Our mission

To promote the improvement and enhancement of theological schools to the benefit of communities of faith and the broader public.

Top cover photo—Copyright: Wesley Theological Seminary, 2017. Used with permission. Contents

Hotel Floorplan iv Meeting Agenda 1 Workshops 4 Innovation Expo 7 Participants in the Program 12 Officers and Directors 14 Message from the Executive Director 16 ATS Distinguished Service Awards 17 Past ATS Presidents 18 Past Commission on Accrediting Chairs 19 Past Biennial Meeting Sites 20 ATS Milestones 21 Rules for the Conduct of Business 22

COMMISSION ON ACCREDITING BUSINESS Report of the Board of Commissioners 24 Motion and Process for Redevelopment of the Standards 32 Proposed Revisions to the Commission Bylaws 41 Report of the Commission Treasurer 44 Report of the Commission Nominating Committee 47

ASSOCIATION BUSINESS Report of the Association Board of Directors 50 Membership Report 55 Associate Membership Applicants 56 Affiliate Status Applicants 78 Plan for the Work of ATS: 2018–2024 80 Proposed Revisions to the Association Bylaws 85 Report of the Association Treasurer 88 Report of the Association Nominating Committee 92

REPORTS Committee on Race and Ethnicity 94 Economic Challenges Facing Future Ministers Project 96 Educational Models and Practices in Theological Education Project 98 Faculty Development Advisory Committee 102 Global Awareness and Engagement Initiative 104 Governance in Theological Schools Initiative 105 Leadership Education Program 106 Henry Luce III Fellows in Theology 108 Research and Data Advisory Committee 110 Science for Seminaries Projects 112 Student Data and Resources Advisory Committee 114 Theological Education Editorial Board 116 Women in Leadership Advisory Committee 117 Forum for Theological Exploration, Inc. 119

iii Hotel Floorplan

iv AGENDA

Meeting Agenda

TUESDAY, JUNE 19 9:00 a.m.–5:00 p.m. REGISTRATION...... Lower Level 2

5:00–6:00 p.m. OPEN FORUM: CONVERSATIONS WITH ACCREDITING STAFF...... Denver 3-6 Debbie Creamer, Barbara Mutch, Lester Edwin J. Ruiz, and Tom Tanner, ATS Accreditors Facilitated by the Commission staff liaisons, this open forum provides an opportunity for anyone to ask the accrediting staff about anything related to accreditation, including issues related to the motion to redevelop the Standards and Procedures.

5:00–7:00 p.m. ASIAN/ASIAN NORTH AMERICAN PRESIDENTS’ AND DEANS’ FELLOWSHIP AND STRATEGY BUILDING MEETING...... Matchless (by invitation)

LATINO/A PRESIDENTS’ AND DEANS’ FELLOWSHIP AND STRATEGY BUILDING MEETING...... Homestead (by invitation)

5:15–6:45 p.m. PC(USA) DEANS’ MEETING...... Silverton (by invitation)

WEDNESDAY, JUNE 20 7:00 a.m.–5:00 p.m. REGISTRATION...... Lower Level 2

7:00–9:00 a.m. CONTINENTAL BREAKFAST FOR ALL...... Colorado F–J

FELLOWSHIP OF EVANGELICAL SEMINARY PRESIDENTS’ BREAKFAST...... Matchless (by invitation)

HISPANIC THEOLOGICAL INITIATIVE BREAKFAST...... Homestead (by invitation)

9:00–10:15 a.m. OPENING PLENARY SESSION...... Colorado A–E Call to Order and Welcome ~ Janet Clark, ATS President Welcoming Prayer ~ Mark Young, Denver Seminary Opening Address ~ Frank Yamada, ATS Executive Director

10:15–10:45 a.m. BREAK...... Foyer

10:30 a.m.–12:00 p.m. INNOVATION EXPO...... Denver Ballroom

12:00–1:00 p.m. LUNCH FOR ALL...... Colorado F–J AFRICAN AMERICAN PRESIDENTS’ AND DEANS’ LUNCH ASIAN/ASIAN AMERICAN PRESIDENTS’ AND DEANS’ LUNCH LATINO/A PRESIDENTS’ AND DEANS’ LUNCH CANADIAN SCHOOLS’ LUNCH (all four lunches listed above are by prior registration and will be on Lower Level 1) 1 AGENDA

1:00–2:30 p.m. BUSINESS SESSION I...... Colorado A–E Joint Association and Commission Business Adoption of Rules for the Conduct of Business Appointment of Parliamentarian Appointment of Committee on Reference and Counsel Nominating Committee Reports for the Association for the Commission Treasurers’ Reports for the Association for the Commission Association Business Board of Directors’ Report President’s Report ~ Janet Clark, ATS President Presentation and Action on applicants for Associate membership Presentation and Action on applicants for Affiliate status Commission Business Board of Commissioners’ Report ~ Harry Gardner, Commission Chair

2:30–3:00 p.m. BREAK ...... Foyer

3:00–4:00 p.m. PLENARY...... Colorado A–E “Educational Models and Practices: What We’ve Learned and Why It Matters” Stephen R. Graham, The Association of Theological Schools

4:00–5:30 p.m. INNOVATION EXPO...... Denver Ballroom

5:30–6:30 p.m. RECEPTION FOR ALL...... Colorado I–J (hosted by In Trust Center for Theological Schools)

6:00–7:30 p.m. WOMEN IN LEADERSHIP RECEPTION...... Colorado G–H (by prior registration; cash bar)

7:30–9:00 p.m. FOUNDATION FOR THEOLOGICAL EDUCATION IN SOUTHEAST ASIA DINNER...... Silverton (by invitation)

Evening FREE

THURSDAY, JUNE 21 7:00–8:00 a.m. CONTINENTAL BREAKFAST FOR ALL ...... Colorado F–J

ATS GLOBAL INITIATIVE BREAKFAST CONVERSATION...... Colorado “Prospects for Quality Assurance in Global Partnerships” Conveners: David Esterline, Pittsburgh Theological Seminary Lester Edwin J. Ruiz, The Association of Theological Schools (by prior registration)

8:00–9:15 a.m. WORKSHOP SESSION A ...... Room Assignments on Name Badges

2 AGENDA

9:30–10:30 a.m. MORNING PRAYER...... Colorado A–E Timothy C. Gray, Augustine Institute

BUSINESS SESSION II...... Colorado A–E Association Business Election of ATS Officers, Directors, and Committees Action on Proposed Revisions to the Association Bylaws Commission Business Election of Commission Board and Committees Action on Proposed Revisions to the Commission Bylaws Action on Proposed Motion to Authorize Redevelopment Process

10:30–11:00 a.m. BREAK...... Foyer

11:00 a.m.–12:15 p.m. WORKSHOP SESSION B ...... Room Assignments on Name Badges

12:15–1:15 p.m. LUNCH FOR ALL...... Colorado F–J

1:15–3:15 p.m. OPTIONAL BUSINESS SESSION III...... Colorado A–E If the motion to authorize a redevelopment of the Standards and Procedures from the morning Business Session II should be delayed for some reason, this session would be the opportunity for a vote. After the vote, participants would proceed to their assigned rooms for the Working Forum.

WORKING FORUM: KEY ISSUES AND QUESTIONS IN REDEVELOPING THE STANDARDS AND PROCEDURES...... Denver Ballroom/ ...... Specific Room Assignments on Name Badges This working forum provides an opportunity for member schools to meet with their respective Commission staff liaisons and others to reflect together on key issues and questions related to the redevelopment of the Standards and Procedures (see list under Commission Report in the program book) and, more generally, to offer wisdom and provide input into that process.

3:15–3:45 p.m. BREAK...... Foyer

3:45–4:00 p.m. SUMMARY THEMES FROM WORKING FORUM...... Colorado A–E Harry Gardner, Commission Chair This brief session will summarize some of the key issues and concerns that were expressed by member schools in the Working Forum session.

4:00–5:00 p.m. PLENARY...... Colorado A–E “Why We Do What We Do: Graduate Testimonies” Recent alumni/ae share how a range of diverse educational models made their ministries possible.

5:00 p.m. ADJOURNMENT

5:00–5:30 p.m. FREE TIME

5:30–6:30 p.m. CENTENNIAL RECEPTION...... Denver Ballroom

6:30 p.m. CENTENNIAL BANQUET...... Colorado F–J Distinguished Service Award Presentation Closing Benediction ~ Brian Blount, Union Presbyterian Seminary

3 WORKSHOPS

Workshops

SESSION A: Thursday June 21, 8:00–9:15 a.m. SESSION B: Thursday, June 21, 11:00 a.m.–12:15 p.m.

1 Educational Assessment: the ATS Educational Models and Practices proj- Simple, Sustainable, Sufficient ect will share examples and insights about their Debbie Creamer, The Association work in a roundtable format. of Theological Schools Is your assessment plan serving your institution well? In the attempt to “get assessment right,” 3 Tools for Building Cultural Competence many institutions have added layer after layer Caroline McCall, Church Divinity School to their plans, leaving them with assessment of the Pacific processes that are unnecessarily complicated, Bryan Stone, Boston University cumbersome, and sometimes even counterpro- School of Theology ductive. The ATS Commission Standards note Mary Young, The Association that even assessment plans need to be evalu- of Theological Schools, Moderator ated for their effectiveness. This workshop will As schools seek to integrate cultural competence explore strategies for reviewing and revising as a lived value in their teaching and as a learn- your assessment plan and will emphasize degree ing outcome for their programs, some have program assessment that (in the words of the found value in the Intercultural Development Commission’s Educational Standard, section Inventory (IDI) and the Intercultural Conflict ES.6.1) is simple, sustainable, and sufficient. Style Inventory (CSI). Now in use for more than 30 years, the IDI offers a developmental approach to measuring and changing orienta- 2 Global Partnerships tions toward cultural similarities and differences Dorcas Gordon, Knox College that faculty, administrators, and students bring Tite Tienou, Trinity Evangelical Divinity School to theological education. The CSI measures an of Trinity International University individual’s conflict style using dimensions that H. S. Wilson, Foundation for Theological are culturally relevant. Representatives from two Education in South East Asia seminaries will discuss how they have used these Scott Woodward, Oblate School of Theology tools to build a common language and approach for promoting intercultural competence. Lester Edwin J. Ruiz, The Association of Theological Schools, Moderator Adopted as a strategic priority by the ATS Board of Directors, global awareness and engagement 4 Economic Challenges Facing Future is critical in a religious landscape where the Ministers—What the ECFFM Initiative center of gravity of Christianity has shifted to the Has Taught Us Global South. As member schools live more fully Jo Ann Deasy, The Association into this initiative, more than 70 have established of Theological Schools global partnerships that might serve as models The ECFFM initiative has explored a variety of for others. What forms can these partnerships ways to address rising educational debt and the take? How can they best be used to leverage a cost of theological education: financial literacy school’s resources and bring value to all part- training, restructuring degree programs, new ners involved? Representatives from schools financial aid strategies, and rebuilding networks with vibrant global partnerships and who have of financial support for both students and institu- participated both in the Global Awareness and tions. The ECFFM project manager will share Engagement Initiative of ATS and in the discus- new data on which strategies have been most sions on global partnerships and engagement of effective at which types of institutions.

4 WORKSHOPS

5 Women in Leadership at 20 Years: 7 Healthy Schools/Healthy Students: Milestones and Millstones A Holistic Approach to Enrollment Deborah H. C. Gin, The Association and Finance of Theological Schools Chris Meinzer, The Association As the ATS Women in Leadership program con- of Theological Schools cludes its first 20 years of work, there is much to There are many ways to measure the health of celebrate. Women who have pioneered as faculty an institution and just as many to measure the and administrators at ATS member schools have health of students who are served by the institu- paved the way for a growing presence of women. tion. Is there a holistic approach to measuring the Yet we seem to have reached a threshold of 30% combined health of the school and the students? for women in these positions. This workshop will Participants will be provided with some industry highlight recent research on the topic that reveals benchmarks for assessing the health of students the conditions that have promoted women in and institutions, and consideration will be given these roles, as well as some structural impedi- to how these measures can work in tandem ments that continue to hinder their progress, and toward a more holistic approach to a strong mis- will offer practical strategies for addressing these sion. issues.

8 Breaking the Insanity Cycle: 6 The Seminary’s Public Voice: Re-visioning Institutional Governance The Role of a Senior Administrator as an Agent for Change in Responding to Current Events Rebekah Basinger, In Trust Center Molly T. Marshall, Central Baptist for Theological Schools Theological Seminary Jay Blossom, In Trust Center Mark Labberton, Fuller Theological Seminary for Theological Schools Corey D. B. Walker, Samuel DeWitt Proctor School Amy Kardash, In Trust Center of Theology of Virginia Union University for Theological Schools Seminaries enjoy a unique platform from which If doing the same thing but expecting differ- to offer a public voice around current events and ent results is the definition of insanity, it’s little social/political issues. What is the proper role wonder that board members, administrators, and of a senior administrator—through blogging, faculty experience craziness in how governance speaking, and other means—to add value to the is practiced within their schools. Historically, conversation and represent both individual and governance has been more a guardian of the sta- institutional perspectives? In this workshop, tus quo than a driver of innovation; more about active voices in this arena will share best prac- protecting prerogatives and less about propelling tices in speaking out. schools forward. If you agree it’s time to change expectations and practices, join the In Trust Center in a discussion of governance as a force for change. The workshop marks the launch of a three-year project funded in part by the M. J. Murdock Trust.

5 WORKSHOPS

9 Emerging Best Practices 10 The Journey of Reconciliation in Chaplaincy Training (Session B only) (Session A only) Ray Aldred, Vancouver School of Theology Trace Haythorn, Association for Richard Topping, Vancouver School of Theology Clinical Pastoral Education, Inc. Barbara Mutch, The Association As recent Pew studies show the rapid growth of of Theological Schools, Moderator the “nones”/“spiritual but not religious” along- Arising out of multiple years of hearings, the side the decline of traditional congregations as recent Truth and Reconciliation Commission the primary form of religious participation, the (TRC) report testifies to the legacy of “Indian” role of chaplains is becoming more important. residential schools and the harm they inflicted And the requirements for chaplaincy vary across on Indigenous people in Canada. Complicit with a wide variety of contexts: healthcare, correc- colonial attempts, churches sought to extinguish tions/prisons, military, marketplace, college/ Indigenous language and culture in an effort university, police/fire/EMT, airport/seaport, to take the “Indian out of the Indian.” The TRC and industrial. Through a grant from the Luce report, based on the framework of the United Foundation, the Association for Clinical Pastoral Nations statement on Indigenous rights, makes Education is leading a project to achieve a bet- 94 recommendations, including a number for ter understanding of how chaplains are being theological education and churches. Two theo- trained in seminaries and divinity schools, where logical educators—one Indigenous North Ameri- more than 80 programs offer everything from can and one Canadian—will explore the meaning a course or two to a full specialized master’s and practice of reconciliation at a school with degree or DMin degree. The Luce project leaders Indigenous students from Canada, the United will share emerging best practices in educational States, and other countries. models for chaplaincy.

6 INNOVATION EXPO

Innovation Expo

The Innovation Expo will showcase both lessons Economic Challenges Facing Future Ministers learned through the Educational Models and Practice (ECFFM) Project Displays project and innovations that are working at member schools. 10. No Debt Pathway Bethany Theological Seminary—Courtney Hess Peer Group Conversations 11. Joint School of Theology/MBA Program The schools listed below participated in peer groups Seattle University School of Theology of schools engaged in similar models and will and Ministry—Mark Markuly represent the work of their groups. Each group also 12. Living in the Green: A Discernment Pro- produced a report on its work. Representatives from gram with Episcopal Dioceses participating schools will be available for informal University of the South School of Theology— conversations on the designated topics. Courtney Cowart 1. Accelerated Bachelor’s/MDiv Denver Seminary—Brad Widstrom Innovation Grant Displays Saint Paul School of Theology—Elaine Robinson 13. Andover Newton Seminary 2. Asian Schools at Yale University Divinity School: China Evangelical Seminary North America— An Embedding Model Gee Lowe Andover Newton Theological School— Sarah B. Drummond 3. Competency-Based Theological Education Andover Newton Theological School is Northwest Baptist Seminary—Kent Anderson simultaneously closing its Newton Center Sioux Falls Seminary—Greg Henson campus and opening a new program in New 4. Educational Values of Online Education Haven, Connecticut, in partnership with Northwest Nazarene University—Jay Akkerman Yale University Divinity School. This project Southwestern Baptist Theological Seminary— led to a new form of education for ministry, Greg Smith where a tradition-specific, competencies- based program is overlain onto the MDiv of 5. Formation in Online Contexts an ecumenical university divinity school. Gateway Seminary—Michael Martin Moody Theological Seminary—John Jelinek 14. Employing Media for Christian Formation and Evangelization, US and Cuba 6. Global Partnerships Barry University Department of Theology B. H. Carroll Theological Institute—Gene Wilkes and Philosophy—Elsie Miranda International Theological Seminary—Joy Palmer The project uses a collaborative praxis model of theological education between Spanish- 7. Historically Black Theological Schools speaking graduate students and faculty and Hood Theological Seminary—Vergel Lattimore the Ignatian Spirituality Center. The grant Interdenominational Theological Center— enables expansion of a project that provides Maisha Handy free Catholic formation to Cubans on both 8. Programs for Latino/a Students sides of the Florida Straits, using new Calvin Theological Seminary—Mariano Avila methods of field education and theological Wesley Seminary at Indiana Wesleyan accompaniment. University—Joanne Solis-Walker

9. Programs in Prisons Calvin Theological Seminary—Ronald Feenstra Duke University Divinity School—Sarah Jobe

7 INNOVATION EXPO

15. MicroMasters and MOOCs and praxis, the method will train students Boston University School of Theology— for ministry leadership through active Kathryn House and Bryan Stone participation in vibrant theological learning The grant supports a four course “Micro- communities and community partners. Masters” in Religious Leadership focused on ethical leadership, financial leadership, con- 20. Moral Rehabilitation Leadership flict transformation, and leadership in mul- Educational Training tifaith contexts. The MicroMasters utilizes New Orleans Baptist Theological Seminary— Massive Open Online Courses (MOOCs) free Kevin Brown to anyone around the world through the EdX The school will provide mentorship training platform. for inmates, many with life sentences, to prepare them to better serve those sentenced 16. Embedded and Embodied Learning to a re-entry initiative. Two tiers of training Fuller Theological Seminary— are envisioned: an entry-level certificate Erin Dufault-Hunter and Ryan Gutierrez program of critical skills as a precursor to the The project developed resources for faculty BA degree, and advanced training beyond seeking to integrate an understanding of the BA pursuant to a master’s degree. embodied cognition into their pedagogy. Workshops were developed for faculty 21. The Digital Campus around embedded and embodied learning Pentecostal Theological Seminary— for their specific course(s) in online, hybrid, Robb Blackaby, David Han, and Justin Spears and residential modalities. The project also The project will help complete PTS’s vision created several short videos that explain how to create a fully-integrated Digital Campus, to foster integration of academic content with resulting in a holistic educational model al- “real life.” lowing all access to the community life and learning. A full-scale “culture change” is en- 17. Digital Live visioned, making possible an ongoing, acces- Gordon-Conwell Theological Seminary— sible, digital presence for learning regardless Donald Fairbairn when and/or where students wish to learn. Allowing virtual and in-class students to learn together, Digital Live is an innovative 22. Online Platform for Student Portfolios course format that will enable Gordon- Saint Mary Seminary Conwell to greatly expand access and and Graduate School of Theology— substantially enrich the learning experience Mary McCormick, Andrew Turner, of students in courses through exposure to a and Mary Brendon Zajac larger and more diverse student body. The project supports development of an innovative online platform which integrates 18. The Center for Chaplaincy theological reflection with formational coach- Hood Theological Seminary—Clay Barrow ing and accompaniment. This collaborative The Center for Chaplaincy at Hood Theologi- tool facilitates the ongoing and gradual sys- cal Seminary will be a resource for students, tematic evaluation and assessment of learn- alumni/ae, friends, and surrounding com- ing outcomes between students, faculty, and munities. It is established as a vehicle to pastoral field education. foster awareness, information exchange, and collaboration about the opportunities and 23. “Cor Unum” Initiative practices in the field of chaplaincy. Sacred Heart Seminary and School of Theology— Patrick J. Russell 19. Theological Action Research Teams The Cor Unum (“one heart”) Initiative is Loyola University of Chicago, a Master of Arts program to form laity for Institute of Pastoral Studies—Dan Rhodes service to the church. The initiative identifies The Institute of Pastoral Studies is and develops Catholic leaders with the cour- developing an innovative approach to age to proclaim the Gospel of Jesus Christ by theological education that expands and actively engaging culture in order to trans- integrates Contextual Education throughout form a fractured world through the Gospel’s the curriculum via a model of Theological message of healing, justice, and mercy. Action Research Teams. Blending theory

8 INNOVATION EXPO

24. Social Enterprise-Informed 28. Formation through Life Story Narratives Theological Education United Theological Seminary of the Twin Samuel DeWitt Proctor School of Theology Cities—John Lee and Kyle Roberts of Virginia Union University— This project pilots a model that will cultivate Alison Gise Johnson and Nathaniel West and assess spiritual, vocational, and identity This project proposes an alternative model formation by developing and interpreting for ministry preparation grounded in a social life story narratives. The project will test the enterprise-informed approach to theologi- hypothesis that the link between narrating cal education. Curriculum is being devel- one’s stories in redemptive sequences and oped and evaluated as part of an embedded exhibiting personal generativity is causative, specialization within the Master of Christian not only correlative. Education and Doctor of Ministry Programs. 29. Teaming with a Business School 25. Formation Programming Model Vancouver School of Theology—Richard Topping for Permanent Deacons This project facilitates collaboration between St. Bernard’s School of Theology and Ministry a theological school and a business school. with Pontifical College Josephinum— A cohort of students will take a series of Michael Berstene four courses at the Sauder School of Busi- This project seeks to develop a model for ness: Financial Statement Analysis for the integrating the four dimensions of perma- Non-Accountant, Achieving Administrative nent diaconate formation. The model will Excellence, Strategic Decision Making, and address core curriculum as established by Coaching and Mentoring, in order to help the National Directory norms and precise graduates be better prepared for ministry. assessment metrics. Select faculty and staff will facilitate a one-year process of shared 30. Digital Literacies discernment with core members from the across the Seminary Curriculum United States Conference of Catholic Bish- Virginia Theological Seminary—Lisa Kimball ops’ Committee on Clergy, Consecrated Life and Stacy Williams-Duncan and Vocations, and faculty/staff from other This project will pilot a new model of think- ATS member schools offering permanent ing about theological curricula, whereby diaconate programs. ministry and leadership competencies are embedded in traditional biblical, theological, 26. Theology, Spirituality, and the Arts and historical courses, rather than added as Toronto School of Theology—Rebekah Smick additional courses. The focus of the pilot will and Scott Lewis (Regis College) be on digital literacies for ministries, which This initiative bridges Christian “faith seek- were identified via research conducted be- ing understanding” with wider publics seek- tween 2015 and 2017, but the model could be ing spiritual direction in art by developing used to integrate a wide variety of competen- an academic stream in Theology, Spiritual- cies, such as financial literacy, environmental ity, and the Arts for both the MTS and PhD justice, adaptive leadership, theology in the programs. It promotes close engagement public square, etc. with cognate academic disciplines, the artis- tic community, and secular public cultural 31. Collaborative Learning: institutions. Seminary and Congregations Wartburg Theological Seminary—Craig Nessan 27. Designing Curriculum and Tim Snyder around the Liturgical Calendar This project aims to fully integrate a new United Theological Seminary—Scott Kisker model of Master of Divinity education into This project is to design the master’s degree the seminary learning community through curriculum around the liturgical calendar, live video streaming and intentional part- which will permit students who serve the nership building so that congregations see Church in leadership roles to engage more themselves as full partners in the formation effectively in their ministries. This model of future pastoral leaders. for instruction will have students take one course at a time, which enables them to en- gage in their seminary work virtuously, with focused attention to their courses. 9 INNOVATION EXPO

Faculty Development Grant Displays 35. Developing Faculty in Integrative Studies Fuller Theological Seminary—Amy Drennan 32. Faculty Development for Competency- and Ryan Gutierrez Based Theological Education This project would expand the next phase of Associated Canadian Theological Schools— faculty development by encouraging profes- Eric Fehr sors to experience compelling spiritual forma- ACTS held a two-day faculty retreat to tion exercises through an improved online deepen understanding of Competency-Based training course and an off-campus two-day Theological Education and prepare ACTS workshop for 12 key Integrative Studies fac- faculty to implement an Immerse program ulty members. and the revised Doctor of Ministry degree in 36. Faculty Social “Presence” in Online Courses Fall 2017. Activities included presentations, Iliff School of Theology—Katherine Turpin interviews, and group activity. A second A series of engagements with Sean Michael three-day retreat is planned for ACTS faculty Morris of the Digital Pedagogy Labs and a in June for further training in the revised summer institute for faculty will develop and Doctor of Ministry degree and degree pro- redevelop courses with an eye to creating gram assessment. and enhancing faculty social presence and 33. Integrating “Integrative” Courses engagement with students. Columbia Theological Seminary—Mark Douglas 37. Spiritual Formation of Faculty Columbia Theological Seminary has a series Loyola University of Chicago, of “Integrative Courses” among its require- Institute of Pastoral Studies—Brian Schmisek ments for the MDiv Degree. Intended to help This program will develop and implement an students make connections between theologi- innovative and nationally recognized inte- cal disciplines, the global church, and their grated formation program for students and own faith stories and vocational objectives, faculty that includes intercultural compe- these courses comprise the backbone of the tency. This year-long project will research MDiv curriculum. The three current courses best practices and provide opportunities for offer students important opportunities to faculty retreats, discussion, and personal think and act in increasingly integrative ways formation. but are not well integrated with each other. CTS propose a series of four one-day faculty 38. Next Iteration of Online Teaching workshops during which faculty gather with Luther Seminary—Laurel Forsgren a series of consultants to help connect the and Dirk Lange courses, grow more comfortable with the This project will help faculty build commu- contents of each course, gain familiarity with nity within the online classroom by exposing innovative pedagogies, and link the courses them to the leadership of experts in the field. to the Atlanta context. The goal is to build expertise in a small group of faculty/staff for ongoing coaching and 34. Infused Capacities across the Curriculum development of their peers, specifically by Eden Theological Seminary—Christopher Grundy developing a checklist of pedagogical tools to Eden Theological Seminary is strengthening leverage in the classroom. its faculty’s capacity to assess a component of the MDiv curriculum called “infused capaci- 39. Global Pedagogy ties.” New portfolio assessment processes for Global Theological Education have been implemented, and long established Meadville Lombard Theological School— assessment practices have been updated. This Michael S. Hogue grant will engage the whole faculty in three This project enabled faculty to cultivate consultations with strong partners: a regional intercultural skills and to meet with inter- interfaith agency (interfaith collegiality), area national partners to explore new forms of activists and teachers about anti-racism and collaborative theological education. As part white privilege (racial equity), and a regional of a broader institutional effort to develop an group of artists and teachers in the arts (voca- internationalization strategy, the purpose of tional resilience). this project has been to develop the globally

10 INNOVATION EXPO

inclusive pedagogical practices necessary 43. Formation of Spiritual Formators to provide international students with the University of St. Mary of the Lake Mundelein education and formation they need to serve Seminary—Thomas Baima as religious leaders in their own contexts. The Seminary Formation Council (SFC) of- fers a two-year certificate program of eight 40. Competency-Based Theological Education modules, focused on formation of seminary Northwest Baptist Seminary—Trent Erickson faculty who serve in seminary formation. Having developed and implemented the Mundelein Seminary sent two formation Immerse program of Competency-Based faculty participants to the program. They Theological Education, Northwest Baptist will in turn enrich the formation program Seminary convened a consultation and plan- and seminary community with new insights ning retreat to leverage its faculty and staff gained through the modules. experience in developing this innovative educational model. The project enabled the 44. Online Teaching Certificates Specialized school to glean lessons learned in the collab- for Theological Education orative development of the CBTE program, Virginia Theological Seminary— assimilate that knowledge into resources Stacy Williams-Duncan and a development framework for others, Virginia Theological Seminary will collabo- explore the disruptive nature of this innova- rate with the University of Wisconsin-Mad- tion on the faculty and their traditional roles, ison’s office of Distance Education Profes- provide professional development focused sional Development (DEPD) to pilot versions on developing consultation services to other of two online teaching certificate programs faculty and schools, and explore what future customized for Theological Educators. support and advanced training looks like in Fundamentals of Online Teaching for Theo- this relatively new field. logical Educators (FoOT-TE) is a 35-hour, introductory course designed for those who 41. Faculty Development to Teach Students are new to online learning and consider- from Hispanic Cultures ing how they can expand their traditional, Oblate School of Theology—Scott Woodward hybrid, or online courses by embracing Oblate School of Theology is designing and the dynamic and expanding world of digital implementing a faculty development proj- learning. Design Teach Online for Theologi- ect to address two issues that arise from cal Educators (DTO-TE) is a 65-hour, inter- the school’s diverse student population: the mediate course during which participants challenge of teaching second-language stu- engage in a dynamic learning community as dents from a Hispanic culture, and teaching they design and prepare to teach an online or primarily African American students from hybrid course. diverse non-Roman Catholic backgrounds.

42. Curriculum Revision and Implementation Pittsburgh Theological Seminary—Heather Vacek The project allowed PTS to formulate prin- ciples for implementing a new curriculum. All faculty members undertook research and presentation assignments involving adapt- ing teaching styles, calendars, and delivery methods to enact the new curricula.

11 PARTICIPANTS IN THE PROGRAM

Participants in the Program

Jay Akkerman Laurel Forsgren Northwest Nazarene University Luther Seminary Ray Aldred Renata Furst Vancouver School of Theology Oblate School of Theology Kent Anderson Harry Gardner Northwest Baptist Seminary Acadia Divinity College Mariano Avila Justo González Calvin Theological Seminary Hispanic Theological Initiative Thomas Baima Dorcas Gordon University of St. Mary of the Lake Knox College Mundelein Seminary Timothy C. Gray Clay Barrow Augustine Institute Hood Theological Seminary Christopher Grundy Michael Berstene Eden Theological Seminary St. Bernard’s School of Theology and Ministry Ryan Gutierrez with Pontifical College Josephinum Fuller Theological Seminary Robb Blackaby David Han Pentecostal Theological Seminary Pentecostal Theological Seminary Brian Blount Maisha Handy Union Presbyterian Seminary Interdenominational Theological Center Kevin Brown Trace Haythorn New Orleans Baptist Theological Seminary Association for Clinical Pastoral Education, Inc. Wendy Cadge Gregory Heille Brandeis University Aquinas Institute of Theology Thanh Thuong Chu Che Greg Henson Seattle University School of Theology Sioux Falls Seminary and Ministry Courtney Hess Janet Clark Bethany Theological Seminary Tyndale University College & Seminary Michael S. Hogue Courtney Cowart Meadville Lombard Theological School University of the South School of Theology Kathryn House Mark Douglas Boston University School of Theology Columbia Theological Seminary John Jelinek Amy Drennan Moody Theological Seminary Fuller Theological Seminary Sarah Jobe Sarah Drummond Duke University Divinity School Andover Newton Seminary Alison Gise Johnson at Yale University Divinity School Samuel DeWitt Proctor School of Theology Erin Dufault-Hunter of Virginia Union University Fuller Theological Seminary Antoinette Joiner Trent Erickson Hood Theological Seminary Northwest Baptist Seminary Lisa Kimball David Esterline Virginia Theological Seminary Pittsburgh Theological Seminary Scott Kisker Donald Fairbairn United Theological Seminary Gordon-Conwell Theological Seminary Cheryl Krueger Ronald Feenstra Taylor College and Seminary Calvin Theological Seminary Mark Labberton Eric Fehr Fuller Theological Seminary Associated Canadian Theological Schools

12 PARTICIPANTS IN THE PROGRAM

Dirk Lange Joanne Solis-Walker Luther Seminary Wesley Seminary at Indiana Wesleyan University Vergel Lattimore Justin Spears Hood Theological Seminary Pentecostal Theological Seminary John Lee Bryan Stone United Theological Seminary of the Twin Cities Boston University School of Theology Gee Lowe Beth Stroud China Evangelical Seminary North America Association for Clinical Pastoral Education, Inc. Shivraj Mahendra and Princeton University Asbury Theological Seminary Hillary Taylor Mark Markuly Candler School of Theology of Emory University Seattle University School of Theology Tite Tienou and Ministry Trinity Evangelical Divinity School Molly T. Marshall of Trinity International University Central Baptist Theological Seminary Richard Topping Michael Martin Vancouver School of Theology Gateway Seminary Andrew Turner Mary McCormick Saint Mary Seminary Saint Mary Seminary and Graduate School of Theology and Graduate School of Theology Katherine Turpin Oliver McMahan Iliff School of Theology Pentecostal Theological Seminary Heather Vacek Elsie Miranda Pittsburgh Theological Seminary Barry University Department of Theology Corey D. B. Walker and Philosophy Samuel DeWitt Proctor School of Theology Craig Nessan of Virginia Union University Wartburg Theological Seminary Kaye Ward Joy Palmer Duke University Divinity School International Theological Seminary Nathaniel West Lallene Rector Samuel DeWitt Proctor School of Theology Garrett-Evangelical Theological Seminary of Virginia Union University Dan Rhodes Barbara Wheeler Loyola University of Chicago, Past Distinguished Service Awardee Institute of Pastoral Studies Brad Widstrom Kyle Roberts Denver Seminary United Theological Seminary of the Twin Cities Gene Wilkes Elaine Robinson B. H. Carroll Theological Institute Saint Paul School of Theology Stacy Williams-Duncan Brian Schmisek Virginia Theological Seminary Loyola University of Chicago, H. S. Wilson Institute of Pastoral Studies Foundation for Theological Education Katarina Schuth in South East Asia Saint Paul Seminary School of Divinity Thomas Wolfe Rebekah Smick Iliff School of Theology Toronto School of Theology Scott Woodward Greg Smith Oblate School of Theology Southwestern Baptist Theological Seminary Mark Young Phillip Smith Denver Seminary Gateway Seminary Mary Brendon Zajac Tim Snyder Saint Mary Seminary Wartburg Theological Seminary and Graduate School of Theology Arcadis Solano B. H. Carroll Theological Institute

13 OFFICERS AND DIRECTORS

Officers and Directors: 2016–2018

ATS Officers ATS Board of Directors Public Members President Doris Garcia Nancy Bunce Janet Clark Evangelical Seminary My Next Season Tyndale University of Puerto Rico Pittsburgh, PA College & Seminary San Juan, PR Toronto, ON Mark G. Harden Heidi Hadsell Vice President Hartford Seminary Charles Kosanke Brian Blount Hartford, CT Ste. Anne Parish Union Presbyterian Seminary Detroit, MI Richmond, VA Jeff Iorg Gateway Seminary Gary Simpson Secretary Ontario, CA The Concord Baptist Sharon Tan Church of Christ United Theological Seminary Steve Land Brooklyn, NY of the Twin Cities Pentecostal Theological Seminary New Brighton, MN Cleveland, TN

Treasurer Vergel Lattimore Kurt A. Gabbard Hood Theological Seminary Princeton Theological Seminary Salisbury, NC Princeton, NJ Jan Love Past President Candler School of Theology James D. Hudnut-Beumler of Emory University Vanderbilt University Atlanta, GA Divinity School Nashville, TN Deborah Flemister Mullen Columbia Theological Seminary Commission Representative Decatur, GA Gregory Heille, OP Aquinas Institute of Theology Barbara Reid St. Louis, MO Catholic Theological Union Chicago, IL

Peter I. Vaccari St. Joseph’s Seminary Yonkers, NY

Mark Young Denver Seminary Littleton, CO

14 OFFICERS AND DIRECTORS

Commission Officers Kah-Jin Jeffrey Kuan ATS Directors Claremont School of Theology Chair Eliza Smith Brown Claremont, CA Harry Gardner Director, Communications Acadia Divinity College and External Relations Todd Lajiness Wolfville, NS Sacred Heart Major Seminary Debbie Creamer Detroit, MI Vice Chair and Treasurer Director, Accreditation Leanne Van Dyk and Institutional Evaluation Steve Lemke Columbia Theological Seminary New Orleans Baptist Decatur, GA Jo Ann Deasy Theological Seminary Director, Institutional Initiatives New Orleans, LA Secretary and Student Research Barbara Mutch Oliver McMahan The Association Deborah H. C. Gin Pentecostal Theological Seminary of Theological Schools Director, Research Cleveland, TN Pittsburgh, PA and Faculty Development Shawn Oliver Stephen R. Graham Princeton Theological Seminary Senior Director of Programs Board of Commissioners Princeton, NJ and Services Stephen Bosso Polly Stone St. Vincent de Paul Chris A. Meinzer Reformed Theological Seminary Regional Seminary Senior Director of Administration Charlotte, NC Boynton Beach, FL and CFO Arch Wong Charles Conniry Elsie Miranda Ambrose Seminary Western Seminary Director, Accreditation of Ambrose University Portland, OR and Institutional Evaluation Calgary, AB (beginning July 1, 2018) Sarah Drummond Andover Newton Seminary Barbara Mutch at Yale University Divinity School Public Members Director, Accreditation New Haven, CT Edward Delgado and Institutional Evaluation Centro Hispano Rene Espinosa de Estudios Teológicos Christopher A. Olsztyn Oblate School of Theology Compton, CA Director, Information Technology San Antonio, TX Charla Long Lester Edwin J. Ruiz Gregory Heille Go Long Consulting Senior Director of Accreditation Aquinas Institute of Theology Franklin, TN and Institutional Evaluation St. Louis, MO Marianne Mount Tom Tanner Betty Holley Catholic Distance University Director, Accreditation Payne Theological Seminary Charles Town, WV and Institutional Evaluation Wilberforce, OH Frederick J. (Jerry) Streets Christopher The Mignon Jacobs Dixwell Avenue Congregational Director, Commission Ashland Theological Seminary United Church of Christ Information Services Ashland, OH New Haven, CT Frank M. Yamada Executive Director

Mary Young Director, Leadership Education

15 MESSAGE FROM THE EXECUTIVE DIRECTOR

Message from the Executive Director

Welcome to the 2018 Biennial Meeting of The Association of Theological Schools and Commission on Accrediting! This year in Denver marks the 100-year celebration of the work of ATS as it continues “to promote the improvement and enhancement of theological schools to the benefit of communities of faith and the broader public.” The ATS/COA has a developed a rich legacy through its commitment to quality in theological schools during this past century. In 1936, informed by the work of two studies in 1924 and 1934, the first set of accrediting standards was approved. At last year’s ATS Presidential Intensive, ATS Directors of Accreditation Tom Tanner and Debbie Creamer presented the possibility of the Redevelopment of the Standards. They distributed a handout with the original nine Standards on it. It fit on one page. One of the presidents jokingly chimed in, “I move their approval!” Today’s Standards are 106 pages long. A lot has changed since 1936. We have seen a growth in the scope and impact of theological schools in these 100 years. This legacy has had a profound impact on the religious leadership in North American society and helped to shape the character of religious institutions in the twentieth and twenty-first centuries. The Association’s legacy is also grounded in its commitment to the diversity among its 270 member schools. Roman Catholic/Orthodox, evangelical Protestant, and mainline Protestant schools from both the United States and Canada all contribute their unique histories and perspectives to this common task—our commitment to improvement of theological education even in the middle of rapid change. In a day and age of increasing polarization in our political, social, and religious life, ATS provides a unique witness to what can be accomplished when we all commit to the same important goal. What has become clear in the past two decades is that theological education is changing in significant ways. There are broad vectors of change within society and religion in contemporary North America. These forces are having a profound effect on theological schools as they seek innovation within their institutions and educational models to serve an increasingly diverse student population. Nearly a quarter of ATS schools already serve student bodies that are a majority students of color, reflecting the broader demographic trends in the United States and Canada. Digital technologies have changed the landscape of delivery options for theological education. Twenty years ago, there were no ATS schools offering Internet courses. Today, about two-thirds of member schools have classes online. At this year’s Biennial Meeting, Stephen Graham will offer an update from the Educational Models and Practices initiative to provide some concrete ways that schools are innovating what they do and how they accomplish their missions for the different student populations whom they are serving. I would encourage you, as ell,w to spend some time in the Innovation Expo, where you can learn firsthand about the creativity within ATS schools. Changing times require actions that address those changes. At this Biennial Meeting, the membership will be voting to authorize a major redevelopment of the Standards. There have only been two major revisions of the Standards over the past nine decades—the last one in 1996. The most recent minor revision was in 2014. Twenty years ago, the plurality of schools were mainline Protestant (45%) and freestanding institutions. Today, the plurality is evangelical Protestant (44%), and it is likely that by the next Biennial Meeting, the majority of schools will be embedded institutions. In 1996, the Board of Commissioners received 30 petitions for change. In 2018, that has increased by five times. Changing times require Standards that can reflect what the membership recognizes as quality in theological education while providing the flexibility that today’s environment requires. Change is nothing new for theological schools. They have been changing for the past 100 years. I expect that they will continue to change for the next 100. In fact, one of the legacies that we share among the variety of our ecclesial traditions is the ability of our theological institutions not only to weather change but to transform themselves and innovate in response to it. Again, welcome to the 2018 ATS/COA Biennial Meeting! We are excited to celebrate with you this 100-year milestone for our organization, and we look forward to what God will do among us in this second century. Peace and grace,

16 ATS DISTINGUISHED SERVICE AWARDS

ATS Distinguished Service Awards

For the past three decades, the member schools of Past Distinguished Service Award recipients The Association of Theological Schools in the United States and Canada have presented this award to ac- As part of the Centennial celebration, ATS recognizes knowledge and honor persons who have contributed not only the awardee(s) to be announced at the 2018 in extraordinary ways to the Association’s mission Biennial Meeting but also the 15 previous recipients: “to promote the improvement and enhancement of theological schools to the benefit of communities of 1988 Krister Stendahl faith and the broader public.” The award is bestowed 1990 Robert Wood Lynn with the recognition that theological education is a 1992 Charles Shelby Rooks shared vocation and all who invest themselves in it 1994 Sara P. Little contribute to its quality and well-being. From time 1996 David A. Hubbard to time, however, there appear in our midst persons 1998 Martin E. Marty of exceptional vision, leadership, and influence who 2000 Vincent DePaul Cushing advance the causes of our enterprise in very signifi- 2002 Robert E. Cooley cant ways to the benefit of all. It is such distinguished 2004 Barbara Brown Zikmund service that this award is intended to identify and 2006 Diane Kennedy honor. 2008 Joseph C. Hough Jr. 2010 David L. Tiede Awardees are chosen according to the following 2012 Barbara G. Wheeler criteria: (a) exceptional service to the Association and 2014 Justo González other organizations committed to the improvement 2016 Katarina Schuth of theological education; (b) innovative contribu- tion to the establishment of forms and structures of theological education; (c) significant advancement of scholarship in the theological disciplines; or (d) unique contributions to the understanding and advancement of theological education. Association officers, members of the Board of Directors, and staff shall be eligible for nomination only after four years following the end of their terms of service.

17 17 PAST ATS PRESIDENTS

Past ATS Presidents

1918—A. Lawrence Lowell 1950—John K. Benton 1984—C. Douglas Jay (convener) Vanderbilt University Emmanuel College Harvard University Divinity School of Victoria University Divinity School 1952—Edward H. Roberts 1986—Barbara Brown Zikmund 1920—C. A. Barbour Princeton Theological Seminary Pacific School of Religion Colgate Rochester Divinity School 1954—Charles L. Taylor 1988—Russell H. Dilday Jr. 1921—W. D. Mackenzie Episcopal Divinity School Southwestern Baptist Hartford Seminary Theological Seminary 1956—Walter N. Roberts 1922—Daniel D. Fraser United Theological Seminary 1990—James L. Waits Presbyterian College of Montreal Candler School of Theology 1958—Ernest C. Colwell of Emory University 1924—Charles M. Stuart Claremont School of Theology Garrett-Evangelical 1992—Robert E. Cooley 1960—James A. Jones Theological Seminary Gordon-Conwell Union Theological Seminary Theological Seminary 1926—George B. Stewart in Virginia Auburn Seminary 1994—James H. Costen 1962—Stanley B. Frost Interdenominational 1928—Luther A. Weigle McGill University Theological Center Yale University Divinity School Faculty of Religious Studies 1996—Diane Kennedy 1930—Shailer Mathews 1964—Olin T. Binkley Aquinas Institute of Theology University of Chicago Southeastern Baptist Divinity School Theological Seminary 1998—Luder G. Whitlock Jr. Reformed Theological Seminary 1932—Warren J. Moulton 1966—Robert V. Moss Bangor Theological Seminary Lancaster Theological Seminary 2000—Martha J. Horne Protestant Episcopal Theological 1934—Richard Davidson 1968—Arthur R. McKay Seminary in Virginia Emmanuel College McCormick Theological Seminary of Victoria University 2002—David L. Tiede 1970—Allix B. James Luther Seminary 1936—Arlo A. Brown Virginia Union University Drew University School of Theology 2004—Cynthia M. Campbell Theological School McCormick Theological Seminary 1972—Joseph D. Quillian 1938—Lewis J. Sherrill Perkins School of Theology 2006—Donald Senior Louisville Presbyterian Southern Methodist University Catholic Theological Union Theological Seminary 1974—Frederick W. Whittaker 2008—John Kinney 1940—Albert W. Beaven Bangor Theological Seminary Samuel DeWitt Proctor Colgate Rochester Divinity School School of Theology 1976—David A. Hubbard of Virginia Union University 1942—Henry P. Van Dusen Fuller Theological Seminary Union Theological Seminary 2010—Richard J. Mouw 1978—James I. McCord Fuller Theological Seminary 1944—Sanford Fleming Princeton Theological Seminary Berkeley Baptist Divinity School 2012—J. Dorcas Gordon 1980—Harvey Guthrie Knox College 1946—Conrad Bergendoff Episcopal Divinity School Augustana Theological Seminary 2014—James Hudnut-Beumler 1982—Vincent Cushing Vanderbilt University 1948—John A. Mackay Washington Theological Union Princeton Theological Seminary Divinity School

18 PAST COMMISSION ON ACCREDITING CHAIRS

Past Commission on Accrediting Chairs

1938—Edward H. Roberts 1970—James McCord 2002—John Kinney Princeton Theological Seminary Princeton Theological Seminary Samuel DeWitt Proctor School of Theology 1940—Edward H. Roberts 1972—James McCord of Virginia Union University Princeton Theological Seminary Princeton Theological Seminary 2004—Cecilia Murphy 1942—Gould Wickey 1974—C. Benton Kline St. Vincent Seminary Council of Church Boards Columbia Theological Seminary of Education 2006—Jimmy Dukes 1976—Frederick Wentz New Orleans Baptist 1944—Charles Lynn Pyatt Chicago Cluster Theological Seminary The College of the Bible of Theological Schools (Lexington, KY) 2008—Anne Anderson 1978—Sara Little University of St. Michael’s 1946—Charles Lynn Pyatt Union Theological Seminary College Faculty of Theology The College of the Bible in Virginia (Lexington, KY) 2010—David Esterline 1980—C. Shelby Rooks McCormick Theological 1948—Charles Lynn Pyatt Chicago Theological Seminary Seminary The College of the Bible 1982—Jean-Marc LaPorte (Lexington, KY) 2012—Ronald Mercier Regis College Saint Louis University 1950—Charles Lynn Pyatt 1984—Frank Gulley, Jr. The College of the Bible 2014—Alton Pollard Vanderbilt Divinity School (Lexington, KY) Howard University 1986—Faith Burgess School of Divinity 1952—Oren Baker Lutheran Theological Seminary Colgate Rochester Divinity School 2016—Harry Gardner at Philadelphia Acadia Divinity College 1954—Walter Roberts 1988—Harold Songer United Theological Seminary Southern Baptist 1956—Duke McCall Theological Seminary Southern Baptist Seminary 1990—Katarina Schuth 1958—Ernest Cadman Colwell Saint Paul Seminary Southern California School School of Divinity of the of Theology University of St. Thomas 1960—Stanley Frost 1992—Judith Berling McGill University Graduate Theological Union Faculty of Divinity 1994—Richard Mouw 1962—Lawrence Rose Fuller Theological Seminary General Theological Seminary 1996—Thomas Gleeson 1964—Robert Moss, Jr. Jesuit School of Theology Lancaster Theological Seminary at Berkeley 1966—Alvin Rogness 1998—Jane Smith Luther Theological Seminary Hartford Seminary 1968—David Stitt 2000—Leland Eliason Austin Presbyterian Theological Bethel Theological Seminary Seminary

(year elected, institution at time of service)

19 PAST BIENNIAL MEETING SITES

Past Biennial Meeting Sites

1918—Cambridge/Boston, MA 1968—St. Louis, MO 1920—Princeton, NJ 1970—Claremont, CA 1921—[no meeting] 1972—St. Paul, MN 1922—Toronto, ON 1974—Atlanta, GA 1924—Evanston, Chicago, IL 1976—Boston, MA 1926—New Haven, CT 1978—Toronto, ON 1928—New York, NY 1980— Denver, CO 1930—Chicago, IL 1982— Pittsburgh, PA 1932—Gettysburg, PA 1984— Pittsburgh, PA 1934—Rochester, NY 1986— Kansas City, MO 1936—Chester/Philadelphia, PA 1988— San Francisco, CA 1938—Toronto, ON 1990— Montreal, QC 1940—Lexington, KY 1992— Pittsburgh, PA 1942—Rochester, NY 1994— Atlanta, GA 1944—Pittsburgh, PA 1996— Denver, CO 1946—Chicago, IL 1998— Baltimore, MD 1948—Dayton, OH 2000— Toronto, ON 1950—Columbus, OH 2002— Pittsburgh, PA 1952—Louisville, KY 2004— Garden Grove, CA 2006— Chicago, IL 1954—Chicago, IL 2008— Atlanta, GA 1956—Berkeley, CA 2010— Montreal, QC 1958—Boston, MA 2012— Minneapolis, MN 1960—Richmond, VA 2014— Pittsburgh, PA 1962—Toronto, ON 2016— St. Louis, MO 1964—Fort Worth, TX 1966—Alexandria, VA

20 ATS MILESTONES

ATS Milestones

1918—101 delegates gather at the Conference of 1972—The first major redevelopment of the accredit- Theological Seminaries and Colleges in the United ing standards is completed. The Association pur- States and Canada, hosted by Harvard University. chases a house in Vandalia, Ohio, as its new head- quarters. 1920—At a second meeting in Toronto, the gathered schools form the Conference of Theological Schools. 1973—The Readiness for Ministry project is launched. 1934—The Conference votes to become an accredit- ing organization: The American Association of Theo- 1974—The AATS name is changed to The Associa- logical Schools (AATS). tion of Theological Schools in the United States and Canada. 1936—The first accreditingStandards are adopted. 61 schools apply for accreditation. The membership 1976—ATS holds its first seminar for CEOs, launch- authorizes creation of the Commission on Accredit- ing a longstanding commitment to leadership educa- ing. tion.

1938—The AATS, with a membership of 80 schools, 1978—The Committee on Underrepresented Con- issues its first list of 46accredited schools. The Com- stituencies merges existing committees on the Black mission issues its first annual data report. Religious Experience, Hispanic/Americans, and Women’s Concerns. 1942–1946—World War II brings enrollment de- clines, accelerated programs to fill vacant pulpits and 1980—Leon Pacala is elected as the third executive provide military chaplains, and a move of the AATS director of the Association. office to Washington, DC. 1988—The first Distinguished Service Award is pre- 1947—The GI Bill introduces the use of accreditation sented to Krister Stendahl. to unlock federal funds for higher education and open the door to seminary for thousands of veterans. 1990—ATS moves to Pittsburgh and builds its head- quarters at 10 Summit Park Drive. 1955—Lilly Endowment Inc. and Sealantic Fund pro- vide the first major funding for the Association. 1994—The Henry Luce III Fellows in Theology pro- gram is launched. 1956—AATS hires Charles Taylor as its first full-time executive director. Headquarters are established in 1996—A major redevelopment of the accrediting Dayton, Ohio. The Association begins granting Fac- standards is completed. ulty Fellowships. 1998—Daniel O. Aleshire is appointed as the Associa- 1959—Jesse Ziegler is hired as associate director. tion’s fifth executive director. The Women in Leader- ship program is launched. 1964—The Theological Education journal is launched. 2004—ATS and COA are reorganized as separate 1966—The Association admits its first five Roman corporations. Catholic member schools. Jesse Ziegler succeeds Charles Taylor as executive director. 2010–2012—The accrediting Standards and Procedures are revised. 1966—The Master of Divinity degree is identified as a first professional degree. 2017—The Association establishes the New Century Fund. Frank M. Yamada is appointed as the sixth 1970—The Association publishes its firstFact Book executive director. on Theological Education. A constitutional amendment opens membership to Jewish schools. 2018—ATS celebrates its Centennial.

21 RULES FOR THE CONDUCT OF BUSINESS

Rules for the Conduct of Business

Rules for the conduct of Association and Commis- 3. The process for nominations from the floor and sion business are adopted by each Biennial Meeting. voting on the slate of the Association and the Com- They are designed to enable the assembly to conduct mission shall follow the procedures referenced in its business openly with sensitivity to all sides of each of the Nominating Committee reports in this issues, but also with efficiency in the light of time book. constraints. The ATS Board of Directors and the Board of Commissioners on Accrediting recommend 4. The Committee on Reference and Counsel and the following set of rules for the conduct of the 2018 one or more parliamentarians shall be appointed by Biennial Meeting. the president of the Association and the chair of the Commission at the beginning of the Biennial Meeting. 1. Unless otherwise stipulated, the business of the Association and the Commission shall be conducted according to the most recent edition of Robert’s Rules of Order.

2. Each member institution of the Association and the Commission shall be entitled to one vote on issues before the respective corporations, with the vote cast by the person authorized by the member institution.

Robert’s Rules of Order Revised Summary Guide for the 2018 ATS/COA Biennial Meeting1

Developed to guide the work of the English Parliament, Roberts Rules of Order (RRO) “assist an assembly to accomplish in the best possible manner the work for which it was designed.” This simple guide summa- rizes the vocabulary and the rules for use by The Association of Theological Schools and the Commission on Accrediting as they deliberate at the 2018 Biennial Meeting. It is intended to supplement the ATS Rules for the Conduct of Business. Taken in combination, these rules are intended to ensure that the general will of the membership is followed. They preserve the right of the majority to decide and the right of the minority to require a thorough consideration of each action. This guide is intended as a ready reference, not as an exhaus- tive source. In the case of any questions, the recommendation of the designated parliamentarian, based on the complete Roberts Rules of Order 11th edition, will be final.

According to RRO, business is brought before the assembly either by the motion of a member or by the pre- sentation of a communication addressed to the assembly. All remarks must be directed to the presiding officer, either the president of the Association or the chair of the Commission. To obtain the floor and be recognized to speak, stand at one of the aisle microphones, address “M/M Chair,” and state your name and the school/or- ganization you represent. Debate begins only after the motion has been seconded and the chair has stated the motion and asked, “Are you ready for the question?” (See “Main motion” below.) Once the motion has been stated, it cannot be modified unless it is modified or withdrawn by the mover, and it becomes the privileged topic on the floor until a vote is taken. The chair may ask for motions and amendments to motions but may not make any himself or herself. No member may speak twice on the same issue until all those wishing to speak on it have had an opportunity. A time limit for speakers is normative for meetings of organizations.

1. Derived from the 1915 edition, first published in 1876, slight additions made in 1893, public domain.

22 RULES FOR THE CONDUCT OF BUSINESS

• A call for the orders of the day—a demand that the assembly adhere to the agenda, unless it has been modified by a two-thirds vote (e.g., “M/M Chair, I call for the meeting to return to the approved agenda.”) • Point of order—an immediate objection to a violation of the rules must be made at the time of the violation (e.g., “M/M Chair, point of order: The amendment needs to be voted on before the main motion.”) The chair then rules whether or not to accept the point of order. • Question of privilege—a point raised unrelated to the pending question but requiring immediate ac- tion of sufficient urgency to interrupt the speaker (e.g., “M/M Chair, I rise on a question of privilege; the speaker cannot be heard.”) • Point of information—a question addressed to the speaker to clarify something he/she has said, usu- ally before a vote on a motion is taken, perhaps following an amendment, in order to clarify the main motion. • Main motion—a proposal that the assembly take certain action. Eight rules apply to main motions: (1) Original main motions must be seconded; (2) they are debatable; (3) debate must be confined to the immediately pending question; (4) they can be amended; (5) all subsidiary motions can be ap- plied to them; (6) they can be reconsidered; (7) they require a (simple or super) majority vote for their adoptions; and (8) they are not in order when another has the floor. • Immediately pending question—the most recent issue stated by the chair. • Subsidiary motion—a proposal that may be applied to a main motion to modify it, delay action, or otherwise dispose of it. • Divide the question—an action to split a motion into parts for independent consideration, usually for omnibus motions to make them manageable. (Not to be confused with Division of the Assembly, which questions the count of a vote.) • Amendment—a change to a pending question that requires only a majority vote for its adoption, even though the question to be amended requires a two-thirds vote. When a motion or resolution is under consideration, only one amendment is permitted at a time. • Withdraw/modify motion—an action that the mover may take to remove a proposal from consider- ation. • Refer to committee—a motion or a ruling by the chair to refer proposed modifications to documents under consideration to the Committee on Reference and Counsel. Such proposals for modifications must be stated orally and submitted in writing to the secretary (e.g., “M/M Chair, I move that we refer these amendments to the Committee on Reference and Counsel.”) • Limit debate—a motion to close debate on a pending motion at a prescribed time. • Extend debate—a motion to permit continued discussion of immediately pending question that can include a time limit. • Postpone to a certain time—a motion that discussion will be resumed at a specified time. • Lay on the table—a motion to temporarily suspend further consideration of the pending action, per- haps because of a need for a recess or while awaiting further information. • Take from the table—a motion to resume consideration of the tabled action. • Reconsider—an action only by someone on the prevailing side of a question who has changed posi- tion or received further information. • Postpone indefinitely—a motion to suspend consideration of the pending motion for this session. • Informal consideration—an action that allows the chair to ask for an informal “straw poll” in order to gauge the mood of the membership on a particular issue.

23 COMMISSION BUSINESS

Report of the Board of Commissioners

The 2016–2018 biennium was a busy one for the Council for Higher Education Accreditation (CHEA) Board of Commissioners. In addition to taking that the Commission’s second interim report was ac- some 769 accrediting actions, the Board also began cepted, also without any follow-up reports required. preparing for a major redevelopment of the ATS The next interaction with CHEA will be a petition Commission Standards and Procedures (see fol- for a full ten-year renewal of recognition due in De- lowing “Motion and Process for Redevelopment . . cember 2020, the same time as a petition for renewal . ”). More than 100 schools were visited during the of recognition with the USDE is due. past biennium, including 73 comprehensive and candidacy visits—with the most visits (12) for initial One of the most significant steps taken by the Board accreditation since 1970–1972. The Board welcomes this past biennium has been preparing for a major those dozen newly-accredited members of the Com- redevelopment of the Commission’s Standards mission. and Procedures. As noted in the next section (“Mo- tion and Process for Redevelopment . . . ”), the last As indicated in the table below, 242 petitions were comprehensive revision of those two membership- submitted by Commission member schools during approved documents was in 1996. The most recent the past two years. More than 60 (25%) of those peti- revisions in 2010–2012 for the Standards and in 2014 tions were for exceptions or experiments. The Board for the Procedures were more modest in nature. As has granted more than 175 exceptions and experi- the next section indicates, much has changed among ments to more than 75 different schools (nearly the membership over the last quarter century. The one-third of the accredited members) since the last Board believes that these major changes, along with revision of the Standards in 2012 (see table below). new information gleaned from the Lilly-funded Educational Models and Practices Project, are rea- In late June 2016 the Commission on Accrediting sons for taking a fresh look at our Standards and was also re-recognized by the US Department of Procedures. Education (USDE) for five years—the maximum— with no follow-up reports required, a first in recent decades. In March of 2018, ATS was notified by the

Accrediting Actions During Last Five Biennia (2008–2018)

Accrediting Actions 2008–10 2010–12 2012–14 2014–16 2016–18* Total number of visit actions 84 109 119 96 110 Comprehensive evaluation visits 55 68 58 30 55 Initial accreditation visits 3 6 11 8 12 Focused evaluation visits 22 27 38 47 37 Candidacy visits by staff 4 8 12 11 6 Total number of non –visit actions 450 579 683 615 659 Petitions submitted 219 223 282 285 242 Reports received 200 338 376 303 373 Other accrediting actions 31 18 25 27 44 Total number of accrediting actions 534 688 802 711 769 Number taken by Board of Commissioners 534 688 659 496 473 Number taken by Commission staff** 0 0 143 215 296 *Includes an estimated number of actions between April 2018 and the Biennial Meeting in June 2018 **In February 2014, the Board began delegating routine reports and petitions to Commission staff

24 COMMISSION BUSINESS

In addition to preparing for the redevelopment of the The Board extends its particular gratitude for the Standards and Procedures, which will occupy most years of service of commissioners whose terms con- of the 2018–2020 biennium, the Board also began clude with this meeting: developing a “work plan” to address key areas of Harry Gardner, President and Dean of Theology, its ongoing work, which include these four primary Acadia Divinity College, Wolfville, NS functions of the Board: (1) implementing and inter- Mignon Jacobs, Dean and Chief Academic Officer preting the standards of accreditation, (2) providing and Professor of Old Testament Studies, educational events and online resources to support Ashland Theological Seminary, Ashland, OH the self-study and peer-review process, (3) evaluat- Charla Long, Principal and Senior Consultant, ing the effectiveness of the accrediting standards and Go Long Consulting, Franklin, TN procedures and making recommendations for any Frederick J. (Jerry) Streets, Senior Pastor, Dixwell changes to member schools, and (4) collecting and Avenue Congregational United Church of Christ, maintaining extensive data from member schools to New Haven, CT help interpret and apply the Standards, as well as provide a basis for research on trends and tenden- The Board is also grateful to the more than 200 cies among member schools, including sharing those volunteers who served on accreditation visits this data with the Association for its programmatic and past biennium. A list of their names is provided n the administrative work. pages that follow—after a list of schools these volun- teers visited from 2016 to 2018. To help these volun- In support of all these activities this past biennium, teers do their work well, the Board held its first-ever the Board commends these Commission staff: Debbie School for Peer Reviewers in January 2018 at the ATS Creamer, Barbara Mutch, Joshua Reinders, Lester office in Pittsburgh. The 25 participants rated this Ruiz, Tom Tanner, and Christopher The, who joined event very highly; the Board plans to offer the School the staff in early 2017. The newest Commission staff for Peer Reviewers every January. member is Elsie Miranda, who begins in July 2018. She has served for the past 17 years in Barry Univer- sity’s Department of Theology and Philosophy, most recently as associate professor of practical theology and director of ministerial formation. The Board also said farewell in early 2017 to Lori Neff LaRue, who transitioned to a new ministry. And for the first time in nearly 20 years, the Commission experienced a transition in the Executive Director, with Daniel Aleshire retiring in June 2017 and Frank Yamada beginning in July 2017. The Board appreciates as well the service of Harry Gardner as chair this past bien- nium.

25 COMMISSION BUSINESS

Schools visited in 2016–2018 biennium (73 listed below plus another 34 focused visits not listed)

12 visits for initial accreditation International Theological Seminary B. H. Carroll Theological Institute James and Carolyn McAfee Central Baptist Theological Seminary School of Theology of Mercer University of Minneapolis Knox Theological Seminary Freed–Hardeman University Lutheran School of Theology at Chicago Graduate School of Theology McCormick Theological Seminary Georgia Central University School of Divinity Memphis Theological Seminary Grace School of Theology Moody Theological Seminary Heritage Theological Seminary Moravian Theological Seminary Holy Apostles College and Seminary New Orleans Baptist Theological Seminary Kearley Graduate School of Theology Newman Theological College of Faulkner University North Park Theological Seminary Neal T. Jones Seminary Northeastern Seminary of Washington University of Virginia at Roberts Wesleyan College Northwest Nazarene University Northern Baptist Theological Seminary Graduate School of Theology Notre Dame Seminary Presbyterian Theological Seminary in America Pacific School of Religion St. Mark’s College Palmer Theological Seminary of Eastern University Phoenix Seminary Reformed Presbyterian Theological Seminary 55 visits for reaffirmation of accreditation Regent University School of Divinity Saint John’s Seminary (MA) Abilene Christian University Saint John’s University School of Theology Azusa Pacific Seminary and Seminary Bethany Theological Seminary Saint Vincent Seminary Biblical Theological Seminary Samuel DeWitt Proctor School of Theology Calvin Theological Seminary of Virginia Union University Campbell University Divinity School San Francisco Theological Seminary Carey Theological College St. Tikhon’s Orthodox Theological Seminary Catholic University of America Trinity Episcopal School for Ministry School of Theology and Religious Studies Union Theological Seminary Chicago Theological Seminary United Theological Seminary Christian Theological Seminary Wartburg Theological Seminary Covenant Theological Seminary Waterloo Lutheran Seminary Earlham School of Religion Westminster Theological Seminary in California Ecumenical Theological Seminary World Mission University School of Theology Emmanuel Christian Seminary at Milligan Franciscan School of Theology General Theological Seminary 6 visits for candidacy George W. Truett Theological Seminary of Baylor University Grand Canyon Theological Seminary Graduate Theological Union at Grand Canyon University Grand Rapids Theological Seminary Institut de Formation Theologique de Montreal of Cornerstone University Palm Beach Atlantic University Hazelip School of Theology School of Ministry Graduate Department of Lipscomb University Southeastern University School of Divinity HMS Richards Divinity School St. Stephen’s College University of Alberta Division of Graduate Studies St. Thomas University Houston Graduate School of Theology School of Theology and Ministry Iliff School of Theology

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210 Evaluation Committee Members (2016–2018) * = Chair (some chairs and members served on more than one committee)

Dave Abernethy *W. David Buschart Mound Evangelical Free Church Denver Seminary Ann Clay Adams *Sharon Henderson Callahan Columbia Theological Seminary Seattle University School of Theology and Ministry *Anne Anderson Kelly Campbell University of St. Michael’s College Columbia Theological Seminary *Willard W. C. Ashley Sr. *Robert Cara New Brunswick Theological Seminary Reformed Theological Seminary Debra Avery Greg Carey First Presbyterian Church of Oakland Lancaster Theological Seminary Sandy Ayer Fernando Cascante-Gómez Ambrose Seminary of Ambrose University Asociación para la Educación Teológica Hispana Jennifer Bader Stephen Chambers Boston College School of Theology and Ministry Concordia Lutheran Seminary (AB) *Lee Barker *Jana Childers Meadville Lombard Theological School San Francisco Theological Seminary Tuck Bartholomew Christopher Ciccarino City Church Philadelphia Immaculate Conception Seminary Jennifer Bartholomew *Janet Clark Sacred Heart Seminary and School of Theology Tyndale University College & Seminary George Billingslea Steve Cloer Retired Pastor Southside Church of Christ (Fort Worth, TX) Philip Bishop *Charles Conniry The Seattle School of Theology and Psychology Portland Seminary Joshua Bleeker Eugenia Constantinou Dallas Theological Seminary Franciscan School of Theology Helen Blier Elizabeth Coody Pittsburgh Theological Seminary Iliff School of Theology Gregory Bloomquist Felix Cortez Saint Paul University Faculty of Theology Seventh-day Adventist Theological Seminary Kyle Borg Dale Coulter Winchester Reformed Presbyterian Church Regent University School of Divinity *Stephen Bosso Martin Crain St. Vincent de Paul Regional Seminary Trinity Evangelical Divinity School Terry Briley of Trinity International University Hazelip School of Theology of Lipscomb University *Stephen Crocco Stephen Britt Yale University Divinity School San Jose Episcopal Church Stephanie Crumpton Kay Bruce McCormick Theological Seminary Western Seminary Faustino Cruz Mitzi Budde Fordham University Virginia Theological Seminary *Douglas Cullum George Bullard Northeastern Seminary Columbia Metro Baptist Association at Roberts Wesleyan College Karen Bullock *Richard Alan Culpepper B. H. Carroll Theological Institute James and Carolyn McAfee School of Theology Nestor Bunda of Mercer University Baylor University Medical Center

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Edward Delgado James Graham Hispanic Center for Theological Studies Retired Pastor Nicholas Desimone Adam Greenway Saint Mary Church (MA) Southern Baptist Theological Seminary Gloria Doherty Karen Grinnell Portland Seminary Indian Falls United Methodist Church Kevin Doi David Guretzki Epic Church (CA) The Evangelical Fellowship of Canada Norman Donkersloot *Heidi Hadsell Western Theological Seminary Hartford Seminary Mary Sue Dreier David Han Lutheran Theological Southern Seminary Pentecostal Theological Seminary *Sarah Drummond Maisha Handy Andover Newton Seminary Interdenominational Theological Center at Yale University Divinity School Richard Harris Patrick “Paddy” Ducklow Retired Pastor Carey Theological College *Joseph Harrod *Jimmy Dukes Southern Baptist Theological Seminary New Orleans Baptist Theological Seminary *John Harvey Patricia Dutcher-Walls Columbia Biblical Seminary Vancouver School of Theology MaryAnn Hawkins Ray Easley Anderson University School of Theology Retired Professor Michael Heintz *Susan Ebertz Mount Saint Mary’s Seminary Wartburg Theological Seminary Michael Hemenway Michael Edens Iliff School of Theology New Orleans Baptist Theological Seminary Christine Hill *Leland Eliason Grace Theological Seminary Bethel Seminary of Bethel University *David Hogue *Robert Ellis Garrett-Evangelical Theological Seminary Logsdon Seminary of Logsdon School of Theology Betty Holley Rene Espinosa Payne Theological Seminary Oblate School of Theology John Howard *David Esterline St. James and St. Leo Parish Pittsburgh Theological Seminary Kwang John Huh Alice Evans Goodtree Christian Fellowship Covenant Theological Seminary *Alice Hunt Elmo Familiaran Chicago Theological Seminary American Baptist Churches of New Jersey *Mignon Jacobs Thomas Ferguson Ashland Theological Seminary St. John’s Episcopal Church John Jelinek *Douglas Fombelle Moody Theological Seminary Denver Seminary Ella Johnson Dinelle Frankland St. Bernard’s School of Theology and Ministry Lincoln Christian Seminary Aubrey Johnson Kurt Gabbard Southern Hills Church of Christ Princeton Theological Seminary Logan Jones Keith Ganzer UNC REX Healthcare Christ the King Anglican Church Franklyn Jost Anne Gatobu Fresno Pacific Biblical Seminary Asbury Theological Seminary Vanessa Julye *J. Dorcas Gordon Friends General Conference Knox College

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Israel Kamudzandu *Carol Lytch Saint Paul School of Theology Lancaster Theological Seminary *Andrew Keck Wonsuk Ma Luther Seminary Oral Roberts University Loren Kerns College of Theology and Ministry Portland Seminary *Randolph MacFarland David Kiefer Denver Seminary Fuller Theological Seminary Sebastian Mahfood Wallace King Holy Apostles College and Seminary Geneva Orthodox Presbyterian Church Rebecca Maloney Reid Kisling Notre Dame Seminary Western Seminary William Marshall *Charles Kosanke McMaster Divinity College Sainte Anne Parish David Mathewson Steven Kraftchick Denver Seminary Candler School of Theology of Emory University *Christopher McAtee *Deborah Krause University of St. Mary of the Lake Eden Theological Seminary Mundelein Seminary *Jeffrey Kuan Kelly McCormick Claremont School of Theology Iliff School of Theology * Todd Lajiness Mary McCormick Sacred Heart Major Seminary Saint Mary Seminary Albert Lam and Graduate School of Theology Chinese Bible Church of San Diego *Oliver McMahan Cleophus LaRue Jr. Pentecostal Theological Seminary Princeton Theological Seminary Amy Mears Lori Neff LaRue Glendale Baptist Church Board of Pension of the Presbyterian Church (USA) David Mellott *Mark Latcovich Lancaster Theological Seminary Saint Mary Seminary Elsie Miranda and Graduate School of Theology Barry University D. Brent Laytham Department of Theology and Philosophy St. Mary’s Seminary and University *Christine Mitchell Mark Leeds St. Andrew’s College Southwestern Baptist Theological Seminary *James Moore *Steve Lemke Trinity Evangelical Divinity School New Orleans Baptist Theological Seminary of Trinity International University Donald Lewis Melanie Morey Anoka-Ramsey Community College Archdiocese of San Francisco Scott Lewis Barry Morrison Regis College Retired Pastor *Randy Litchfield Marianne Mount Methodist Theological School in Ohio Catholic Distance University Kristina Lizardy-Hajbi Juliet Mousseau United Church of Christ Aquinas Institute of Theology Bradley Longfield Carmen Nanko-Fernández University of Dubuque Theological Seminary Catholic Theological Union Wanda Lundy Emanuel Naydenov New York Theological Seminary Trinity Evangelical Divinity School Bill Lyle vanThanh Nguyen Peace United Methodist Church Catholic Theological Union Sandra Lynch Rodolfo Nolasco Yale University Divinity School Providence Theological Seminary

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Nancy Olson Cecil Seagle Lincoln Christian Seminary State Convention of Baptist in Indiana Norma Osborn Mark Searby Retired Minister Beeson Divinity School of Samford University Helen Ouellette J. Jayakiran Sebastian Retired Administrator United Lutheran Seminary Steve Overman Beth Sheppard Eugene Faith Center Duke University Divinity School Alvin Padilla Gary Simpson Western Theological Seminary Drew University Theological School Evelyn Parker Angela Sims Perkins School of Theology Saint Paul School of Theology Southern Methodist University *Shively Smith Paul Pearce Wesley Theological Seminary Center for Healthy Aging Transitions Gordon Smith *Gary Peluso-Verdend Ambrose Seminary of Ambrose University Phillips Theological Seminary Eric Smith *Mark Ramseth Iliff School of Theology Retired President Terry Smith Phil Rask Canadian Baptist Ministries St. Odilia Church John Sowell David Ratke Reformed Theological Seminary Lutheran Theological Southern Seminary *Robin Steinke Lee Anne Reat Luther Seminary St. John’s Episcopal Church Laura Stone Angela Reed Lutheran Hospital George W. Truett Theological Seminary Jeffrey Straits of Baylor University Wesley Theological Seminary Jerry Reisig Sharon Tan New York Theological Seminary United Theological Seminary of the Twin Cities Valerie Rempel *James Thames Fresno Pacific Biblical Seminary Dallas Theological Seminary Edmund Rhee * Tite Tiénou America Evangelical University Trinity Evangelical Divinity School Anthony Ruger of Trinity International University Consultant Bradley Tisdale Jay Rundell Reformed Theological Seminary Methodist Theological School in Ohio Jay Trewern Michelle Sanchez Gordon-Conwell Theological Seminary Make and Deepen Disciples Larry Trotter Ben Sanders, III Missionary Eden Theological Seminary Katherine Turpin Stephanie Sauve Iliff School of Theology Colgate Rochester Crozer Divinity School Peter Vaccari Dale Schaeffer St. Joseph’s Seminary Medford First Church of the Nazarene Heather Hartung Vacek Gerry Schoberg Pittsburgh Theological Seminary Regent College *Leanne Van Dyk Steven Schweitzer Columbia Theological Seminary Bethany Theological Seminary Kristine Veldheer Glen Scorgie Catholic Theological Union Bethel Seminary

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*Junias Venugopal Retired Administrator Jeana Visel Saint Meinrad School of Theology Randy Walls Assemblies of God Theological Seminary Annalee Ward University of Dubuque Marcia Wells Lincoln Christian Church Robert Wiggins Western Seminary Jesse Williams Convent Avenue Baptist Church Arch Wong Ambrose Seminary of Ambrose University Gregory Woodward New Orleans Baptist Theological Seminary *Scott Woodward Oblate School of Theology Mary Young Samuel DeWitt Proctor School of Theology of Virginia Union University Heather Zdancewicz Austin Presbyterian Theological Seminary

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Motion and Process for Redevelopment of the ATS Commission Standards and Procedures Motion As announced in the March 2018 issue of ATS Colloquy Online, the Board of Commissioners is proposing the following motion to the membership at the June 2018 Biennial Meeting:

“To authorize the ATS Board of Commissioners to undertake a comprehensive redevelopment of the Standards of Accreditation and the Commission Policies and Procedures expeditiously and with a substantial partici- pation process.”

NOTE: The motion above is the only item in this set of documents being proposed to the membership for a vote. All the items that follow are explanatory and supplementary documents developed by the Board within the authority granted it by the Commission Bylaws, section 3.1. Any revised set of Standards and Procedures resulting from the redevelopment process must be approved by a two–thirds majority of the membership at a regularly called meeting, which is anticipated at the June 2020 Biennial Meeting.

Process: guiding documents and Task Force The Board of Commissioners has been working the last few years on developing an appropriate process and plan for the redevelopment, which will be facilitated by a 19–member Redevelopment Task Force (see E. be- low), appointed by the Board per Commission Bylaws (section 3.1). To facilitate the redevelopment process, the Board has approved in principle these four guiding documents, followed by a list of Task Force members:

A. Rationale for motion to the membership for redevelopment B. Work Plan and approach to redevelopment C. Projected two-year timeline for redevelopment process D. Key questions and concerns in redevelopment process E. Redevelopment Task Force members

A. Rationale for motion to the membership for redevelopment

The following five points summarize key reasons why the Board is proposing a comprehensive redevelop- ment of the Commission Standards and Procedures, rather than a minor or modest revision (per the last revi- sion in 2010–2012).

1. The membership indicated in a 2016 survey regarding the search for a new executive director that one of ATS’s highest priorities should be “a revision of accrediting standards to be relevant and flex- ible and to encourage innovation.” 2. The Standards have been revised about every six years, with the last revision in 2010–2012 intended as a transitional strategy until there could be a major redevelopment. Only twice in their 80-year history have the Standards undergone a comprehensive redevelopment—the first one in 1972 and the last one in 1996, more than 20 years ago. The last major revision of the Procedures was also in 1996, with some minor revisions in 2014. 3. Since the last redevelopment of the Standards and Procedures in 1996, the ATS membership has changed considerably. In 1996 the plurality (45%) of the 232 members were mainline Protestant; two–thirds were freestanding; only 16 offered courses off campus; and none was online. Two decades later, the plurality (44%) of today’s 270 members are evangelical Protestant; barely half (56%) are freestanding; nearly 40% offer courses off campus; and two- thirds now offer courses

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or programs online. The “typical” student in 1996 was a Caucasian in his 20s pursuing the MDiv. Soon the typical ATS student—if such exists anymore—could be a person of color, older than 30, taking most classes online or offsite or in ways still emerging. In addition, since 1996 the number of professional MA programs has jumped from 100 to more than 250. In a few years, the MA could replace the MDiv as the primary degree for many ATS schools, given current cultural, denomi- national, and enrollment trends. In 2016, ATS schools had more MA graduates than MDiv gradu- ates—for the first time in the Association’s 100-year history. 4. One of the major goals of the $7 million Educational Models and Practices Project, funded by Lilly Endowment Inc., has been “to inform a substantive redevelopment of the Standards.” That four- year project (2015–2018) has involved more than 245 member schools, sharing information, explor- ing new approaches, and gathering to discuss current and developing educational models and practices of ATS schools, including how those should inform a new set of Standards. The project also includes an analysis of issues being discussed in graduate professional education fields similar to ATS, data about the range and nature of positions assumed by graduates of ATS schools, and more than 100 reports from 80 member schools about their innovative programming and faculty development efforts to facilitate new educational models. (See ATSwebpage on the Educational Models and Practices Project for a list of reports and articles published to date on lessons learned from the project.) 5. The ATS Board of Commissioners regularly engages in substantive and intentional review of the Standards through such avenues as accreditation visits and reports, surveys of schools and evalua- tion committees, and petitions for exceptions and experiments. Information about the current Stan- dards has also been gathered via presentations and workshops by accrediting staff at more than a dozen ATS and ATS-related events (e.g., ADME, ATLA). Some of the concerns raised since the last revision of the Standards include these observations: a. Many of the current Standards seem overly detailed and too de-limiting, focused more on specific institutional practices than on quality educational principles. b. The literary approach to the text of the current Standards can be confusing (e.g., shall vs. should language); most accrediting standards use simple declarative sentences. c. Some of the Institutional Standards do not reflect the broad and emerging contexts of our schools as well as they might. For example, the Standard on faculty has little to say about the growing role of adjuncts or how faculty roles are being redefined (e.g., the role fo church- and field-based faculty), and the Standard on students offers more of a collection of practices than an overarching philosophy or educational principles for student services. d. The Educational Standard seems overly prescriptive in areas (e.g., extension and distance education) and privileges certain educational models over others, regardless of outcomes. e. The Degree Program Standards seem overly duplicative in places and at times overly prescriptive, with increasing questions about the need for ten different degree standards. f. The growing number of exceptions (more than 175 granted since the last revision in 2012; see list here) raises questions about how “normative” the current Standards are, especially regard- ing residency. g. The current Standards lack explicitly stated core values and assumptions to help guide in their overall interpretation (e.g., respecting member schools’ unique missions and theological com- mitments, or the priority of improvement over compliance); stating such things explicitly may be increasingly important, given recent external efforts to redefine the role of accreditation as primarily providing consumer protection or ensuring graduates have well–paying careers to pay off student loans.

B. Work plan and approach to redevelopment

If the authorizing motion is approved in June 2018, a 19-member, Board-appointed Task Force (see E. below) will lead the redevelopment process. This Task Force broadly represents the membership, especially in areas

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related to race and ethnicity, gender, ecclesial family, and the bi-national nature of our Association, with attention to other important factors, such as school size and structure (freestanding and embedded). The process will also involve key constituencies (e.g., trustees, administrators, faculty, staff, students, ministry practitioners, and other ecclesial partners); some of those have already been asked to serve on the Task Force, while others will be consulted as needed during this two-year process. The proposed timeline includes mul- tiple opportunities for membership input.

While called a “comprehensive redevelopment,” the Board does not envision this as a “tearing-down- and- rebuilding-from-scratch” process. The Board believes there is much in the current Standards (especially the opening paragraphs in most standards) that constitute—to continue the metaphor—a solid building that should remain essentially intact. The redevelopment process is viewed as an opportunity to have serious conversa- tions about how we might collectively strengthen our “foundation” (core values and assumptions about accreditation and theological education) and focus on our “supporting walls” (key educational principles) while possibly eliminating “non-supporting walls” (reducing/combining some standards) and removing some of “the furniture” (details about individual practices). The goal would be to provide “a strong structure with a few furnishings” that gives schools freedom to “decorate their own rooms” (e.g., various educational models and practices) as they see fit. The result would be fewer rules and regulations, but strong framing principles that “promote the improvement and enhancement of theological schools to the benefit of communities of faith and the broader public.”

As noted above, the ATS Board of Commissioners and Commission staff have been engaged in regular and substantive review of the current Standards and Procedures for several years, including involvement with the Educational Models and Practices Project that involved more than 245 ATS member schools. Thus, the work is not starting from scratch in June 2018, but rather is building on a significant amount of informa- tion, research, and member input.

C. Projected two-year timeline for redevelopment process

The following timeline was approved in principle by the Board of Commissioners in February 2018. It as- sumes a two-year process (June 2018–June 2020), subject to revision by the Board and the Task Force.

Year One: year of listening, researching, and reflecting 2018 June Membership authorizes redevelopment of the Standards and Procedures. 2018 Summer/Fall Board-appointed Task Force meets several times to organize its work, including ap- pointing subcommittees as needed and participating in ATS and ATS-related events for ongoing membership input (throughout 2018–2019). 2019 Spring Task Force and subcommittees meet several times to continue conversations. In Febru- ary, Board of Commissioners reviews first formal progress report from askT Force and discusses emerging issues; Board reviews second progress report from Task Force in June.

Year Two: year of writing, revising, and recommending 2019 Summer/Fall Commission staff (working with Task Force members) prepare initial internal draft of new Standards and Procedures for Task Force review and revisions. Task Force sub- mits first public draft of new Standards and Procedures (or sections thereof) to Board and membership for initial feedback by December 2019. 2020 Spring Task Force continues its work. In February, Board of Commissioners reviews sec- ond full draft of Standards and Procedures from Task Force, revising as needed, and submits second public draft to membership for feedback by March 2020. Task Force reviews feedback from membership on this draft and makes additional revisions as needed.

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2020 April In a special meeting, Board of Commissioners reviews final draftand distributes to the membership the final recommended Standards and Procedures—at least 45 days prior to June 2020 Biennial Meeting (per Commission Bylaws, 2.6). 2020 May ATS staff host regional and/or online sessions to discuss new Standards and Proce- dures with the membership. 2020 June ATS membership votes on adopting new Standards and Procedures. 2020–2022 Grandfathering: most likely, schools with accrediting visits up through spring 2022 may base their self-study reports on the new Standards and Procedures; schools with visits in fall 2022 or later must do so. D. Key questions and concerns in the redevelopment process

The following questions, categorized in three broad areas (philosophy, content, and structure), are intended to serve as guiding questions in this process. They will be used as the basis for small group sessions at the June 2018 Biennial Meeting to engage the membership in the redevelopment process.

PHILOSOPHY

1. Should this redevelopment process have an overall framing question? The last major revision in 1996 was guided by this question: What is the good theological school? Given the growing diversity, differing structures, and varying pedagogies of our schools today, would better ques- tions be these: What is good (graduate) theological education? What do we want to see in the good theological school graduate? What are the key principles undergirding good theological education? 2. What are the core values, assumptions, and philosophy that should undergird and guide our Standards and Procedures? Should those be made explicit in a preamble or preface? Many accrediting bodies begin by explicitly stating their values and assumptions. It’s possible that our “common” assumptions were more clearly understood (implicitly) in the past, and it may be important for us to name them explicitly now. Our current preface says: “The standards both define minimal require- ments for accreditation and identify qualities associated with good institutional and educational practice; as such, they articulate the shared understandings and accrued wisdom of the theological school community regarding nor- mative institutional performance.” What else might we want to say (see discussion under A.5.g above)? 3. What roles should the Standards play for our member schools? Should they (a) help define our indus- try, (b) improve educational quality, (c) foster public accountability, (d) encourage creativity, and/or (e) uphold diversity? What roles are most critical in this redevelopment? The current Standards talk about both quality assurance and quality improvement. We also know that the Standards are used by member schools as they design programs (a sort of handbook for deans), as they advocate for particular issues or constituencies (leverage), and as they define the industry. What roles should the redeveloped Standards play? Might some of these roles might be better addressed by other means (e.g., policy statements, training materials)?

CONTENT 4. Given the hybrid nature of ATS accreditation (both institutional and programmatic), should the Institutional Standards distinguish more clearly between the expectations for freestanding schools and those for embedded schools? At present, nearly half of ATS schools are embedded within a larger institution. Should some (or all) Institutional Standards apply only to freestanding schools? Or, should there be a separate set of Institutional Standards for embedded or dually-accredited schools that focus more specifically on the resource needs of the theological degree programs? 5. Might the complexity and length of our Standards be reduced (from 100+ pages) to something simpler and more attentive to the contextual realities of our schools by focusing more on quality educational principles and less on specific educational practices? Similarly, what priority should be given to educa- tional outcomes, the dominant theme of most current accrediting standards?

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If so, what are the most important quality educational principles (e.g., reflect theological alues,v live out a theological mission, prioritize educational outcomes over institutional resources, focus on formation, re- quire a community of engagement, prize diversity, act with integrity, demonstrate appropriate institutional support, etc.)? How might we describe the educational outcomes that matter to us communally, while still respecting the mission and context of each individual school? And how do we name “outcomes” of quality assurance without falling into compliance language?

STRUCTURE 6. Is the current three-fold structure of the Standards (Institutional, Educational, Degree program) the most appropriate and feasible? In addition to the question above about the role of the Institutional Standards for embedded schools, we note that many schools still regularly omit the Educational Standard when engaging in the self–study process, and that the three–fold structure seems to invite redundancy (e.g., admissions guidelines are found in all three sections). At the same time, it may still be helpful to think in “tiers”—questions that affect the whole institution, questions that affect all educational programming, and questions that affect particular degree programs. 7. Should we keep the same Institutional Standards, or could some be combined or re–envisioned? As with the previous question, the present division leads to some silos (e.g., Standard 4. Library), as well as some redundancies (for example, there is a lot of overlap between Standard 3. Curriculum, and Standard 5. Faculty). What division would make the most sense to us today? 8. Should the Standards be modality–specific or modality–neutral? Some of the length of the current Standards comes from focusing on each specific modality of education (on–campus, off–campus, online, etc.). Might there be aluev in focusing instead on outcomes and on quality educational principles (see #5 above) that must be met by any educational model or delivery modality? 9. Should we keep ten Degree Program Standards, or could some be combined or re–envisioned? Some of the current categories apply to only a handful of schools (e.g., Standards C and H on Church Music), leading us to wonder if they should be combined with other Standards. Others seem less distinct than perhaps they once were (e.g., the difference between an academic MA and a professional MA is sometimes a blurry one). Should the Degree Program Standards be less explicit, perhaps focused more on what we now call degree program categories? What distinctions matter to us, and what might we leave to schools? 10. Should we continue to have a separate set of Notations? At times, it seems that the Notations serve as a subset (or, even, separate set) of Standards to which schools are held accountable. Might there be a different way to indicate lack of conformity to one or more Standards? In addition, given that notations are now understood to be more serious than they once were, we wonder whether notations (as they function at present) are different enough from probation that a continued distinction is warranted. 11. Should the current Procedures continue as a separate document? The Procedures have expanded over the years from three to 30 pages, and each change must be approved by the membership as a whole. Could key concerns in the Procedures (e.g., membership categories, substantive changes) be incorporated into the Standards (as other accrediting agencies do)? Could the more detailed parts (e.g., complaints, appeals) be left to the Board’s Policy Manual (which now repeats much of this content, and can be modified in a timelierfashion)? 12. What role should US Department of Education (USDE) expectations play in the Standards? While some USDE expectations make sense for all our member schools (e.g., helping students succeed, acting with integrity, having appropriate resources), others seem less useful, particularly as a bi-national accrediting agency. Might the less useful USDE expectations be treated separately from the Standards, as a distinct “US federal compliance” document that applies only to those under USDE jurisdiction (as many accreditors do now), allowing it to be updated more regularly?

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E. Redevelopment Task Force members

The 19-member Task Force appointed by the ATS Board of Commissioners (per Commission Bylaws, section 3.1) has 13 members from ATS schools and six ATS/Commission staff members. The goal is broad represen- tation of the membership with persons who have experience and expertise in issues related to the redevel- opment of the Commission Standards and Procedures. Members of the Task Force will be engaging many different constituencies to ensure widespread membership input (e.g., atATS Leadership Education events; at meetings of presidents and deans who are African American, Latinx, and of Asian descent; and at consulta- tions with those representing Canadian concerns). The 20-member ATS Board of Commissioners brings yet another layer of representation to the process, as they will work closely with the Task Force and will make the final recommendations to the membership.

Sarah Drummond (Chair) is academic dean at Andover Newton Seminary at Yale University Divinity School. She currently serves on the Board of Commissioners, was a member of the Preparatory Committee that proposed a redevelopment process, and has been on six accreditation visits. She brings expertise in areas of educational assessment and online learning, and her work on visits has shown her to be attentive to collaboration, conflict management, and getting things done. Oliver McMahan (Vice Chair) is vice president for accreditation and institutional effectiveness and professor of counseling at Pentecostal Theological Seminary. He serves as a member of the Board of Commissioners, was a member of the Preparatory Committee, and has served on at least 20 accreditation visits. In addition to this experience with ATS member schools, he brings knowledge of counseling programs and standards, as well as of the expectations of other accrediting agencies.

Mitzi Budde is head librarian and professor at Virginia Theological Seminary. She has served on 21 accreditation visits. She brings experience in educational assessment, ecumenical formation, and governance as well as information technologies in education. She has wide and deep experience with theological education in the United States. Her work on visits demonstrates attention to detail, commitment to collaboration, and strategic vision. Debbie Creamer is director, accreditation and institutional evaluation, serving on the ATS Commission staff. Prior to joining ATS in 2013, she served at Iliff School of Theology, beginning in 1997 as a member of the library staff, becoming a faculty member in 2005, then director of the library, associate dean for academic affairs in 2009, and interim dean and vice president for academic affairs in 2012. One of her areas of expertise is assessment of student learning. Rene Espinosa is vice president for finance at Oblate School of Theology. He is currently a member of the Board of Commissioners and has served on eight accreditation visits. He has been an active participant in ATS CFO leadership events. Service on visits demonstrates comprehensive understanding of financial and resource issues faced by member schools as well as wisdom and prudence in matters of governance. Harry Gardner is president and dean of theology at Acadia Divinity College. He currently serves as chair of the Board of Commissioners, but his term on the Board expires in June 2018. He brings a broad and deep understanding of the work of the schools from his experience on the Board and has excellent understanding of and expertise in governance, institutional development, planning, evaluation, and committee process. Stephen Graham is senior director of programs and services on the ATS staff as well as director of the Lilly Endowment-funded Educational Models and Practices project for ATS. In addition to providing oversight of programs and services, he leads the programming for chief executives and chief academic officers. Prior to joining ATS in 2008, he served as the dean of faculty and professor of American church history at North Park Theological Seminary. Betty Holley is associate professor of environmental ethics and African American religious studies, and director of the MDiv program at Payne Theological Seminary. She serves as a new member of the Board of Commissioners and has served on seven accreditation visits. She brings expertise in theological curriculum, educational assessment, and academic administration.

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Vergel Lattimore III is president and professor of pastoral psychology and counseling at Hood Theological Seminary. He is a member of the ATS Board of Directors and brings to the table experience and expertise in executive leadership, governance, and teaching, as well as concerns related to historically black theological schools. Kristina Lizardy-Hajbi is director of the Center for Analytics, Research and Data for the United Church of Christ and is an ordained UCC pastor. She has served the Commission as a practitioner on three visits. She brings a depth of knowledge about trends in Christianity in North America. Mary McCormick is academic dean of Saint Mary Seminary and Graduate School of Theology. Her experience with the work of the Commission includes several accreditation visits. Her work with Roman Catholic schools will be particularly helpful in terms of assessment and theological curriculum. Barbara Mutch is director, accreditation and institutional evaluation, serving on the ATS Commission staff. Prior to coming to ATS in 2015, she served nearly 20 years at Carey Theological College in British Columbia, as associate professor of pastoral ministry and, for ten years, as chief academic officer. She is a former member of the ATS Board of Commissioners and brings expertise in DMin education and Canadian concerns. Valerie Rempel is dean of the seminary at Fresno Pacific University. She has served on four accreditation visits. She brings experience with mergers and with the complexity of consortia, as well as embedded institutions. She has expertise in academic administration, theological curriculum, and planning. Lester Edwin J. Ruiz is senior director, accreditation and institutional evaluation, serving on the ATS Commission staff. Prior to joining ATS in 2008, he served at New York Theological Seminary, first as professor of theology and culture and later as vice president for academic affairs and academic dean. Before then, he was associate professor of political science at International Christian University, Tokyo, teaching courses in peace and world order studies, international relations, and politics and culture. Tom Tanner is director, accreditation and institutional evaluation, serving on the ATS Commission staff. Prior to joining ATS in 2012, he served for 33 years at Lincoln Christian University as library director, director of planning and assessment, accreditation liaison, undergraduate dean, seminary dean, vice president of academics, and dean of adult and online learning. He serves as the Commission staff liaison for the redevelopment process. Tite Tiénou is the Tite Tiénou Chair of Global Theology and World Christianity Research Professor and dean emeritus at Trinity Evangelical Divinity School. He is a former member of the Board of Commissioners and has served on nine accreditation visits. He brings experience in governance and global theological education as well as a long history with ATS. Peter Vaccari is rector of Saint Joseph's Seminary. He has served on two accreditation visits. He is a member of the ATS Board of Directors and serves on the Educational Models and Practices Project Advisory Committee. He brings expertise in governance, institutional planning, and evaluation and in Roman Catholic theological education. Arch Wong is professor of practical theology, director of e–learning and modular learning, and associate director, Flourishing Congregations Institute at Ambrose University in Calgary. He is a current member of the Board of Commissioners, was a member of the Preparatory Committee, and has served on five visits. He brings expertise in Canadian theological education, theological curriculum, and educational assessment. Frank Yamada is executive director of ATS, joining the staff in 2017. He oversees the work of both the Association and the Commission on Accrediting. Prior to ATS, he served as president of McCormick Theological Seminary, as well as associate professor of Hebrew Bible and director of the Center for Asian American Ministries. His tenure there was marked by increasing diversity in McCormick’s student body and creative engagement with the shifting realities of theological education.

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Ten points to remember in the redevelopment process

1. The ATS Board of Commissioners announced in a February 2017 Colloquy Online article that it would be initiating a major revision (redevelopment) of the Standards of Accreditation and the Commission Policies and Procedures. More recently, it announced in a March 2018 Colloquy Online article further details about the redevelopment process.

2. The unique character of ATS accreditation means that our Standards and Procedures are written by the members, approved by the members, for the sake of the members, in order to promote the improvement and enhancement of theological schools to the benefit of communities of faith and the broader public. This means that the work of redevelopment is the work of the schools.

3. The most recent revision of the Standards and Procedures was in 2010–2012 (a more modest revision); the last comprehensive redevelopment (or major revision) was in 1996. As ATS reports and presentations have demonstrated, ATS membership has changed dramatically over this time.

4. The Board of Commissioners engages in regular evaluation of the Standards (as is required by the Board’s Policy Manual, I.A.2.b). From such evaluation, the Board observes that the current Standards are still “working” and that many aspects of the Standards have enduring value, but they also seem to be showing their age (e.g., see the more than 175 exceptions granted since 2012).

5. From the $7 million, Lilly Endowment-funded Educational Models and Practices Project (involving more than 90% of ATS member schools) and other major ATS initiatives, we know more now about the current practices and needs of ATS schools than at any point in the past. This knowledge is also informed by accreditation visits to more than 80% of ATS Commission schools the past five years.

6. In a 2016 survey, the ATS membership indicated that one of ATS’s highest priorities should be “a revision of accrediting standards to be relevant and flexible and to encourage innovation.”

7. The Board is bringing the motion above to authorize the redevelopment at the 2018 Biennial, for a vote of the full membership. If approved, this action will formally begin the redevelopment process (see March 2018 Colloquy Online article).

8. It is likely that the process of redevelopment will run two years (2018–2020), although it could take longer. In any case, new Standards and Procedures must be approved by a two-thirds vote of the membership at a Biennial Meeting and would include an educational and grandfathering period after adoption. If the new Standards are adopted in June 2020, it is likely that schools with accrediting visits up to and including spring 2022 may base their self-study reports on the new Standards and Procedures; schools with visits in fall 2022 or later must do so.

9. While we do not yet know what the redeveloped Standards will look like, we do have a clear sense of some of the shared values that will guide the work, including attention to and support of the unique mission of each school. The process will likely also include attention to simplicity while fostering robust engagement, minimal compliance language while maintaining quality assurance, an openness to innovation while affirming the accrued wisdom of our schools, a greater focus on principles than practices, and thoughtful attention to the contextual realities faced by our schools.

10. The Board is firmly committed tobroad stakeholder involvement throughout this entire process. Watch for more information about opportunities for involvement and input on the ATS website, at ATS leadership events, in Colloquy Online, and from your Commission staff liaison.

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80 Years Ago . . . The original 1938 ATS Standards As ATS celebrates its 100th birthday this year, it seems timely to go back in time to the very first set of ac- crediting standards. The original nine standards (reprinted here) were first published in 1936, but not imple- mented until 1938. Those 1938 standards comprised 610 words on one page, compared to today’s standards of 29,214 words on 106 pages. From 1938 to the 1960s, schools that achieved initial accreditation did so by completing a series of “schedules” (think ATS Annual Report Forms) and by hosting one ATS staff person for a day, who “checked off” whether a school met each standard. Back then,ATS accreditation was essentially “for life,” with no self-study reports, no peer evaluation visits, and no periodic reaffirmations of accredita- tion. It was “one and done.” Things certainly have changed. For those who would like to explore more of this history, please see the article by Tom Tanner in the June 2018 issue of Theological Education, “Accreditation Standards: A Look Back and a Look Around.” 1. Standards of Admission. An accredited Theological Seminary or College should require for admission to candidacy for its degrees the degree of A.B. from a college which is approved by one of the regional accredit- ing bodies, or the equivalent of such a degree. 2. Length of Course and Standards for Graduation. An accredited Theological Seminary or College should offer a course leading to the degree of B.D. [later MDiv] or its equivalent. This should be regarded as a profes- sional degree the standards of which in intellectual attainment are those usually required in any other field of graduate professional study. Normally it will require three years of two semesters each, or their equiva- lent, beyond the A.B. degree, or its equivalent, to complete this course. It is undesirable for a seminary that is not an integral part of a university to grant the Ph.D. or the A.M. degree, but it is legitimate for a seminary affiliated with a university to offer a program leading to the Ph.D. or the A.M. degree in cooperation with a university, the degree to be given by the university. No work done towards the first college degree should be used towards a seminary degree. 3. Fields of Study and Balance of Curriculum. An accredited Theological Seminary or College should have a curriculum predicated upon a broad and sound basis in the arts and sciences and should include adequate instruction in the following four areas: Biblical, Historical, Theological, and Practical. The last should include homiletics, religious education, pastoral theology, liturgics, church administration, and the application of Christianity to modern social conditions. 4. Faculty. An accredited Theological Seminary or College should provide adequate instruction in the four fields of study indicated above and should include at least four full-time professors whose instruction shall be distributed over the four areas. In addition to the necessary moral and religious qualifications, competence as a scholar and a teacher (rather than the possession of degrees) should in all cases be considered the essential characteristics of an acceptable member of a faculty. Such professors together with the administrative officer or officers shall constitute a faculty with effective control over its curriculum and the granting of degrees. A weekly teaching load of more than twelve hours per instructor shall be considered as endangering educa- tional efficiency. 5. Library. An accredited Theological Seminary or College should have a library which is live, adequate, well distributed and professionally administered, with collections bearing especially upon the subjects taught and with a definite annual appropriation for the purchase of new books and the appropriate contemporary periodicals. 6. Equipment. An accredited Theological Seminary or College should have such equipment in lands, build- ings and libraries as shall provide adequate facilities for the carrying out of the program of the institutions. 7. Finances. An accredited Theological Seminary or College should have sufficient income from endowment or reliable general gifts or fees to support fully the program which the institution offers, including an ad- equate support for its staff, its library, and the maintenance of its equipment. 8. General Tone. In accrediting a Theological Seminary or College regard should be had for the quality of its instruction, the standing of its professors, the character of its administration, the efficiency of its offices of- re cord and its proved ability to prepare students for efficient professional service or further scholarly pursuits. 9. Inspection. A Theological Seminary or College desiring accreditation shall upon request be inspected and reported by an agent of the Accrediting Commission of this Conference. Only institutions thus inspected and approved by the Commission shall be accredited. The Accrediting Commission shall review periodically the list of accredited institutions and make recommendations for the revision of the list. 40 COMMISSION BUSINESS

Proposed Revisions to the Commission Bylaws

The ATS Board of Directors and the Board of Commissioners of the Commission on Accrediting are asking the membership to consider changes to the corporate bylaws to permit electronic notification of meetings, potential e-meetings, and electronic voting during meetings. The current bylaws, which were originally writ- ten in 2004, did not provide for electronic notifications and meetings, nor asw it permitted at the time by the Pennsylvania Nonprofit Corporation Law (PNCL). In 2018, there is not only the desire to provide the oppor- tunity for electronic notification and meetings, but it is now supported by recent amendments to the PNCL that permit it.

Changes to Article II relate to the membership, and changes to Article III relate to the board. The bylaw changes proposed have been written by legal counsel after discussion with staff. They have been approved by both the ATS Board of Directors and the COA Board of Commissioners. The full set of Bylaws with proposed changes tracked may be viewed on the ATS website. The substantive changes are as follows:

Section 2.5 Meetings of the Members * * * If a meeting of the Members is held by means of the Internet or other electronic communications technology in a fashion pursuant to which the Members have the opportunity to read or hear the proceedings substantially concurrently with their occurrence, vote on matters submitted to the Members, pose questions to the Commissioners, make appropriate motions and comment on the business of the meeting, the meeting need not be held at a particular geographic location.

The senior officer of the Commission present shall preside at each meeting of the Members. If no officers are present, the Members present shall elect a presiding officer for the meeting then being held. The presiding officer shall determine the order of business and shall have the authority to establish equitable rules for the conduct of the meeting. The presiding officer shall announce at the meeting when the polls close for each matter voted upon. If no announcement is made, the polls shall be deemed to have closed upon the final adjournment of the meeting. After the polls close, no ballots, proxies (as applicable) or votes and no revoca- tions or changes thereto may be accepted.

Section 2.6 Notice With the exception of Emergency Meetings, which shall be called as described in Section 2.5 above, written- Written notice of the dateday, timehour, and placegeographic location (if any) of each Biennial Meeting or special meeting of the Members shall be given to all Members of record entitled to vote at the meeting at least ninety (90) days prior to the date of the meeting, and the proposed agenda for the meeting shall be given to all Members no later than forty-five (45) days prior to the meeting. Such In the case of an Emergency Meet- ing, such notice shall be given to all Members of record entitled to vote at the meeting at least thirty (30) days prior to the date of the meeting and shall include, at a minimum, the general nature of the business to be transacted.

Notice shall be given by sending a copy thereof (a) by first-class or express mail, postage prepaid, or by telegram (with messenger service specified), telex or TWX (with answer back received), or courier service, charges prepaid, or by facsimile to the Member’s postal address (or telex, TWX, or facsimile number) ap- pearing on the books of the Commission; or (b) by facsimile transmission, e-mail, or other electronic com- munication to the facsimile number or address for e-mail or other electronic communications supplied by the Member to the Commission for the purposes of notice. If the notice is sent by mail, telegraph, or courier service, it shall be deemed to have been given to the person entitled thereto when deposited in the US mail or with a telegraph office or courier service or, in the case of telex or TWX, when dispatched for delivery to the Member.

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Section 2.11 Waiver of Notice Whenever any written notice is required to be given, a waiver thereof in writingthat is filed with the Secretary of the Commission in paper or electronic form, signed by the Members entitled to notice, whether before or after the time stated therein, shall be deemed equivalent to the giving of notice. Attendanceof a Member at a meeting shall constitute a waiver of notice of the meeting unless the Member attends for the express purpose of objecting, at the beginning of the meeting, to the transaction of any business because the meeting was not lawfully called or convened.

Section 2.12 Quorum and Acts of the Members The presence in person (and in the case of an Emergency Meeting only, also by proxy) of voting representa- tives of at least seventy-five (75) Members shall constitute a quorum. The Members present at a duly orga- nized meeting can continue to do business until adjournment, notwithstanding the withdrawal of enough Members to leave less than a quorum. The affirmative vote of a majority of the Members present at a duly organized meeting of the Members at which a quorum is present shall be the act of the Members.

If permitted in the notice of the meeting, the presence or participation, including voting and taking other action, at a meeting of the Members by a Member by conference telephone or other electronic means, includ- ing, without limitation, the Internet, shall constitute the presence of, or vote or action by, the Member for purposes of determining a quorum and act of the Members.

Section 2.16 Consent of Members in Lieu of Meeting Any action required or permitted to be taken at a meeting of the Members may be taken without a meeting upon the signed consent of a majority of all Members of record. Such consents must be filed with the minutes of the proceedings of the Members. Prompt notice that an action has been taken shall be given to each Mem- ber entitled to vote on the action that has not consented.

Section 3.7 Quorum and Acts of the Board of Commissioners At all meetings of the Board of Commissioners, the presence of a majority of the Commissioners in office and entitled to vote shall constitute a quorum. In addition to thoseExcept as the Board of Commissioners who are actually present atmay otherwise determine, one or more persons may participate in a meeting, of the Board of Commissioners shall be deemed as present at such meeting if aby means of conference telephone or similar communication equipmentother electronic technology by means of which all persons participating in the meeting can hear and be heard by each other at the same time is used. The Commissioners present at a duly organized meeting shall continue to constitute a quorum notwithstanding the withdrawal of enough Commissioners to leave less than a majority. The act of a majority of the Commissioners entitled to vote at a meeting at which a quorum is present shall be the act of the Board of Commissioners. A majority of the Commissioners present and entitled to vote, whether or not a quorum exists, may adjourn any meeting of the Board of Commissioners to another time and place. Notice of any such adjourned meeting shall be given to the Commissioners who are not present at the time of adjournment.

Section 3.9 Notices Written notice ofthe date, time, and place of each meeting of the Board of Commissioners shall be given to all Commissioners at least thirty (30) days in advance of the date thereof. Such notice shall set forth the date, time, and placegeographic location (if any) of the meeting. Whenever written notice is required to be given to a Commissioner under this Section 3.9, it may be given to the Commissioner personally or by sending a copy thereof by eitherany of the following methods:

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(a) By first-class or express mail, postage prepaid;, or bytelegram (with messenger service specified);telex, TWX (with answerback received); or courier service, charges prepaid; or by facsimile transmission, to the Commissioner’s postal address (or telex, TWX, or facsimile number) appearing on the books ofsupplied by the Commissioner to the Commission for the purpose of notice. If the notice is sent by mail, telegraph, or courier service, it shall be deemed to have been given to the Commissioner entitled thereto when deposited in the US mail or with a telegraph officeor courier service for delivery to that Commissioner, or in the case of telex or TWX, when dispatched. Notice pursuant to this paragraph shall be deemed to have been given to the Com- missioner entitled thereto when deposited in the US mail or with a courier service for delivery to that Commissioner.

(b) By facsimile transmission, email, or other electronic communication to the Commis- sioner’s facsimile number or address for email or other electronic communications supplied by the Commissioner to the Commission for the purpose of notice. Notice pursuant to this paragraph shall be deemed to have been given to the Commis- sioner entitled thereto when sent.

Section 3.10 Waiver of Notice Whenever any written notice whatsoever is required to be given to a Commissioner under the provisions of applicable law, the Articles of Incorporation of this Commission, or these Bylaws, a waiver of such notice in writingthat is filed with the Secretary of the Corporation in paper or electronic form, signed by the Com- missionerperson or persons entitled to notice, whether before or after the time of the meeting stated in such waivernotice, shall be deemed equivalent to the giving of such notice. In the case of a special meeting, such waiver of notice shall specify the general nature of the business to be transacted. Attendance of a Commis- sioner at a meeting shall constitute a waiver of notice of the meeting unless the Commissioner attends for the express purpose of objecting, at the beginning of the meeting, to the transaction of any business because the meeting was not lawfully called or convened.

Section 3.15 Consents Any action that may be taken at a meeting of the Board of Commissioners may be taken without a meeting, if a consent or consents in writing setting forth the action so taken shall be signed by all of the Commission- ersto the action in paper or electronic form are signed, before, on, or after the effective date of the action, by all of the Commissioners in office and entitled to voteand on the date the last consent is signed. The consent or consents shall be filed with the Secretary of the Commission.

Recommendation: The Board of Commissioners of the Commission on Accrediting and the ATS Board of Directors recommend to the Commission membership that the COA Bylaws be revised as presented.

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Report of the Commission Treasurer

This Report of the Treasurer of the Commission II. Current fiscal year 2018 presents audited financial data for fiscal 2017 and fiscal 2016, projected financial data for fiscal 2018, The budget for the fiscal year ending June 30, 2018, and the budget process for fiscal 2019. was approved by the Board of Commissioners. No adjustments to the budget have been made during I. Audit of fiscal year ended June 30, 2017 the year. Financial data for the Commission for the and 2016 nine months ended March 31, 2018, and a projection for the remainder of fiscal year 2018 is shown in The audited financial statements for the fiscal relation to the budget on the pages that follow. The year ended June 30, 2017 and 2016, were reviewed Commission has a projected a surplus for the fiscal by the Commission’s Audit Committee and the year of about $68,000. Board of Commissioners. The Commission’s Audit Committee comprises the COA treasurer, ATS treasurer, and three chief financial officers from III. Budget for fiscal year 2019 member schools. The audited financial statements, which included an unqualified opinion by the The budget for the Commission for fiscal 2019 is to independent auditing firm of Maher Duessel, are be presented and approved at the June 2018 meeting available at https://www.ats.edu/uploads/resources/ of the Board of Commissioners. The budget includes coa-fs-final-2017.pdf Hard copies of the audit will projected revenues and expenditures for the fiscal also be available for review at the Biennial Meeting. year of approximately $1.4 million that are similar to No management letter was issued. fiscal 2018.

The statements show an Unrestricted Net Asset balance of $887,000 as of June 2017. These net assets Leanne Van Dyk are up slightly in fiscal 2016 due to a surplus for the Commission Treasurer fiscal year.

Revenues for the fiscal year 2017 totaled $1.39 million, and expenditures amounted to $1.31 million. As a result, the Commission recorded a net operating surplus of about $78,000. Revenues and expenditures for the fiscal year 2016 were $1.31 million and $1.22 million, respectively, resulting in a surplus of $84,000 for the fiscal year 2016.

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THE COMMISSION ON ACCREDITING STATEMENT OF FINANCIAL POSITION

Unaudited Audited Mar 31 June 30 2018 2017 A S S E T S

Cash and investments $ 785,763 a $ 985,855 Certificate of deposit 500,000 b - Accounts receivable and other assets 5,957 c 24,800

Total assets $ 1,291,720 $ 1,010,655

LIABILITIES AND NET ASSETS

Liabilities: Accounts payable $ - $ 3,000 Due to ATS - monthly expenses 103,016 d 120,753

Total liabilities 103,016 123,753

Net assets: Unrestricted 1,188,704 a 886,902 Temporarily restricted - -

Total net assets 1,188,704 886,902

Total liabilities and net assets $ 1,291,720 $ 1,010,655

a - Member dues are received at beginning of fiscal year and then spent down. b - Implemented a 13-month CD at 1.5%. c - Amount due from member schools for accrediting visits that occur throughout the semester. d - Amount due to ATS for monthly expenses.

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THE COMMISSION ON ACCREDITING STATEMENT OF ACTIVITIES - BUDGET vs. PROJECTED ACTUAL - OPERATIONS

Total Jul-Mar Apr-Jun FY2018 FY2018 Good(Bad) Actual Projected Projected Budget Variance

Revenues: Dues 1,124,675 - 1,124,675 1,140,000 a (15,325) Accrediting fees 57,108 58,000 115,108 116,000 (892) Reimbursed travel 63,985 73,000 136,985 137,000 (15) Petition fees 17,187 7,000 24,187 25,000 (813) Application fees 18,750 18,750 37,500 27,500 b 10,000 Investment income, net 6,897 2,500 9,397 5,000 4,397 Total revenues 1,288,602 159,250 1,447,852 1,450,500 (2,648)

Expenditures: Personnel 649,917 216,000 865,917 879,000 13,083 Publications - 2,000 2,000 2,000 - Travel 10,587 7,000 17,587 20,000 2,413 Reimbursed travel 100,650 36,000 136,650 137,000 350 Workshops 8,074 2,000 10,074 20,000 9,926 Committee 29,004 55,000 84,004 60,000 c (24,004) Consultants - 5,000 5,000 10,000 5,000 Administration 17,093 12,000 29,093 38,000 8,907 Administration - legal 250 1,000 1,250 2,000 750 Indirect 171,225 57,075 228,300 228,300 - Total operations 986,800 393,075 1,379,875 1,396,300 16,425

Surplus(deficit) before use of net assets 301,802 67,977 54,200 13,777

Net assets, beg. 886,902 886,902 Net assets, end 1,188,704 954,879

a - Exchange loss on member dues for Canadian payments was higher than expected. b - number of new applicant schools was higher than anticipated. COA gets 75% of fee. c - includes additional resources for anticipated Redevelopment Task Force

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Report of the Commission Nominating Committee

The Commission Nominating Committee for Nomination and election process at the Biennial the 2018–2020 biennium conducted its work Meeting. The Nominating Committee brings to by conference call and email communication, the Commission membership at the Biennial following the guidelines that have been used by Meeting a full slate of nominees for the Board of the Association since 2001 and are included in Commissioners, the Appeals Panel, and the Audit this report. Using the guidelines’ “Criteria for the Committee, with the slate including the names Constituency of Committees,” the committee sought of continuing committee members. The slate and to present a slate of nominees that, as a group, meets the procedures for nominations from the floor are the following criteria: distributed in advance of the Biennial Meeting through publication in the Program & Reports book Committees, as groups, should reflect or by some other means. The slate is presented in and be inclusive of the Commission the first business session and voted upon in the constituency. Insofar as possible, the second business session. In the event of nominations committees should reflect (1) the three from the floor by a voting member in the first broad theological communities (mainline business session, and given the Bylaw limitations Protestant, Roman Catholic/Orthodox, on the number of persons who can be elected to and evangelical Protestant) with which each committee, the following procedure will be the member schools are identified; (2) the followed: binational character of the Commission (United States and Canada); (3) the presence Business Session I. The chair of the Nominating of men and women; (4) the presence of Committee makes the report on behalf of the racial/ethnic persons, and (5) persons who committee in Business Session I and places the are fundamentally respectful of the range full slate in nomination before the membership. of theological traditions and commitments Nominations may be made from the floor by represented in the member schools. In any voting member during this business session, addition, the Nominating Committee should provided that persons being nominated have consider the value to the ongoing work of agreed in advance to serve, if elected. Nominations committees by both continuing members from the floor also require the endorsement of five and new members. voting members, which is equal to the number of institutions represented on the Nominating The committee began its work by reviewing the Committee. names of individuals that had been forwarded to the committee in response to an email sent to all Business Session II. The election takes place in presidents and academic deans in December 2017. Business Session II. If there were no nominations The email request included a form to be used in from the floor in Business Session I, the slate is voted making recommendations. Responses were received upon as presented. In the event of nominations from from representatives of approximately 23 member the floor in Business Session I, printed ballots will be schools. ATS staff also made recommendations distributed to voting members for the committee(s) (clearly indicated as coming from the staff) of that received nominations from the floor. The persons who have served as leaders and facilitators ballots will list the names of all nominees for the of ATS educational events, served on accreditation committee(s), both those brought by the Nominating committees, and/or contributed in significant ways Committee and those nominated from the floor. to recent ATS activities. Voting members will be instructed to vote for no more than the number of individuals originally The Nominating Committee recommends that the nominated for the committee(s). Thus, action is election process at the Biennial Meeting adhere to taken on all nominations in Business Session II. the 2001 procedure, as follows:

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Business Session III. Any ballots cast in Business Members of the 2018 Nominating Committee were: Session II will be tabulated by the Committee Gregory Heille, chair (Aquinas Institute of Theology), on Reference and Counsel and reported to the Polly Stone (Reformed Theological Seminary), Luis Rivera membership in a third business session. (Garrett Theological Seminary), Gay Byron (Howard University School of Divinity), and Phil Zylla (McMaster Divinity College).

The slate of Commission nominees for 2018–2020 follows.

Commission on Accrediting Slate of Nominees

Board of Commissioners Public Members Nominated for Class of 2020 Edward Delgado, President, Hispanic Center for Chair Theological Studies (CHET), Compton, CA Leanne Van Dyk, President and Professor of Barbara Headley, Senior Pastor, Zion Community Theology, Columbia Theological Seminary, Baptist Church, Springfield, MA Decatur, GA Marianne Mount, President, Catholic Distance University, Charles Town, WV Vice Chair and Treasurer Todd Lajiness, Rector-President, Continuing Commissioners Sacred Heart Major Seminary, Detroit, MI Class of 2022 Rene Espinosa, Vice President for Finance, Commission Representative Oblate School of Theology, San Antonio, TX to ATS Board of Directors Todd Lajiness, Rector-President, Sacred Heart Charles Conniry, Vice President of Academic Affairs Major Seminary, Detroit, MI and Dean of the Faculty, Western Seminary, Oliver McMahan, Vice-President for Institutional Portland, OR Effectiveness and Accreditation, Pentecostal Theological Seminary, Cleveland, TN Nominated Commissioners for Class of 2024 Shawn Oliver, Associate Dean for Planning and Esther Acolatse, Associate Professor of Pastoral Assessment, Princeton Theological Seminary, Theology and Intercultural Studies, Knox College, Princeton, NJ Toronto, ON Arch Wong, Professor of Practical Theology, Betty Holley, Director for the Master of Divinity Ambrose Seminary of Ambrose University, Degree Program and Professor of Environmental Calgary, AB Ethics & African American Religious Studies, Payne Theological Seminary, Wilberforce, OH Class of 2020 Christine Mitchell, Professor of Hebrew Scriptures, Stephen Bosso, Professor of Scripture, St. Vincent St. Andrew’s College, Saskatoon, SK de Paul Regional Seminary, Boynton Beach, FL James R. Moore, Associate Professor of Educational Charles Conniry, Vice President of Academic Affairs Ministries, Trinity Evangelical Divinity School of and Dean of the Faculty, Western Seminary, Trinity International University, Deerfield, IL Portland, OR Alvin Padilla, Academic Dean and Vice President of Sarah Drummond, Academic Dean, Andover Academic Affairs and Professor of New Testament, Newton Seminary at Yale University Divinity Western Theological Seminary, Holland, MI School, New Haven, CT

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Kah-Jin Jeffrey Kuan, President, Claremont School of Theology, Claremont, CA Steve Lemke, Provost Emeritus, Vice President for Institutional Assessment, New Orleans Baptist Theological Seminary, New Orleans, LA Polly Stone, Director of Institutional Assessment, Reformed Theological Seminary, Jackson, MS Leanne Van Dyk, President and Professor of Theology, Columbia Theological Seminary, Decatur, GA

Audit Committee

Jacqueline Ballou, Vice President Finance and Operations, Virginia Theological Seminary, Alexandria, VA Regina Dancy, Chief Financial Officer, Hood Theological Seminary, Salisbury, NC Karen Getz, Dean of Administration/Director of Accounting, Trinity Episcopal School for Ministry, Ambridge, PA Todd Lajiness, Rector-President, Sacred Heart Major Seminary, Detroit, MI (COA Vice Chair and Treasurer) Heather Zdancewicz, Vice President for Administration and Finance, Austin Presbyterian Theological Seminary, Austin, TX (ATS Treasurer)

Appeals Panel

Mignon Jacobs, Dean and Chief Academic Officer and Professor of Old Testament Studies, Ashland Theological Seminary, Ashland, OH Charles Kosanke, Pastor, Sainte Anne Parish, Detroit, MI Helen Ouellette, Former Administrative Dean, Radcliffe Institute for Advanced Study, Harvard University, Cambridge, MA Alton Pollard III, Professor of Religion and Culture, Howard University School of Divinity, Washington, DC Phil Zylla, Academic Dean and Associate Professor of Pastoral Theology, McMaster Divinity College, Hamilton, ON

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Report of the Association Board of Directors

During the 2016–2018 biennium, the ATS Board of • E. Rhodes and Leona B. Carpenter Directors advanced the work of the Association in Foundation for Women in Leadership accord with its mission statement, core values, and 20th Anniversary $150,000 vision. The board met four times during this period to direct the affairs of the Association as outlined FY2018 in the Bylaws. Over the course of its meetings, the • Henry Luce Foundation for Exploring board also supervised the Association’s planning the Future of Theological Scholarship $600,000 and implementation of its programs, authorized Leadership education grant proposals for new work, monitored all fiscal and property matters, and oversaw preparations for Leadership development for administrators and the Biennial Meeting. Highlights of the Association’s faculty continues to constitute a core function of the work follow. Association. To guide the work, staff members confer closely with the self-perpetuating steering commit- Executive director search tees for the various administrator groups (CEOs, The board’s most important accomplishment dur- CAOs, CFOs, Development Officers, and Student ing this period was the successful executive director Personnel Administrators), and the elected Commit- search, which led to the appointment of Frank M. tee on Race and Ethnicity and Women in Leadership Yamada to succeed Daniel O. Aleshire in July 2017.1 Advisory Committee. Ongoing evaluation of the pro- Yamada came to the position from the presidency grams allows for informed adjustments to the work of McCormick Theological Seminary and has spent as appropriate. A full report on leadership education much of his first year meeting with school represen- programming is included in this book. tatives and listening to the concerns and aspirations Issues and initiatives of the membership. During the 2016–2018 biennium, the Association con- Grants tinued its engagement in three special initiatives. The Association continues to be grateful for the The Educational Models and Practices project, the foundation support that enables special initiatives largest and most far-reaching ATS initiative to date, on behalf of member schools. During the 2016–2018 is assessing current and developing practices among biennium, the Association received four new grants: ATS member schools, identifying their most promis- ing aspects, assisting member schools in implement- FY2017 • Lilly Endowment for Educational ing new and innovative models, and integrating Models and Practices supplement $1,200,000 promising models into the work of the Association • Lilly Endowment for Economic and Commission. A more detailed report on this Challenges Facing Future Ministers initiative is included in this book. #2 $1,195,000 The Association’s continued work to coordinate Lilly Endowment’s Theological School Initiative to Ad- dress Economic Challenges Facing Future Ministers is supporting projects at 67 ATS member schools to 1 Members of the Search Committee were the following: conduct research into financial issues facing students, from the ATS Board of Directors, James Hudnut-Beumler, Chair to develop new strategies for decreasing financial (Vanderbilt University Divinity School), Janet Clark (Tyndale burdens on students, to create and strengthen educa- University College & Seminary), Jeff Iorg (Golden Gate Baptist tional programs in financial literacy for pastoral lead- Theological Seminary), Chuck Kosanke, (Pastor, Ste. Anne Parish, ers, and to use partnerships to address these issues. Detroit, MI), and Barbara Reid (Catholic Theological Union); A more detailed report on this initiative is included and from the Board of Commissioners, Bill Cahoy (St. John’s University School of Theology and Seminary), Mignon Jacobs in this book. (Fuller Theological Seminary), Jeffrey Kuan (Claremont School of Theology), Alton Pollard (Howard University School of Divinity), Leanne Van Dyk (Columbia Theological Seminary), and Phil Zylla (McMaster Divinity College.)

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The Women in Leadership (WIL) program celebrated The 2017 State of the Industry Webinar delivered the its 20th anniversary in February 2018, capping off the latest data and reflections onenrollment, students, biennium’s program. A full report of WIL is included faculty, and finances at member schools as well as in this book. the most recent findings of the Educational Models and Practices project. It has been viewed by more Finally, ATS partnered in a previous biennium with than 225 individuals from member schools and other The American Association for the Advancement of interested parties. This important resource for the Science (AAAS) in a program to explore the place of membership is expected to be repeated annually. science in seminaries to the benefit of future church Shortly before the 2016 Biennial Meeting, ATS leaders and people of faith. Through that collabora- launched three blog threads: Data Matters, Views tion, ten ATS schools have received major funding from the Corner Office, and Educational Models and to develop ways to integrate science into their core Practices. In 2017, a Faculty blog was added. Ad- theological curricula, and faculty from 37 additional ditional online engagement is being built through schools participated in enrichment retreats that al- Facebook and Twitter. lowed the ten project schools to share their learning. In addition, with funding from the John Templeton Membership and Affiliates Foundation, ATS completed a two-year study to establish a baseline understanding of teaching about Despite the strains facing higher education in general science and its implications for theological thought and theological schools in particular, membership in and action within Protestant schools in the United the Association continues to be strong. Ten schools States and Canada. A full report on this initiative is are being presented for membership vote as new included in this book. Associate Members. They represent a broad range of ecclesial traditions, institutional structures, and Research educational models and practices. The schools are presented in detail in this book. Voted as an ATS board priority in 2013, the ATS research function engages in multiple modes of In addition, four organizations have applied for Af- research and correlation with the data collected from filiate status with ATS and will be voted on during member schools through the Annual Report Form. this meeting. They are also presented in this book. ATS is now compiling the most comprehensive knowledge base available on issues of theological Staff education. Two major research projects have been The ATS staff now numbers 14 directors and seven completed in this biennium related to Science in administrative personnel. During the 2016–2018 bien- Seminaries and the Women in Leadership initiative. nium, Daniel O. Aleshire retired as executive direc- Research projects for the Educational Models and tor, Mary McMillan retired as meeting coordinator, Practices project and the Economic Challenges Facing Nadine Banks retired as executive assistant, and Lori Future Ministers project are ongoing. A report on this Neff LaRue left for a new denominational position. work is included in this book. New staff members added during the same period Global awareness and engagement include Frank Yamada as executive director (July 2017); Carola Molinares as conference coordinator; Also named as an ATS board priority, initiatives in Christopher The as director, commission information global awareness and engagement are being consid- services; Mary Young as director, leadership educa- ered on an ongoing basis as funding allows. A full tion; and Elsie Miranda (starting July 2018) as direc- report on this initiative is included in this book. tor, accreditation and institutional evaluation. Communications and data The ATS electronic newsletter,Colloquy Online, is read by more than 3,500 people monthly. The Theo- logical Education journal published four issues; a full report from the journal’s Editorial Board appears later in this book. In addition, ATS issued Annual Reports in 2016 and 2017 to supplement the reports issued biennially with this book.

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The Forum for Theological Exploration • Mai-Anh Tran, Associate Professor of Religious Education and Practical Theology, Garrett-Evan- ATS is the sole corporate member of The Forum for gelical Theological Seminary, Evanston, IL† Theological Exploration (formerly the Fund for Theo- logical Education), and on behalf of the Association, Research and Data Advisory Committee the board received routine program and financial • Mark Chaves, Professor of Sociology, Religion, reports from FTE, appointed its trustees, reviewed and Divinity, Duke University Divinity School, its audit, and received the election of its officers. A Durham, NC† report from FTE is included in this book. • Michael Emerson, Co-Director, Institute for Ur- ban Research, or Provost, North Park University, Advisory Committees Chicago, IL • Stuart MacDonald, Professor of Church and Pursuant to the recommendations of staff and the Society, Knox College, Toronto, ON† ATS Nominating Committee, the Board of Directors • Scott Thumma, Director of the Doctor of Minis- at its April 2018 meeting elected the following advi- try Program and Director of Hartford Institute of sory committees to guide its various programs: Religious Studies and Professor of Sociology of Religion, Hartford Seminary, Hartford, CT† Committee on Race and Ethnicity in Theological • Alicia Vargas, Professor of Sociology of Religion Education (CORE) and Professor of Multi-Cultural & Contextual • Susan Abraham, Vice President of Academic Ministries, Pacific Lutheran Theological Semi- Affairs and Dean of the Faculty, Pacific School of nary of California Lutheran University, Berkeley, Religion, Berkeley, CA#† CA† • Peter Cha, Professor of Pastoral Theology, Trin- • Steve Kang, Professor of Educational Ministries ity Evangelical Divinity School of Trinity Interna- and Interdisciplinary Studies, Trinity Evangelical tional University, Deerfield, IL† Divinity School of Trinity International Univer- • Chung-Yan Joyce Chan, Vice President Academ- sity, Deerfield, IL ic, Carey Theological College, Vancouver, BC† • Nancy Ammerman, Professor of Sociology of • Stacey Floyd-Thomas, E. Rhodes and Leona B. Religion, Boston University Carpenter Chair in Ethics and Society, Vanderbilt • Edwin D. Aponte, Executive Director, Louisville University Divinity School, Nashville, TN† Institute, Louisville, KY, ex officio† • Willie James Jennings, Associate Professor of Systematic Theology and Africana Studies, Yale Student Data and Resources Advisory Committee University Divinity School, New Haven, CT† • Hyunjin Chun, Director of Distance Education • Hosffman Ospino, Associate Professor, Boston and Associate Director of Institutional Research, College School of Theology and Ministry, Boston, Grace Mission University, Fullerton, CA MA#† • Diane Henson, Registrar and Manager of Aca- • Stephen Ray, President, Chicago Theological demic Services, Toronto School of Theology, Seminary, Chicago, IL Toronto, ON • Elena Maria Jimenez, Registrar and Director of Faculty Development Advisory Committee Student Learning Assessment, Chicago Theologi- • Safiyeh Fosua, Associate Professor of Spiritual cal Seminary, Chicago, IL† Formation, Wesley Seminary at Indiana Wesley- • Randy G. Litchfield, Professor of Christian Edu- an University, Marion, IN cation, Methodist Theological School in Ohio, • Mary Hess, Associate Professor of Educational Delaware, OH† Leadership, Luther Seminary, St. Paul, MN • Nathaniel West, Director of Formation and • Seon Mook Shin, Academic Dean, World Mis- Counseling, Samuel DeWitt Proctor School of sion University, Los Angeles, CA Theology of Virginia Union University, Rich- • Mark Slatter, Associate Professor of Ethics, Saint mond, VA Paul University Faculty of Theology, Ottawa, • Mary Jo Kriz, retired Executive Assistant to the ON† Rector, St. John’s Seminary (MA), Boston, MA† • Joshua Sweeden, Dean of the Faculty, Nazarene Theological Seminary, Kansas City, MO

# = added since 2016, † = continuing committee member

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Theological Education Editorial Board 5. The Board of Directors recommends to the As- • Sandra Beardsall, Professor of Church History sociation membership that The King’s Seminary and Ecumenics, St. Andrews College, Saskatoon, in Southlake, Texas, be admitted as an Associate SK† member. • Kathleen D. Billman, Associate Dean for Aca- 6. The Board of Directors recommends to the Asso- demic Programs, Director of the MDiv Program, ciation membership that Liberty University Raw- Lutheran Theological School at Chicago, Chi- lings School of Divinity in Lynchburg, Virginia, cago, IL† be admitted as an Associate member. • Stephen Crocco, Director, Divinity Library, Yale University Divinity School, New Haven, CT† 7. The Board of Directors recommends to the Asso- • Temba L. Mafico, Editor, Journal of the ITC and ciation membership that Methodist Theological Professor Hebrew Bible, Interdenominational Seminary in America in Fullerton, California, be Theological Center, Atlanta, GA† admitted as an Associate member. 8. The Board of Directors recommends to the Asso- Women in Leadership (WIL) Advisory Committee ciation membership that NAIITS: An Indigenous • Laurie Garrett-Cobbina, Chair for Clinical Pasto- Learning Community (formerly North American ral Education, San Francisco Theological Semi- Institute for Indigenous Theological Studies) in nary, San Anselmo, CA#† Montague, Prince Edward Island, be admitted as • HyeRan Kim-Cragg, Professor of Pastoral Stud- an Associate member. ies, St. Andrew's College, Saskatoon, SK#† 9. The Board of Directors recommends to the As- • Jennifer Lord, Professor of Homiletics and Li- sociation membership that Oakwood University turgical Studies, Austin Presbyterian Theological School of Religion in Huntsville, Alabama, be Seminary, Austin, TX† admitted as an Associate member. • Molly Marshall, President, Central Baptist Theo- logical Seminary, Shawnee, KS#† 10. The Board of Directors recommends to the As- • Teresa Reeve, Associate Dean for Academics, sociation membership that Wisconsin Lutheran Seventh-day Adventist Theological Seminary of Seminary in Mequon, Wisconsin, be admitted as St. Andrew’s University, Berrien Springs, MI† an Associate member. • Love Sechrest, Associate Professor of New Testa- 11. The Board of Directors recommends to the As- ment, Fuller Theological Seminary, Pasadena, CA sociation membership that Innovative Space for Asian American Christianity (ISAAC) be granted Recommendations Affiliate status. 12. The Board of Directors recommends to the 1. The Board of Directors recommends to the As- Association membership that Betty Ann Green- sociation membership that Academy for Jewish baum Miller Center for Interreligious Learning & Religion (Yonkers, NY) in Yonkers, New York, be Leadership at Hebrew College be granted Affili- admitted as an Associate member. ate status. 2. The Board of Directors recommends to the As- 13. The Board of Directors recommends to the As- sociation membership that Antiochian House of sociation membership that the COMISS Network Studies in La Verne, California, be admitted as an be granted Affiliate status. Associate member. 14. The ATS Board of Directors recommends to the 3. The Board of Directors recommends to the Asso- Association membership that Episcopal Divinity ciation membership that Catholic Distance Uni- School be granted Affiliate status. versity Graduate School of Theology in Charles 15. The Board of Directors recommends to the As- Town, West Virginia, be admitted as an Associate sociation membership that the ATS Bylaws be member. revised as presented. 4. The Board of Directors recommends to the As- sociation membership that The Robert E. Webber Institute for Worship Studies in Jacksonville, Florida, be admitted as an Associate member.

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The board extends its particular gratitude for the years of service of board members whose terms con- clude with this meeting:

Jim Hudnut-Beumler Vanderbilt University Divinity School Nashville, TN

Kurt A. Gabbard Princeton Theological Seminary Princeton, NJ

Heidi Hadsell Hartford Seminary Hartford, CT

Gregory Heille, OP Aquinas Institute of Theology St. Louis, MO

Charles Kosanke Ste. Anne Parish Detroit, MI

Steve Land Pentecostal Theological Seminary Cleveland, TN

Jan Love Candler School of Theology of Emory University, Atlanta, GA

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Membership Report

Withdrawals from membership

Carolina Graduate School of Divinity, Greensboro, NC Cincinnati Bible Seminary, Cincinnati, OH Queen’s School of Religion, Kingston, ON Redeemer Theological Seminary, Dallas, TX Shepherd University School of Theology, Los Angeles, CA University of Winnipeg Faculty of Theology, Winnipeg, MB

Renewals of Associate membership

Institut de Formation Theologique de Montreal, Montreal, QC Marylhurst University Graduate Religious Studies Program, Marylhurst, OR Midwest University Graduate School of Theology, Wentzville, MO Oklahoma Christian University Graduate School of Theology, Oklahoma City, OK Queen’s College Faculty of Theology, St. John’s, NL St. Stephen’s College University of Alberta, Edmonton, AB

New applications

Ten schools have applied for and are recommended by the Board of Directors for Associate membership. Their profiles are on the pages that follow.

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Associate Membership Applicants

At this 2018 Biennial Meeting, the ATS Board of F. The school evidences openness to the community Directors is recommending 10 schools for Associate of theological schools as demonstrated by all of Membership in the Association. Associate Member- the following: ship is granted for a five-year term, and the Associa- 1. regular participation of faculty in activities tion admits Associate Members with the expectation of professional or learned societies; that they will pursue accreditation by the Commis- 2. an openness to cooperative relationships sion. Once accredited by the Commission, an Asso- with current Association member schools; ciate Member is automatically reclassified as a Full and Member of the Association. Full Members remain Members for so long as they continue to satisfy mem- 3. a commitment to participate in the larger bership eligibility criteria, pay all dues and charges, community of theological education, and and remain accredited by the Commission. especially a recognition of the diversity that characterizes the community. Associate Membership in the Association is open to schools that meet the standards and criteria for mem- G. The school conducts an educational program of bership established by the Association. The criteria quality, stability, and permanence by having the are as follows: following resources: 1. adequate physical facilities; A. The school is located in the United States or Canada, offers graduate, professional theological 2. a library that is adequate in the following degrees, and is demonstrably engaged in educat- ways to support graduate degree pro- ing professional leadership for communities of grams: holdings, staff, access to electronic the Christian and Jewish faiths. information resources, and space for col- lection, study, and services; B. The school has operated long enough, typically 3. adequate financial resources; and three or more years, for at least one group of students to have earned all necessary credits and 4. other institutional and educational re- to have graduated with the Master of Divinity sources required for the program. degree or the first theological degree offered by H. The school has a governance and administra- the school. tive structure appropriate to the institution and C. The school has an adequate number of properly characteristic of North American institutions and qualified professors working full time at postbac- a degree of autonomy sufficient to determine and calaureate theological education. Normally, this carry out its basic purposes, including authority adequacy will be represented by the equivalent to oversee its academic programs. of six to ten full-time faculty. D. The school has a student body of sufficient size to provide for a community of peer learning ap- propriate for graduate education. Ordinarily, all students in the theological school shall hold an accredited baccalaureate degree. E. The educational program of the school consists of graduate-level studies in the broad range of the theological disciplines designed for preparation for ministry.

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After reviewing their applications, the endorsement letters of ATS member schools, and the reports of onsite visits by ATS staff members, the ATS Board of Directors is recommending the following schools for Associate Membership in the Association:

1. Academy for Jewish Religion Yonkers, NY 2. Antiochian House of Studies La Verne, California 3. Catholic Distance University Graduate School of Theology Charles Town, WV 4. The Robert E. Webber Institute for Worship Studies Jacksonville, FL 5. The King’s Seminary Southlake, TX 6. Liberty University Rawlings School of Divinity Lynchburg, VA 7. Methodist Theological Seminary in America Fullerton, CA 8. NAIITS: An Indigenous Learning Community (formerly North American Institute for Indigenous Theological Studies) Montague, PEI 9. Oakwood University School of Religion Huntsville, AL 10. Wisconsin Lutheran Seminary Mequon, WI

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Academy for Jewish Religion Yonkers, NY Year of First Affiliation Enrollment Faculty Degrees Other Grads (2018) Accreditation 1959 56 8 full-time -MA (Jewish 20+ part-time Studies) -Rabbinical Ordination -Cantorial Ordination

Academy for Jewish Religion (AJR) began in 1956 as The Rabbinical Ordination degree (140 credits) the Academy for Liberal Judaism and was known combines emphases on rigorous academics and on from 1956 to 1964 as the Academy for Higher Jewish practical ministerial skills. It prepares students for Learning. During this time, at the height of Jewish ordained ministry and religious leadership responsi- denominationalism and as an expression of its vision bilities in congregations or other settings, such as in for and commitment to pluralism, the school broad- religious education, Jewish communal organization ened its base to include the entire Jewish spectrum work, and Jewish summer camps. and in 1964 adopted its current name. AJR is the first school of Jewish faith to apply for Associate member- The Cantorial Ordination degree (132 credits) was ship with ATS in approximately 40 years. introduced in 1992 and combines emphases on rigorous academics and practical ministerial skills, According to AJR’s mission statement, the Acad- including a robust concentration in leading the chant emy “serves the needs of the Jewish community by of Jewish liturgy and worship. It prepares students ordaining rabbis and cantors and training Jewish for spiritual leadership in congregational or other set- leaders who combine their mastery of the intellectual tings, either working in partnership with a rabbi, or and spiritual richness of [the] Jewish tradition with as the sole spiritual leader of a congregation. openness to its application in the pluralistic, con- temporary Jewish community, and an awareness of AJR has eight full-time faculty, four men and four living in the presence of God.” women, half of whom hold earned doctorates. Those without a research doctorate have graduate degrees An interdenominational approach to seminary train- in voice performance, Jewish studies, philosophy, ing is much more common in the Christian world and social work, plus special expertise appropri- than in the Jewish world, yet since its founding in ate to teaching in the program leading to Cantorial 1956, AJR has championed a pluralistic approach to Ordination. The faculty have active scholarly lives teaching Judaism as a central principle. It was the and are regularly engaged in writing, publishing and first pluralistic Jewish seminary in the United States presenting through at least 21 professional or learned and remains one of only three. For 11 years, until societies. Strong connections to Jewish religious com- 2013, AJR was housed on the campus of The College munities are evident in the number of full-time and of Mount Saint Vincent (CMSV) in Riverdale, New part-time professors who also serve congregations as York, where both communities came together for reg- rabbis or cantors and in the placement of a high per- ular spiritual encounters and holiday observances. centage of alumni/ae in similar positions of service. One member of the adjunct faculty is Buddhist. AJR offers the Master of Arts (Jewish Studies) degree (30 credits), which is oriented to general theological The current enrollment, represented equally by studies, providing graduate-level engagement with women and men, includes 35 in the Rabbinical Or- both the ancient sacred Jewish texts and issues of the dination program, two in the Cantorial Ordination contemporary Jewish community. Graduates of this program, and two in the Academic MA program. An program have all continued on to the professional additional seven students are enrolled in the ‘Can- programs. tors to Rabbis’ program, designed to enable ordained

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cantors to complete Rabbinical Ordination, and one Recommendation: The ATS Board of Directors rec- student is enrolled in a joint Rabbinical/Cantorial ommends to the Association that Academy for Jew- program. Using a rolling admission process, the ish Religion be admitted as an Associate Member. school welcomed 10 new students in spring 2017, 17 in fall 2017, and 11 in spring 2018. Student retention rates at AJR are exceptionally high, with the school retaining 100 percent of admitted students over the last three years. The average age is 51, with students coming to AJR after careers in areas that include law, health care, local government, and business.

To date, AJR has a total of 210 graduates, many of whom serve as rabbis and cantors. In addition, AJR alumni have taught at close to 40 different universi- ties, colleges and seminaries. Over the last several years, the school has had a 100 percent placement rate.

The school leases two floors (8,000 square feet) of the historic Otis Elevator building near downtown Yon- kers. One classroom is equipped with Zoom technol- ogy and multiple cameras for synchronous distance learning and simultaneous on-site participation. The space also includes offices for faculty, administration and adjunct faculty, classrooms, a conference room, a dedicated voice coaching room, a dual-purpose study/prayer area, and a meditation room.

The library is located at the physical center of the school, denoting the central place of study and learning in Jewish faith. It focuses on Jewish studies, with approximately 10,000 print volumes and print journal subscriptions, as well as approximately 5,000 e-books and 60 full-text e-journals (JSTOR) and inter- library loan privileges through Online Computer Li- brary Center. One part-time librarian (with an AMLS degree and Rabbinic Ordination) staffs the library.

The school’s present budget relies on two main streams of revenue—tuition (75 percent) and gifts (20 percent)—with proceeds from several funds and foundations representing the balance (5 percent).

AJR’s board of trustees comprises 14 members who draw on their expertise as rabbis and cantors, hos- pital chaplains, lawyers, business executives and re- tired academics. The board meets six times annually, and a seven-member committee of full-time faculty and administration meets weekly for planning and evaluation and to review curriculum, student prog- ress and admissions.

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Antiochian House of Studies La Verne, CA Year of First Affiliation Enrollment Faculty Degrees/ Other Master’s Level (2017) Certificates Accreditation Grads 2002 Antiochian 85 13 full-time -St. Stephen’s -Commission for Orthodox 10 part-time Certificate Higher Learning Christian -MTh (2) of the Republic of -PhD Lebanon American -Association of Pas- toral Counselors -Institute for Clinical Pastoral Training (MTh PCC)

The Antiochian House of Studies (AHOS), founded The Master of Theology in Applied Orthodox Theol- in 1980, offers a unique educational model with the ogy is a four-year distance learning degree program primary purpose of offering distance learning theo- comprising eight semesters of academic and practical logical education (not online) to “as broad a public work, including a week-long intensive residential as possible.” It has the distinction of being part of the program in each of the first four years. The fourth “ancient and unbroken tradition” of the Greek Ortho- and final year is designed for research and writ- dox Patriarchate of Antioch. The Antiochian Arch- ing that culminates in a significant thesis project. A diocese of North America, of which the Antiochian number of concentrations are available, including a Orthodox Christian Diocese is a part, comprises general MTh, Youth Ministry, Byzantine Iconology nine Dioceses in the United States and Canada, with or Musicology, and an Oriental Orthodox concen- approximately 275 churches, missions, and mission tration. This four-year program is currently being stations, 263 priests, and 69,000 active parishioners. re-structured into a three-year program beginning August 2019. The specific purpose of Antiochian House of Studies is to develop the awareness of the community about The Master of Theology in Pastoral Care and Coun- Eastern Orthodox Christian sacred teachings through seling (36 credits) combines non-campus-based and research, education, publications, and outreach. intensive resident course work (one week per year), a 400-hour supervised counseling practicum ac- AHOS is known for its signature three-year St. Ste- complished over two years, and a six-credit research phen’s Certificate in Orthodox Theology, a distance project culminating in a major thesis. The practicum learning program of study combining guided read- design of this degree program meets the Clinical Pas- ings, written examinations, residency units and re- toral Education standards and certification require- quired field ministerial praxes, primarily for students ments of the Institute for Clinical Pastoral Training, from all Orthodox Christian jurisdictions, in support with whom the program is formally partnered. of their church-related work (as clergy, ministers, and psychologists/counselors) or to supplement The Doctor of Philosophy in Orthodox Studies is a the theological education they received from other three-year program comprising six doctoral courses Orthodox institutions of higher theological learning. (18 credits) and two doctoral seminars (six credits) In addition to the St. Stephen’s Certificate in Ortho- in the first two years of the program, with exclusive dox Theology, AHOS currently offers three graduate doctoral research in the third year. The focus of the degrees. AHOS Master’s degrees are granted in part- program—which is offered in an English-speaking nership with the Saint John of Damascus School of context to “train specialists in Biblical and Patristic Theology of the University of Balamand in Lebanon, theology with the specific aim of transmitting the and are internationally accredited by the Commis- wisdom and ethos of the Orthodox Biblical and Pa- sion for Higher Learning of the Republic of Lebanon. tristic tradition to the Church’s theologians, pastors

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and educators”—is deemed by many to be unique in AHOS accesses library resources through the An- North American Orthodox studies. tiochian Village Heritage Library, which has ap- proximately 26,750 print volumes and approximately AHOS and its three graduate programs are served 5,000 uncatalogued materials related to the history of by 13 “core” faculty and approximately another Orthodox Christianity in America. It has 16 current ten “affiliated” faculty. One of the unique charac- print journal subscriptions and eight archived and/or teristics of the AHOS faculty is that they all belong partial subscriptions. to other theological institutions, like St. Vladimir’s Orthodox Theological Seminary and Holy Cross Until recently, the AHOS assets were managed by Greek Orthodox School of Theology, but serve and the Archdiocese, but the House of Studies program continue to serve continuously and consistently as has been transferred to a new 501(c)3 entity that will faculty of AHOS. The faculty of AHOS are highly manage its own finances. credentialed—the majority of “core” faculty hold terminal degrees from major universities and theo- AHOS is currently guided by a 14-member Board logical schools in the United States, the United of Trustees, four of whom are officers of the Board, Kingdom, Europe, and the Middle East. Many hold seven of whom are elected members, and three who MDivs, DMins, and STMs from ATS member schools, are members, ex officio. The president, vice-president, and many are also professionally-certified (e.g., by and dean of AHOS all serve on the Board ex officio. AAPC). They are active scholars in their fields of The board meets once annually. expertise as demonstrated by regular presentations and publications in recognized venues of high stand- Recommendation: The ATS Board of Directors rec- ing in their fields, including more than 20 scholarly ommends to the Association that Antiochian House and professional guilds. AHOS also enjoys a long- of Studies be admitted as an Associate Member. standing cooperative relationship with Pittsburgh Theological Seminary’s Doctor of Ministry Program.

Of the 85 students in 2017, of whom approximately 33 percent are women and 20–25% are visa students, 52 were enrolled in the Master of Theology in Ap- plied Orthodox Studies, 22 in the Master of Theology in Pastoral Care and Counseling, and 11 in the PhD in Orthodox Studies program. Recently, the student body of AHOS has expanded to include students from the Roman Catholic Church and Protestant denominations including Lutheran, Episcopal, Evangelical, Methodist, Baptist, and Anglican. Of the 22 AHOS graduates reported in September 2017, a significant number returned to post-secondary education positions (professors, priest-rectors); some were employed in not-for-profit organizations; some were in the nursing, medical, and other allied health professions; some entered the business sector; and others returned to being homemakers. Other gradu- ates returned to their home countries, including Nigeria and Australia.

AHOS has two educational sites: its administrative offices on a 1.4-acre site in La Verne, California, and its main campus at the 113,425-square-foot Antiochi- an Village Conference and Retreat Center in Bolivar, Pennsylvania, where AHOS has a 10-year use agree- ment (through 2027).

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Catholic Distance University Graduate School of Theology Charles Town, WV Year of First Affiliation Enrollment Faculty Degrees/ Other Grads (2017) Certificates Accreditation 2000 Roman 116 6 full-time -MA (Theology) -Distance Education Catholic 11 part-time -MA in Theology Accrediting and Commission (1986) Educational Ministry

Catholic Distance University is a global, online, The faculty consists of six full-time faculty and 11 Catholic institution of higher education. It was es- adjuncts. All of the full-time graduate faculty have tablished in 1983 as the first catechetical institute in earned doctorates, many from ATS schools, and the United States to award the Catechetical Diploma they have significant involvement in research and and teach the Catholic faith to adults using distance writing, with dozens of books and scores of articles education. It has offered graduate programs since published, along with numerous presentations and 1996.The university’s mission is “to communicate other involvements through numerous professional the mind and heart of the Church in a digital world.” societies and Catholic theological associations. The Part of its identity is “to serve the underserved in the president of CDU served for the past biennium as a Church by educating those who serve.” In fall 2017, public member on the ATS Board of Commissioners. the university designated a distinct graduate entity called the Catholic Distance University Graduate Last year the MA in theology enrolled 96 students, School of Theology (CDU). while the professional MA enrolled another 10. The student gender ratio is nearly 50/50, and nearly one CDU has offered the academic MA in Theology since fourth identify as racial/ethnic minorities. About 10 1996 and the professional MA in Theology and Edu- percent are international students, with US students cational Ministry since 2015. The academic MA (The- from 40 different states. Nearly 80 percent are over ology) degree (36 credits) includes 24 core credits (in age 35, with half of those (42 percent) over 50. biblical studies, theology and church history) and 12 concentration credits (in Sacred Scripture, Philoso- CDU’s offices currently occupy three floors in a phy/Theology, Ecclesial Service, or Catholic Culture). renovated 3,000 square-foot historic building within It also requires the completion of two comprehensive the Diocese of Wheeling-Charleston, West Virginia, exams and a thesis. The degree is designed for direc- whose bishop now sits on the university’s board. As tors of religious education, and more than 90 percent an online school, the institution relies heavily on its of its 43 MA graduates over the last three years are learning management system (Canvas), which serves serving in church-related roles. as the primary meeting place for students and faculty who are scattered across the country and around the The professional MA in Theology and Educational globe. Ministry degree (36 credits) requires 21 credits in ba- sic theology courses and 15 credits in courses related CDU has no library facility but recently hired a part- to professional ministry in Catholic education and time librarian with an MLS and more than 30 years of culminates in a program portfolio and a reflection library experience, including 17 years as director of paper. One student, who has a JD from Harvard Law the seminary library at the Pontifical North Ameri- School and two other graduate degrees from other can College in Rome. She has provided hundreds institutions, describes his current MA studies at CDU of open-access links to students and faculty, which as “the most profound educational experience in my collectively provide access to tens of thousands life.” And a recent study by CDU indicated that eight of resources, including many Catholic historical out of 10 of its MA students in the last few years documents made available by the Vatican. Library graduated, finishing in an average of three to three- resources and services are linked in every online and-a-half years. course, and the librarian interacts regularly with stu-

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dents and faculty about their course needs. CDU also just joined the Theological Libraries Ebook Lending Project, which gives CDU students and faculty access to hundreds of e-books from some 16 ATLA member libraries.

CDU’s income is stable, with more than 80 percent coming from student tuition and fees. The school is in the early stages of a $3 million capital campaign, a portion of which will be designated for additional electronic library resources and services, and has raised $250,000 to date. Significant investments have been made in a new learning management system and new market strategies to increase enrollment.

The larger university has a governing board of 22 trustees and employs 12 full-time administrative staff, of whom eight serve as senior administrators, including two who are part-time. The board meets four times per year. One of the six board commit- tees is an academic committee that oversees the two graduate programs in theology. Women comprise one third of the larger board of 22 trustees; five of the trustees are ordained, including three bishops and two priests. Board members also have expertise in education, business, marketing, law, and finance. CDU’s current strategic plan covers 2016 through 2020, and its first goal is to achieve programmatic ac- creditation with ATS as well as regional accreditation with HLC.

Recommendation: The ATS Board of Directors rec- ommends to the Association that Catholic Distance University Graduate School of Theology be admit- ted as an Associate Member.

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The Robert E. Webber Institute for Worship Studies Jacksonville, FL Year of First Affiliation Enrollment Faculty Degrees Other Grads Accreditation 2002 Nondenominational 177 14 full-time -MWS -ABHE 4 part-time -DWS

Established in 1998 by its first president and name- sives over four semesters. The third year is designed sake, the Robert E. Webber Institute for Worship for research and writing of the doctoral thesis. The Studies (IWS) is primarily committed to graduate- Doctor of Worship Studies may also be completed in level theological education primarily through a a five-year, extended format. cohort-based, intensives model that combines bi- annual intensives with independent, student-directed IWS and its academic programs are served by 18 off-campus work. The goal of the Institute is “to offer faculty. One of the unique characteristics of the IWS academic courses to train pastors, music ministers, faculty is that their primary employment is with in- worship leaders, theologians, church leaders, and stitutions other than IWS where they hold academic lay people to understand and practice renewed or professional positions. Of the total 18 faculty, worship.” The content of its degree programs are 11 serve as full-time doctoral faculty. Three of five rigorously aligned with “Christian worship renewal master’s faculty are also full-time. They are active and education through graduate academic praxis, scholars and practitioners in their fields of expertise grounded in biblical, historical, theological, cultural as demonstrated by regular presentations and publi- and missiological reflection in community.” cations in recognized venues of high standing in their fields and participation in more than 45 different IWS began offering its Doctor of Worship Studies scholarly, professional, and ecclesial guilds. Of the 18 (DWS) program in June 1999 and added the Master faculty, 12 are men and six are women. One faculty of Worship Studies (MWS) program in 2002. It also person is Afro-Caribbean. offers a non-degree, Advanced Graduate Certificate of Worship Studies. Both the doctoral and master’s IWS tends to attract students who are already ac- programs are offered in a delivery format that com- complished in the field of ministry, some with 10, 20, bines two annual one-week intensives (in January or even 30 years of experience in the classroom, in and June) held at the Institute’s Jacksonville, Florida, music and worship ministries and/or in the pulpit. campus, with independent, off-campus, distance As of January 2018, it enrolled 177 students in its learning work. Both have as their purpose “not only graduate programs, 134 (or 76 percent) in the DWS to educate, but to encourage spiritual formation so as program and 43 (or 24 percent) in the MWS program. to prepare the student to minister to both the minds In both programs, 56 percent of the students are and hearts of God’s people.” male and 44 percent are female, and the racial/ethnic distribution is 59 percent white, 28 percent Asian, The Master of Worship Studies (30 credits) is a 9 percent black, 3 percent Hispanic, and <1 percent two-year professional degree requiring the success- American Indian. A total of 32 denominations are ful completion of five six-hour courses, taken in currently represented; 117 students are from the four week-long, campus-based intensives over four United States, 20 from Canada, and 23 classified as semesters, with the fifth and final course (Ministry visa students from 18 countries. Internship) taken concurrently with the third and fourth courses. The Master of Worship Studies may Beginning with a doctoral class of 20 students, the also be completed in a four-year, extended format. Institute has since graduated more than 500 doctoral and master’s students from more than 90 denomi- The Doctor of Worship Studies (34 credits) is a three- nations and fellowships in more than 25 countries. year program requiring the successful completion, in IWS reports that a significant number of their gradu- the first two years, of four six-hour doctoral courses, ates (both in the masters, doctoral, and certificate a two-hour practicum, and an eight-hour thesis programs) either returned to or accepted teaching course taken in four week-long, campus-based inten- positions in post-secondary education, some ac-

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cepted employment in not-for-profit organizations, and some entered the business sector. The majority of IWS graduates are in ministry positions.

The campus of IWS is located in the church complex of Hendricks Avenue Baptist Church in Jacksonville, Florida. The church allows the use of classroom space sufficient for the biannual intensives of the Institute, liturgically-appropriate and technologically-adequate worship spaces, and adequate student gathering and interactive learning spaces and dining facilities, along with a professional kitchen.

The IWS library, housed on the first floor of the Hendricks Avenue Baptist Church has approximately 9646 print volumes (books/journals), digital copies of 349 IWS doctoral dissertations, and an unspecified number of uncatalogued materials. It has no print journal subscriptions. The Library has a 170 e-books collection, and three electronic databases (the ATLA RDB, ATLAS and TREN). It is served by a two-per- son library staff.

IWS has operated with surpluses for the past two years. Tuition accounts for 64 percent of total rev- enue, contributions for 19 percent, fees for 13 percent, and others for 4 percent. It currently operates with a small endowment.

IWS is guided by a ten-member, self-perpetuating Board of Trustees, currently comprising six men and four women, two of whom represent racial/ethnic diversity. It meets twice annually. The president has served the institution as president and CEO for 11 years and is supported in his work by an 11-member administrative team (three of whom are full-time), which includes Institute-specific administrators, such as a bibliographer and a thesis style reader, in addition to the more conventional academic dean, director of assessment and planning, library director, vice president of enrolment management, controller, coordinator of information technology, director of alumni/ae activities, etc.

Recommendation: The ATS Board of Directors recommends to the Association that The Robert E. Webber Institute for Worship Studies be admitted as an Associate Member.

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The King’s Seminary Southlake, TX Year of First Affiliation Enrollment Faculty Degrees Other Grads (2017) Accreditation 2002 Pentecostal/ 203 10 full-time -MDiv -TRACS Charismatic 41 part-time -MPT -ABHE -MSL -DMin

The King’s Seminary is a graduate school of theology The Master of Divinity degree (78 credits) includes embedded within The King’s University. It began 9 hours of biblical studies, 15 hours of theological/ in 1997 in Los Angeles as The King’s College and historical studies, and 27 hours of practical ministry Seminary with an initial focus on church-based, studies, with 6 hours of electives. The practical graduate programs preparing people for ministry. ministry area also includes a graduate ministry It changed its name to The King’s University and practicum and a practice-based capstone project. in 2014 relocated its main campus to Southlake, near Dallas. For many years The King’s University The recently developed Master of Spiritual was the only accredited Pentecostal/Charismatic Leadership (36 credits) is a professional degree postsecondary institution in Los Angeles, and the that requires 6 hours of biblical studies, 12 hours of King’s Seminary was the only accredited Pentecostal/ practical ministry studies, and 18 hours of leadership Charismatic seminary on the West Coast of North studies, including a three-hour capstone project. America. The current University, which also includes undergraduate programs, is still strongly The Doctor of Ministry program (36 credits) is connected to the church, as evidenced by its present an advanced degree oriented toward ministerial affiliation with Gateway Church, a multi-site, non- leadership. It requires 24 credits of coursework, denominational megachurch with weekly attendance four credits of research methodology, four credits of some 36,000, part of a global network of some 200 of project proposal preparation, and four credits for churches. the project. The DMin follows a traditional format of intensive courses offered on campus, with online According to its mission statement, “as a Spirit- activities before and after the on-campus session. filled evangelical institution of higher education, The King’s is dedicated to the preparation of men The university employs 16 full-time faculty, of whom and women for effective leadership and Christ-like ten teach almost exclusively in their undergraduate servanthood in the global community.” and graduate theology/ministry programs. Six of those ten teach mostly (more than 50 percent of their The Seminary offers four graduate degrees. All teaching load) in the Seminary. Of those six faculty, these degrees except the new Master of Spiritual five have earned the PhD degree and one the DMin Leadership (MSL) offer a specialization in Messianic degree, at four different schools (AGTS, Cambridge, Jewish Studies. The Seminary has been offering Fuller, and Regent). The other four include three online courses for more than a decade, and the PhDs and one DMin (DTS, Gordon-Conwell, Texas Master of Divinity (MDiv) and Master of Practical Women’s University, and UT at Austin). Most Theology (MPT) degree programs are available Seminary faculty are ordained, and all are active in completely online. some form of church life.

The Master of Practical Theology (48-credits) is a The Seminary graduated its first group of students professional MA degree that requires 9 hours of from its first two theological degrees (MDiv and biblical studies, 12 hours of theological/historical MPT) in 2002. Since then, it has graduated 136 post- studies, and 21 hours of practical ministry studies, baccalaureate students, with 29 seminary graduates with 6 hours of electives. The practical ministry over the last three years. In fall 2017, there were area includes a graduate ministry practicum and a 203 enrolled (130 FTE) in three degree programs: practice-based capstone project. 121 in the MDiv, 71 in the MPT, and 11 in the

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DMin. Women constitute about 43 percent of the university, the vice president for finance, the vice seminary student body, and more than one-third are president for enrollment management and student from racial/ethnic minorities. The average age of a development, the vice president for university seminarian is around 38; most are working adults relations, and the vice president for institutional who commute or take courses online (95 of 203 are effectiveness. enrolled online). Recommendation: The ATS Board of Directors The King’s University has operated continually recommends to the Association that The King’s since 1997 in southern California and since 2014 in Seminary be admitted as an Associate Member. Southlake, Texas. The Seminary facility is part of the main campus in Southlake, with one extension site in Inglewood, California. The Southlake campus has 73,000 square feet of space in one major building, including space for classrooms and other teaching activities, as well as two smaller buildings for office staff. The larger facility was the former site of Gateway Church (the school’s largest donor), but was remodeled extensively for university needs when The King’s University moved there several years ago. All classrooms are equipped with technical capabilities that facilitate audio and video presentations by faculty and students.

The Seminary has access to the University’s library, with holdings of 170,000 print volumes. About 50,000 volumes are accessible at the main campus in Texas, including about 35,000 in nearby storage with access within 24 hours. The school also has 140,000 e-books, 4,000 full-text e-journals, and access to eight major online databases, including ATLAS. The library has one professional librarian with an accredited MLIS degree, as well as a full-time librarian’s assistant who has a graduate degree in theology.

The Seminary operates with a slight surplus and represents approximately 15 percent of the budget of the entire University, whose revenues come largely from tuition and fees (60 percent) as well as gifts (30 percent).

The University has a self-perpetuating governing board of 16 trustees that meets two times per year. The current board members are all men, though women have served in the past and are sought for future openings. One of the trustees is African American and one is Asian; the board intends to seek more diversity. Eleven of the trustees are pastors, including three from the Gateway Church. Board members also have expertise in education, business, and law. The senior administration consists of six persons (half of whom are women): the interim president (an ATS seminary graduate and former dean at an ATS school), the academic dean of the

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Liberty University Rawlings School of Divinity Lynchburg, VA Year of First Affiliation Enrollment Faculty Degrees Other Grads Accreditation 1975–1976 Baptist/Independent 5,000 26 full-time 14 degree -SACS 200 part-time programs + specialized professional and accrediting agency recognitions

Liberty University Rawlings School of Divinity offers Master of Arts in Sports Chaplaincy (36 hours), Doc- both residential and online education graduate edu- tor of Ministry (33 credits), Doctor of Education (60 cation in biblical and theological studies, Christian credits), Master of Theology (30 credits), and Doctor leadership, church ministries, apologetics, and global of Philosophy (57 credits). studies. The school states that it seeks to combine rigorous theological study with hands-on practical Among its strengths, it highlights a solid, biblically training to help students pursue a career in the acad- based education from renowned faculty who bring a emy, the church, or parachurch ministry leadership. firm commitment to conservative evangelical theol- More generally, it describes its mission as “to come ogy. The 26 full-time faculty all hold terminal de- alongside the local church in its quest to fulfill the grees in subjects appropriate to their teaching areas. Great Commission.” The School of Divinity also utilizes a significant number of part-time adjunct instructors, particularly Liberty University traces its origin to 1971, when in the delivery of its online program. Most of these Pastor Jerry Falwell Sr. challenged his congregation instructors hold PhDs or other appropriate terminal at Thomas Road Baptist Church in Lynchburg, VA, to degrees, many of them from ATS member schools. establish a Christian college whose students would The faculty is actively engaged in a variety of pro- “go out in all walks of life to impact this world for fessional guilds as well as journal editorial boards, God.” Soon after, Lynchburg Baptist College was foundations, church-wide consultations, and service founded and then Lynchburg Baptist Theologi- agencies. cal Seminary to provide graduate-level education. During the 1976 US Bicentennial, the college was The school’s enrollment of 5,000 includes both renamed Liberty Baptist College and the seminary residential and online students. The largest degree Liberty University Baptist Theological Seminary. program is the MDiv, with almost 2,400 students. All The school became Liberty University in 1984. In degree programs are available in distance learning March 2015, President Jerry Falwell Jr. announced format, and just less than 95 percent of the school’s that the undergraduate school of religion was joining graduate students are enrolled in a distance learning with the seminary to form a new school of divinity. program. Ground was broken later that year for the “Freedom Tower,” a new facility for the newly named Rawlings The School of Divinity resides on the University’s School of Divinity. 7,000+ acre campus in Lynchburg, Virginia with some 385 buildings and structures and more than 6.6 The School of Divinity currently offers 14 degree million square feet of building space. The adminis- programs at the graduate theological level: Master of tration and faculty of the School of Divinity recently Divinity (75–93 credits and 20 different tracks), Mas- moved to the 275-foot-tall “Freedom Tower,” al- ter of Religious Education (60 credits), Master of Arts lowing for the first time for the administration and in Religion (60 credits), Master of Arts in Christian all faculty to be housed in one location. The new Ministry (36 credits), Master of Arts in Global Studies facility has classrooms dedicated to divinity courses (36 credits), Master of Arts in Christian Apologetics and events, space for divinity students to study and/ (36 credits), Master of Arts in Theological Studies or build community, a new scriptorium, and office (36 credits), Master of Arts in Biblical Exposition (36 space. credits), Master of Arts in Biblical Studies (36 credits),

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The university’s Jerry Falwell Library spans more than 170,000 square feet in a state-of-the-art facility that opened in January 2014. Its collection of nearly one million items includes more than 410,000 physi- cal resources, more than 350,000 e-books, and more than 83,000 full-text e-journals as well as access to many religious, theological, and biblical studies databases The School of Divinity has two graduate liaison librarians, one of whom holds the Master of Theology degree, who serve as part of the library’s full-time staff of 60.

The School of Divinity is well-supported financially by the university, and its governance falls under the purview of the Board of Trustees of the larger university.

Recommendation: The ATS Board of Directors recommends to the Association that Liberty Univer- sity Rawlings School of Divinity be admitted as an Associate Member.

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Methodist Theological Seminary in America Claremont, CA Year of First Affiliation Enrollment Faculty Degrees Other Grads Accreditation 1998 Korean 40 3 full-time -MDiv -ABHE Methodist 4 part-time -MTh Church

Methodist Theological Seminary in America (MTSA) emphasis, and an overlapping core curricular re- is a freestanding postsecondary school in the Ko- quirement covering the other two areas not serving rean Methodist Church (KMC) tradition, offering as formal specialization. theological degrees at both the undergraduate (BTh) and graduate (MDiv and MTh) levels. In 1996 MTSA Formation in all programs is further tracked via was founded and operated in Los Angeles, CA, until regular contact in the form of weekly dinners, moving after spring 2017 to Fullerton (in neighboring through constant communication via KakaoTalk—the Orange County) and very recently in March 2018 to instant messenger application adopted widely by the the campus of Claremont School of Theology (back in seminary community—and in the form of emergency Los Angeles County). All of MTSA's course instruc- notifications (and prayer chain/requests) via SMS/ tion is in Korean, and presently, MTSA's programs text messaging. While coursework is currently only are fully residential, although there are plans to offer offered at the MTSA campus, the seminary has plans hybrid coursework (half-online/half-residential) in to offer distance education in the future. In addition the near future. to planning for hybrid courses (half-online/half-resi- dential) in the near future, MTSA is currently re- The school's mission "is to educate students to be searching its options for opening "satellite branches" competent, dedicated, and Methodist leaders who in either Fullerton or Los Angeles, partnering with will serve the Korean Churches and to advance the local (KMCA) churches in those areas where MTSA cause of Christ around the world." As the only KMC had previously been located. seminary outside South Korea, MTSA exists as the sole theological school serving the Pan-American MTSA counts three full-time faculty in addition to Conference of the Korean Church (KMCA, or The the president and the academic dean. The seminary is Korean Methodist Church of the Americas), consist- therefore dependent upon its contingent faculty, with ing of about 300 congregations in North America. adjuncts teaching about half of the courses offered during a given semester. They demonstrate regular MTSA offers two degrees. The Master of Divinity (90 participation in gatherings of the Korean Association credits) aligns with a traditional, theological general- of Systematic Theology, Korean Academic Associa- ist plan, with 30 percent of the program dedicated tion of Christian Social Ethics, Society of Biblical to historical-theological requirements, another 30 Literature, Korean-American Biblical Colloquium, percent covering biblical-theological coursework, 20 and Asian Society of Missiology. percent devoted to ministerial preparation, and the remainder reserved for electives and a one-semester The seminary enrolls about 40 graduate students, "Student Ministry Formation.” Field education place- although its enrollment figures dipped, after its ments are mandatory, and there is no formal concen- mid-2017 relocation, to nine in the MDiv program tration for this degree. and seven in the MTh program. Nearly all masters- level students are bi-vocational, attend part-time, and The Master of Theology (48 credits) curriculum receive substantial tuition assistance from the KMC/ is significantly shorter, requiring just a little more KMCA. Most of the alumni/ae of the program are than three full-time semesters for completion of one serving as pastors, both in southern California and of three concentrations: Biblical Studies, Religious elsewhere, and in other mission-/ministry-related Education, or Theology. All concentrations require fields. a master's thesis, an elective related to the area of

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MTSA decide in March 2018 to relocate from its leased facilities in Fullerton, California, to the cam- pus of Claremont School of Theology, approximately 30 miles to the northeast. The school is also exploring extension sites with partner (KMCA) churches in Ful- lerton and/or Los Angeles.

The library collection consists of more than 30,000 volumes, and the library participates in the Library Network, a computerized system of shared catalog- ing. The library director's qualifications include an earned MLS. Journal subscriptions number at 6 (in print) and 1 (via full-text electronic access). Access to library holdings will increase dramatically for MTSA under the proposed shared services agreement with Claremont.

Assuming enrollment will increase over time as the school establishes itself in its new context in Cla- remont, the seminary intends to adjust its revenue model to half tuition and half gifts. At the present time, the KMC/KMCA denomination(s) remain com- mitted to underwrite the majority of KMC/KMCA student tuition. With CST as an institutional partner, MTSA has found a new source of stability.

MTSA is governed by a 15-member board of direc- tors, which has sole ownership and holds the final authority for all decisions. Six board members are ap- pointed by the denomination. They convene through regular, semiannual meetings. The board recently transitioned to codifying all official documentation in English, although course instruction remains in Korean.

Recommendation: The ATS Board of Directors recommends to the Association that Methodist Theological Seminary in America be admitted as an Associate Member.

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NAIITS: An Indigenous Learning Community (formerly North American Institute for Indigenous Theological Studies) Montague, PEI Year of First Affiliation Enrollment Faculty Degrees/ Other Grads (2017) Certificates Accreditation

2014 Non-sectarian 30 6 full-time -MA 6 part-time (Intercultural Studies) -MA (Indigenous Community Development Studies) -MTS

NAIITS: An Indigenous Learning Community, for- detailed Memorandums of Understanding. While merly the North American Institute for Indigenous it does not yet confer its own degrees, in this, as Studies (NAIITS), was chartered in 2000 as a non-sec- well, NAIITS is like a number of other ATS member tarian religious educational organization dedicated schools whose degrees are conferred by other bodies to working with Indigenous communities, scholars with whom it partners (i.e., Toronto School of and ministry practitioners to develop and teach In- Theology, Montreal School of Theology, Associated digenous students culturally attuned expressions of Canadian Theological Schools of Trinity Western Christian theology and practice. NAIITS encourages University). In the NAIITS model, the ATS emphasis the use of Indigenous learning styles and world- on innovation extends beyond creative programs and views as a central focus of instructional content and delivery to innovation in institutional partnerships methods to facilitate the development of responses to and structures for the sake of theological education. biblical, theological, missiological, and ethical issues from within Indigenous North American and other The Master of Arts in Intercultural Studies (54 Indigenous perspectives. credits) is the first graduate theological degree to be offered by NAIITS and is offered in partnership with To steward resources and to make it possible for Portland Seminary. It includes courses in biblical/ Indigenous students to access student funds from historical/theological studies (24 hours), spiritual their respective tribal and band councils whose formation (4 hours), and intercultural studies, which policies normally restrict loan monies to students includes a 3-credit field placement (26 hours). The attending accredited schools, NAIITS offers its program is built on the two over-arching themes of programs through partnerships with three ATS decolonization and Indigenization, and combines member schools, whose missions it also advances: ongoing instruction and guiding in areas of forma- Tyndale Seminary (Toronto, ON), Acadia Divinity tion known as spiritual life-ways, which focus on College (Wolfville, NS), and Portland Seminary practicing God’s presence in the margins, mentoring, (Portland, OR). NAIITS has been offering classes decolonization, and vocation of ministry /developing since 2011, and in 2014 graduated its first three a healthy native lifestyle. students from the Master of Arts in Intercultural Studies program. As of fall 2017, the school has 30 The MA in Indigenous Community Development students. Studies program (60 credits), offered in partnership with Acadia Divinity College, offers courses in Bible NAIITS is innovative, but not precedent-setting. It is (12 credits), theology (12 credits), subject specializa- different from a number of ATS member schools in tion (18 credits), electives (12 credits), and two dif- that it does not possess its own campus or library. It ferent community field placements (6 credits). This is similar to other ATS member institutions, however, program can be completed in one of three ways— in that it delivers quality theological education completely through courses, with a project option, or through carefully constructed partnerships built on with a thesis.

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The Master of Theological Studies (54 credits), of- oped two library guides designed for the particular fered in partnership with Tyndale Seminary, requires areas of academic interest of NAIITS students (Indige- Bible/history/theology (27 credits), Indigenous stud- nous Perspectives on Education and Theology; Indigenous ies core (12 credits), electives (12 credits), and forma- Perspectives). Tyndale Seminary library subscribes tion (9 credits). to an e-book collection (Deslibris) characterized by significant interest in Indigenous studies. In addi- All three degrees are designed so that two-thirds can tional to its regular holdings, which include 156,290 be completed online. Residential courses take the print volumes, 480 print journal subscriptions, 95,000 form of summer intensives or hybrid courses, rotat- full-text e-journals, and 85 electronic databases, the ing among the three partner schools. Most NAIITS Tyndale library houses the special NAIITS/Tyndale students study part-time, and each of the programs collection of North, Central, and South American can be finished in approximately two years, but nor- Indigenous works (1,500 volumes), with a further mally students take longer to complete. Currently, 2,200 volumes housed externally. Revenue comes degrees are granted in the name of the ATS-accredit- primarily from tuition and grants (approximately 40 ed school. percent) and donations (60 percent).

Of the 12 faculty members, half men and half wom- The school is led by four administrators, two of en, ten hold earned doctorates from a wide variety of whom are full-time. An eight-person Board of institutions and two are ABD. The faculty have active Directors, five women and three men, draws on their scholarly lives and are engaged in writing, publish- expertise in academics, business, law, and not-for- ing, and presenting at conferences of their peers. profits. The board meets twice annually face to face Learned societies in which NAIITS faculty participate and holds one additional teleconference call. The include AAR/SBL, Evangelical Theological Society, school has a well-organized governance structure, American Society of Missiology, and Canadian and a manual to guide its work. Counseling and Psychotherapy Association. NAIITS is recognized as a leader and contributor in theologi- Recommendation: The ATS Board of Directors cal education for Indigenous peoples in multiple recommends to the Association that NAIITS: An global settings, including the Philippines, New Zea- Indigenous Learning Community (formerly North land, and Australia, and its annual journal has been American Institute for Indigenous Theological selected for inclusion in ATLA. Studies) be admitted as an Associate Member.

NAIITS currently enrolls 30 students (FTE 21), 13 in the MA in Intercultural Studies, seven in the MA in Indigenous Community Development Studies, and 11 in the Master of Theological Studies. The enrollment has grown consistently since 2014, with a steady intake of between four and seven new stu- dents each year. Graduates are employed in a variety of ministries: as pastors and chaplains, in education, as the director of a tribal health organization in Bible translation, in street ministry, and in community development. One graduate is attending law school.

While NAIITS does not possess its own stand-alone educational facilities, it shares its partners’ facilities and is considered a significant part of the institutions within which it is housed. NAIITS students have complete access to the resources of each of its partner schools, including technology and distance education services, library, and student services.

Each school’s theological librarian contributes to the development and review of syllabi, and, in the case of at least one partner school, the librarian has devel-

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Oakwood University School of Religion Huntsville, AL Year of First Affiliation Enrollment Faculty Degrees Other Grads (2017) Accreditation 2010 Seventh Day 25 4 full-time -MAPS -SACS Adventist 10 part-time

Oakwood University School of Religion (SOR) is two consecutive years of pastoral experience or local one of five schools within Oakwood University, a church leadership. Historically Black College and University (HBCU) founded by leaders of the Seventh-day Adventist The school has also begun to recruit for a Master of Church (SDA). Its mission is to develop competent Arts in Urban Ministry, which it plans to launch in spiritual leaders through the delivery of theological fall 2018. education that is Christ-centered, integrative, and contextually relevant from a Seventh-day Adventist SOR has 14 faculty, four of them more than half- perspective. time, with the responsibilities of the remaining ten ranging from 20–35 percent. The school intends to The university of which it is a part is distinguished as adjust the teaching loads of several faculty to ensure one of the top ten HBCU for highest graduation rates. a minimum of six faculty teaching at least half-time Established in 1896 to educate recently freed African at the graduate level. All faculty hold earned doctor- Americans, the school began as Oakwood Industrial ates from a variety of institutions, some of them ATS School. Its mission and purpose grew over the years member schools, and seven have academic doctor- that followed, with four different name changes ates (PhD), while the other seven have professional reflecting that expanding purpose: Oakwood Manual doctorates. The faculty includes one woman, with Training School (1904), Oakwood Junior College two other women teaching in an adjunct capac- (1917), Oakwood College (1943), and Oakwood ity. The faculty have active scholarly live, and are University (2008). In 2008, the School of Religion was engaged in writing, publishing, and presenting at founded. conferences of their peers, including American Acad- emy of Religion, Society of Biblical Literature, Society The school graduated its first three MAPS students in of Pastoral Theology, and Association of Clinical 2010, and from 2013 and 2015 graduated a total of 33 Pastoral Education. Of the 12 professional societies students. Almost without exception, these graduates in which faculty regularly participate, approximately are employed in ministry in various conferences of half are Adventist-related. In addition, all faculty the Seventh-day Adventist Church. members have served in pastoral roles and are able to assist students in understanding both the theory The Master of Arts in Pastoral Studies (36 credits) is and the practice of professional ministry. the first graduate theological degree to be offered by SOR and is designed to educate and prepare pastors, MAPS enrollment is 25 and has doubled in the past church administrators,and lay leaders for quality year, which the school attributes to the growth to spiritual pastoral ministry. It includes a concen- strengthened recruitment in coordination with the tration in Church Development. The curriculum university’s Leadership Center, whose outreach and contains a core of biblical interpretation (3 hours), training within SDA churches is beginning to serve ministry arts (18 hours), Adventist heritage (6 hours), as a valuable feeder for the graduate department. contextual pastoral research/praxis spanning the duration of the program (6 hours), and one elective With its more than 30 campus buildings on 1,185 (3 hours). Designed to be completed in two years, acres (the site of a former slave plantation), the the program is offered through hybrid courses, with University provides many resources and benefits every course containing a residential component. to the School of Religion. Such benefits include Admission requirements include the completion of technologically smart classrooms and tech support, 16 credit hours in Bible, theology, spiritual formation, safe parking, student services, and food service Adventist heritage, and preaching, as well as at least (although most graduate students live off campus

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and/or commute). Classes for the School of Religion The Board of Trustees comprises 35 members, who are held in Calvin E. Moseley Religion Complex and draw on their expertise as clergy, denominational the Bradford-Cleveland-Brooks (BCB) Leadership executives, educators, and medical professionals, and Center. The Religion Complex, a 17,450-square foot who meet annually, providing oversight on finance, structure originally built in 1977 and completely student services, technology, and strategic planning. renovated in 2007, houses the C.T. Richards Chapel In addition, a nine-person Advisory Board of clergy, and the Department of Religion and Theology (six academics, administrators, and businesspersons pro- classrooms, 17 faculty/administration offices, and a vides oversight for the particular purposes and work library/boardroom). The BCB Leadership Center is a of the School of Religion. 10,000-square foot extension to the Religion Complex that was completed in 2007. BCB facilities include of- Recommendation: The ATS Board of Directors fices, classrooms, a boardroom, auditorium, kitchen, recommends to the Association that Oakwood the Rogers Biblical Languages and Resource Center, University School of Religion be admitted as an and the Center for Adventist-Muslim Relations. Associate Member. These buildings are adjacent to the Oakwood Univer- sity Church.

The 36,000-square-foot university library has approximately 89,000 print volumes (with approximately 17,000 of these for religion) and 150 print journal subscriptions (30 for religion). In addition, the library has 380,000 e-books (103,000 for religion) and 35,000 full-text e-journals (1075 for religion) and 146 electronic databases (10 for religion, including ATLA). The library has five full- time library staff, two of whom are accredited with ALA degrees, while the other three are credentialed paraprofessionals, and it maintains one additional part-time position. One of the librarians serves as the liaison to the School of Religion and communicates regularly about collection development and provides orientation and training to SOR students. The head librarian meets with MAPS students twice annually and consults with them on an ongoing basis about research. The library has a five-year plan to develop the graduate level theological holdings.

The University administration is deeply committed to the School of Religion, keeping it within the university’s mission and providing access to resources. The University receives approximately 40 percent of its revenues from tuition, 37 percent from gifts/grants/government contracts (i.e. cyber security and software development), 17 percent from auxiliary services, and 6 percent from gains on investments.

The school has a well-organized governance struc- ture. The University is led by a strong and stable ad- ministrative team, with a president’s council of nine members reporting directly to the president, and additional administrators serving under the supervi- sion of the provost and chief academic officer. The School of Religion is led by an able dean.

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Wisconsin Lutheran Seminary Mequon, WI Year of First Affiliation Enrollment Faculty Degrees Other Grads Accreditation 1865/1878 Wisconsin 158 16 full-time -MDiv Evangelical -ThM Lutheran -STM Synod

Wisconsin Lutheran Seminary (WLS) is the sole pastors. The STM (which the school calls its “Grow seminary of the Wisconsin Evangelical Lutheran in Grace” program) is designed for those who have Synod, the third largest Lutheran denomination received the MDiv from WLS, and the ThM serves in the United States. WLS describes its purpose as those who have received a graduate theological “to offer theological training that prepares men degree elsewhere but are currently serving the to enter the pastoral ministry of the Wisconsin Wisconsin Evangelical Lutheran Synod or other Evangelical Lutheran Synod or of churches within its sister church bodies, domestically or oversees. confessional fellowship. The seminary also endeavors The seminary and synod have worked together to in various ways to offer opportunity for theological establish a Pastoral Studies Institute to guide the pre- and professional growth to called workers who are seminary and seminary training of non-traditional already serving in the ministry of its confessional students (including students who did not attend the fellowship.” denomination’s college, older students, and students from diverse cultural settings). Within the Pastoral Wisconsin Lutheran Seminary was formally opened Studies Institute, the BTh and BDiv degrees are in 1863 and graduated its first students in 1865. offered. Its original campus was located in Watertown, Wisconsin, where it operated in conjunction with the The school identifies16 full-time faculty, three of synod’s college, first known as Wisconsin University whom hold the PhD and three the DMin from a and then Northwestern University. In 1870, seminary variety of institutions. A few other faculty members students were transferred to Concordia Seminary hold graduate degrees in other fields (library science, (St. Louis, MO) and the seminary closed. Wisconsin counseling, classics) in addition to the MDiv. The Lutheran Seminary reopened in 1878 in Milwaukee, school’s denomination requires all faculty at WLS relocated in 1893 to Wauwatosa, and moved to its to be pastors in the Wisconsin Evangelical Lutheran present location in Mequon (about 15 miles north of Synod. Given that WLS is the sole seminary of the downtown Milwaukee) in 1929. denomination, this means that every faculty member at WLS is also a graduate of WLS. In addition, faculty WLS had its first graduating class in 1865. Over the are called by the synod to seminary employment past five years, the school has averaged roughly 30 from pastoral appointments, meaning that most graduates per year. arrive without having received any advanced graduate study. Four professors are currently WLS currently offers three graduate-level degree enrolled in advanced degree programs at ATS programs. The Master of Divinity (162 credits) builds member schools. Faculty are involved in a number on the work that students have done through the of professional or learned societies, including the denomination’s college (Martin Luther College) and Evangelical Theological Society and the Society for is designed as a four-year program that includes Biblical Literature. three years of full-time coursework in biblical theology, practical theology, historical theology, and As of fall 2017, WLS lists a head count of 113 systematic theology as well as a 40-credit vicar year full-time students in its MDiv program, which is between the second and third years. approved for US Department of Veteran Affairs benefits. All MDiv students are men, most appear to The Master of Theology (32 credits) and Master of be white, and a majority have entered the seminary Sacred Theology (32 credits) degrees are primarily immediately from college. The school also lists 45 understood as continuing education programs for STM students, all of whom are part-time and who

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engage the school primarily via distance education and on-campus intensives and secondarily through satellite offerings, pastors’ institutes, and directed research. The school reports similar enrollment numbers in both of these programs for each of the previous four years. The school’s ThM program is offered through the Pastoral Studies Institute, making it somewhat separate from the offerings of the seminary itself.

WLS has occupied its site in the city of Mequon, about 15 miles north of Milwaukee, since 1929. The school’s 80-acre campus consists of more than 20 buildings and is designed to resemble the architecture of the Wartburg, where Luther translated the New Testament into German. Facilities include residences for students and faculty, dining hall, an auditorium-gymnasium, and a 53,900-square-foot building housing administration, classrooms the chapel, and the library.

The library has roughly 60,000 print volumes, 150 print journal subscriptions, and a number of e-books and electronic databases. Library holdings also include a collection of rare pre-18th-century theological books. The seminary hosts a growing digital library as well as a robust online resource available to residents of the state of Wisconsin.

The seminary’s main sources of revenue are from tuition and fees, gifts from individuals, and synod subsidy.

WLS has a seven-member governing board, all of whom are elected by the synod. Internally, WLS is guided by its president, who is one of 14 administrators serving the school, three of them serving in those roles full-time.

Recommendation: The ATS Board of Directors recommends to the Association that Wisconsin Lutheran Seminary be admitted as an Associate Member.

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Affiliate Status Applicants

Affiliate status is available to two types of institutions Lutheran Bible Institute in California and organizations: National Catholic Educational Association Overseas Ministries Study Center Agencies or organizations with a substantial interest Pacific Association for Theological Studies in theological education in the Christian or Jewish Presbyterian Church (USA) faiths but not involved in educational programs leading to Seminary Consortium for Urban Pastoral Education a degree. The Seventh Day Baptist School of Ministry Institutions of higher education offering graduate Unification Theological Seminary theological degrees related to communities of faith Unitarian Universalist Association of Congregations other than the Christian or Jewish faiths. The United Church of Canada United Church of Christ Upon the recommendation of the board, applicants United Methodist Church, for Affiliate status are elected by a two-thirds (2/3) Division of Ordained Ministry vote of the Members present and voting at any World Spiritual Health Organization Biennial Meeting. Affiliate status is not a category of membership, and Affiliates are not eligible to be considered for membership in the Association. 2018 applicants for Affiliate status Representatives of Affiliates are eligible for election to committees or task forces of the Association and may attend and speak at Association meetings (un- The ATS Board of Directors presents to the Asso- less the Association’s legal counsel has recommended ciation membership four applications for Affiliate excluding them from a portion of the meeting) but status. have no vote. Affiliate status is granted for a renew- able six-year term, with no limit to the number of ISAAC: Innovative Space consecutive terms. for Asian American Christianity Los Angeles, CA Currently, 31 institutions and organizations hold Affiliate status: Innovative Space for Asian American Christian- ity (ISAAC) exists to bridge the Academy, Church, American Association of Pastoral Counselors and Community across EGG (Ethnicity, Generation, American Baptist Churches USA National Ministries Gender). They create a learning space where scholars American Islamic College of the academy, leaders of the church, and activists American Theological Library Association in the community can engage with one another in Appalachian Ministries Educational Resource Center articulating and advancing the development of Asian Asociacion Para La Educacion Teologica Hispana American Christianity. They seek to raise up the next (AETH) generation of spiritual leaders who bridge ecumeni- Association for Clinical Pastoral Education, Inc. cal and evangelical boundaries to overcome the trap Association for Doctor of Ministry Education of homogeneity. They believe a segregated knowl- (ADME) edge results in a segregated life. Therefore, their mis- Association for Theological Field Education sion focuses on 3Ts (Transcribe, Translate, Transmit) Association of Professional Chaplains in Asian North American legacies. College of Pastoral Supervision and Psychotherapy Cooperative Baptist Fellowship Recommendation: The ATS Board of Directors Dharma Realm Buddhist University recommends to the Association membership that Disciples Seminary Foundation Innovative Space for Asian American Christianity Epiphany Association (ISAAC) be granted Affiliate status. Evangelical Lutheran Church in America Hispanic Summer Program Latin American Leadership Development Program

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Betty Ann Greenbaum Miller Center The COMISS Network for Interreligious Learning & Leadership Keller, TX at Hebrew College Newton Centre, MA The COMISS Network is a nondenominational organization committed to the preparation and The mission of the Miller Center is to provide cur- practice of multi-faith spiritual care through chap- rent and future religious and ethical leaders with the laincy and pastoral counseling in specialized settings knowledge and skills to serve in a religiously diverse and promotes and supports collaboration among its society. Its work is rooted in the cultivation of au- members. The purpose of the Network is to provide thentic personal and institutional relationships across its membership with a unique forum for communica- lines of difference that through study, dialogue, and tion, networking, and advocacy beyond our common joint action, can help create a more just, compas- calling to pastoral ministry. The majority of partici- sionate, and sustainable world. The Miller Center pating organizations are led by graduates of ATS- staff works with clergy, academics, and communal accredited institutions. As more of those institutions leaders as well as graduate students and seminarians develop masters-level programs in chaplaincy, the involved in both local and national initiatives, using relationship with COMISS and its members seems a combination of in-person and online educational mutually beneficial. tools. Drawing on a rich institutional legacy of inter- religious and cross-cultural initiatives and partner- Recommendation: The ATS Board of Directors rec- ships, the Miller Center staff and affiliated faculty ommends to the Association membership that the work in four interrelated areas of education and COMISS Network be granted Affiliate status. leadership development: (1) graduate education in partnership with other member schools of the Boston Theological Institute, coordinating Hebrew College's graduate courses and certification programs in inter- Episcopal Divinity School religious education and leadership; (2) professional at Union Theological Seminary development in the form of workshops, seminars, New York, NY and fellowships for clergy, educators, and non-profit leaders relating to issues of religion and public life; Episcopal Divinity School is an Episcopal seminary (3) adult education on the religious thought and recognized by The Episcopal Church. It ceased its practices of Judaism, Christianity, and Islam; and (4) degree-granting program as of June 2017 and has scholarly and popular works on interreligious and entered into an affiliation agreement with Union crosscultural engagement published in collaboration Theological Seminary in New York City. EDS will with other academic and communal organizations. deepen and broaden its offerings in Anglican studies and, together with Union, seek to advance the causes Recommendation: The ATS Board of Directors rec- of theology and social justice in the world. ommends to the Association membership that Betty Ann Greenbaum Miller Center for Interreligious Recommendation: The ATS Board of Directors Learning & Leadership at Hebrew College recommends to the Association membership that be granted Affiliate status. Episcopal Divinity School at Union Theological Seminary be granted Affiliate status.

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Plan for the Work of ATS: 2018–2024

The mission of The Association of Theological The Association maintains a plan that identifies strat- Schools in the United States and Canada is to pro- egies and relates those strategies to the core functions mote the improvement and enhancement of theologi- of the Association. The plan of work extends for six cal schools to the benefit of communities of faith and years and is revised biennially; this plan includes the the broader public. years 2018 through 2024.

The Association seeks to implement this mission with Core Functions attention to four key values: Leadership Education. ATS provides a venue for the Diversity—ATS values the different expressions of education of administrative leaders through confer- faith that are represented by member schools and ences, seminars, and webinars, and for the develop- seeks to respect the varying understandings of theol- ment of faculty through support for faculty research ogy, polity, religious leadership, and social commit- and events, webinars, and resources to enhance the ments. skills, perceptions, and knowledge crucial to their work as theological educators. Quality and Improvement—ATS schools value quality in the practice of ministry and in educational Applied Research and Initiatives. The Association practices. Quality is always linked to improvement; conducts applied research and pursues initiatives even schools that have achieved a high degree of about critical issues in theological education that quality can improve. The Association encourages need to be addressed in order to enhance under- schools to advance in quality. standing of theological education or to enable the schools to develop new skills or perspectives neces- Collegiality—ATS values the contributions that sary for their development and improvement. schools make to one another. Regardless of differ- ences in theological perspective, organizational Communications. The Association publishes an an- complexity, or institutional size, ATS schools, as peer nual Yearbook as the formal record of its work; a print institutions, can learn from one another, cooperate on journal, Theological Education; a digital newsletter, common tasks that benefit the broader community of Colloquy Online; and a variety of other publications theological schools, and hold themselves accountable in support of various programs and emphases. In to common practices and quality. addition, it develops and maintains a collection of resources on its website and maintains a program of Leadership—ATS values leadership and considers media relations. it essential for schools to attain their missions. ATS is committed to developing the skills and capacities Data. The Association and the Commission on Ac- of administrators, faculties, and boards of member crediting maintain databases on student attitudes schools. and perceptions and a comprehensive database on the member institutions. These data provide resourc- In addition to these core values, the Association val- es that serve the member schools, the media, and ues formal education for ministerial leadership and the scholarly study of theological education and the advocates on behalf of its benefits for religious lead- theological disciplines. ers, religious institutions, and the work of religion in broader publics; values justice in society and institu- Association Support. The Association also provides tions and seeks to embody justice in its organization- the administrative support required for the work of al life; values accountability for student learning; and both the Association and the Commission on Accred- both values and advocates for quality in the practice iting. Support functions include providing adequate of ministry. facilities, managing financial assets, organizing and managing the work of the staff, securing needed In support of this mission and these values, the Asso- funds for effective service to schools, and supporting ciation conducts its work through five core functions: the work of the boards and the Biennial Meeting of leadership education, applied research and initia- member schools. tives, communications, data, and association support.

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Strategies related to the core functions of the the interconnection of accreditation issues and lead- Association 2018–2024 ership education events, as well as those pragmatic concerns specific to each group. In addition to con- The strategies listed below do not describe every ferences and workshops, leadership education will aspect of the Association’s work; rather, they are the conduct webinars and publish printed and online ones that require authorization by the ATS Board of resources in support of its overall goals. It will also Directors because they undertake new work, reflect continue to administer programs in support of facul- new strategic directions, or require grant funding ty development and the advancement of scholarship from external sources or funding from the New in the theological disciplines. While these programs Century Fund. In most cases, the current grants sup- will benefit individual administrators and faculty, porting areas of work will expire during this six-year they will be conducted with the goal of enhancing time frame, and continuation funding will need to be and improving theological schools. sought. If no funding has been identified, it is noted with the agenda item. 1.1 Education for Administrative Leaders 1.1.1 Presidents. ATS will continue to conduct the an- As the Association implements its work during nual New Presidents Seminar, the Presidential Lead- this six-year planning cycle, it will give attention ership Intensive, and the University Deans Meeting. to continuing the grant-funded work of leadership (Funding will be provided by participant fees and education, including work with administrators and the ATS Leadership Education for Theological Educa- faculty serving member schools. During the plan- tors grant through 2019; additional funding will be ning cycle, the Association will complete programs sought to extend the work through 2023.) of research on educational models and practices as part of a major grant initiative, and research on 1.1.2 Professional Development Organizations for student debt and student financial literacy as part of Administrators. ATS will continue to foster the work a program of coordination for a major initiative of of five organizations for specific leadership groups: Lilly Endowment. Findings will inform a proposed the Chief Academic Officers Society (CAOS), the redevelopment of the accrediting standards and Chief Financial Officers Society (CFOS), the Devel- procedures. The Association proposes to seek fund- opment and Institutional Advancement Program ing for a second phase of the educational models and (DIAP), the Student Personnel Administrators practices project to continue aspects of the research Network (SPAN), and the Technology and Theo- begun in the project’s initial phase and to facilitate logical Education Group (TTEG). The Association dissemination and implementation of learning from will explore providing programming for additional the project. The Association will continue its work to leadership groups such as communications person- establish patterns of research on the data in the ATS/ nel or assessment officers. ATS will provide ongoing COA institutional data base and student data. In all support for the committees for each of these pro- areas, staff will continue to give focused attention grammatic organizations in planning, implementing, to the use of technology to advance educational and and evaluating educational events. (Funding will be communications strategies. provided by participant fees and the ATS Leadership Education for Theological Educators grant through In the context of the ongoing core functions of the As- 2019; additional funding will be sought to extend the sociation, the following strategies are being or will be work through 2023.) implemented. While work may rightly be classified in more than one ATS function and, at times, may 1.1.3 Emerging Administrative and Institutional best be understood in terms of its importance for Structures. In response to the changing work of more than one function, this plan identifies strategies theological schools, administrative and institutional within the function of the Association with which structures are in transition in many schools, and new they are most closely related. administrative and faculty roles and responsibilities have emerged. During this period of work, ATS will study these emerging administrative and institution- 1 Leadership Education al structures, such as schools becoming embedded and affiliated with colleges and universities, mergers, ATS will maintain and enhance its system and cur- and other collaborations, and will explore ways to riculum for the ongoing education of administrative educate and support leaders of these schools in their leaders and the development of faculty, addressing work.

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1.2 Education for Women and Racial/Ethnic ment will be targeted in existing patterns of work Faculty and Administrators with faculty, and as necessary, new efforts will be 1.2.1 Women in Leadership. During the 2017–18 developed. (The Leadership Education for Theologi- program year, ATS celebrated 20 years of effort in cal Educators grant will fund this work through 2019; this area and conducted a comprehensive research additional funding will be sought to support new ini- project to determine the future shape and form of tiatives and continue the current work through 2023.) the program. It is anticipated that the program will continue to address the needs of faculty and adminis- 1.3.2 Work with Particular Faculty Cohorts. ATS will trators and give particular attention to women CEOs continue work with faculty groups through events and CAOs and other senior women administrators. such as the annual New Faculty and Mid-career Fac- ATS will provide opportunities for women who ulty Seminars, pre-conference workshops for cohorts aspire to senior administrative positions to enhance of faculty to focus on topics of particular concern, their leadership skills and develop relationships with and webinars. ATS will explore ways to address the other women leaders in theological education. (Fund- particular needs of contingent faculty. (Funding will ing will be provided by the ATS Leadership Educa- be provided by participant fees and ATS Leadership tion for Theological Educators grant through 2019; Education for Theological Educators grant through additional funding will be sought to extend the work 2019; additional funding will be sought to extend the through 2023 and to implement strategies identified work through 2023.) by the research.) 1.3.3 AAR/SBL Presence. ATS will maintain its pres- 1.2.2 Racial/Ethnic Leadership. During the current ence at the American Academy of Religion and the cycle of work on race and ethnicity, ATS efforts are Society of Biblical Literature annual meetings attend- focused on several new dimensions of work, based ed by large numbers of faculty from member schools, on research and evaluation conducted on the preced- occasionally in collaboration with partners such as ing 14 years of programming on race and ethnicity in the Wabash Center for Teaching and Learning in The- theological education. ATS will develop scholarly lit- ology and Religion and the American Association for erature on race and ethnicity in theological education the Advancement of Science. (The ATS Leadership to inform and enhance the work of schools in this Education for Theological Educators grant will fund area. It will also give concerted effort to identifying this work through 2019; additional funding will be and developing strategies to help schools enhance sought to continue programming through 2023.) their ability to educate racial/ethnic students and to enhance cultural capacity of all students necessary 1.3.4 The Henry Luce III Fellows in Theology for ministry in increasingly diverse racial/ethnic Program. With the selection of the 2018–19 class of contexts. Each year, ATS will convene representatives Fellows and the Luce Fellows Conference in Novem- from agencies that have missions or programming ber 2018, this program will come to an end. The Luce related to theological education and racial/ethnic Foundation has awarded a grant to ATS for wrap-up constituents in order to share learning and seek and celebration of the Luce Fellows program as well ways of collaboration to increase the effectiveness of as exploration of best approaches for the Associa- their various efforts. ATS will also work to develop tion to support theological scholarship in the future. indicators of success with regard to race and ethnic- Programming will continue through 2020. At that ity that will provide a basis for schools to assess their time, additional funding will be sought to implement efforts in this area. (The ATS Leadership Education activities identified in the exploratory grant. for Theological Educators grant will fund this work through 2019; additional funding will be sought to 2 Applied Research continue programming through 2023.) ATS will continue to develop and refine its research 1.3 Faculty Development function including research embedded in current 1.3.1 Support for Faculty Development. Recent projects, research on the Commission’s institutional research has identified the following areas as needing data base, research on the data collected as part of attention through faculty development: leadership the Entering and Graduating Student Question- development in areas beyond teaching and research, naires and Alumni/ae Questionnaire, and research scholarship that supports the needs of communities on broader topics in theological education. (Funding of faith, theological education, and the public, and for research with current projects is in place. Future strategies to help faculty become more effective in areas of applied research will require additional student formation. These areas of faculty develop- funding.)

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2.1 Establishing and Expanding the ATS schools and to address questions of particular inter- Research Function est. (Funding has been provided by Lilly Endowment ATS continues work to build the infrastructure that Inc. through 2020.) the research function requires, including a compre- hensive research database, regularized use of expert 3.2 Educational Models and Practices consultants, and an advisory structure. A research Since 2015, this comprehensive project has re- advisory committee has been formed, including both searched emerging practices and new educational researchers from ATS schools and other research ex- models for accredited theological education, par- perts to determine agenda and priorities for research ticularly as these models respond to identified needs on ATS and COA data, collection of new data, and within the church. Theological education needs both research undertaken as part of ATS initiatives. the models that have developed over many years and new models that will extend theological education 2.2 Student Data and Formation Resources to the increasing variety of individuals who need ATS will continue to offer the Entering Student Ques- this training for the expanding range of positions in tionnaire, the Graduating Student Questionnaire, which they will serve. The project has gathered data and the Alumni/ae Questionnaire as a fee-for-service about the positions in which people are employed resource for schools. During this period of work, in congregations, parishes, broader ministry-related ATS will expand the research function by connect- contexts, and other situations, to determine the roles ing student data with institutional data gathered by assumed by theological school graduates. More than the Commission on Accrediting, focusing on more ninety percent of member schools have participated complex analyses of data, determining a strategy in the project, working together to assess the effec- for working with alumni/ae data, and complete a tiveness and viability of new models and to provide revision of the student questionnaires. With the comprehensive learning to inform a proposed rede- termination of the Profiles of Ministry instrument, velopment of the Standards of Accreditation. (Cur- the Association will explore existing and develop- rent funding for this project will provide support ing resources to assist schools in assessing student through 2019. ATS staff are exploring the possibility formation for religious leadership. of a second phase of the project and plan to seek a follow up grant from Lilly Endowment.) 3 Initiatives in Theological Education 3.3 Science and Religion The Association undertakes initiatives to advance the The American Association for the Advancement of work of member schools, the Association, and theo- Science has recently received funding for a second logical education, more broadly understood. During phase of the Science for Seminaries project to embed the period of this work plan, ATS will engage in five basic literacy in science within theological school initiative efforts. curricula and thereby equip future church leaders and people of faith. ATS will collaborate with AAAS 3.1 Economic Challenges Facing Future in the project by providing counsel about theologi- Ministers cal schools and collaboration with AAAS in selected The initial phase of Lilly Endowment’s Initiative to events. (Funding is provided to ATS by AAAS from Address Economic Challenges Facing Future Min- a Templeton Foundation grant.) isters included 65 grants involving a total of 67 ATS schools as well as a grant to ATS to coordinate the 3.4 Global Awareness and Engagement work. In 2016, the Endowment awarded 59 sustain- Following the strategic initiative on Global Aware- ability grants to 61 schools and a supplemental co- ness and Engagement adopted by the ATS board in ordination grant to ATS. The ATS coordination work 2013, and in the absence of outside funding, ATS has will continue to provide opportunities to enhance integrated emphases in its range of programming to the effectiveness of individual projects by convening implement selected objectives of work in this area: project personnel to share wisdom and learning. ATS cultivating understanding and best practice in global staff will continue to gather and steward learning partnerships undertaken by ATS member schools, from the projects through a variety of means and will supporting a global conversation on theological edu- utilize multiple methods of dissemination to benefit cation across broad Christian families, offering ATS both those in the initiative and the whole community services to majority world schools that are in partner- of theological schools. In addition, ATS will con- ship with ATS schools (such as leadership education duct focused research to build on the findings of the events), developing ways in which ATS program and

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accreditation expertise might serve majority world data; enhance ease of use for member schools; and as theological education, encouraging patterns of mu- necessary, make changes to the data base to accom- tual exchange and reciprocity between and among modate these changes and improvements. (Funding member schools and ATS global partners that will in- for review and evaluation will be provided by the crease access and use of knowledge from the majority ATS operations budget, and if major changes are world, and strengthening ATS programmatic and needed, ATS will seek foundation funding later in institutional infrastructures by nurturing strategic this cycle of work to make those changes.) relationships with global partners and institutions. (Efforts that are part of ongoing ATS programming 5.1 Data Sharing have not required additional funding. Staff are seek- In order to expand the schools’ use of data, perhaps ing partial project funding from the New Century through developments in data visualization, and to Fund to continue aspects of the work and to explore allow the possibility of additional research projects long-term funding for the initiative from multiple for the benefit of the schools by using ATS data, ATS outside sources.) staff are working with the Board of Commissioners to revise the BOC data sharing policy. (Funding will 3.5 Financial Analysis be provided from the ATS operational budget.) During the 2017–2018 program year, the Association will engage in programming to analyze funding pat- 6 Association Support terns of theological schools in order to develop mod- els for sustainable theological education. Chief finan- The function of Association Support undergirds the cial officers from a representative group of schools work and mission of ATS and ensures that the work will convene for conversation, to analyze particular is aligned with the needs of member schools. models, and to produce reports for the membership. (Funding will be provided from a re-allocation of 6.1 Comprehensive Organizational funds remaining from a Lilly Endowment grant.) Strategic Plan The ATS Board of Directors will undertake a new 4 Communications cycle of organizational strategic thinking during this period. (Funding will be provided from the ATS ATS has a redesigned and upgraded website and an operational budget.) array of print and digital publications that support its work and share information with member schools. 6.2 New Century Fund During this cycle of work, ATS will explore ways to The Association continues to refine the processes and expand the use of these resources among the member protocols related to the New Century Fund (NCF). schools, enhance the Association’s work to commu- NCF funding has been approved by the Board of nicate electronically with key constituencies in the Commissioners and the Board of Directors to support schools, focus on the communication that emphasizes the process to redevelop the accrediting Standards ATS as the primary resource for new information and Procedures, pending approval of that process by about theological education, and develop commu- vote of the 2018 Biennial Meeting. Support is pro- nication strategies that support the ATS educational posed and seeks approval of the ATS Board of Direc- programming. (Funding will be provided from the tors, for continuation of certain aspects of the project ATS operational budget and, as appropriate, grants on Global Awareness and Engagement and explora- for initiatives and Leadership Education for Theo- tion of future possibilities in that area. logical Educators.)

5 Data

The Association will continue to administer com- prehensive technology and data base support for Commission and Association work. During this cycle of work, ATS will evaluate the ongoing effectiveness of its current data base; identify changes that will support the Association’s research function; enhance the Annual Report Forms, the Annual Data Tables, student questionnaires, and other displays of ATS

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Proposed Revisions to the Association Bylaws

The ATS Board of Directors is asking the membership to consider changes to the corporate bylaws to permit electronic notification of meetings, potential e-meetings, and electronic voting during meetings. The current bylaws, which were originally written in 2004, did not provide for electronic notifications and meetings, nor was it permitted at the time by the Pennsylvania Nonprofit Corporation Law (PNCL). In 2018, there is not only the desire to provide the opportunity for electronic notification and meetings, but it is now supported by recent amendments to the PNCL that permit it.

Changes to Article II relate to the membership, and changes to Article III relate to the board. The bylaw changes proposed have been written by legal counsel after discussion with staff. They have been approved by the ATS Board of Directors. The full set of Bylaws with proposed changes tracked may be viewed on the ATS website. The substantive changes are as follows:

Section 2.5 Meetings of the Members * * * If a meeting of the Members is held by means of the Internet or other electronic communications technology in a fashion pursuant to which the Members have the opportunity to read or hear the proceedings substantially concurrently with their occurrence, vote on matters submitted to the Members, pose questions to the Directors, make appropriate motions and comment on the business of the meeting, the meeting need not be held at a particular geographic location.

* * * Section 2.6 Notice With the exception of Emergency Meetings, which shall be called as described in Section 2.5 above, writtenWritten notice of the dateday, timehour, and placegeographic location (if any) of each Biennial Meeting or special meeting of the Members shall be given to all Members of record entitled to vote at the meeting at least ninety (90) days prior to the date of the meeting, and the proposed agenda for the meeting shall be given to all Members no later than forty-five (45) days prior to the meeting. SuchIn the case of an Emergency Meeting, such notice shall be given to all Members of record entitled to vote at the meeting at least thirty (30) days prior to the date of the meeting and shall include, at a minimum, the general nature of the business to be transacted.

Notice shall be given by sending a copy thereof (a) by first-class or express mail, postage prepaid, or by telegram (with messenger service specified), telex or TWX (with answer back received), or courier service, charges prepaid, or by facsimile to the Member’s postal address (or telex, TWX, or facsimile number) appearing on the books of the Association; or (b) by facsimile transmission, e-mail, or other electronic communication to the facsimile number or address for e-mail or other electronic communications supplied by the Member to the Association for the purposes of notice. If the notice is sent by mail, telegraph, or courier service, it shall be deemed to have been given to the person entitled thereto when deposited in the US mail or with a telegraph office or courier service or, in the case of telex or TWX, when dispatchedfor delivery to the Member. If the notice is sent by facsimile transmission, e-mail or other electronic communication, it shall be deemed to have been given to the Member when sent.

Section 2.11 Waiver of Notice Whenever any written notice is required to be given, a waiver thereof in writingthat is filed with the Secretary of the Association in paper or electronic form, signed by athe Member entitled to notice, whether before or after the time stated therein, shall be deemed equivalent to the giving of notice. Attendance of a Member at a meeting shall constitute a waiver of notice of the meeting unless the Member attends for the express purpose of objecting, at the beginning of the meeting, to the transaction of any business because the meeting was not lawfully called or convened.

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Section 2.12 Quorum and Acts of the Members The presence in person (and in the case of an Emergency Meeting only, also by proxy) of voting representatives of at least seventy-five (75) Members shall constitute a quorum. The Members present at a duly organized meeting can continue to constitute a quorum until adjournment, notwithstanding the withdrawal of enough Members to leave less than a quorum. The affirmative vote of a majority of the Members present at a duly organized meeting of the Members at which a quorum is present shall be the act of the Members.

If permitted in the notice of the meeting, the presence or participation, including voting and taking other action, at a meeting of the Members by a Member by conference telephone or other electronic means, including, without limitation, the Internet, shall constitute the presence of, or vote or action by, the Member for purposes of determining a quorum and act of the Members.

Section 2.16 Consent of Members in Lieu of Meeting Any action required or permitted to be taken at a meeting of the Members may be taken without a meeting upon the signed consent of a majority of all Members of record. Such consents must be filed with the minutes of the proceedings of the Members. Prompt notice that an action has been taken shall be given to each Member entitled to vote on the action that has not consented.

Section 3.6 Meetings The Board shall meet at least twice each year at a datedates and timetimes established by the Board. The meeting following the Biennial Meeting in even-numbered years and such other time as the Board may designate from time to time by resolution in odd-numbered years shall be the annual meeting of the Board. Special meetings shall be called by the Secretary upon the order of the President or at the written request of a number of Directors constituting a quorum of the Directors then in office and entitled to vote.All meetings of the Board shall be held at the registered office of the Association unless otherwise designated in the notice.

Section 3.7 Quorum and Acts of the Board At all meetings of the Board, the presence of a majority of the Directors in office and entitled to vote shall constitute a quorum. In addition to those Directors who are actually present at a meeting, Directors shall be deemed as present at such meeting if a telephone or similar communication equipmentExcept as the Board may otherwise determine, one or more persons may participate in a meeting of the Board by means of conference telephone or other electronic technology by means of which all persons participating in the meeting can hear and be heard by each other at the same time is used. The Directors present at a duly organized meeting shall continue to constitute a quorum until adjournment, notwithstanding the withdrawal of enough Directors to leave less than a majority. The act of a majority of the Directors entitled to vote at a meeting at which a quorum is present shall be the act of the Board. A majority of the Directors present and entitled to vote, whether or not a quorum exists, may adjourn any meeting of the Board to another time and place. Notice of any such adjourned meeting shall be given to the Directors who are not present at the time of adjournment.

Section 3.9 Notices Written notice ofthe date, time, and place of each meeting of the Board shall be given to all Directors at least thirty (30) days in advance of the date thereof. Such notice shall set forth the date, time, and placegeographic location (if any) of the meeting. Whenever written notice is required to be given to a Director under this Section 3.9, it may be given to the Director personally or by sending a copy thereof by either of the following methods:

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(a) By first class or express mail, postage prepaid, or bytelegram (with messenger service specified), telex, TWX (with answerback received), or courier service, charges prepaid, or by facsimile transmission, to the Director’s postal address (or telex, TWX, or facsimile number) appearing on the books ofsupplied by the Director to the Association for the purpose of notice. If the notice is sent by mail, telegraph, or courier service, it shall be deemed to have been given to the Director entitled thereto when deposited in the US mail or with a telegraph office or courier service for delivery to that Director, or in the case of telex or TWX, when dispatched. Notice pursuant to this paragraph shall be deemed to have been given to the Director entitled thereto when deposited in the US mail or with a courier service for delivery to that Director.

(b) By facsimile transmission, email, or other electronic communication to the Director’s facsimile number or address for email or other electronic communications supplied by the Director to the Association for the purpose of notice. Notice pursuant to this paragraph shall be deemed to have been given to the Director entitled thereto when sent.

Section 3.10 Waiver of Notice Whenever any written notice whatsoever is required to be given to a Director under the provisions of applicable law, the Articles of Incorporation of this Association, or these Bylaws, a waiver of such notice in writingthat is filed with the Secretary of the Corporation in paper or electronic form, signed by the Directorperson or persons entitled to notice, whether before or after the time of the meeting stated in such waivernotice, shall be deemed equivalent to the giving of such notice. Attendance of a Director at a meeting shall constitute a waiver of notice of the meeting unless the Director attends for the express purpose of objecting, at the beginning of the meeting, to the transaction of any business because the meeting was not lawfully called or convened.

Section 3.15 Consents Any action that may be taken at a meeting of the Board may be taken without a meeting, if a consent or consents in writing setting forthto the action so taken is signedin paper or electronic form are signed, before, on, or after the effective date of the action, by all of the Directors in office and entitled to vote and ison the date the last consent is signed. The consent or consents shall be filed with the Secretary of the Association.

Recommendation: The ATS Board of Directors recommends to the Association membership that the ATS Bylaws be revised as presented.

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Report of the Association Treasurer

This report of the Treasurer of the Association pres- Operating expenditures for the fiscal year 2017 ents audited financial data for fiscal 2017 and fiscal totaled $8.2 million, and operating revenues and 2016, projected financial data for fiscal 2018, and the grants released from restrictions amounted to $8.9 budget process for fiscal 2019. million. These significant increases in both revenues and expenditures were the result of large grant I. Audit of fiscal year ended June 30, 2017 initiatives, such as the Economic Challenges Facing and 2016 Future Ministers and the Educational Models and Practices projects. In addition, the NCF grant from The audited financial statements for the fiscal year Lilly Endowment includes grant resources to cover ended June 30, 2017 and 2016, were reviewed by operating expenditures historically covered by other the ATS Audit Committee and the ATS Board. The ATS resources. As a result, ATS will be generating ATS Audit Committee comprises the ATS treasurer, intentional large surpluses from fiscal year 2017 to COA treasurer, and three chief financial officers fiscal year 2021, and these surpluses will be trans- from member schools. The audited financial state- ferred into the NCF. ments, which included an unqualified opinion by the independent auditing firm of Maher Duessel, are During fiscal year 2017, revenues consisted of grants, available at https://www.ats.edu/uploads/resources/ 80%; member dues, 4%; fees, 4%; and services to ats-fs-final-2017.pdf. Hard copies of the audit will COA, 12%. be available for review at the Biennial Meeting. No management letter was issued. II. Current fiscal year 2018 The audit reports show, among other things, the The budget for the fiscal year ending June 30, 2018, implementation of the ATS New Century Fund was approved by the ATS Board. No adjustments to (“NCF”) and the related accounting transactions, and the budget have been made during the year. Fi- a thorough description of the NCF can be found in nancial data for the Association for the nine months Note 6 to the audited financial statements. The NCF ended March 31, 2018, and a projection for the re- was initially created from a $25 million investment mainder of fiscal year 2018 is shown in relation to the consisting of $15 million of ATS unrestricted net budget on page 86. assets and a $10 million grant from the Lilly Endow- The budget and projected results includes operat- ment Inc. The goal of the NCF is that the $25 million ing and infrastructure support from the Lilly En- initial investment would grow to $30 million by June dowment NCF grant, with a projected surplus of 2021. From July 2021 forward, at a 4% anticipated $595,000. Most of this surplus would be transferred draw, the corpus of the NCF would generate about to the NCF. $1.2 million annually of new revenue to support ATS strategic initiatives, as defined by the ATS Board, and III. Budget process for fiscal year 2019 certain operating infrastructure costs. The budget for the ATS for fiscal 2019 was reviewed As of June 2017, ATS had a net asset balance of $35.25 and approved at the April 2018 meeting of the ATS million, with the components of these net assets as Board. The budget reflects sustainable revenues, follows: expenditures that are consistent with fiscal 2018, and Unrestricted – designated for NCF $17,183,000 a similar projected surplus to be transferred to the Unrestricted – other 926,000 NCF. 18,109,000

Temporarily restricted, NCF 4,062,000 Kurt A. Gabbard Temporarily restricted, grant activities 7,562,000 Association Treasurer 11,624,000

Permanently restricted, NCF 5,521,000 $35,254,000

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THE ASSOCIATION OF THEOLOGICAL SCHOOLS STATEMENTS OF FINANCIAL POSITION

Unaudited Audited Mar 31 June 30 2018 2017 A S S E T S

Cash and cash equivalents $ 981,379 $ 979,167 Due from Commission on Accrediting 103,016 a 120,753 Accounts receivable and other assets 77,455 b 39,195 Short-term investments 8,614,242 c 13,384,991 Long-term investments 25,297,584 d 22,980,074 Grants receivable 200,000 e 1,200,000 Property and equipment 803,807 761,274 Total assets $ 36,077,483 $ 39,465,454

LIABILITIES AND NET ASSETS

Liabilities: Awards payable $ - f $ 3,848,969 Payroll liabilities - g 173,696 Other liabilities 213,983 h 189,214 Total liabilities 213,983 4,211,879

Net assets: Unrestricted: Undesignated 135,091 164,227 Property and equipment 803,807 761,274 Designated - new century fund 18,966,388 d 17,183,255 Total unrestricted 19,905,286 18,108,756

Temporarily restricted - grant projects 6,462,752 7,521,856 Temporarily restricted - new century fund 3,545,000 4,101,878 Permanently restricted - new century fund 5,950,462 5,521,085

Total net assets 35,863,500 35,253,575

Total liabilities and net assets $ 36,077,483 $ 39,465,454

a - amounts due from Commission for prior months expenses per support agreement. b - receivables fluctuate with normal activity related to registrations and fees. c - payout of $3.4million in educational models awards on top of normal grant activities. d - market growth in NCF. e - Lilly supplemental grant for Ed Models awards received in July. Now Luce new grant. f - award commitments at June 2017 for Ed Models and Luce Fellows. All paid. g- payroll liablity was for 457b that was rolled over to IRA by retired participant. h - normal operational fluctuation.

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THE ASSOCIATION OF THEOLOGICAL SCHOOLS STATEMENT OF ACTIVITES - BUDGET vs. PROJECTED ACTUAL - FY2018

Actual vs. Budget Projected Projected BUDGET Variance OPERATIONS Jul-Mar Apr-Jun FY18 FY18 Good(Bad) Revenues: Member dues 388,405 - 388,405 380,000 8,405 Sales & subscriptions 8,628 25,000 33,628 35,000 (1,372) Tuition and fees 232,821 225,000 457,821 442,500 15,321 Personnel services - COA 649,917 216,000 865,917 879,000 a (13,083) Indirect services - COA 171,225 57,075 228,300 228,300 - Investment income, net 85,626 16,500 102,126 50,000 b 52,126 Miscellaneous 12,622 - 12,622 - 12,622 Satisfaction of grant restrictions - grant projects 1,699,104 615,100 2,314,204 2,733,700 c (419,496) 3,248,348 1,154,675 4,403,023 4,748,500 (345,477) Expenditures: Staff costs 1,376,353 444,000 1,820,353 1,981,000 d 160,647 Staff costs for COA 649,917 216,000 865,917 879,000 a 13,083 2,026,270 660,000 2,686,270 2,860,000 173,730 Workshops 704,479 175,000 879,479 1,188,000 e 308,521 Awards - ECFFM 90,750 50,000 140,750 - f (140,750) Consultants 53,352 118,000 171,352 274,000 g 102,648 Committees 13,624 10,000 23,624 30,000 6,376 Administration 109,146 39,000 148,146 159,000 10,854 Travel 10,974 12,000 22,974 39,000 16,026 Publications 40,628 5,000 45,628 16,000 h (29,628) Biennial Meeting 6,731 125,000 131,731 125,000 (6,731) Overhead - administration 72,194 20,000 92,194 101,000 8,806 Overhead - building 106,803 19,400 126,203 124,000 (2,203) 3,234,951 1,233,400 4,468,351 4,916,000 447,649 Surplus (deficit) from operations before transfers & NCF activities 13,397 (78,725) (65,328) (167,500) 102,172 Budgeted transfer from draw on ATS unrestricted investments

NEW CENTURY FUND (NCF) Revenues: Satisfaction of grant restrictions - NCF - operating support 495,000 165,000 660,000 660,000 i Satisfaction of grant restrictions - NCF - FY17 - transition & centennial 21,878 - 21,878 j1 Satisfaction of grant restrictions - NCF - FY18 - redeveloped standards - - - j2 516,878 165,000 681,878 660,000 Expenditures: Board approved - NCF - activities 21,878 - 21,878 j1 Surplus from NCF 495,000 165,000 660,000 660,000 - Surplus from operations and NCF 508,397 86,275 594,672 k 492,500 102,172

The following variances are noted. Most expenses impact grant activities and, therefore, also impact grant releases from restriction. a - Actual amounts charged to COA based upon timesheets. b - Budget was maintained at a very conservative level, but higher invested balances have also enjoyed higher rates than anticipated. c - Grant expenditures projected to be slightly lower because of d & e offset by f. d - Two administrative positions unfilled. Both are grant-related. One administrative position budgeted as full-time is currently part-time. e - Large forum was budgeted for ECFFM peer groups, but staff adjusted to provide grants to schools for them to manage project activities. f - Awards will be given to ECFFM peer groups for project activities instead of holding a large forum. Awards covered by grant. g - Consultant activities were budgeted but did not take place. Most would have been covered by grants. h - Several back issues of Theological Education were produced. Most of expense is covered by grant. i - The NCF grant is providing operating support to cover general infrastructure costs of ATS, which generates a surplus as noted in i. j - The NCF grant provides some funds to support programs to address issues of member schools as identified by the ATS Board. As projects are identified and funds are committed, a corresponding grant revenue is recognized. $300,000 has been set aside for transition & centennial, and the remaining funds will be spent in FY2018 to help support the 2018 Biennial Meeting & Centennial Celebration (j1). Additional allocation of $250,000 was provided for the redevelopment of the accrediting standards (j2). Expenses along with corresponding revenue shown when spent. k - According to the NCF grant proposal and commitments, all but about $60,000 of the final surplus will be transferred to NCF assets for future use.

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New Century Fund

$30

$29

$28

$27

$26

$25

$24

$ Millions $23 NCF Actual NCF Projected $22

$21

$20 7/1/2016 9/1/2016 1/1/2017 3/1/2017 5/1/2017 7/1/2017 9/1/2017 1/1/2018 3/1/2018 5/1/2018 7/1/2018 9/1/2018 1/1/2019 3/1/2019 5/1/2019 7/1/2019 9/1/2019 1/1/2020 3/1/2020 5/1/2020 7/1/2020 9/1/2020 1/1/2021 3/1/2021 5/1/2021 7/1/2021 11/1/2016 11/1/2017 11/1/2018 11/1/2019 11/1/2020 The purpose of the New Century Fund is to provide invested assets from which the Association can draw to provide funding for program initiatives as determined by the Board. The hope is the NCF will grow to $30million by June 2021. This goal is accomplished by growth in invested assets as well as operating surpluses that are to be generated from FY2017 to FY2021. At $30million and a 4% draw, the NCF would provide a substantial influx of revenue for new program initiatives and certain operating infrastructure costs beginning after FY2021. The RED LINE is the projected growth in the NCF to get it to $30million by June 2021. The BLUE BARs are the actual balances at the end of each month.

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Report of the Association Nominating Committee The Association Nominating Committee for the 2018– Nomination and Election Process at the Biennial 2020 biennium conducted its work by conference call Meeting. The Nominating Committee brings to the and email communication. The committee conducted Association membership at the Biennial Meeting its work according to guidelines that have been used a full slate of nominees for Officers, the Board by the Association since 2001 and are included in of Directors, and all Association committees, this report. The Nominating Committee followed with the slate including the names of continuing the guidelines’ “Criteria for the Constituency committee members. The slate and the procedures of Committees” and sought to present a slate of for nominations from the floor are distributed in nominees that, as a group, meets the following advance of the Biennial Meeting through publication criteria: in the Program & Reports book, or by some other Committees, as groups, should reflect and means. The slate is presented in the first business be inclusive of the Association constituency. session and voted upon in the second business Insofar as possible, the committees should session. In the event of nominations from the floor reflect (1) the three broad theological by a voting member in the first business session, and communities (mainline Protestant, Roman given the Bylaw limitations on the number of persons Catholic/Orthodox, and evangelical who can be elected to each committee, the following Protestant) with which the member schools procedure will be followed: are identified; (2) the binational character of Business Session I. The chair of the Nominating the Commission (United States and Canada); Committee makes the report on behalf of the (3) the presence of men and women; (4) the committee in Business Session I and places the presence of racial/ethnic persons, and (5) full slate in nomination before the membership. persons who are fundamentally respectful Nominations may be made from the floor by of the range of theological traditions and any voting member during this business session, commitments represented in the member provided that persons being nominated have schools. In addition, the Nominating agreed in advance to serve, if elected. Nominations Committee should consider the value to from the floor also require the endorsement of five the ongoing work of committees by both voting members, which is equal to the number continuing members and new members. of institutions represented on the Nominating The committee began its work by reviewing the Committee. names of individuals that had been forwarded to Business Session II. The election takes place in the committee in response to an email sent to all Business Session II. If there were no nominations presidents and academic deans in December 2017. from the floor in Business Session I, the slate is voted The email request included a form to be used in upon as presented. In the event of nominations from making recommendations. Responses were received the floor in Business Session I, printed ballots will be from representatives of approximately 23 member distributed to voting members for the committee(s) schools. ATS staff also made recommendations that received nominations from the floor. The (clearly indicated as coming from the staff) of ballots will list the names of all nominees for the persons who have served as leaders and facilitators committee(s), both those brought by the Nominating of ATS educational events, served on accreditation Committee and those nominated from the floor. committees, and/or contributed in significant ways to Voting members will be instructed to vote for no recent ATS activities. more than the number of individuals originally For the positions required by the ATS Bylaws to be nominated for the committee(s). Thus, action is taken elected by the full membership, the Nominating on all nominations in Business Session II. Committee recommends that the election process at Business Session III. Any ballots cast in Business the Biennial Meeting adhere to the 2001 procedure, Session II will be tabulated by the Committee as follows: on Reference and Counsel and reported to the membership in a third Business Session.

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Members of the 2018 Nominating Committee were: Lallene Emilie Townes, Dean, Vanderbilt University Rector, Chair (Garrett-Evangelical Theological Seminary), Divinity School, Nashville, KY Jo Ann Badley (Ambrose Seminary of Ambrose University), Jay Trewern, Vice President for Finance and Mark G. Harden, Loida I. Martell (Lexington Theological Operations and CFO, Gordon-Conwell Seminary), and Peter Vaccari (St. Joseph’s Seminary). Theological Seminary, South Hamilton, MA The following Association nominees for 2018–2020 are presented for a vote by the membership: Nominated for second four-year term Mark G. Harden* Jeff Iorg, President, Gateway Seminary, Ontario, CA Officers Peter I. Vaccari, Rector, St. Joseph’s Seminary, Yonkers, NY President: Brian Blount, President, Union Presbyterian Seminary, Richmond, VA Continuing in second four-year term Vice President: Mark Young, President, Deborah Flemister Mullen, Emerita Professor, Denver Seminary, Denver, CO Columbia Theological Seminary, Decatur, GA Secretary: Sharon M. Tan, Vice President Barbara E. Reid, Vice President and Academic Dean, for Academic Affairs/Dean of the Seminary, Catholic Theological Union, Chicago, IL United Theological Seminary of the Twin Cities, New Brighton, MN Continuing in first four-year term Treasurer: Heather Zdancewicz, Vice President Nancy Bunce, Advisor, My Next Season, Pittsburgh, PA* for Administration and Finance, Austin Doris Garcia-Rivera, President, Evangelical Presbyterian Theological Seminary, Austin, TX Seminary of Puerto Rico, San Juan, PR Coordinating Committee Chair:Janet Clark, Senior Vergel Lattimore, President, Hood Theological Vice President Academic and Dean, Tyndale Seminary, Salisbury, NC University College & Seminary, Toronto, ON Gary Simpson, Pastor, Concord Baptist Church, Current Officers (2016–2018) Brooklyn, NY* President: Janet Clark, Senior Vice President Academic and Dean, Tyndale University College Audit Committee & Seminary, Toronto, ON Vice President: Brian Blount, President, Jacqueline Ballou, Vice President, Finance and Union Presbyterian Seminary, Richmond, VA Operations, Virginia Theological Seminary, Secretary: Sharon M. Tan, Vice President Alexandria, VA for Academic Affairs/Dean of the Seminary, Regina Dancy, Chief Financial Officer, United Theological Seminary of the Twin Cities, Hood Theological Seminary, Salisbury, NC New Brighton, MN Karen Getz, Dean of Administration/Director of Treasurer: Kurt A. Gabbard, Associate Vice President Accounting, Trinity Episcopal School for Ministry, for Finance and Administration, Princeton Ambridge, PA Theological Seminary, Princeton, NJ Todd Lajiness, Rector-President, Sacred Heart Major Seminary, Detroit, MI (COA Vice Chair and Treasurer) ATS Board of Directors Heather Zdancewicz, Vice President for Administration and Finance, Austin Presbyterian Nominated for first four-year term Theological Seminary, Austin, TX (ATS Treasurer) Ekron Chen, Academic Dean, Logos Evangelical Seminary, El Monte, CA In addition, the Nominating Committee provided Ann Garrido, Associate Professor of Homiletics, slates to the ATS Board of Directors for the following Aquinas Institute of Theology, St. Louis, MO committees, which the board elected at its April Margaret Mwenda, Chief Operating Officer, 2018 meeting: Committee on Race and Ethnicity Calvin Theological Seminary, Grand Rapids, MI in Theological Education, Faculty Development Anna Robbins, Vice President, Director of the Advisory Committee, Research and Data Advisory MacRae Centre, Acadia Divinity College, Committee, Student Data and Resources Advisory Wolfville, NS Committee,Theological Education Editorial Board, and Timothy Tennent, President, Asbury Theological Women in Leadership Advisory Committee. Seminary, Wilmore, KY * denotes public member

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Report of the Committee on Race and Ethnicity in Theological Education

During the 2016–2018 biennium, staff conducted Trust), Leadership Education at Duke Divinity, a major evaluation of the impact of 14 years of the The Louisville Institute, The Wabash Center for Committee on Race and Ethnicity (CORE). The evalu- Teaching and Learning in Theology and Religion ation drew on the reflections of the committee and (Wabash), and other entities to coordinate efforts its consultants, a survey of constituents, a consulta- to support and engage racial/ethnic seminary tion with faculty and staff, and a consultation with students, PhD students, faculty, administra- students and recent graduates. tive staff, and institutions committed to serving racial/ethnic constituencies. These data helped to shape priorities for a grant proposal to fund future work. In September 2017, the Current status of the programming newly-hired director, leadership education convened the CORE advisory committee to begin work on the The CORE Advisory Committee met in September following priorities during the 2016–2018 biennium: 2017 to review the research process that gave rise to the current priorities and again in January 2018 to • ATS will develop resources for schools to use as develop strategies to move the objectives forward. they encounter different institutional tasks relat- Significant discussion took place around the first ed to race, ethnicity, and diversity. The resources priority, success with racial/ethnic constituencies and will provide ongoing support of schools. The first how to go about helping schools to define success. of these resources will help schools determine The advisory committee understood part of its task “success” in institutional and educational efforts as identifying two sub-committees, one to provide related to race and ethnicity. The second will be schools with resources to determine success with a collection of existing and new scholarly articles racial/ethnic constituencies, and the other to convene on issues of diversity in theological education. both print scholarly articles and electronic “best The third will be a set of “best practices” docu- practices” resources that would be made available ments related to various diversity issues, such to schools. It was agreed that resources focusing on as identifying, employing, and retaining racial/ intercultural competence and readiness in a multi- ethnic faculty and administrators; strategic diver- cultural world would be critical. Names of persons to sity planning and implementation; institutional staff those two committees have been recommended, support and effective educational strategies for and the committees will be formed to begin their racial/ethnic students; and developing patterns of work. institutional connection with racial/ethnic com- munities in the school’s own neighborhood. The second of the CORE priorities focuses on specific strategies with racial/ethnic students by convening • ATS will work with a group of member schools representatives of students and administrators from to assess educational effectiveness with racial/ 20 schools who can work on an initiative over a two- ethnic students. Teams of faculty and students year period. At its January 2017 meeting, the advisory from participating schools will work with committee discussed a number of factors that may be coaches and consultants over two years to iden- helpful in selecting those 20 schools. This project will tify educational issues of importance for each include a launching conference of representatives from participating school and to develop strategies the 20 schools to propel them into their work, and that address those issues. after two years, they will reconvene for a concluding evaluative conference in which they will report on the • ATS will strengthen collaborative relationships particular successes and the strategy their team has with Asociación para La Educación Teológica employed. ATS staff are working with the advisory Hispana (AETH), the Forum for Theological Ex- committee to select the 20 schools with the anticipa- ploration (FTE), the Hispanic Summer Program tion of a fall 2018 launching conference. (HSP), the Hispanic Theological Initiative (HTI), the In Trust Center for Theological Schools (In

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In response to the third priority, a video conference meeting was held on January 7, 2018, with eight other agencies who also serve racial/ethnic audi- ences. The agencies involved in the collaboration are the Asociación para La Educación Teológica Hispana, the Forum for Theological Exploration, the Hispanic Summer Program, the Hispanic Theological Initia- tive, the In Trust Center for Theological Schools, Leadership Education at Duke Divinity, the Louis- ville Institute, and the Wabash Center for Teaching and Learning in Theology and Religion. Participants offered reflections on the following questions:

• In what ways does your agency serve racial/eth- nic constituencies? What are the challenges and success stories? • Are there other voices that should be conversa- tion partners with this group but are currently not included at the table? • What types of services do we have in common? Are there ways we might have greater impact through shared resources? • Where are the gaps in the services we provide for racial/ethnic constituencies?

Representatives from the agencies will meet in September 2018, the first of three annual meetings, to discuss issues of common concern and plan coordi- nation strategies. It is anticipated that ATS may also involve other agencies that serve racial/ethnic popu- lations in theological schools.

Members of the Committee on Race and Ethnicity for the 2016–2018 biennium were: Gay Byron (Howard Univer- sity School of Divinity), Peter Cha (Trinity Evangelical Divinity School of Trinity International University), Hosffman Ospino (Boston College School of Theology and Ministry), Willie James Jennings (Yale University Divin- ity School), Stacey Floyd-Thomas (Vanderbilt University Divinity School), and Joyce Chan (Carey Theological College).

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Report of the Economic Challenges Facing Future Ministers Project

The ATS Coordination program for the Lilly Theo- Impact of the grant logical School Initiative to Address Economic Chal- lenges Facing Future Ministers (ECFFM) began in The purpose of the ECFFM Initiative is to address summer 2013. The program enabled ATS to support the economic challenges facing future ministers. One the 67 ATS schools that received grants through the of the clearest measures of this impact is the educa- initiative by providing expertise, resources, and op- tional debt incurred by graduates while in seminary. portunities for collaboration. In addition to enhanc- In 2017, the first indication emerged that the ECFFM ing the impact of the initiative for the participant Initiative may be lowering the educational debt schools, the Coordination Program has also extended incurred by seminary graduates. After five years the impact to the broader community of schools in of increase, data from the ATS Graduating Student the Association. Questionnaire showed the average educational debt incurred dropping from $36,800 to $35,600, a de- In 2016, Lilly Endowment invited schools participat- crease of 9%. In addition, the percentage of students ing in the ECFFM Initiative to submit Sustainability taking out loans decreased by 3%. Grant proposals to extend the work of the initiative for an additional three years. ATS also received a Among schools participating in the initiative, 53% grant to extend the work of the Coordination pro- reported a decrease in the average amount of edu- gram through 2020. This continuation grant included cational debt incurred among graduates from 2014 the ongoing support of participating schools as well to 2017, and another 5% reported no change in debt as an expanded research agenda designed to deepen levels. Percentages for MDiv graduates were slightly our understanding of the questions raised by the higher, with 59% of schools reporting a decrease in grant and analyze its impact on participating schools. debt levels. In addition, 49% of the schools reported a decrease in the total number of borrowers and 57% Activities during this biennium included a ma- reported a decrease among MDiv graduates. Among jor survey on the economic challenges facing ATS participating schools, 59% also reported a decrease in alumni/ae; publication of a volume of the Theological the average amount of educational debt new students Education journal focused on findings from the grant; were incurring during their first semester, and 66% presentations at various ATS Leadership Education reported a decrease in the number of new students events; distribution of peer learning grants; edu- taking out loans. cational webinars focusing on topics related to the grant; and a major forum for ECFFM participants One other indicator of the impact of the grant on including a preconference focused on “Teaching participating schools is increased programming Faith and Finances.” Also started during this bien- around financial literacy and leadership for students. nium was a major assessment of the impact of the Almost half of the schools involved in the initiative grant on participating schools and a project focused offer some type of one-on-one financial counsel- on “Healthy Students/Healthy Schools,” which uses ing for students, ranging from multiple meetings data from the ATS Annual Report Forms and the with a financial advisor to a one-time session with a Student Questionnaires to help schools think more school’s financial aid officer. From 2014 to 2016, the holistically about the financial health of their institu- number of students involved in one-on-one counsel- tions. ing increased from 1,200 to 2,050. Half of the schools also offered transcripted courses focused on finance.

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From 2014 to 2017, the number of courses doubled Throughout this biennium, the work of the ECFFM from 47 to 99, and the number of students registered Initiative has been supported by a capable and committed increased from 925 to 1,500. advisory committee: Chris Coble and John Wimmer (Lilly Endowment); Daniel Aleshire, Jo Ann Deasy, Stephen During the next biennium, ATS will continue to Graham, and Frank Yamada (ATS); Willard Ashley (New gather peer learning groups around work vital to Brunswick Theological Seminary); Michael J. Brown the sustainability of the grant, provide educational (Payne Theological Seminary); Thanh-Thuong ChuChe webinars to expand the impact of the grant beyond (Seattle University); Aaron Einfeld (Calvin Theologi- participating schools, and expand research related to cal Seminary); Rick Foss (National Initiative to Address the grant. Research will focus on the Economic Challenges Facing Pastoral Leaders); Bob Landrebe (Asbury Theological Seminary); Tony Ruger • expanding the “Healthy Students/Healthy (consultant); and Courtney Wiley-Harris (New York Schools” project, Theological Seminary). • developing a set of effective practices related to the work of the grant through analysis of data from annual grant reports and a mapping survey to better understand the work of participating schools, and • focusing research on economic challenges facing black/non-Hispanic students and supporting ef- fective practices to address these issues.

In addition, ATS will serve on the planning team for the Lilly Endowment’s National Summit on the Economic Challenges Facing Pastors project to be held in Indianapolis in January 2019. This National Summit will bring together participants from the ECFFM Initiative, a National Initiative to Address the Economic Challenges Facing Pastoral Leaders, and a grant designed to support the financial sustainability of Historically Black Theological Schools to develop a shared vision for this common work.

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Report of the Educational Models and Practices in Theological Education Project

Begun in 2015, the Educational Models and Practices ber schools was a mapping survey sent to academic project continues to explore current and developing deans, as described in the 2016 Biennial Meeting educational models and practices among the Asso- report. A second part of the mapping survey asked ciation’s member schools, to assess the effectiveness program directors to provide in-depth informa- of those models and practices in educating religious tion about particular initiatives, including why the leaders for the twenty-first century, and to affirm schools pursued these programs, whom they sought models found to be effective. to serve, how effective the programs had been (or not), challenges faced, and positive outcomes. The project includes six areas of work: Peer groups 1. a comprehensive study of educational program developments in ATS member schools, (Work Areas 1 and 4) 2. a comparative study of other patterns of gradu- ate professional education, Informed by the survey responses from academic 3. a study of the religious workforce (graduates of deans, and in consultation with the project Advi- ATS schools), sory Committee, the ATS Board of Directors, and 4. a study of learning-outcomes-based curricular the Board of Commissioners, ATS staff formed 18 development, groups, including more than 110 different schools, to 5. innovation and faculty development grants to explore and assess particular educational models or schools, and practices. Two groups were added subsequent to the 6. redevelopment of the Standards of Accreditation. 2016 report:

Work continued during the 2016–2018 biennium on • Residential theological education the comprehensive study of educational program de- • Concordia Seminary (MO) velopments in ATS schools and the study of learning- • Concordia Theological Seminary (IN) outcomes-based curricular development, including • Louisville Presbyterian Theological Seminary two mapping surveys and peer group studies (Work • Princeton Theological Seminary Areas 1 and 4). New work was initiated on the study • Southeastern Baptist Theological Seminary of other graduate professional education (Work Area • Virginia Theological Seminary 2), the study of the religious workforce (Work Area • University Divinity Schools 3), and the awarding of innovation and faculty devel- • Boston College School of Theology opment grants (Work Area 5). and Ministry • Boston University School of Theology Articles on the project have appeared in the ATS • Candler School of Theology of Emory journal Theological Education, the ATS digital newslet- University ter Colloquy Online, the 2016 and 2017 ATS Annual • Catholic University of America School Reports, and a number of ATS blog posts. Reports of Theology and Religious Studies on particular areas of work are available on the ATS • Duke University Divinity School website. • George W. Truett Theological Seminary of Baylor University • University of Chicago Divinity School Comprehensive study of educational pro- • Vanderbilt University Divinity School gram developments in ATS member schools • Wake Forest University Divinity School (Work Area 1) • Yale University Divinity School

The initial part of the comprehensive study of The design and formation of the peer groups was educational program developments in ATS mem- based on some foundational assumptions:

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• Much of the wisdom about the work of theo- its preliminary findings and remaining questions and logical education resides in personnel from the to form a common understanding for the final gath- schools. ering of peer groups on April 19–20, 2017. • A great deal of good work is underway already in the schools. At the Forum, each peer group moved its individual • Much of that work is being done by schools in work toward completion. The Forum also facilitated relative isolation from other schools. conversations between the groups in three ways. • Collaboration can make the work more creative First, groups assigned members to represent their and fruitful and provide an opportunity to share group and host participants from other groups for what is learned with the membership. conversations, while the remaining members of each group spread out for conversations with other Each peer group was facilitated by a member of the groups. Second, whole groups were assigned to have ATS director staff who helped coordinate the work of conversations with one or two other groups with the group within the larger project, and with an eye similar emphases or projects. Finally, groups were toward the proposed process to redevelop the ATS assigned for conversations with groups studying an Standards of Accreditation. Each group engaged its educational model or practice particularly unlike their model or practice and own.

• discussed the reasons each school decided to de- The groups continued their work through summer velop and implement the particular educational 2017 and submitted final reports in October. The model or practice, reports both share the groups’ findings with the ATS • explored key issues related to the model or prac- membership and inform the proposed process to tice, redevelop the accrediting Standards and Procedures. • recorded the group’s creative thinking about the possibilities and challenges of the model or Study of the religious workforce practice (including thinking innovatively about (graduates from ATS schools) untried possibilities), • assessed the educational effectiveness and finan- (Work Area 3) cial sustainability of the model or practice, • identified educational principles that emerged In December 2016, the Association launched its study from the conversation, and of graduates of ATS schools. The study included a • reported the group’s findings for the benefit of survey of two graduating classes from a represen- schools across the Association, and to inform tative sample of 42 ATS schools. Personnel from the process of redevelopment of the accrediting the schools distributed surveys to graduates of the Standards and Procedures. classes of 2011 and 2015. Utilizing as its foundation the Alumni/ae Questionnaire, which already includes In February 2016, more than 220 theological edu- a number of questions relevant to the Educational cators gathered at a Peer Group Forum to launch Models and Practices project, the survey added ques- their work on an array of educational models and tions about the work the graduates are currently do- practices. The groups continued their work through ing, the academic and ecclesial credentials required conference calls in the spring, in-person meetings in for employment, competencies required for their po- the fall, and additional conference calls as needed. sitions, the “fit” between their theological education and their employment, data about compensation, In March 2017, the groups submitted preliminary and additional information about opportunities for reports of their work, which were circulated to all of employment within the organization. Comprehen- the participants in all of the groups in order to inform sive evaluation of the data is currently underway. everyone in the project about each group’s work and

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Innovation and faculty development grants The educational models and practices project has af- (Work Area 5) firmed both the strong theological education existing within the Association and the innovative approach- In December 2016, ATS distributed requests for es emerging in many contexts. It has established a proposals to all member schools for innovation and foundation of knowledge upon which to consider faculty development grants. Innovation grants of redevelopment of the accrediting standards and up to $50,000 each would fund projects to pilot new procedures. initiatives or support and advance innovative work already underway. Faculty development grants of up The changes encountered by theological schools in to $15,000 would support schools as they help faculty the first decades of the 21st century have required members adapt to changes in educational program- both evaluation and adjustment of existing educa- ming. tional models as well as extensive adaptation by many schools in their educational approaches. The Selection committees comprising members of the challenges faced by schools are numerous and pro- Educational Models and Practices project Advisory found. At the same time, the situation also presents Committee adjudicated the proposals. The Associa- opportunities for schools to re-evaluate their mis- tion received 92 proposals in the innovation category sions, their approaches to theological education, and and 56 proposals for faculty development grants. The the constituencies they do and might serve. 148 total proposals came from 102 different schools, with 46 schools submitting proposals in both catego- Members of the committees were the following: ries. Faculty Development Grants Selection Because of the large number and quality of the Mariano Avila (Calvin Theological Seminary), Michael proposals, Lilly Endowment Inc. invited the Associa- Jinkins (Louisville Presbyterian Theological Seminary), tion to submit a supplemental grant request of $1.2 Gordon Smith (Ambrose Seminary of Ambrose Univer- million that was considered and approved at the sity), and Peter Vaccari (St. Joseph’s Seminary; member of Endowment’s June 2017 board meeting. Grants total- the ATS Board of Directors) ing nearly $3.4 million were awarded to recipients in August 2017. Innovation Grants Selection Bill Cahoy (Lilly Community Fellowship Program; St. In May 2018, grant recipients from both programs John’s University School of Theology and Seminary; mem- will submit reports of their learning for the benefit of ber of the Board of Commissioners), Sarah Drummond the broader membership. (Andover Newton Seminary at Yale University Divinity School; member of the Board of Commissioners), Oliver Conclusion McMahan (Pentecostal Theological Seminary; member of the Board of Commissioners), Sharon Tan (United Theo- logical Seminary of the Twin Cities; member of the ATS The Educational Models and Practices project has Board of Directors), and Phil Zylla (McMaster Divinity engaged more than 90% of the 270 ATS member College; member of the Board of Commissioners) schools. The program has been guided by the Advi- sory Committee comprising ATS staff and represen- tatives from the ATS Board of Directors, the Board of Commissioners, and partner organizations including The In Trust Center for Theological Schools and the Wabash Center for Teaching and Learning in Theol- ogy and Religion as well as additional presidents, deans, and faculty members from representative schools. From the beginning, all ATS director staff have been engaged with the project through research, leadership of peer groups, technical support, com- munications, and analysis of findings.

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Educational Models and Practices Faculty of ATS Schools in Theological Education Advisory Board Mariano Avila (Calvin Theological Seminary), David Hogue (Garrett-Evangelical Theological Seminary), and CEOs of ATS Schools Oliver McMahan (Pentecostal Theological Seminary) Bill Cahoy (Saint John’s University School of Theology and Seminary), Michael Jinkins (Louisville Presbyterian In Trust Center for Theological Schools Theological Seminary), Todd Lajiness (Sacred Heart Rick Bliese (former president) and Amy L. Kardash Major Seminary), Steve Land (Pentecostal Theological Seminary), Jan Love (Candler School of Theology of Emory Wabash Center for Teaching and Learning University), Gordon Smith (Ambrose Seminary of Am- in Theology and Religion brose University), Peter Vaccari (St. Joseph’s Seminary), Nadine Pence and Frank Yamada (McCormick Theological Seminary through June 2017) ATS Staff Daniel Aleshire (former executive director), Stephen Gra- Academic Deans of ATS Schools ham, Leah Wright, and Frank Yamada (executive director Gay Byron (Howard University School of Divinity), as of July 2017) Sarah Drummond (Andover Newton Theological School), Gregory Heille (Aquinas Institute of Theology), Debo- rah Flemister Mullen (Columbia Theological Seminary), Barbara Reid (Catholic Theological Union), Sharon Tan (United Theological Seminary of the Twin Cities), and Phil Zylla (McMaster Divinity College)

The Association of Theological Schools expresses its profound gratitude to Lilly Endowment Inc. for its faithful and generous support of this project, the Association, and its present and future work.

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Report of the Faculty Development Advisory Committee

The Faculty Development Advisory Committee deans also gave presentations about their support of serves faculty of Association member schools by and expectations for new faculty, encouraging par- advising ATS staff on faculty development initiatives ticipants to partner with their deans to co-create their and future ATS work in the area of faculty develop- professional development. For both events, publish- ment. ers from two university presses conducted informa- tive and hands-on preconferences where participants The committee met by conference call four times this learned about the changing landscape of publishing biennium—October 2016, May 2017, October 2017, and crafted and practiced their “elevator speeches.” and March 2018—to review plans for ATS work in Attendees numbered 52 in 2016 and 44 in 2017. faculty development and provide input toward the shaping of current and future programs, advising The Association also hosted two roundtable seminars ATS staff on prioritization of additional faculty con- for midcareer faculty during this biennium, both in stituencies being considered, particularly contingent Orlando. Participants who had been nominated by faculty. In addition, the committee urged staff to con- their academic deans as emerging leaders within tinue its focus on leadership development of faculty, their schools gathered to hear from senior professors helping them understand the vocation of theological about adjustments they made in their professional educator, institutionally as well as individually, and “second half” in the areas of teaching, scholarship, the faculty role in student formation. service, and formation of students; in the integration of these four roles; and in writing for broader pub- During this biennium, a total of eight events involved lics. In the 2017 gathering, preconference participants about 500 faculty members, almost 150 more faculty learned about selected programs from peer group than the previous biennium. representatives of the ATS Educational Models and Practices project. In the 2018 gathering, preconfer- ATS faculty development events all emphasize the ence participants engaged in an extended exercise importance of faculty members understanding and around the practice of shared governance. Attendees embracing their role as theological educators, serv- numbered 38 in 2017 and 41 in April 2018. ing the full range of needs within theological schools, rather than merely as specialists in particular aca- To provide continued professional development demic disciplines. Faculty have been prepared very post-seminar and to reach faculty who did not attend well for their work in doing research but underpre- in-person events, the Association initiated a webinar pared for administrative work, institutional service, series for new faculty in 2014. Topics this biennium and forming students. Other important topics for included scholarship self-promotion, identifying ongoing emphasis this biennium included educa- and approaching the right publisher, and formation, tional models, faculty input to the proposed process presented as the first in a series entitled “My Doc- to redevelop the accreditation standards and proce- toral Program Didn’t Prepare Me for This!” Webinar dures, the faculty’s role in shared governance, and attendance jumped from an average of 28 in the last assessment of student formation. biennium to more than 90 this biennium.

Two roundtable seminars for newly appointed The Association also used its buying power on faculty were held this biennium in Chicago. Nomi- behalf of the schools to purchase a subscription to nated by their academic deans, participants heard Magna Publications’ 20-Minute Mentor Commons, from more experienced assistant professors and a video library on teaching and other faculty devel- associate professors about their experiences in their opment topics. The Association reached 32% of the own schools and how they are living out their voca- schools with the four events, an additional 27% with tions as theological educators, both finding ways the three webinars, and 9% as license users of the to survive multiple responsibilities and attending 20-Minute Mentor Commons, for a total of 68% of to balance in seasonal rhythms or work. Academic schools reached this biennium.

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The Association also collaborated with the Wabash Center for Teaching and Learning in Theology and Religion at the 2017 joint meeting of the American Academy of Religion and the Society of Biblical Lit- erature in Boston to offer a session titled “Seminary Teaching and Formation Online.” This standing- room-only session featured learning from the Educa- tional Models and Practices peer group on formation in online contexts.

Members of the committee during this biennium were: Michelle Clifton-Soderstrom (North Park Theological Seminary), Kenneth E. Harris (Ecumenical Theological Seminary), Evelyn L. Parker (Perkins School of Theology Southern Methodist University), Patrick J. Russell (Sa- cred Heart School of Theology), Mark Slatter (Saint Paul University Faculty of Theology), and Mai-Anh Le Tran (Garrett-Evangelical Theological Seminary).

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Report of the Global Awareness and Engagement Initiative

In the 2016–2018 biennium, the ATS Global Aware- tion for Theological Education in South East Asia ness and Engagement Initiative participated in, or (ATESEA). Other collaborations have engaged initiated, a number of activities aligned with the ATS with education-related and faith-based organi- Work Plan: zations such as the Foundation for Theological Education in South East Asia (FTESEA), the 1. Cultivating understanding and best practice in in- World Council of Churches-Ecumenical Theo- ternational partnerships undertaken by ATS member logical Education, Nanjing Theological Seminary, schools. As part of the Educational Models and the China Christian Council/Three Self Patriotic Practices Project, 12 schools met to explore is- Movement, and the General Board of Church and sues, questions, and challenges associated with Society of the United Methodist Church (at the global partnerships. The groups identified best United Nations). practices for initiating, sustaining, and conclud- ing global partnerships, exploring issues of 4. Seeking to identify ways in which ATS accreditation mutuality and reciprocity, institutional and edu- might serve majority world theological education. cational effectiveness, financial viability, learning In September 2017, ATS was invited to share its and formation, interreligious dialogue, interna- experience and expertise in accreditation and tional accreditation, and accountability. quality assurance at a global meeting of the International Council for Evangelical Theologi- 2. Cultivating a global conversation on theological cal Education (ICETE), in Rome, Italy, to help education across broad Christian families. On May develop the “Rome Benchmarks,” a set of global 16–20, 2016, the Global Forum of Theological standards for its nine regional accrediting as- Educators (GFTE) held its inaugural meeting in sociations. Dorfweil, Germany, with 86 participants rep- resenting Evangelical, Independent, Orthodox, For the coming 2018–2020 biennium, the Global Pentecostal, Historical Protestant, and Roman Awareness and Engagement Initiative hopes to Catholic leaders in theological education from continue building on the previous ATS-sponsored 37 countries. With its long-standing commit- globalization consultations, on the work done by ment to maintaining an ecumenical “big tent,” member schools through the Educational Models and ATS served as the meeting convener, providing a Practices Project, and on the work of ATS staff with common platform for theological educators from partners around the world (e.g., GFTE, WOCATI, every Christian tradition to share experiences, ATESEA, ICETE, and FTESEA). These efforts will commitments, and areas for potential collabora- identify what characterizes effective global partner- tion. According to the meeting’s final report, ships and cultivate strategic “global partners” both “People talked across boundaries—both ecclesial inside and outside North American accredited gradu- and geographical—that many participants had ate theological education. not crossed previously.” Planning is underway for the second GFTE meeting in May 2019.

3. Identifying patterns of work to increase access and use of scholarship from the majority world, as well as offering ATS services to majority world schools that are in partnership with ATS schools. As part of its work with its historical partners outside North America, ATS staff have served as “resource bro- kers,” identifying faculty, librarians, and gover- nance experts from ATS member schools to serve leadership education programs of the Associa-

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Report of the Governance in Theological Schools Initiative

During 2016–2017, ATS collaborated with the In Trust related schools, and the majority of ATS member Center for Theological Schools to conduct a project schools are owned, operated, or closely aligned with on governance in theological schools. The project a denomination. In an earlier era, denominations began with a webinar hosted by In Trust and featur- exercised significant control in the governance struc- ing the research conducted by Barbara Wheeler. It tures and provided much of the operating budgets continued with some In Trust webinars on gover- of the schools. Today, many denominations continue nance issues such as shared governance. Most of the to exercise significant influence over governance work, however, has been focused in 2016–2017 on structures but fund relatively limited amounts of the one major effort, “The School Project,” and a confer- budget. This lack of coherence between funding and ence on governance in ecclesial contexts. governance can be a difficulty, as can other issues between a church body and its related seminary. The school project The ATS-In Trust Center governance initiative The school project began with an invitation to all addressed this issue through a major conference. ATS member schools to submit a letter of interest that Denominationally-related ATS member schools were identified a governance project needing work and to invited to participate, and a total of 16 accepted the which the school would commit for the 2016–2017 invitation. Each school was represented by a team of academic year. An advisory committee reviewed three persons including the president, a denomina- the letters of interest and proposed projects, select- tional official, and member of the board. The confer- ing 21 schools to participate. Each school identified ence provided general content presentations about a team comprising the president, a board member, the denominational seminary issues and featured and either another board member, a faculty member, three case studies that prompted considerable discus- or another senior administrative officer. The teams sion: a study on the conflict between the hierarch of attended two conferences, one in September 2016 and the Greek Orthodox Church in America and Holy one in May 2017, and worked on the project between Cross School of Theology; the efforts of the ELCA to them. A group of ten coaches was identified by the reshape its system of theological education; and the advisory committee and enlisted to participate in positive work of Northwest Baptist Seminary and the project, and each was assigned to work with two its denomination to jointly construct a competency- schools (with advisory committee members helping based model of MDiv education. with some schools.) This conference provided significant initial think- The school project thus engaged four strategies ing about the governance implications of church- across the course of the year: (1) identification of a seminary relationships and provided the occasion for core governance issue; (2) the September conference seminary presidents, board members, and denomi- that focused on content presentations about gover- national executives to have conversations with one nance, efforts to acquaint schools with their coaches, another and others at the conference that were and time for the school teams to plan their work for stimulated by both the content presentations and the the year; (3) the engagement with the peer coach over case studies. the course of the year; and (4) the May conference that was more interactional and focused on what Initiative accomplishments schools had learned and what schools might learn Overall, the governance initiative reinforced the pos- from the other schools. sibilities of collaborative work between ATS and In At the conclusion of all activities in May 2017, schools Trust, and also helped identify a new generation of were required to submit a final report of their work. theological school leaders who could speak to and consult about governance issues for the benefit of the Governance in ecclesial contexts conference larger Association. Virtually all ATS member schools founded before World War II were established as denominationally-

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Report of the Leadership Education Program

During the 2016–2018 Biennium, ATS Leadership School for New Deans Education programming has served more than 1,000 personnel representing two-thirds of the member In December 2016 and 2017, the Association hosted schools, through 18 events and numerous webinars its fifth and sixth School for New Deans. Deans meet and other resources. The programming is guided by yearly at the ATS office for instruction, information, a series of advisory or steering committees and facili- and interaction with one another and with the ATS tated by members of the ATS staff. staff. More than any other administrator gathering, the School for New Deans is designed to acquaint the Seminar for New Presidents new deans with the resources available through the Association, and each session is led by an ATS direc- Guided annually by experienced practitioners in tor. For many participants, the gathering provides theological education, the Seminar for New Presi- a first opportunity to meet colleagues from the ATS dents in ATS Institutions was hosted in New Orleans, staff as well as peers new to the deanship, connecting Louisiana in 2016. In 2017, the seminar was linked them to a wide range of resources needed to thrive in to the Presidential Leadership Intensive meeting in the deanship. Pittsburgh, Pennsylvania. The seminars are shaped by Leadership that Works, a study of chief executive Chief Academic Officers Society (CAOS) officers in ATS institutions undertaken by the Auburn Center for the Study of Theological Education. The The Chief Academic Officers Society (CAOS) -ad conferences address five areas of work essential to dresses the intellectual, philosophical, and theologi- new presidents, including (1) developing and sus- cal needs of academic deans. Hosted annually in taining a vision for the school, (2) financial planning either March or June, the CAOS conference provides and management, (3) institutional advancement, (4) participants with a wealth of resources on issues of building an effective administrative team, and (5) the academic administration, curriculum, teaching and relationship between the chief executive officer and learning, personnel, and educational evaluation. the faculty. In addition, senior leaders in theological In 2017, CAOS met in Orlando, Florida, and centered education are available to offer assistance to the new on the theme of Leaders in Theological Education: Affir- presidents as they move into their first few years as mation and Agitation, with a preconference for women CEOs. deans. In 2018, the CAOS conference is being held Presidential Leadership Intensive Conference prior to the Biennial Meeting with the theme of The Academic Dean: Theological School Leadership in Chal- The Presidential Leadership Intensive Conference lenging Times. serves presidents across the Association, both those relatively new to the position and those who have Development and Institutional Advancement served for decades. The conference covers a curricu- Program (DIAP) lum that draws on topics in the Handbook for Seminary Presidents, including (1) executive leadership, (2) in- DIAP continues to sustain the vision developed more stitutional finance, (3) personnel, (4) development, (5) than 30 years ago for peer education that encourages conflict, (6) governance, (7) legal issues, (8) endow- dialogue and interaction among development profes- ment management, and (9) student recruitment and sionals. Held each February, the meeting attracts retention. In January 2017, the presidents met in San applicants engaging in fundraising, communications, Antonio, Texas, and in December 2017, the meeting institutional development, and the overall vocation was hosted in Pittsburgh, Pennsylvania. of the development officer. Preceding the Presidential Leadership Intensive The 2017 DIAP gathering took place in Orlando, Conference in January 2017 was a special one-day Florida, with the theme of Stewardship, Generosity, and preconference consultation for women presidents. Communication for New Educational Models. Preconfer- ence workshops were held for new and senior de-

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velopment officers. Following a reception sponsored The 2017 SPAN Conference held in Orlando, Florida, by Gonser Gerber, LLP, the opening plenary “The was themed The Changing Face of our Students. The Landscape of Religious Philanthropy and the Future two preconference workshops were “New Student of Faith-Based Fundraising” was offered by David Personnel Administrators—Welcome to SPAN” by P. King, Karen Lake Buttrey director, Lake Institute Wanda Chin, registrar, Emmanuel College of Victoria on Faith and Giving. On Wednesday of the event, University, and “Addressing the Economic Chal- Wesley F. Brown, associate dean for leadership giv- lenges Facing Future Ministers” by Jo Ann Deasy, ing at Duke University Divinity School, led a plenary director, institutional initiatives and student research, session titled, “Perspectives, Passion, and Persis- ATS; Jo Ann Sharkey Reinowski, associate director tence: Reflections on Fundraising for Theological of academic services, George W. Truett Theological Education.” The final plenary of the day, “Exploring Seminary of Baylor University; and Kevin Sweeney, Diversity in Giving,” was offered by Aimée A. Lara- director of student services, Aquinas Institute of more, director of seminary advancement at Christian Theology. The program included other informative Theological Seminary. The conference concluded plenaries and workshop sessions. with a plenary session by Jonathan VanAntwerpen, program director for theology at The Henry Luce In 2018, the conference was held in Houston, Texas, Foundation, and an inspirational message by John W. and emphasized the theme of ATS at 100: Helping Stu- Kinney, senior vice president and dean for School of dents and Theological Schools Thrive from Start to Finish. Theology, Samuel DeWitt Proctor School of Theology Preconference workshops addressed topics on using of Virginia Union University. technology and social media to enhance recruiting practices and discerning the importance of data in The 2018 DIAP event, themed ATS at 100: Take Charge developing cohesive enrollment targets. A special of Your Future, convened in Houston, Texas. ATS plenary session on accrediting titled “What Accredi- Executive Director Frank Yamada extended greetings tation Matters are Important for Student Personnel” at dinner on the first evening of the event. Members was conducted by Oliver McMahan, vice president of the advisory committee, along with other peers, for institutional effectiveness and accreditation at offered engaging preconference and workshop Pentecostal Theological Seminary and Lester Ed- sessions. Bishop Vashti Murphy McKenzie of the win J. Ruiz, ATS senior director of accreditation and African Methodist Episcopal (AME) Church served institutional evaluation. The closing plenary, “Not as the Wednesday inspirational luncheon plenary Just Surviving, but Thriving! Ingredients for Healthy speaker. Additional plenary sessions were offered by Administrative Practices at Theological Schools,” was Stephen Graham, ATS senior director of programs led by Mary Young, ATS director, leadership educa- and services, and John R. Wimmer, program director, tion. Religion Division, Lilly Endowment Inc. Technology in Theological Education Group Student Personnel Administrators Network (TTEG) (SPAN) The Technology in Theological Education Group The Student Personnel Administrators Network (TTEG) aims to facilitate the development of teaching (SPAN) provides a key component to the series of and learning environments that use communicative Leadership Education programs. The annual con- media across ATS member institutions. It is com- ference, held each March or April, brings student posed of two working teams: an information technol- services professionals together not only to discuss ogy (IT) professionals team and an educational tech- those issues that impact their students but also to nology (ET) and/or instructional design team. The equip them in their own profesional development. information technology administrative group held a Professionals from positions like admissions, career mini conference at Methodist Theological Seminary outcomes, counseling services, deans of students, in Ohio on November 16–17, 2017, to discuss various enrollment management, financial aid, housing, and IT topics of interest primarily around cloud technolo- registrars gather to share learning and best practices gies, aspects of IT security, and end user support. A in their respective areas of responsibility within theo- webinar on business continuity and disaster recovery logical institutions. The SPAN community of practice in Azure (Microsoft’s Cloud) was held on March 14, concentrates on items ranging from spiritual forma- 2018. The IT team has also planned a one-day mini tion to seminary community. Members from this conference at Austin Presbyterian Theological Semi- community are in the process of compiling a SPAN nary on Thursday, October 11, 2018. Handbook, an edited volume that guides vocational practices for their work. 107 PROGRAM REPORTS

Report of the Advisory Committee of the Henry Luce III Fellows in Theology Program

The Henry Luce III Fellows in Theology program 2016 and 2017 Henry Luce III Fellows in is designed to encourage research emphasizing the Theology Conferences interdisciplinary character of theological scholarship and education as well as their ability to influence the The 22nd annual Henry Luce III Fellows in Theol- academy, the church, and the wider society. Since ogy Conference was held in November 2016 at its inception in 1994, it has provided a grant for six the Renaissance Hotel in Pittsburgh. The 2015–2016 or seven Fellows per year, each to conduct year-long Luce Fellows presented papers based on their year research in one of several areas of theological in- of research. Convening responses to the Fellows’ quiry. In addition, Fellows present their findings at a presentations were M. Shawn Copeland, Boston Col- yearly conference and submit them for publication in lege (for J. Kameron Carter, Duke University Divin- academic and popular theological journals and other ity School); Kristine A. Culp, University of Chicago appropriate venues. Divinity School (for Stephanie Paulsell, Harvard Uni- versity Divinity School); Carol Lee Hamrin, Global The categories of research for the 2017–2018 Fellows China Center (for Xi Lian, Duke University Divinity are as follows: Bible and the Church, Christianity and School); David Schnasa Jacobsen, Boston University Contemporary Culture, Christianity and World Religions/ School of Theology (for John S. McClure, Vanderbilt World Christianity, Constructive Theology, History of University Divinity School); Mark A. Noll, University Christianity and the Church Today, and Ministry and of Notre Dame (for Melanie C. Ross, Yale University Practice of Communities of Faith. Divinity School); Marianne Meye Thompson, Fuller Theological Seminary (for Michael J. Gorman, St. The Henry Luce III Fellows in Theology Mary’s Seminary and University); and James Wetzel, Villanova University (for Willemien Otten, Univer- The 2017–2018 Henry Luce III Fellows in Theology sity of Chicago Divinity School). Euan K. Cameron are the following: of Union Theological Seminary served as chaplain for the conference. Preceding the conference was a Paul M. Blowers meeting with the new Fellows (class of 2016–2017) Emmanuel Christian Seminary at Milligan on Thursday evening and Friday morning. In addi- Visions and Faces of the Tragic in Early Christian tion to the research presentations and conversations, Literature and Imagination Diane Winston of the Annenberg School for Commu- Luke Bretherton nications & Journalism at the University of Southern Duke University Divinity School California discussed “Reflections on Scholarship and A Constructive Theology of Conversion Publication for Multiple Audiences.” Emmanuel Katongole The 23rd annual Henry Luce III Fellows in Theol- University of Notre Dame Department of Theology ogy Conference was held in November 2017 at Who Are My People: Christianity, Violence, and Belong- the Renaissance Hotel in Pittsburgh. The 2016–2017 ing in Sub-Saharan Africa Luce Fellows presented papers based on their year Catherine Keller of research. Convening responses to the Fellows’ Drew University Theological School presentations were George J. Brooke, University of Apocalypse After All? Planetary Crisis, Christian Hope Manchester (for Judith H. Newman, Emmanuel Col- Marcia Y. Riggs lege of Victoria University); Peter J. Paris, Princeton Columbia Theological Seminary Theological Seminary (for Patrick T. Smith, Gordon- Envisioning and Practicing Beloved Community in the Conwell Theological Seminary); Bernd U. Schip- 21st Century per, Humboldt University of Berlin (for Klaus-Peter Adam, Lutheran School of Theology at Chicago); J. Bradley Wigger Manfred Svensson, University of the Andes, Chile Louisville Presbyterian Theological Seminary (for David VanDrunen, Westminster Theological The Religious Imagination of Children

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Seminary in California); Robert Sweetman, Institute Members of the Advisory Committee for 2016–17 were: for Christian Studies (for Gill Goulding CJ, Regis Col- Khaled Emmanuel Anatolios (University of Notre Dame lege); and Grant Wacker, Duke University Divinity Department of Theology), William Patrick Brown (Colum- School (for Dana L. Robert, Boston University School bia Theological Seminary), Cheryl Bridges Johns, Chair of Theology). Christine Roy Yoder of Columbia (Pentecostal Theological Seminary), Cheryl Sanders (How- Theological Seminary was the chaplain. Preceding ard University School of Divinity), and Donald Senior, the conference were Thursday evening and Friday CP (Catholic Theological Union). morning meetings with the final class of Luce Fel- lows (class of 2017–2018). In addition to the research presentations and conversations, Peter Smith, reli- gion editor of the Pittsburgh Post-Gazette, discussed “Reflections on Scholarship and Publication for Multiple Audiences.”

The Advisory Committee and the ATS staff express their deep appreciation to the Luce Foundation, its president Michael Gilligan, and its program director for theology Jonathan VanAntwerpen for their faithful support and their active participation in the program.

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Report of the Research and Data Advisory Committee

The Research and Data Advisory Committee (RDAC) presidents and academic deans of ATS schools was serves the Association by advising ATS staff on the distributed in spring of this year, soliciting input on identification and prioritization of research agenda access to data and the data-sharing policy. The pro- topics that respond to the changing landscape of posed new policy reflects this input. theological education. This committee began its work this biennium. Data visualization will enable users to view data on the ATS website in ways that are meaningful to them, For its inaugural meeting in November 2016, the with the ability to slice the data by a variety of insti- committee met at ATS in Pittsburgh, in person or by tutional characteristics. A tool to ensure data confi- Zoom. ATS research staff and six research consultants dentiality was created this biennium as a first step in also attended. The ATS director of research shared providing this data visualization. her vision for the Association’s research function, and committee members provided input on areas of Research projects research, infrastructure for the function, connecting to others’ research in theological education, and dis- The Association undertook several research projects semination of findings. this biennium and shared findings through Theologi- cal Education, Colloquy Online, and various leader- The committee met by Zoom in April 2017, Novem- ship education events and initiative forums. Shorter ber 2017, and April 2018. In these meetings, the com- research projects supported the work of four peer mittee advised staff on two main topics: on sharing groups in the Educational Models and Practices of data and dissemination of findings and on analysis initiative last year: DMin Admission, DMin Identity, and interpretation of this biennium’s research proj- Educational Values of Online Education, and Global ects. Partnerships. Also in support of the Educational Models project, the Association conducted a survey Expanding access to institutional data to 940 alumni/ae of two graduating classes (2011 and 2015), from 42 ATS schools, to find out where In this biennium, a key area of work focused on they are currently employed—their job titles and providing greater access to institutional data, both by work contexts—and the competencies, credentials, various school constituents and by independent re- and degrees their employers expected of them for searchers, in order to help schools make better data- that work. Findings from these research studies will informed decisions and to grow the field of studies inform the proposed redevelopment of the Standards on theological education. Two projects address this of Accreditation in the coming biennium. focus: (1) work with the Board of Commissioners’ Data-Sharing Policy Task Force to expand the current The Association also engaged in research to support institutional data-sharing policy and (2) connections the Economic Challenges Facing Future Ministers with Tableau and PowerBI to identify the best tools (ECFFM) initiative. Data were analyzed according to for data visualization (to create customizable data topics such as educational debt, resources students charts and tables on the ATS website). rely on to pay their debt, strategies schools are using to address financial literacy and student debt, and The proposed new Policy on Use and Release of decisions students/alumni/ae make because of their Data from the Institutional Database, scheduled for educational debt (e.g., deferring health insurance or consideration at the June 2018 meeting of the Board taking on multiple jobs or higher-paying non-min- of Commissioners (BOC), expands the categories of istry jobs). Findings from this research project were users who may request data collected through the presented at the ECFFM forum in October 2017 and ATS Annual Report Form. The BOC’s task force met will serve as a baseline for the ECFFM project. (See monthly to establish principles for sharing data, also the report on the ECFFM initiative elsewhere in required approval levels, types of data that can be this program book.) accessed, and categories of data users. A survey to

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The Association completed its study “Engaging Sci- performance indicators compare to other ATS schools ence in Seminaries,” a three-part study to establish a by ecclesial family and enrollment size. Staff will con- baseline understanding of teaching about science and tinue to work with school representatives to discern its implications for theological thought and action appropriate additional reports and benchmarks. within Protestant schools in the United States and Finally, staff are updating the infrastructure of the Canada. The study found that there is no evangelical- SIR to permit even greater flexibility in data analysis mainline divide on overall engagement (at either the and report generation in the future. school or the individual faculty level) and that fac- ulty are key to science engagement, the most effective Ad-hoc data queries means of incorporating science into seminary educa- tion being partnerships between faculty and guest Although not a specific research area, queries re- scientists. (Additional information on the project can ceived directly from member schools represent a sub- be found elsewhere in this book.) stantial service and effort by staff and often prompt staff to think more thoroughly about the implications Finally, the Association conducted a comprehensive of such a request. Several times a week, member study on women in ATS schools, findings of which schools will contact staff regarding a question for were presented in three venues: the Presidents’ Inten- which they are seeking data or data interpretation. sive in December 2017, the ATS Women in Leader- These questions and resulting queries go beyond ship 20th Anniversary Celebration in February 2018, the standard reporting provided by ATS and offer and this Biennial Meeting. (See report of the WIL deeper insight into the requesting school and theo- program elsewhere in this book.) The mixed-meth- logical education generally. For example, recently, ods study included focus groups of top-level admin- a researcher approached staff requesting data on istrators, a survey to WIL participants and randomly salaries by faculty rank and gender, and staff were selected non-WIL participants, and 30 interviews of able to generate a comprehensive matrix to analyze women leaders in ATS schools, to gather perceptions, the query beyond what was originally envisioned by habits, and understanding of the status of women in the researcher. leadership in theological education. Findings were presented in three categories: (1) career pathways A report on student information and data and the and support, (2) preparation for leadership, and (3) work of the Student Data and Resources Advisory challenges women face, including factors that are Committee is included in this book. perceived to prevent advancement, harassment based on gender, and organizational climates that value/ Members of the committee during this biennium were: don’t value women leaders. Findings are being dis- Mark Chaves (Duke University Divinity School), Michael seminated via Colloquy Online and will help schools Emerson (North Park University), Stuart MacDonald address these ongoing challenges. (Knox College), Sara Wenger Shenk (Anabaptist Men- nonite Biblical Seminary), Scott Thumma (Hartford Strategic Information Report Seminary), Alicia Vargas (Pacific Lutheran Theological Seminary of California Lutheran University), and ex- The Association continues to update the Strategic In- officio members Stephen Lewis (Forum for Theological formation Report (SIR) to serve the member schools. Exploration) and Edwin D. Aponte (Louisville Institute). In the most recent edition, more benchmarks were included to permit a school to see where its key

ATS is grateful for generous support for these research initiatives: To the E. Rhodes and Leona B. Carpenter Foundation for the Women in Leadership research To Lilly Endowment Inc. for the Educational Models and Practices research and the Economic Challenges Facing Future Ministers research To the John Templeton Foundation for the Engaging Science in Seminaries research

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Report of the Science for Seminaries Projects

Two significant features of contemporary life are the • Have Science and Religion Always Been at War? emergence of science as an increasingly pervasive • Biological Evolution and the Question of Direc- and challenging presence and the ongoing reality of tion in the History of Life religious adherence and variety. Each has profound • Neuroscience and the Mind implications for the other, but conversations about • Methodology and Limits of Science the intersections between them have often degener- • To Be Human ated into misunderstanding and conflict. • Implications of Space Exploration

Collaboration with the American Association A preconference session at the 2015 meetings of for the Advancement of Science the American Academy of Religion and Society of Biblical Literature, co-sponsored by ATS, AAAS, and In 2014, ATS entered a collaboration with the Ameri- the International Society for Science and Religion, can Association for the Advancement of Science featured presentations by faculty and administrators (AAAS). Through that collaboration, ten ATS schools at ATS schools involved in the AAAS project. Top- received major funding to develop ways to integrate ics ranged from classroom-level teaching techniques science into their core theological curricula: (e.g., field trips to laboratories and centers for science local to respective schools) to institutional conversa- Andover Newton Theological School tions around curricular changes. Catholic University of America Columbia Theological Seminary AAAS has received funding from the John Temple- Concordia Seminary ton Foundation for a second phase of the Science for Lutheran Theological Seminary at Gettysburg Seminaries project. ATS will continue its collabora- Howard University School of Divinity tion with AAAS for the next five years through this Jesuit School of Theology at Santa Clara University second phase. Multnomah Biblical Seminary Regent University School of Divinity ATS baseline study: Engaging Science in Wake Forest University School of Divinity Seminaries

In 2016, faculty from 37 additional schools, grouped In this biennium, through funding from the John according to the three ecclesial families in the ATS Templeton Foundation, ATS completed its two-year membership, participated in enrichment retreats study to establish a baseline understanding of teach- that allowed the ten project schools to share their ing about science and its implications for theological learning. The retreats also created opportunities for thought and action within Protestant schools in the discussion of issues and to provide resources for United States and Canada. The Association’s 214 theological school faculty seeking to engage science Protestant schools have varying levels of understand- in their courses. ing of and interaction with science and bring to the conversation a wide range of theological positions. In addition, AAAS has created a “Science Video One of the main findings of the study is that engage- Series” suitable for use in theological schools to spark ment around science is not an issue of theological classroom discussion on a series of topics, including tradition; there was no evangelical-mainline divide the following: on overall engagement (whether on the school or

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individual faculty level). Another important finding The study consisted of three phases: (1) a compre- is that faculty are key to science engagement, both hensive survey, (2) document collection and analysis as promoters and as barriers, and the most effective (of syllabi and other institutional artifacts, including means of incorporating science into seminary edu- website pages), and (3) an interview of a key infor- cation is partnerships between faculty with science mant at each of 30 schools. Reports from the study backgrounds and guest scientists (often with no can be found on the ATS website. theological training).

The majority of those who graduate from the As- sociation’s schools serve in communities of faith, but many serve in a wide variety of venues, both religious and secular. Together, they are therefore particularly well-positioned to address issues of sci- ence and religion with a wide spectrum of groups within North American society. If they are well trained about the implications of science for theology and vice versa, they can have great influence on large numbers of persons who can then be much better equipped to join the public discourse and contribute to wise decision making and public policy.

The Association of Theological Schools offers gratitude for the generous support of the John Templeton Foundation for this initiative.

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Report of the Student Data and Resources Advisory Committee

The Advisory Committee for Student Data and Leadership 20th Anniversary gathering, and partner Resources meets annually to discuss the Associa- organizations such as Asociacion para la Educacion tion’s work in Student Information. This past bien- Theological Hispana (AETH) working with Hispanic/ nium focused on developing an expanded version of Latinx students. The most significant project in- the Alumni/ae Questionnaire for use on a research volved partnering with the Educational Models and project connected with the Educational Models and Practices project and the Economic Challenges Fac- Practices project and the Economic Challenges Facing ing Future Ministers initiative to use the Alumni/ae Future Ministers initiative, implementing the plan to Questionnaire as the basis for a workforce mapping phase out the Profiles of Ministry Program, and prep- survey that focused on placement, perceptions, and aration for a revision of the student questionnaires. finances among 940 recent alumni from 42 different ATS schools. Student Questionnaires The student questionnaires have been included in Use of the Entering Student Questionnaire (ESQ) and broader questions about the research function at ATS, Graduating Student Questionnaire (GSQ) went down including revised policies about data sharing, data slightly at the beginning of the biennium, but the visualization, and the research support the Associa- ESQ rebounded last year (See Table 1). tion provides to ATS member schools.

ATS continues to support the work of the student In preparation for a revision of the questionnaires, questionnaires by offering training events focused initial research has been done on several demo- on use of the questionnaires, webinars summarizing graphic questions to ensure that they remain relevant results from the Entering and Graduating Student to our member schools in both the United States and Questionnaires, and custom data reports for indi- Canada. A review of the questionnaires and stan- vidual schools. Throughout this biennium, an inten- dardize reports has begun based on feedback from tional effort has been made to make a more direct current participants. The next biennium will include connection between the Standards of Accreditation a more comprehensive review of the instrument with and the student questionnaires through training, plans to implement a revision to the student ques- teaching, and sharing of data. tionnaires in 2020.

During this biennium, data from the student ques- tionnaires has continued to inform broader research taking place within the Association. This has includ- ed data to support the work of peer groups involved in the Educational Models Project, the Women in

TABLE 1 Number of students and programs using the ESQ/GSQ instruments

Academic Year ESQ Students/Programs GSQ Students/Programs AQ Schools 2013–14 7,075/174 6,330/179 55 2014–15 6,257/168 6,102/175 21 2015–16 6,550/175 6,293/183 27 2016–17 6,721/174 6,069/180 67 2017–18 5,161/168* TBD 38* * ESQ and AQ data for 2017–18 are incomplete

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Profiles of Ministry What we learned

In 2017, ATS announced that it would be retiring During this past biennium, ATS increased its capac- the Profiles of Ministry Program at the end of the ity to analyze data in the student questionnaires 2019–2020 academic year. During this biennium, ATS and leverage that data to support the work of initia- continued to support the work of POM through a tives designed to improve and enhance the work of revision of the Advisor’s Manual as well as training theological schools in the United States and Canada. of coders and participating schools through confer- ATS also strengthened its emphasis on the role of the ences, webinars, and individual consultations. questionnaires in institutional evaluation, particu- larly as related to the ATS Standards of Accreditation. POM served as a valuable assessment tool for par- ticipating schools for a number of years (See Table Members of the committee during this biennium were: 2). It has become dated, however, and the growing Duane Harbin (Perkins School of Theology), Barbara diversities of schools, students, and vocations within Jenkins (Wycliffe College), Elena Maria Jimenez (Chicago ATS have made it less effective and appropriate than Theological Seminary,) Mary Jo Kriz (St. John’s Semi- in the past. Redevelopment of the instrument would nary), Randy Litchfield (Methodist Theological School in be very expensive and might not adequately address Ohio), and Jim Moore (Trinity Evangelical Theological these changes within the Association. In response to Seminary). the phasing out of this program, ATS distributed a formation survey to member schools that focused on formal definitions and learning goals as well as the tools, methods, and participants in the process of as- sessing formation within MDiv and MA professional degree programs. The results of the survey will be distributed in fall 2018.

TABLE 2 Number of students and schools using the POM instrument

Academic Year Stage I Students/Schools Stage II Students/Schools 2013–14 825/30 460/16 2014–15 569/24 408/18 2015–16 478/25 346/22 2016–17 328/20 141/14 2017–18 185/13* 84/8* *Not all 2017–18 data have been processed

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Report of the Theological Education Editorial Board

The full editorial board for Theological Education met Issue 51:2, Theological Education Between the Times, once during the biennium in Pittsburgh during Octo- features 12 articles produced through a project by ber 2016. Other business was conducted by email. the same name based at Emory’s Candler School of Theology and funded by Lilly Endowment Inc. The The journal publishes both scholarly articles and articles emerged from five consultations involving reports on special grant-funded initiatives related to nearly 60 people who reflected on the meanings and theological education. The role of the board is mul- purposes of theological education. tifold: (1) to support and advise the journal editors; (2) to offer collaborative thinking about the purpose Issue 52:1, A Tribute to Daniel O. Aleshire, features and future of the journal; (3) to review and advise nine articles written by ATS director staff and dedi- on unsolicited submissions; (4) to suggest themes cated to Aleshire’s 27 years of service to the Associa- and potential contributors; (5) to nurture the quality tion. The articles pay tribute to his role as the pro- of the journal; and (6) to support the mission of the phetic voice for theological education worldwide and journal in relation to the ATS mission. During this represent subjects that particularly engaged him over biennium, board members provided peer reviews of the years, including accreditation and assessment, 12 unsolicited articles for the journal, five of which diversity, leadership education, research, and global have been accepted for publication. ATS also printed engagement. four issues during this biennium: In the coming biennium, the staff and Editorial Board Issue 50:2, The ATS Research Function: A New Strategic will examine various options for the future of the Direction, showcases the fruits of the Association’s journal, including business and subscription models, new research department, launched in 2014. Four content strategies, and options for electronic dissemi- articles focus on research related to the Committee on nation. Race and Ethnicity (CORE), the Educational Models and Practices project, faculty development, and the Members of the Editorial Board were: Sandra Beardsall Science in Seminaries project. The issue is augmented (St. Andrews College), Kathleen D. Billman (Lutheran by articles from Barbara Wheeler (2012 ATS Distin- Theological School at Chicago), Sathianatian Clarke guished Service Awardee) and other scholars from (Wesley Theological Seminary), Stephen Crocco (Yale member schools about the craft of research and writ- University Divinity School), Temba L. Mafico (Interde- ing for both academic and public audiences. nominational Theological Center), and Molly T. Marshall (Central Baptist Theological Seminary). Issue 51:1, Addressing the Economic Challenges Facing Future Ministers (ECFFM), includes 11 articles that emerged from projects completed by member schools participating in the ECFFM grants program. They addressed financial issues, research on the impact of financial issues on both students and ministers, and practices that range from financial literacy training to estate planning and asset stewardship. Jo Ann Deasy, ECFFM project director and guest editor of the issue, links the articles in her introduction, “What Theologi- cal Schools are Teaching Us about Faith, Finances, and Leadership.”

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Report of the Women in Leadership Advisory Committee The 2016 WIL Emerging Leadership Women in Leadership Research Project Development Institute After 20 years of work with Women in Leadership In October 2016, 32 women gathered in Pittsburgh to (WIL), ATS launched an extensive research project inspire and encourage one another into higher levels led by ATS staff member Deborah H. C. Gin. The of leadership. Barbara Brown Zikmund, president of research included focus groups of top-level adminis- Hartford Seminary in the 1990s and recipient of the trators, a survey to WIL participants and randomly 2004 ATS Distinguished Service Award, provided selected non-WIL participants, and 30 interviews of opening “Thoughts and Reflections on Women in women leaders in ATS schools, to gather perceptions, Leadership.” On the morning of day two of the gath- habits, and understanding of the status of women ering, plenary sessions on “Redeeming Administra- in leadership in theological education. The research tion” and “Redeeming Conflict” were led by Ann M. results were presented at the WIL 20th Anniversary Garrido, associate professor of homiletics/formation Celebration and other venues. director for MAPS-CGS, Aquinas Institute of Theol- ogy. Three small leadership development sessions The 20th Anniversary Women in Leadership were held in the afternoon. Participants closed out Celebration the event with a plenary—“Where Do We Go from Here?”—offered by Deborah Flemister Mullen, then Marking the years from 1997 to 2017, ATS hosted vice president for equity, diversity, and inclusion, the 20th anniversary of its Women in Leadership Columbia Theological Seminary. This session was (WIL) program February 28 through March 2, 2018, followed with a time for Q&A and tabletop discus- in Pittsburgh. Designed for persons who had previ- sions. ATS staff member Jo Ann Deasy provided ously attended a WIL event, the celebration brought concluding thoughts and adjournment. together 150 women at all stages in their careers as faculty and administrators at theological schools and The Women’s Preconferences to the 2017 in the organizations that support those schools. The Presidential Leadership Intensive and the goals of the 20th anniversary event were “to celebrate 2017 Academic Officers’ Conference the movement of women into leadership positions at ATS member schools, to create strategies that ef- fectively equip and empower women as leaders in The 2017 Women Presidents’ Preconference was held theological education, and to chart a course for future January 21–22 in San Antonio, and themed Women in programming in support of women and the variety Theological School Leadership: A 20th Anniversary Look of vocations and career paths they take in this field.” Back and Ahead. In March 2017, Women academic officers gathered in Orlando, to engage the theme, Over the course of the meeting, eight women who Dancing with Centers and Margins. Recognizing that are seasoned presidents and deans served as “wis- 2017 was the year of the 20th anniversary of the ATS dom elders” who will mentor 23 emerging women Women in Leadership program, these events initi- leaders during the next year: ated activities that would continue throughout 2017 and con­clude in 2018. The preconferences addressed Doris Garcia-Rivera, President, key issues related to the work of women administra- Evangelical Seminary of Puerto Rico tive leaders and provided the opportunity for women Martha J. Horne, President Emerita, presidents and deans to renew friendships and to Protestant Episcopal Theological Seminary think, once again, about the changing contexts and Carol E. Lytch, President, presence of women in theological education. Lancaster Theological Seminary

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Molly T. Marshall, President, Leanne Van Dyk, president of Columbia Theological Central Baptist Theological Seminary Seminary in Decatur, Georgia, looked ahead with her Teresa L. Reeve, Associate Dean for Academics, presentation, “Leaning into the Future: Increasing Seventh-day Adventist Theological Seminary the Leadership Capacities of Women in Theological of St. Andrews University Education.” Robin J. Steinke, President, Luther Seminary In “Charting Our Course: Moving Forward With A Susan Brooks Thistlethwaite, Professor of Theology, Mission,” Mary Young, ATS director of leadership Chicago Theological Seminary education, celebrated women pioneers in theological Emilie M. Townes, Dean of the Divinity School, education and talked about the future—highlighting Vanderbilt University Divinity School many concrete strategies gathered from the confer- ence participants during their group conversations. In the opening plenary, Barbara Brown Zikmund In sharing the top priorities identified by the women (aka BBZ), president of Hartford Seminary in the in table groups, “We hear you,” Young said. “Our 1990s and recipient of the 2004 ATS Distinguished work has just begun.” Service Award, spoke on “Celebrating the Path of Progress over the Last 20 Years for Women in Lead- The Women in Leadership Committee for this biennium ership.” At dinner on the opening day of the confer- included the following women who served until fall 2016: ence, the Sallie M. McFague Annual WIL Award Rosemary Bray McNatt (Starr King School for the Minis- was announced. The award honors McFague, who try), Colleen Shantz (University of St. Michael’s College became the first woman dean of a university divin- Faculty of Theology) and Linda Thomas (Lutheran School ity school when she was tapped to head Vanderbilt of Theology at Chicago). Beginning fall 2016, HyeRan University Divinity School in 1975. Kim-Cragg, (St. Andrew's College), Laurie Jean Garrett- Cobbina, (San Francisco Theological Seminary), Jennifer One highlight of the second day of the conference L. Lord, (Austin Presbyterian Theological Seminary), Mol- was the report by Deborah H. C. Gin and Jo Ann ly T. Marshall, (Central Baptist Theological Seminary), Deasy of the ATS staff on the WIL comprehensive re- and Teresa L. Reeve (Seventh-day Adventist Theological search project. A forthcoming article will summarize Seminary of St. Andrew’s University) served as advisory their findings on the career paths of these women, committee members. their preparation for leadership, continuing systemic challenges they face, and concrete solutions that can be implemented.

Two interactive panel discussions, “Having our Say,” brought together eight women at various stages of their careers to share insights with the group. Break- out discussion groups were led by six other theologi- cal leaders who had written resource papers. These sessions allowed them to engage conference partici- pants who had read the papers prior to the event.

Programming for Women in Leadership during this biennium has been funded by generous support from Lilly Endowment Inc. and the E. Rhodes and Leona B. Carpenter Foundation

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Report of the Forum for Theological Exploration for 2016 and 2017

The Forum for Theological Exploration (FTE) is com- • Total Number of Young Adult & Doctoral Partici- mitted to cultivating a new generation of leaders for pants. During the past five years, FTE has woven the church and academy. Since its founding in 1954, together a diverse community of 1,043 young FTE has provided resources to cultivate tomorrow’s adults exploring Christian ministry and 194 leaders, pastors, and theological educators. doctoral students pursuing doctoral degrees in religion, bible and theology. Approximately 175 Strategic direction young adults and 55 doctoral students partici- pated in FTE’s work in 2017. During the past five years, FTE has implemented new initiatives to advance a new strategic plan and • Young Adult Demographics. In 2012, people of direction as a leadership incubator for the church. color represented 32% of FTE’s young adult con- This plan was designed to respond to significant stituents. In 2017, people of color represented ap- changes within North American Christianity and proximately 59% of FTE’s community of young to the changing pathways by which diverse young leaders. In 2012, 47% of the young adult partici- leaders come to Christian ministry and leadership. pants were non-Mainline Protestant participants. The initiatives are designed to advance three strategic As of 2017, 62% of the young adult participants goals: in FTE’s community of discerners are non-Main- line Protestant participants. In 2012, young adult 1. Cultivate a diverse community of young people females accounted for approximately 57% of the who explore leadership that fosters thriving community. As of 2017, women remain the ma- Christian communities which work for the well- jority (60%) gender group among FTE’s young being of the world. adult participants. In 2012 and 2017 respectively, 20% and 31% of the participants lived West 2. Connect and mobilize diverse networks of part- Coast. Canadians represented roughly 1–3% of ners in the United States and Canada to identify the community in both 2012 and 2017. and support a new generation of missional Chris- tian leaders and pastors. • Current Work of FTE Alumni. Seventy percent of FTE’s older Alumni (1998-2012) work in tra- 3. Create opportunities for networks of partners to ditional ministry roles—solo pastor, lead pas- develop strategies for enhancing diversity in the tor, associate minister, youth director, worship church and academy. director, minister of Christian education, hospital chaplain, or campus minister. Forty percent of These three goals have been the strategic drivers for recent Alumni (2013 +) are serving in ministe- advancing FTE’s mission, which is to cultivate diverse rial roles. They are interns, children’s or youth young people to be faithful, wise, and courageous leaders ministers, worship leaders or music ministers, for the church and the academy. and associate ministers. Recent alumni/ae only represent 40% serving in ministerial roles Progress toward FTE’s strategic direction because FTE’s strategic efforts shifted in 2013. Prior to its new strategic direction in 2013, FTE FTE’s efforts have yielded the following results worked more with seminarians. Since 2013, FTE under each of the three goals during the past several decided to focus primarily on young adults in years. earlier stages of leadership development who are college-age and still exploring and testing a call Strategic Goal #1. Cultivate a diverse community of to ministry. young adults who explore leadership that fosters thriving Christian communities which work for the well-being of the world.

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• Call to Ministry. Seventy-five percent of FTE’s • Doctoral Networks. Institutional Doctoral Net- Alumni first considered a call to ministry in high work and Doctoral Mentoring Consortium. school or college. The average age when they made a decision to enter ministry was 23 years • Ministry Networks. Congregations and of age. The majority of the young adults who Church-Related Organizations Developing participated in FTE’s programming in 2017 are Pastoral Internships, Mentoring Opportu- between the ages of 20-24 (50%) and are women. nities and Vocational Curricula for Young Adults Exploring Christian Vocations; In- Strategic Goal #2. Connect and mobilize diverse tentional Christian Communities on College networks of partners in the United States and Campuses; Congregations Working with Canada to identify and support a new generation of Young Adults; Faith, Ministry and Service missional Christian leaders and pastors. Organizations; and a New Pastors Network.

• Number of Institutions. During the past four years, • Lilly Endowment Coordinated Networks. Cam- FTE nurtured relationships with a network of pus Ministries and Colleges Developing approximately 240 congregations and church- Theology Programs for High School Youth. related organizations cultivating young people for ministry (137 organizations in 2017). FTE Strategic Goal #3. Create opportunities for net- cultivated relationships with an additional 196 works of partners to develop strategies for enhanc- organizations (104 campus ministries at pub- ing diversity in the church and academy. lic universities and 92 Christian colleges and universities developing theology programs for • Institutional Doctoral Network (IDN). The IDN high school youth) through its Lilly Endowment is FTE’s primary initiative for addressing this coordination efforts. strategic goal. The network focuses on address- ing barriers to diversity that include (but are not • Organizational Type. In 2013, congregations and limited to) issues related to the identification, church-related organizations respectively rep- recruitment and support of doctoral students resented 11% and 89% of the network of institu- of color, as well as the hiring and retention of tions working with FTE to nurture young people faculty of color. In 2015, FTE launched its inau- for ministry. In 2017, congregations represented gural network with five doctoral institutions. In 36% and church-related organizations represent- 2017, an additional four institutions joined the ed 64% of the network. Two key factors influence network. Today, the IDN is comprised of the fol- the fact that church-related organizations repre- lowing schools: sent the majority of FTE’s institutional relation- ships: (1) FTE’s growing work with colleges and - Boston University School of Theology universities through the coordination of Lilly - Chicago Theological Seminary Endowment initiatives and (2) FTE’s longstand- - Claremont School of Theology ing work with faith-based organizations that - Denver University and Iliff School of Theology work with a critical mass of young adults. Joint Doctoral Program for the Study of Religion - Fordham University, Department of Theology • Institutional Networks. Working with a diverse - Fuller Theological Seminary network of institutions is critical to reaching and - Garrett-Evangelical Theological Seminary resourcing a critical mass of Millennial and Post- - Wake Forest University, School of Divinity Millennial Christians exploring diverse pathways - Vanderbilt University Divinity School to ministry. Today, FTE currently works with three major networks of organizational partners. In addition to its combined focus, IDN schools also They include the following: were awarded grants to work on institutional capac- ity-building efforts that optimize the development of faculty of color and the cultivation of students of color.

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Insights

Three key insights are instructive for FTE’s ongoing - Alternative. Characteristic of young adults who work, which include the following: attend a junior college/bible college, then enter into ministry and perhaps attend seminary or • Vocation, Trauma, and Mental Health. Barbara some other form of theological education as an Wheeler’s 2014 On Our Way study of students’ expression of their continuing education and path to seminary noted “disruption” as a domi- formation for ministry. This includes online nant theme in the pre-seminary biographies of theological degrees and certificates in ministry, many of the most promising students in ATS which tend to be a blend between traditional and schools. FTE’s vocational interventions with col- alternative pathways. lege age young adults bear witness to Wheeler’s findings. The FTE staff has noticed Wheeler’s - Apprentice. Describes young adults who train broad category of disruption is a window into under a pastor and participate in a pastor/con- exploring matters of “trauma” and “mental gregation's Ministers in Training (MIT) program health.” For many of the young people FTE and enter into ministry. They may or may not works with, both episodic and chronic experi- attend seminary. Missionaries are included in ences of trauma and mental health have shaped this category as well as contextual racial/ethnic their vocational questions and core commit- theological educational opportunities which tend ments. These experiences are often indicators of to be a blend between alternative and apprentice personal and communal vulnerabilities that can pathways. threaten young people’s vocational exploration and in some cases, their very survival. As a re- - Service/Advocacy. Characteristic of young adults sult, FTE has now enlisted the support of clinical who complete a faith-based service learning/im- healthcare professionals, spiritual directors and mersion experience before or after college that other resources to help tend well to these fertile, makes them more aware of their idiosyncrasies, yet fragile spaces for exploration and discern- privileges, capacities, needs and injustices in ment in its discernment work with young adults. their communities in addition to their desire to make the world better through their Christian • Different Pathways to Ministry and Leadership? faith. This pathway includes global pilgrimages FTE’s initiatives with young adults are designed and internships in another country, which can to focus on diverse young people in the early be catalysts for awakening and stirring young stages of discernment for ministry and Chris- adults' visions toward faith-based social entre- tian leadership. Given the broad diversity of preneurship as a form of ministry in service to denominations and contexts represented among healing and repairing the world. the young adults in FTE’s initiatives, the staff has noticed an equally diverse set of pathways These emerging pathways among young adults are to Christian leadership represented among them instructive and may serve as guide posts for theologi- and beginning to name some of the pathways cal educators, program directors and pastors think- that show up among the pre-seminary Millenni- ing about specific needs of young adults exploring als FTE works with. They include: ministry in diverse contexts.

- Traditional. Describes young adults who go to • Post-Millennials. By 2018 FTE’s initiatives will college, then to seminary and then into ministry. welcome the final cohort of Millennials, which Older students entering ministry as a second represents the largest and most diverse genera- career are included in the traditional pathway tion in the United States’ history. They make up to entering into ministry, often characteristic one quarter of the U.S. population and are more of a residential, full-time/part-time educational diverse than their Millennial predecessors. FTE’s experience. young adult initiatives during the past decade

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have been tailored to address the needs and exploring a range of strategic activities that are need- characteristics of Millennials. However, FTE will ed to address the continuous changing landscape in need to begin considering the unique traits, chal- religious and civic life, a Post-Millennial era, and an lenges, needs as well as the religious disposition increasingly diverse population in North America. of Post-Millennials, young adults born approxi- The FTE Board and staff are in the beginning stages mately between 1996 and 2010, and their impact of a new cycle of strategic planning, which will in- on the organization’s future efforts to recruit for form the organization’s future work. ministry. Conclusion These three important insights will inform FTE’s strategic planning efforts and work to cultivate a As another biennial unfolds with new challenges and new generation of diverse leaders who want to make possibilities, FTE’s interventions at early stages of a difference in their communities and the broader vocational exploration and discernment are maturing world as Christian leaders, pastors and theological and proving to be promising. The FTE staff and I are educators. grateful to The Association of Theological Schools for its partnership as FTE works to inspire a new genera- Strategic planning tion of leaders to shape the future of the church, the academy, and the world. The end of 2017 will mark the fifth year of FTE’s cur- rent strategic plan and work with: 1) young adults Stephen Lewis and doctoral students and 2) strategic partners President, Forum for Theological Exploration cultivating the next generation of Christian leaders, pastors,‑ and theological educators. FTE anticipates

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