Issue link: http://denverseminary.uberflip.com/i/721845
2016-2017 Student Handbook 16 being open to considering the myriad of new attitudes, beliefs, ideas, and opinions that are encountered in the professional environment. Dedication The student does not become frustrated easily but chooses to stick to a professional task or directive until it is completed at a high level of competency. The student is independent and continually uses, develops, and adopts a wide range of personal and professional resources, consistently solving problems drawing on his or her own abilities and knowledge for solutions. Receiving Critical Feedback about Self and Abilities The student demonstrates the ability to hear, accept, integrate, and follow constructive feedback as it pertains to both assets and limitations of personality, temperament, and ability related to their professional functioning. Professional Behavior The student demonstrates behavior that is congruent with the professional context of their chosen field of study, including but not limited to: timeliness, meeting deadlines, keeping schedules, understanding the expectations regarding professional appearance within their chosen field, preparedness, self-control, maturity, psychological and emotional health, interpersonal effectiveness, positive member of a team, and administrative effectiveness. Through Denver Seminary's educational programs and mentoring process students are challenged to grow spiritually, intellectually, and professionally in order to lead God's people in the accomplishment of His mission in the world. Denver Seminary is a community that is committed to the processes involved in equipping students with the skills and sensitivities to be competent in their chosen vocation both as professionals and ministers of the gospel. As such, Fitness for Ministry and Professional Disposition provide a framework for the qualities, character traits, skills, and core competencies the Seminary expects its students and graduates to exhibit. Faculty, staff, mentors, and others with evaluative responsibilities will have these two rubrics in mind when assessing student behavior and performance. For information about the process the Seminary will use to address concerns related to a student's Fitness for Ministry and/or Professional Disposition, see pp 45-46 of this publication.