolve in times of disappointments? These are some of the questions the course will explore. Limited Skype attendance allowed.
Syllabus for course (pdf)
SPRS 4024 3 Units
Minimum 1 Limit 20 Pin Required: Yes
A Course on God
“Were I to teach a course on God, I would begin with a plate of persimmons…” Nancy Shaffer, Instructions in Joy.
Speaking of the source, naming the numinous, responding to the Spirit, tracing the face of mystery…these are the tasks of the thea/ologian and the poet. The “thea/ological quest” engages the heart and the mind, embraces observation and intuition, language and silence, and responds to the cry of human suffering and oppression. In this course we will read some theologians who speak of God; we will explore the place of metaphor and symbol in thea/ology; and reflect on the meaning of experiential encounters with the holy. We will honor the pursuit of intellectual clarity and critical analysis as modes of relating to the divine mystery. We will ask: Does God (whatever we mean by God) exist? This course will not “master divinity” or exhaust the questions. Some attention will be given to the distinctive issues around speaking of God in the context of Unitarian Universalism. Limited Skype attendance allowed.
ST 4062 3 Units
Minimum 1 Limit 50 Pin Required: No
This course will examine gender as we move our understanding from a binary to a broader and more fluid spectrum. This topic becomes more complex when we talk about transgender and genderqueer people. Through various readings and videos, group discussions, active listening, and writing we will look at the gender binary as it informs gender roles especially in regards to power and privilege in sex, marriage, the workplace, family, race, religion, etc. Through the work we will take personal inventory of what we know and what we do not know about gender and how it is changing. We will discover how those changes affect us, how we see the world and how we feel about them. Students will work with a study partner (chevruta) throughout the course. There will be weekly postings on the readings and weekly blogging. Each chevruta group will be required to work on a class presentation. There will also be a final reflection paper due to discuss what each student has learned through the semester.
CERS-4021 3 Units
Minimum 6 Limit 24 Pin Required: Yes
Counseling Techniques/Practices in Apocalyptic Times on the new Earth
This course focuses on counseling/facilitation techniques and processes, both individual and group, that will equip religious leaders to encourage transformational change, resilience and healing for individuals and groups within the context of our current global unraveling/revolution. Numerous theories and practices of individual and group change, resilience and healing will form the base of our work: Person-centered, Eco-psychology, Feminist approaches, Co-counseling, Work That Reconnects, Trauma Chaplaincy and resources for cultures in extremis, body-grounded healing/change techniques—all rooted and premised in anti-oppressive commitment. Readings on these theories/practices as well as on the multiple dimensions of global unraveling/revolution will form the textual base supporting our praxis. Weekly practice in counseling (primarily using the Person-Centered process as developed by Dr. Carl Rogers—but role vignettes in a variety of pastoral counseling disciplines such as Strategic Short-Term PC), visiting speakers practicing in change-transformational-pastoral-counseling work and settings, videos of practitioners, and dialogical inquiry will be the substance of classroom community together. Limited Skype attendance allowed.
Syllabus for this course.
PS 4005 3 Units
Minimum 6 Limit 14 PIN Required: Yes
No Friday courses this term.
No Saturday courses this term.
MASC Project Spring
For SKSM Master of Arts in Social Change (MASC) students only. MASC students can split this course over two semesters or sign up for it during their last semester. This final project can take a variety of forms and should be representative of student learning and creative work in the MASC degree. Projects include research thesis, public presentations, designing and implementing educational curricula, organizing local/national conferences and special events, multimedia art-work, writing a book and more. The thesis topic, proposal and final draft need to be discussed and developed with the faculty. A copy of the project (writing, video, etc.) will be placed in a public collection (online and/or at the school, when possible). A total of 3 MASC Project credits are required for graduation in the MASC degree. Please discuss with instructor.
MA 5300-01 1-3 Units
Minimum 1 Limit 15 PIN Required: Yes
In Thesis Spring
MA 5000 1 to 12 Units
Clinical Pastoral Education Spring
This course is for Starr King Students engaged in part-time or full-time Clinical Pastoral Education. Participate in ministry to persons, and in individual group reflection upon that ministry. Theoretical material from theology, the behavioral sciences, and pastoral care. Integrates theological understanding and knowledge of behavioral science into pastoral functioning. Upon completion, a written evaluation from the program supervisor will be placed into the student's permanent files. Discuss first with your advisor and then faculty. Final evaluation from CPE supervisor needs to be sent to faculty by the last day of the semester to receive credit. Every year SKSM offers an orientation to CPE and to the application process; students are responsible for applying and securing a place in a CPE program. Please check the SKSM Student Handbook for more info.
FE 4012 1-10 Units
Minimum 1 Limit 30 PIN Required: No
Community Field Work Spring
Field work describes an involvement in community work for up to 15 hours a week with the ongoing support of a mentor. Community Field Work includes work in gender, racial and economic justice, queer activism, disability advocacy, immigration issues, environmental responsibility, civil liberties protection, HIV response, youth at risk, peace building, participating in a fundraising campaign for a non for profit or grassroots organization, chaplaincy, teaching and more. Students should discuss the field work opportunity with their advisor before making arrangements with the professor. Student and community mentor should discuss and sign a learning agreement before the official beginning of the field work experience. Midterm and final student/mentor evaluations will also be required by midterm and the last day of SKSM classes. All forms available from the professor at the beginning of the semester and on the SKSM Website. Please see Student Handbook for more information.
FE 4062 0.5-5 Units
Minimum 1 Limit 30 PIN Required: Yes
Community Internship Spring
Community Internships involve engagement at a field site from 16 to 40 hours a week, under weekly supervision at the site and the support of the SKSM Community Intern Reflection class (an integrative seminar). Community Internships include a variety of settings, such as supervised placements in a non-profit service agency or grassroots organization, hospice work, chaplaincy, teaching and more. They can also entail creating new projects such as starting a new organization or planning a national conference with a board of mentors. Those who register for this course should also register for Community Intern Integrative Reflection Fall. Students should discuss the internship with their advisor before making arrangements with the professor. Student and supervisor/mentors should discuss and sign a learning agreement before the official beginning of the internship. Midterm and final student/supervisor evaluations will also be required by midterm and the last day of SKSM classes. All forms available from the professor at the beginning of the semester and SKSM Website.
FE 4221 5-10 Units
Minimum 1 Limit 30 PIN Required: Yes
Community Internship Integrative Reflection Seminar Spring
4:00pm - 5:30pm, Thursdays
All SKSM students involved in community internships will meet together for reflection on their work, as it is only through the processes of theological reflection and critical reflection on experience that field work becomes field education. This class includes readings, discussions and writings and is designed to broaden and to deepen students' analytic perspective on their field site contexts and on their roles as religious leaders and professionals. Students will be grow in their ability to think and learn in a praxis oriented way, that is, allowing situations of practice to deepen and challenge their academic knowledge about theo/alogies, and allowing their academic knowledge of theology to deepen and challenge their practice of leadership. In field-based experiences the depth of students’ learning depends entirely upon how well they can implement praxis oriented learning. Limited Skype attendance allowed.
FE 4223 2 Units
Minimum 1 Limit 30 PIN Required: No
Congregational Fieldwork Spring
Fieldwork in Unitarian Universalist congregations includes teaching a religious education class for children or adults, working with a youth group, participating in a stewardship campaign and more. Please arrange with the professor.
FE 4052 1 to 5 Units
Minimum 1 Limit 25 PIN Required: Yes
Parish Internship Spring
This is a 10 month full-time (one year) or part-time (two year) experience in a teaching congregation under the supervision of a Minister in final Fellowship, an intern committee, and a professor at the school. Those who register for this course must also register for Parish Intern Reflection Spring. Please note: this course does not indicate a specific time block at this time (TBA).
FE 4211 5 to 10 Units
Minimum 1 Limit 25 PIN Required: Yes
Parish Internship Reflection Spring
All Starr King students working as interns in Unitarian Universalist congregations are expected to participate in this time of reflection on their ministerial work. Please note: this course does not indicate a specific time block at this time (TBA).
FE 4213 2 Units
Minimum 1 Limit 25 PIN Required: Yes