Unit rationale, description and aim

Graduates of programs in Ignatian Spiritual Direction need to develop knowledge, understanding and skills in this discipline in this discipline and be able to reflect critically on the ways in which their personal development impacts upon their professional roles. This unit enables postgraduate students to fulfil the capstone requirements related to their award and is intended to be taken in the student’s final year. It directs, supports and encourages the integration of student learning by means of participation in an integrative seminar and completion of a dissertation in an area of interest that draws on the student’s prior learning and directs it towards an integrative treatment of a chosen topic. Students present their ideas to their peers and members of faculty and receive feedback within the seminar process. This unit enables students to engage in an extended piece of research writing. The aim of this unit is to provide students with the opportunity to consolidate and integrate their learning throughout their course, and to develop their skills in planning, implementing, and disseminating research in the area of Spiritual Direction. 

2026 20

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  • Term Mode
  • Semester 1Online Unscheduled
  • Semester 2Online Unscheduled
  • Professional Term 2Online Unscheduled

Prerequisites

Successful completion of all 8 foundational units AND THEL619 Introduction to Theological and Philosophical Research . The capstone unit will usually be taken during the last two semesters of coursework.

Incompatible

THSP628 Capstone Integrative Project (Spiritual Direction)

Learning outcomes

To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.

Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.

Explore the graduate capabilities.

Articulate points of synthesis and integration bet...

Learning Outcome 01

Articulate points of synthesis and integration between the theoretical and practical components of the Master of Spiritual Direction
Relevant Graduate Capabilities: GC1

Generate questions and insights in relation to a c...

Learning Outcome 02

Generate questions and insights in relation to a chosen project that draw on a rich variety of learnings from their studies in spiritual direction in the Ignatian tradition
Relevant Graduate Capabilities: GC7

Plan, execute and complete a major integrative pro...

Learning Outcome 03

Plan, execute and complete a major integrative project
Relevant Graduate Capabilities: GC8

Content

The area of investigation is to be devised by the student. The project must:

  • Be on a topic relating to some aspect/s of spiritual direction;
  • Demonstrate awareness of the issues related to creative and effective communication of theological ideas;
  • Demonstrate management and evaluation of academic research;
  • Include a 1 hour (equivalent to 4000 words) presentation during the semester, highlighting the integration of learning throughout the course;
  • Include an extended piece of research and writing (equivalent to 12,000 words, which can incorporate text from the presentation) using appropriate academic conventions.

Assessment strategy and rationale

In order to pass this unit, students are required to complete all assessment tasks and achieve an overall minimum grade of pass.

The assessment strategy has been designed to examine students’ understanding of the issues and theories under consideration, as well as their ability to analyse them critically. The learning outcomes are normally achieved through a two-stage process of formative and summative assessment. Students will meet regularly with their supervisor to work towards producing a research essay of approximately 12,000 words. They can expect formative advice and guidance on matters such as refining a research proposal, developing arguments, and identifying and evaluating important bibliography. Participating in a research seminar assists students in refining ideas and understanding the research process. The first summative assessment is designed to give students experience of sharing research and responding to criticism. It assesses progress towards developing a productive research question and evaluating key sources and approaches. The second summative task is a piece of in-depth research, and as such assesses all learning outcomes. It enables students to demonstrate capacity to produce extended research. The project will be assessed by two examiners independently of the supervisor according to a clear rubric.


Overview of assessments

Presentation on the chosen project: (1 hour, inc...

Presentation on the chosen project: (1 hour, including 10 minutes of class discussion (equiv. 4000 words). This task is designed to provide students with the opportunity to share and discuss their research with their peers and to receive feedback in a supportive environment. Material from the presentation will be integrated into Assessment Task 2.

Weighting

30%

Learning Outcomes LO1, LO2, LO3
Graduate Capabilities GC1, GC7

Research project (12,000-words). This task is de...

Research project (12,000-words). This task is designed to provide students with the opportunity to synthesise their learning, to evaluate their research in terms of its strengths and limitations, and to engage in a critical discussion of its implications. The weighting of this task is necessary to enable students to engage in an extended piece of writing. The project will be assessed by an academic other than the supervisor.

Weighting

70%

Learning Outcomes LO1, LO2, LO3
Graduate Capabilities GC1, GC7, GC8

Learning and teaching strategy and rationale

This unit will be offered via individual supervision, involving 300 hours of focused reading and thinking, discussion with the student’s supervisor, and preparation of assessment over the course of two concurrent semesters.

Underlying the teaching and learning strategy are constructivist and andragogical principles emphasising that students are active, adult learners who engage best when what they are learning is relevant to them and they are responsible for it. Teaching through individual supervision provides appropriate support for students to frame questions with increasing independence, and enables students to follow their own research interests, test ideas, and plan their research activities. Such support will include assistance in the refinement of the research project, direction for reading lists of key texts in the field, clarification of key concepts and theories arising from this reading, provocations toward critical analysis of unit reading, and support during the drafting process. Active learning is encouraged as students share and expand their understanding of their research and questions with the supervisor and peers. A dialogical method, where students become expert conversation partners, supports deep learning. Written and oral feedback on drafts assists with framing arguments, analysing information, responding to feedback, and communicating ideas more effectively.

Representative texts and references

Representative texts and references

To be determined according to the area of focus, but the following represent the core texts used in the study of spiritual direction: 

Acklin, Thomas and Boniface Hicks. Spiritual Direction: A Guide for Sharing the Father’s Love. Steubenville, OH: Emmaus Road Publishing, 2017.

Alvis, Robert E. A Science of the Saints: Studies in Spiritual Direction. Collegeville, MN: Liturgical Press, 2020.

Barry, William A, and William J. Connolly. The Practice of Spiritual Direction. San Francisco, CA: Harper, 2009.

Dyckman, Katherine, Mary Garvin, and Elizabeth Liebert. The Spiritual Exercises Reclaimed: Uncovering Liberating Possibilities for Women. Mahwah, NJ: Paulist Press, 2001.

Fleming, David L. Draw Me into Your Friendship : A Literal Translation and a Contemporary Reading of the Spiritual Exercises. St. Louis, MO: Institute of Jesuit Sources, 1996.

Guenther, Margaret. Holy Listening: The Art of Spiritual Direction. Lanham, NJ: Rowman & Littlefield, 1992.

Maryks, Robert A. A Companion to Ignatius of Loyola: Life, Writings, Spirituality, Influence. Leiden, Netherlands: Brill, 2014.

Palmer, Martin E. On Giving the Spiritual Exercises: The Early Jesuit Manuscript Directories and the Official Directory of 1599. St. Louis, MO: Institute of Jesuit Sources, 1996.

Ruffing, Janet. To Tell the Sacred Tale: Spiritual Direction and Narrative. Mahwah, NJ: Paulist Press, 2010.

Thibodeaux, Mark E. Ignatian Discernment of Spirits in Spiritual Direction and Pastoral Care: Going Deeper. Chicago, IL: Loyola Press, 2020.

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