Accreditation Standards (ATS)

The handbook of accreditation standards from the Association of Theological Schools (ATS) offers useful insights for how a Master’s level program in Christian-Muslim Relations might be further developed. Under the categories listed for different types of degree programs are a more general M.A. in theological studies, as well as a ‘Master of Arts in [specialized ministries].’ Some criteria apply to both programs; in addition to admissions requirements and educational resources, I found the following requirements particularly helpful in evaluating existing programs:

Faculty Requirements

ATS standards also state, “the value of multiple perspectives and approaches, as well as adequate faculty for advisement and vocational formation, requires more than one full-time faculty member functioning in the area of specialization identified in the degree’s nomenclature.” The standards allow for one full-time faculty member plus several part-time faculty, or cooperative relationships with other institutions. Again, however, such faculty would need to be available for advising and administrative duties in order to fulfill ATS standards.

Language Requirements

E.3.1.3 states “[t]he study of languages shall be required if a level of competence in a language is integral to the specific degree program.” This would further a strong argument for requiring the study of both written and spoken Arabic, both as the language of the primary text of the Muslim religion and as a major communication language within the Muslim community today.

While these two criteria are helpful for both programs, I would also recommend further examination of the degree category under which the study of Christian-Muslim Relations is placed:

Degree Distinctions: General and Specialized-Ministry Master of Arts

The M.A. in theological studies is intended as a general degree, “to provide a basic understanding of theological disciplines for further graduate study or for general educational purposes.” While the standards do offer the option of “focused knowledge in a specific discipline,” the exception seems wanting for the needs of the field of Christian-Muslim Relations. I would be willing to cede that a program focused solely on the academic study of Islam, for the purposes of further academic work not engaged in the practice of interfaith relations, should remain as a generalized M.A. program.

However, I believe that the area title ‘Christian-Muslim Relations’ implies that one will be engaged in the field as a practitioner, in a context where interfaith relations are likely to happen. Of course, such contexts are an increasing reality, even in small towns and rural areas in the United States. For this reason, I would like to detail the purposes and requirements of the Master of Arts in [specialized ministries], and highlight the following criteria listed toward meeting the standards of such a program.

Degree Purposes

Standard C.3.1.0 states the specialized ministry degree is to “equip persons for competent leadership in some form of specialized ministry in congregations or other settings,” including missions or social ministries. Interfaith relations would likely fit within this category.

C.2.1(2) details these competencies as “skill in the design, implementation, and assessment of ministry in these specialized areas” and (3) “an understanding of the various disciplines that undergird the area of specialized ministry.

C.2.2 states that because specialized mnistries take so many forms today, for the benefit of the prospective student, “each program shall clearly identify the ministerial roles that graduates of the degree might assume and shall articulate the particular educational goals of the degree program.”

Field Studies Requirements

The M.A. in a specialized ministry requires programs to “provide students with sufficient opportunities to work with trained supervisors in contexts appropriate for the specialized ministry.” Further, the institution is to maintain appropriate educational relationships with a variety of settings which could provide contextual education, and should have evaluative and selection procedures and criteria for those sites.