NEW BRUNSWICK · April 27th – 28th, 2017 AGENDA Thursday, April 27, 2017 2:00 pm – 3:00 pm...

Board of Trustees

Spring Meeting Workbook

April 27th – 28th , 2017

NEW BRUNSWICK ....____. THEOLOGICAL SEMINARY

Board of Trustees Spring Meeting Workbook Page 1

BOT Meeting April 27 - 28, 2017 TABLE OF CONTENTS

SECTION 1 BOARD OF TRUSTEES

Agenda ...........................................................................................4 Actions and Conversations .........................................................5 Roster of Committee Members ...................................................6 Board Minutes: January 2017 Meeting .......................................7 Board of Trustees Directory .......................................................10 Demographics of Board Members ............................................12 Board Meeting Dates ..................................................................14 Board of Trustees Travel ............................................................15

SECTION 2 OFFICE OF THE PRESIDENT

Report of the President ...............................................................18 SECTION 3 BOARD AFFAIRS

Committee Description ..............................................................21 New Slate of Officers

New Bios: John Kapteyn ........................................................22 Ronald Slaughter ....................................................................23 Timothy Taylor .......................................................................25 Brittnee Crawford ...................................................................31

SECTION 4 INSTITUTIONAL RESOURCES

Committee Description ..............................................................33 Report of the Office of Development .......................................34 Report of the Chief Financial Officer/Administration .........36

SECTION 5 ACADEMIC AND STUDENT LIFE Committee Description ..............................................................43 Report of the Dean of Seminary ................................................44 Report of the Dean of Students .................................................50 Graduation list ............................................................................51 Andrew Wymer CV ....................................................................53 Middle States Reports .................................................................57 IPEDS Reports .............................................................................59 Workshop Promotions ...............................................................68

SECTION 6 INSTITUTIONAL STRUCTURES

Committee Description ..............................................................72 Institutional Visions 1-5 .............................................................73 Article: Bright Spots ...................................................................78

SECTION 7 SEARCH COMMITTEE


SECTION 1

BOARD OF TRUSTEES


Board of Trustees Winter Meeting

April 27th – 28th , 2017

AGENDA

Thursday, April 27, 2017

2:00 pm – 3:00 pm Board Affairs Committee – President’s Meeting Room

3:00 pm – 3:30 pm Board Plenary I - Mast Chapel

3:30 pm – 4:30pm Board Committee Meetings I

Institutional Resources – Room 115

Academic & Student Life – Room 111

Institutional Structures – Room 205

4:45 pm – 5:15 pm Conversation with New Professor of Worship and Preaching – Dr. Andrew Wymer – Mast Chapel

5:15 pm – 6:00 pm Reception for The Wymer Family

6:00 pm – 6:20 pm Evening Prayers

Friday, April 28, 2017

8:15 am – 8:30 am Morning Prayers – Chapel

8:30 am – 9:00 am Continental Breakfast – Hageman Hall

9:00 am – 10:45 am Board Committee Meeting II

Institutional Resources – Room 115

Academic & Student Life – Room 111

Institutional Structures – Room 201-A

11:00 am – 12:00 pm Board II – Conversation with Trustee on Presidential Search Committee

12:00 pm – 1:15 pm Lunch

1:30 pm – 3:00 pm Board Plenary III – Room 205

3:00 pm Adjournment

NEW BRUNSWICK THEOLOGICAL SEMINARY


Actions & Conversations

Board of Trustees Winter Meeting

April 27 - 28, 2017

AREA TAB ACTIONS CONVERSATIONS

1. Board of Trustees • Approval of Minutes January 2017

2. President and Moderator • Reports

3. Board Affairs • Nomination of New Trustees

4. Academic & Student Life

• Roster and approval of Graduates

• Raynard Smith Sabbatical Request

• Church History Search

• Report of the Dean

• Report of Dean of Students

5. Institutional Resources • Budget 2017-2018

6. Institutional Structures

• Strategic Plan Review

7. Presidential Search Committee

• Conversation



Roster of Committee Membership

New Brunswick Theological Seminary

2016 • 2017

Board Affairs ~ President’s Office

Barbara Felker, Chair Rich Glendening Michael Bos Anna Jackson Bart Strong

Gregg Mast, Administration

Institutional Resources ~ Room 115

Richard Glendening, Chair Michael Bos Liz Hance Cathy Lewis Peter Henry Russell Paarlberg Evans Spagner Sandra Timmons

Ken Termott, Administration Jaeseung Cha, Faculty Virginia Wiles, Faculty

Academic and Student Life ~ Room 111 Carol Kuhlthau – Chair Danielle Brown David Choi En Young Kim Diane Tice Dean Zimmerman

Will Ashley, Administration Joan Marshall, Administration Beth Tanner, Faculty Faye Taylor, Faculty

Institutional Structures ~ Room 112 Deb Sterken, Chair Barbara Felker Fernando Jensen Greg Jackson Gay Morris Bart Strong Amaury Tanon-Santos Elizabeth Testa

Gregg Mast, Administration Lorena Parrish, Faculty Raynard Smith, Faculty



Board of Trustees Minutes

Fall Meeting

January 26-27, 2017

Thursday, January 26, 2017

Present: Michael Bos, Diane Tice, Anna Jackson, Carol Kuhlthau, Peter Henry, Elizabeth

Hance, Bart Strong, Dean Zimmerman, Russell Paarlburg, David Choi, En-Young Kim, Cathy

Lewis, Fernando Jensen, Amaury Tanon-Santos, Sandra Timmons, Evans Spagner, Gregory

Jackson, Gay Morris

Excused: Richard Glendenning, Deb Sterken, Danielle Brown, Barbara Felker

Staff: Ken Termott, Joan Marshall, Will Ashley

Ex-Officio: Gregg Mast, Liz Testa

The meeting was called to order at 3:10 pm with an opening prayer by Moderator Anna Jackson.

2017-1: It was voted unanimously to approve the minutes of October 26-27, 2016.

The Moderator, Anna Jackson gave a brief report, including a thank you to Dr. Mast, faculty, and

staff for their help to her as moderator. She also reflected on what brings students to NBTS and

their commitment to delve deeper into their faith.

Dr. Mast gave the President’s report, reflecting on current events in the life of the seminary. The

complete text is available in the revised January Workbook that was made available earlier

today.

Committee meetings took place from 3:30 to 5:00pm, followed by dinner.

Friday, January 27, 2017

Present: Michael Bos, Diane Tice, Anna Jackson, Carol Kuhlthau, Peter Henry, Elizabeth

Hance, Bart Strong, Dean Zimmerman, Russell Paarlburg, David Choi, En-Young Kim, Cathy

Lewis, Fernando Jensen, Sandra Timmons, Evans Spagner, Gregory Jackson, Gay Morris,

Danielle Brown

Excused: Richard Glendenning, Deb Sterken, Barbara Felker, Amaury Tanon-Santos

Staff: Ken Termott, Joan Marshall, Will Ashley

Ex-Officio: Gregg Mast, Liz Testa

The meeting was opened at 8:15am with a worship service led by Gregory Jackson. Committee

meetings followed from 8:30am to 10:30am.


Institutional Structures – Bart Strong

An overview of how the strategic plan was developed and how it has evolved was presented.

Everything in the strategic plan, including financial and academic assessment as requested by the

ATS, is related to the institution’s core values. Five teams will be formed to create measureable

and actionable plans for the five overall goals articulated in the Strategic Plan for 2017-2022.

Actions

2017-2: It was voted unanimously the Strategic Plan for 2017-2022 as presented.

Institutional Resources – Liz Hance

Action Items

2017-3: It was voted to approve (with one abstension by Peter Henry) the recommendation to

engage the firm of McElroy, Deutsch, Mulvaney & Carpenter LLP and lead attorney Richard S.

Mills to represent NBTS in the New Brunswick Theological Seminary vs. VanDyke, Corinthian

Partners, et al.legal action, with the proviso the engagement fees do not exceed the fees

stipulated in the Engagement Letter dated January 4, 2017.

2017-4: It was voted unanimously to approve the recommendation of the Investment Policy

Guideline Statement as per the December 12, 2016 proposed draft, with two minor revisions,

namely: 1) To move 'High-Yield' Bonds, and all references to such investments, from the 'Fixed

Asset' asset class category to the 'Alternatives' asset class category; and 2) to revise Section D,

'Cash Reserve' time frame from '6 to 24 months' to '3 to 12 months.'

Academic & Student Life Committee – Carol Kuhlthau

Action Items

No action items.

Board Affairs – Gregg Mast

Action Items:

No action items.

Conversations: Four board members are completing their second terms. Prospective members

will be presented at the April meeting.


Academic & Student Life Committee – Carol Kuhlthau

Conversations: The application to Middle States, the implementation of a new curriculum

meeting Middle States requirements, use of technology at NBTS, the plans and benchmarks for

recruitment (presented by Joan Marshall and Jeffrey Rogers), and the expansion (including a

writing lab) and responsiveness of library services were all shared from the committee to the

board

Institutional Resources – Liz Hance

Conversations: Gregg Mast presented a report from the development office to the committee.

Financials were reviewed and reflected expected results. The committee also met with the new

investment advisor, who will solicit proposals from the investment managers for fixed income

investment of the capital from liquidation of the Corinthian Partners portfolio. Fee structures for

the investment managers will be reviewed, as will investments in areas proscribed by the

investment guidelines. The long-term sustainability of the investments will be reviewed at the

next committee meeting.

Institutional Structures – Bart Strong

Conversations: Faculty and staff met during lunch to envision how the five core values of the

new strategic plan might be implemented.

2017-5: It was voted unanimously to enter executive session at 2:18PM.

2017-6: It was voted unanimously to conclude executive session at 2:28PM.

2017-7: It was voted unanimously to adjourn at 2:29PM.

The meeting was adjourned with prayer by Danielle Brown.

Respectfully submitted,

Diane G. Tice

Secretary of the Board of Trustees


Board OF TRUSTEES 2016 -2017

2017 (2011)* The Rev. Michael S. Bos 306 W. 77th Street New York, NY 10024 (O) 212.787.1566 [email protected] Board Affairs Institutional Resources 2018 (2015) The Rev. Dr. Danielle Brown 84 Lewis St. Perth Amboy, NJ 08861 (C) 804.386.7488 [email protected] Academic & Student Life 2019 (2016) The Rev. Dr. David Choi 63 Leavitt Lane Princeton, NJ 08540 (C)609-977-7184 [email protected] Academic & Student Life 2017 (2014) Ms. Barbara A. Felker 175 Huguenot Street, Unit 2001 New Rochelle, NY 10801-0477 (H) 718.776.1706 (O) 516.881.7090 (C) 917.881.1464 [email protected] Board Affairs, Chair Institutional Structures 2017 (2014) Mr. Richard (Rich) Glendening 22 Peace St. Pella, IA 50219 (C) 515.657.2457 [email protected] Board Affairs Institutional Resources, Chair

2017 (2010)* Mrs. Elizabeth (Liz) Hance Treasurer 712 A Sussexway Monroe Township, NJ 08831 (C) 732.947.9898 [email protected] Institutional Resources 2018 (2015) Mr. Peter Henry, Esq. 15 Hunters Circle Lebanon, NJ 08833 (H) 908.287.1207 (O) 973.348.5366 [email protected] Institutional Resources 2018 (2012)* The Rev. Anna Jackson Moderator 94-79 Springfield Blvd. Queens Village, NY 11428 (C) 917.375.0837 [email protected] Board Affairs 2016 (2013) The Rev. Gregory J. Jackson Vice-Moderator 79 Allen Street Hackensack, NJ 07601 (C) 201.481.2932 [email protected] Institutional Structures 2016 (2013) The Rev. Dr. Fernando E. Jensen 3714 Marietta Way Saint Cloud, FL 34772 (C) 407.655.9385 [email protected] Institutional Structures

2017 (2014) The Rev. En Young Kim 636 Bogert Rd. River Edge, NJ 07661 (O) 201.566.4883 [email protected] Academic & Student Life 2018 (2015) Dr. Carol C. Kuhlthau 50 Allison Rd. Princeton, NJ (H) 609.497.1556 [email protected] Academic & Student Life, Chair 2016 (2013) Mrs. Catherine (Cathy) A. Lewis 1164 VanCurler Avenue Schenectady, NY 12308 (H) 518.382.0579 (C) 518.428.5830 [email protected] Institutional Resources 2018 (2015) Mrs. Gay K. Morris 3958 Mt. Vernon Dr. Los Angeles, CA 90008 (H) 323.299.4180 (C) 323.428.6294 [email protected] Institutional Structures 2017 (2016) Russell Paarlberg, Esq. 938 West US 30 Schererville,IN 46375 (C)219.864.1700 [email protected] Institutional Resources



mailto:[email protected]















Board OF TRUSTEES 2016 -2017

2018 (2015) The Rev. Dr. Evans Spagner 5 King Richard’s Ct. Watchung, NJ 07060 (H) 908.322.5574 (C) 908.656.2325 [email protected] Institutional Resources 2017 (2011)* Mrs. Deborah P. Sterken 268 Maple Ave. Holland, MI 49423 (H) 616.392.4663 (M) 616.405.8993 [email protected] Institutional Structures, Chair 2017 (2014) Mr. Barton (Bart) Strong 6 Silverbirch Blvd. Mount Hope, Ontario L0R1W9 (H) 905.679.3632 (C) 905.518.5669 [email protected] Board Affairs Institutional Structures 2018 (2015) The Rev. Dr. Amaury Tañón-Santos 45R Reading Rd. Edison, NJ 08817 [email protected] Institutional Structures

2017 (2015) Dr. Diane G. Tice Secretary 8409 Indian Hill Rd Manlius, NY 13104 (O) 315.684.6140 (H) 315.682.5439 [email protected] Academic & Student Life 2018 (2015) Ms. Sandra Timmons 170 Prospect Ave. #17K Hackensack, NJ 07601 (H) 201.489.9468 (C) 917.623.9895 [email protected] Institutional Resources 2019 (2016) Dr. Dean Zimmerman 7 Sussex Road East Brunswick, NJ (C)848-391-5285 [email protected] Academic & Student Life EX-OFFICIO The Rev. Dr. Gregg A. Mast 35 Seminary Place New Brunswick, NJ 08901 (O) 732.247.5241 (C) 518.859.2114 (F) 732.249.5412 [email protected]

The Rev. Dr.Tom De Vries Gen. Secretary, Ref. Church in America 4500 60th Street SE Grand Rapids, MI 49512 (O) 616.698.7071 (F) 616.698.6606 [email protected] **************************** The Rev. Elizabeth (Liz) Testa Women’s Transformation & Leadership Reformed Church in America 35 Seminary Place New Brunswick, NJ 08901 (O) 616.541.0897 (C) 646.646-4744 [email protected] Institutional Structures














DEMOGRAPHICS OF BOARD MEMBERSHIP

New Brunswick Theological Seminary 2016 • 2017

* Indicates a trustee is serving a second term. Revised 06/2015

1

Male Female Clergy Ethnic/Minority Ex-Officio

Bos* Brown Bos* Felker De Vries

Choi Felker Brown Brown Mast

Glendening Hance* Choi Choi

Henry Jackson, A* Jackson, A* Jackson, A*

Jackson, G Kim Jackson, G Jackson, G

Jensen Kuhlthau Jensen Jensen

Paarlberg Lewis Kim Kim

Spagner Morris Spagner Morris

Strong Sterken* Tanon-Santos Spagner

Tanon-Santos Tice Tanon-Santos

Zimmerman Timmons Timmons

NBTS Graduates Trustees from the Regional Synods, RCA

Brown 2010 RSA Lewis (2019)

Felker 2012 RSC Strong (2017)

Jackson, A* 2000 RSH Glendening (2017)

Jensen 1991 RSM-Am Paarlberg (2017)

Kim 2001 RSFW Morris (2018)

Mast 1976 RSM-At Hance* (2017)

Tanon-Santos 2011 RSNY Jackson, A* (2017)

Spagner 1997 RSGL Sterken* (2017)


DEMOGRAPHICS OF BOARD MEMBERSHIP

New Brunswick Theological Seminary 2016 • 2017

* Indicates a trustee is serving a second term. Revised 06/2015

2

Members of the RCA Members of Other Denominations

Bos* Brown Baptist

Felker Choi PCUSA

Glendening Jackson, G Baptist

Hance* Kuhlthau Methodist

Henry Spagner Baptist

Jackson, A* Tanos-Santos PCUSA

Jensen Timmons Baptist

Kim Zimmerman Non-Denominational

Lewis

Morris

Paarlberg Sterken* Strong Tice

Class of 2017 Class of 2018 Class of 2019 Class of 2020

Bos* Brown Jackson, G* (Choi)

(Choi) Henry Jensen* (Paarlberg)

Felker Jackson, A* Lewis* (Zimmerman)

Glendening Kuhlthau

Hance* Morris

Kim Spagner

(Paarlberg) Tanon-Santos

Sterken* Timmons

Strong

Tice

(Zimmerman)



BOT Meeting Dates

2016 - 2017

January 2017

Thursday, 26 – Friday, 27

April 2017


October 2017



Board of Trustees Travel

Accommodations (New Location)

The Heldrich Hotel NEW BRUNSWICK

10 Livingston Ave, New Brunswick, NJ 08901

Phone #: (732) 729-4670

Hotel Parking:

*****Driving Directions - from the Heldrich to the Morris Street Self Parking

Garage

10 Livingston Avenue, New Brunswick, NJ 08901 TO 70 New Street, New

Brunswick, NJ 08901

Depart RT-171 / Livingston Ave toward New St

Turn left onto New Street

Arrive at 70 New St, New Brunswick, NJ

The last intersection is George St / CR-672. If you reach Neilson St, you've gone

too far.

***Walking Directions - from Self Parking Garage to the Heldrich Hotel

70 New Street, New Brunswick, NJ 08901 TO 10 Livingston Avenue, New

Brunswick, NJ 08901

Depart New St toward George St / CR-6720

Turn right onto RT-171 / Livingston Ave

Arrive at 10 Livingston Ave, New Brunswick, NJ on the right

The last intersection is New St. If you reach Monument Sq, you've gone too far.

To save on parking expenses – trustees can park their cars in the seminary lot

and use the hotel shuttle service.


Shuttle Service:

For those who have requested shuttle service, please remember to cancel or reschedule shuttle service 1 hour prior to pick-up. Call 1.800.427.3207 and give the operator your confirmation number to reschedule or cancel. If service is not rescheduled your reservation will be canceled and the seminary will be charged for the unused reservation and the new reservation if service is not canceled within 1 hour prior to pick-up.


SECTION 2

OFFICE OF THE

PRESIDENT


President's Report Board of Trustees, New Brunswick Theological Seminary

April 27, 2017

I share with the Board of Trustees a warm welcome in what I expect will be my final report to you since my arrival in January of 2006. To gain a sense of perspective about where we were 11 years ago and where we are today, I found my January 2006 Report to the Board and re-read it. What I discovered in that report was several items which have kept us busy for our years together. Just below the surface of a very long and very energetic report was a real sense of anxiety that we found ourselves in a difficult place and were quietly wondering if the seminary would survive? Well, with God's help we have, and in some ways, we have moved from simply surviving to flourishing in our new home and vision.

I find it interesting that the first concern I raised with the Board eleven years ago was the challenge we faced in recruiting adequate numbers of students to keep the seminary viable. We then looked at the need to expand our development efforts and to consider a capital campaign that would help underwrite our visions. For the first time, I used the phrase "the development of our entire campus in service of our mission" that would inspire us finally to sell more than half our campus, build a new debt free building and stabilize our finances. At the heart of the report was a call for board, administration and faculty to commit to the core mission of the seminary and to respect the unique responsibilities given to each policy making group.

Amazingly, we have come a long way since 2006 and at the same time, we are still focused on many of the same concerns: a stable financial base, a campus that is appropriate to a commuter community of students, the creation of new degrees and programs that extend our mission into new markets and a culture that is deeply committed to inclusion and justice.

The Board at this meeting has two significant conversations on its agenda. First, we have scheduled Dr. Andrew Wymer, who you approved to the tenure track position of Assistant Professor of Preaching and Worship, to be with us for a conversation this afternoon. This conversation will be followed by a brief reception for Andrew and his family in Hageman Hall. Second, after months of faithful work, the Presidential Search Committee reached consensus regarding a presidential candidate who was scheduled to have a significant conversation with the Board at this meeting. Alas, the best laid plans ... There will be time tomorrow

1


morning for the five trustees on the Search Committee to interact with the Board regarding the next steps in presidential search process.

Allow me to offer a few comments about four other agenda items. It is our custom at the April meeting of the Board to recommend the proposed budget which will begin on July 1, 2017, the beginning of our new fiscal year. 'Fhe budget before you is based on a modest increase in tuition and fee income, an expected increase from 70 to 78 FTEs and essentially flat income from both our managed funds and our development efforts as we await a new Director of Development. I believe that the budget is a realistic one that can guide our mission in this coming year. The strategic plan approved by the Board at its January meeting, is beginning to take on a bit more detail as we await the arrival of a new president who will undoubtedly seek input into the plan. Our response to the significant loss of managed funds this past year is moving forward and a more detailed report will come to us from the Institutional Resources Committee. Finally, while it will not require any action on the part of the Board at this meeting, we are delighted that our pre-application to the Middle States Accrediting Commission was uniformly affirmed. The hundred-page application, with more than 1,500 pages of appendices, was a monumental task coordinated by Dr. Terry Smith. We are deeply grateful for her work on our behalf.

I close this brief report with words of gratitude for the remarkable opportunity to return to New Brunswick Seminary and lead us toward greater stability and hope regarding our future. The important decisions of the past decade have bought us time and resources for another chapter in our faithful history, but it doesn't guarantee our future. Our future is in our hands and in God's heart. It requires the seminary to be creative regarding its mission, agile regarding its decision making in a culture that is witnessing the shrinkage of the American church, responsive to new cultures and markets, ever committed to an inclusive and just community of faith and learning and vigilant that our limited resources are being managed and spent in wise and ethical ways.

I am deeply grateful to all who have walked with us in this amazing journey toward resurrection. I am grateful for colleagues on our staff and in our faculty, for the collegiality of the board in our common work, and for the support of literally thousands of donors and supporters who keep us in their thoughts and prayers as seen in their generous gifts to us. I end this 35th report to you as I ended my first one- And to God be the glory. Amen.

2


SECTION 3

Board Affairs

Committee


Board Affairs Committee

Purpose: The Board Affairs Committee is responsible for strengthening and supporting Board

commitment and function.

Responsibilities: In consultation with the President and the moderator, Board Affairs is to:

1. Promote the development of the Board of Trustees as a spiritually unified and

mutually supportive body.

2. Provide orientation for new members, educational opportunities and materials to

enhance the Board’s effectiveness and awareness of its responsibilities, as

expressed in the Constitution and By-Laws and the Declaration for Board Members.

3. Ensure the continued strength of the Board by presenting the names of well-

qualified, diverse and committed nominees for the Board and the Board’s executive

offices.

4. Administer the Declaration for New Trustees and oversee orientation and training.

5. Contact members who were absent from Board meetings to communicate major

issues and decisions.

6. Keep the Board informed about issues and developments in theological education.

7. Provide evaluative materials for the board to exercise its oversight of the President

and its own work.

8. Recommend polices, procedures and by-law amendments that strengthen the

board’s commitment to the seminary’s mission.



Bio - Rev. John Kapteyn March30,2017

I married Margaret over 43 years ago. We have three children and four grandchildren. In March, 2016 I retired from full-time ministry. I am 68 years old

After a year of teaching and a couple of years of banking, I was a professional accountant for thirteen years, the last ten years as Controller of a real estate development company.

I had been very active in church as a teenager and served as President of Classis Ontario Youth Fellowship. In my late 20's I stopped attending church and left the Christian faith. After attending church again a few years later, but still not committed to following Jesus, I was nominated as a deacon and that brought me to a situation in which I was confronted to decide ifl wanted to follow Christ. After intense prayer, I was led to Romans 10 in which I read "Trust in me and you will not be disappointed!" I now realize that God had never let me go even though I thought I had left Him. In a couple of years, I was ordained as an elder and in early 1985 felt the call to go into full time ordained ministry.

After attending Western Theological Seminary, including a year as Student Council President, I served a small church in Welland, Ontario. God blessed our ministry with growth and opportunities to serve the community, especially through our Social Worker.

I served two more churches, in Chatham and Hamilton. Ontario before becoming the Executive Secretary of the Regional Synod of Canada. I have also served in various leadership roles and on RCA committees throughout my ministry.

As the Executive Secretary, I was involved in ecumenical and evangelical bodies - the Canadian Council of Churches and the Evangelical Fellowship of Canada. I was a pastor to pastors, facilitator for church planting and church visioning ( strategic planning), and overseeing administration, among other responsibilities.

In March, 2016 I retired. I am 68 years old but still active in various ministries, including working with refugees.

I am somewhat of an entrepreneur, enjoying the challenge of creating new ministries. I played a role in the start of Camp Shalom in Ontario and a pregnancy crisis centre in Welland. I developed a sermon site, Sermon Central, which I sold a number of years ago.

My wife and I love to travel. We are adventurous, having hiked across Spain and England, and going to remote places like Antarctica . We believe it is important to accept people where they are to understand all people better by knowing them and their stories. Having left the church and being a outsider for many years, I believe we can relate to the unchurched and be good friends with them. We also enjoy reading books and watching movies that expand our worldview.

The skills or gifts I bring include leadership, pastoral care, administration, and a faith in God that is willing to step out to unknown places.

My main concern in my Christian walk is how we can display both truth and grace to a world which is filled with fear and confusion.


Pastor Ronald Slaughter, a native of Orlando, FL, an adopted son of Georgia, is the youngest pastor in history to serve as Senior Pastor of Saint James AME Church in Newark, NJ. God, in God's infinite wisdom and grace, has deposited into Pastor Slaughter's mind, body, and soul a passion for Kingdom building, through teaching and preaching. He has a genuine love of people and his goal in spreading the Gospel is to not only enlighten people but also to educate them. God has prepared him intellectually by guiding him through Maynard Evans High School in Orlando, Florida, where he was a stellar athlete and earned a college scholarship to Paine College in Augusta, Georgia pursuing a Bachelor of Science Degree in Education. Through the encouragement of his spiritual Episcopal parents, Bishop William and Dr. Pam Deveaux, Pastor Slaughter earned his Master of Divinity Degree with Honors from Turner Theological Seminary at the Interdenominational Theological Center in Atlanta, Georgia on May 5, 2007. Pastor Slaughter is presently a candidate for the Doctoral Degree at Wesley Theological Seminary in Washington, DC, with an anticipated graduation date of May 2018.

In just under six years of ministry at Saint James A.M.E. Church, 980 souls have been added to the kingdom, over 700,000 in debt has been liquidated, a $65,000 parsonage and $12,000 vestibule renovation completed, and a $15,000 renovation on the exterior sidewalks and courtyard making the edifice more accessible for those with mobility challenges. In an effort to create a more seamless worship experience, Saint James has upgraded its sound system, installed a new lighting system to enhance the online worship experience, launched a more user-friendly website and introduced the Saint James App. Pastor Slaughter along with the great people of Saint James have been working to develop a family oriented atmosphere, embracing the vision of God, and living out the "giver's confession" established by Pastor Slaughter. The ministry continues to grow with an average attendance of 1700 worshippers weekly at our Newark Campus and over 200 worshippers weekly at our South Orange Campus located at South Orange Performing Arts Center (SOPAC). Saint James has evolved through the development of the Stewardship and Finance Commission, the Hospitality, Marketing, Singles, and Social Action Network ministries. In July of 2015, Saint James purchased the property across the street from its present main location for $375,000 without obtaining a loan or borrowing any money. The purchased property will be the new home of Saint James 42,000 sq. ft. worship facility in 2020. Pastor Slaughter firmly believes with all of his heart in Acts 5:39 "But if it is from God, you will not be able to stop these people; you will only find yourselves fighting against God."

During his career, Pastor Slaughter has been the recipient of numerous awards and honors. Most recently, Pastor Slaughter was inducted into the Bishop Henry McNeal Turner Alumni Class of 2017 Hall of Fame at Turner Theological Seminary and was elected as the Chairman of the Local Governing Board of Saint Michael's Medical Center in Newark, NJ. Added to these honors, Pastor Slaughter was named one of the Top 40 African Americans Under 40 in Georgia by the Georgia Informer. He has been featured in the AME Church Christian Recorder as "evidence the AME Church is not dying" and was cited as "a rising star in Georgia." Recently, he has been honored by Marion P. Thomas Charter School with a "Fathers for Our Children" Award in June 2014 and the Essex County Prosecutor's Office in February of 2015 in recognition of his support and outreach to the citizens of Essex County New Jersey. He is a proud member of Omega Psi Phi Fraternity, Inc. and was awarded the 2012 Scholarship Brick Award by the Eta Pi Chapter. Under the leadership of Bishop Ingram and Rev. Dr. Jessica Ingram, Rev Slaughter was appointed the Chairman of the New Jersey Annual Conference Board of Examiners, making him the youngest to serve in this capacity in the First Episcopal District. He also serves as the Chairman of Finance for the New Jersey Annual Conference of the First Episcopal District and is a board member of the Marion P. Thomas Charter Schools, the largest minority-led charter school in the State of New Jersey.


In spite of all his wonderful accomplishments, Pastor Slaughter admits that without a loving, supportive, and understanding family, none of this would be possible. He is eternally grateful and extremely appreciative of his wife, Kyla Trinette Brown Slaughter and their children: Kellyn Skyla, Kylynn Rona, and Ronald Levant 11R2."


Timothy R. Taylor, DM 7065 Lakeshore Dr.

West Olive, MI 49460 Home: 616.738.2732 Cell: 616.403.5462

Email: [email protected]

LEADERSHIP AND MANAGEMENT EDUCTORAND CONSULTANT

BANKING AND FINANCIAL ASSET MANAGEMENT • TURNAROUND SPECIALIST

Highly accomplished banking and corporate leader. Results-oriented and decisive leader with proven success in turnaround .management, restructuring, and management consulting. Significant experience in workout/turnaround execution, and strategic planning. Substantial executive background, particularly distressed business enterprises or those in transitional growth stages. Proven track record of profitability with a tendency to thrive in dynamic and fluid environments while remaining pragmatic and focused.

Visionary Leadership Skilled Adult learning Facilitator Sought-after coach and mentor Proven problem solver

CORE COMPETENCIES

• Strategic Business Planning

• Capital Formation & Financing • Litigation Support

• • • • • • •

Change Management Experience Turnaround Management Ethical Treatment ofall Stakeholders

• Continuous Improvement Dedication

EDUCATION

Doctor of Management in Organizational LeadershipUniversity of Phoenix- School of Advanced Studies

2010

Dissertation: The Degree To Which Leaders' Cultural Intelligence, Leadership Skills, and NPO Performance Correlate

Master of Management Aquinas College, Grand Rapids, Ml

) 2004

Bachelor of Science Michigan State University, East Lansing, MI


NASD Series 7 Securities License

Columbia University Executive Bank Management Program Harriman, NY

American Bankers Association

Certifications

Agricultural Bank Management Graduate School Ames, IA

Cultural Intelligence Center

Advanced Certified Trainer ( currently the highest level of certification)

PROFESSIONAL EXPERIENCE

MANAGING MEMBER August, 2010- Present Axiom Small Business Consulting, LLC West Olive, MI

Axiom Consulting, LLC is a firm specializing in management and leadership issues faced by small businesses, with special emphasis on the nonprofit sector.

The firm will assist small business leaders understand and implement a variety of techniques to improve their management and leadership skills. Focal points range from: Board governance issues; managing volunteers, understanding fioancial information; the importance of cash management; fund raising; supervisory skills; strategic thinking and planning; and many others.

CONSULTANT May, 2008 -December, 2009 DW Associates, LLC Grand Rapids, Ml

DW Associates LLC is a management consulting firm located in Grand Rapids, Michigan providing specialized services to business enterprises.

This firm (website www.dwallc.com) has a heavy emphasis on turnaround and restructure services to distressed companies, but also provides a variety of services such as operations improvement, interim management, ownership transition, supply chain improvement, and others. Champion for DW A- filsk Advisory Services, LLC, a whole-owned subsidiary that serves the fioancial community with turnaround, restructure consultancy services to their borrowers.

Banker June, 1966-May, 2008

Huntington National Bank, Grand Haven, Michigan 1999-2008 $60B banking company with 14 banking offices administered from Muskegon, MI


Vice President-Business Development Responsible commercial business development in three counties.

• Held signature authority to $2.5MM • Community President, responsible for marketing decisions and community image

restoration following failed operations consolidation 2000-2003

• Private Financial Group Senior Sales Executive 1999-2000

GenBanc, Inc. /Genoa Banking Company, Genoa, OH $125 MM one-bank holding company serving suburban Toledo

President/CEO

1992-1999

• Led baok through a period ofregulatory supervision and constraints, including Cease and Desist Order, resulting from inherited management issues. Released from Regnlatory supervisor, regained profitability, and reinstated dividends within 12 months.

• Turned net loss of$800M in 1992 into $1.lMM profit in 1998 • Created mortgage banking business that grew from $2MM annual production in 1992 to $60 MM

in 1998 • Led organization into an operations and data processing strategic alliance with a competitor • Led merger discussions with competitor

First of America Bank Corporation 1966-1992

President and CEO of three affiliates of First of America, a multi-bank holding company

• Led three affiliates through change management. Two of the three were turnaround projects. One was in a growth mode.

• Manager of a rural banking office that was also a turnaround project.

ADJUNCT- PROFESSOR BAKER COLLEGE-MUSKEGON

COURSES FACILITATED:

INSTRUCTIONAL EXPERIENCE

STRATEGIC MANAGEMENT-THE CAPSTONE CLASS FOR THE BACHELOR OF

MANAGEMENT DEGREE.

2004- PRESENT

Tms CLASS USES MULTIPLE PEDAGOGICAL APPROACHES, INCLUDING TEAM VERBAL

PRESENTATIONS, WRITTEN ASSIGNMENTS, CASE STUDIES, AND A COMPUTER-BASED

INTERACTIVE STRATEGIC DECISION SIMULATION. As MANY AS 30,000 STUDENTS

COMPETE SIMULTANEOUSLY IN THIS SIMULATION ON AN INTERNATIONAL BASIS.

IN 11IE PAST, THREE OF OUR STUDENT TEAMS HAVE BEEN RANKED IN THE

TOP TEN "BEST IN CLASS" INTERNATIONALLY, AND ONE WAS NUMBER 1 IN THE

WORLD IN THREE OF THE FOUR CATEGORIES BE ASSESSED.

MARKETING MANAGEMENT-THE CAPSTONE CLASS FOR THE BACHELOR OF MARKETING DEGREE

TIIIS CLASS CULMINATES IN THE CREATION OF A MARKETING PLAN. TIIE CURRICULUM

BUILDS AROUND CONCEPTS OF STRATEGIC PLANNING AND THE SPECIFIC

RESPONSIBILITIES OF THE MARKETING OFFICER OF A FIRM.


CONTEMPORARY MANAGEMENT STRATEGIES- A SURVEY OF CONTEMPORARY MANAGEMENT

THEORIES

Focus IS ON CRffiCAL THINKING, USING THEORY AND CONCEPTS AS A BASIS

LEADERSHIP-A SENIOR LEVEL SURVEY OF LEADERSHIP THEORY

STUDENTS ARE ASSESSED ON TEAM BUILDING, VERBAL PRESENTATION AND WRITTEN PROJECTS. THE FINAL INDIVIDUAL PAPER ALLOWS THE STUDENT TO ASSESS TIIElll OWN LEADERSHIP STYLE PREFERENCES, USING THE MATERIALS COVERED IN

THE COURSE.

PRINCIPLES OF FINANCE-A THIRD-YEAR LEVEL COURSE TIIAT PRESENTS THE FUNDAMENTALS m·

FINANCE THEORY.

STUDENTS ARE PRESENTED A CONCEPTUAL OVERVIEW OF FINANCE PRINCIPLES. THE EXPECTATIONS ARE THAT STUDENTS WILL UNDERSfAND THE "WHY" OF VARIOUS FINANCE CONCEPTS, MORE TIIAN A FOCUS ON HIGH-LEVEL MA TII CONCEPTS. THIS IS

AN INTRODUCTORY COURSE.

PERSONAL FINANCE- ENTRY LEVEL EXAMINATION OF PERSONAL FINANCE ISSUES

CONCEPTS RANGE FROM BUILDING A PERSONAL FINANCIAL PLAN FOR THE CURRENT,

TimOUGH RETmEMENT AND ESTATE PLANNING FOR THE FUTURE

SMALL BUSINESS MANAGEMENT- A SECOND-YEAR LEVEL COURSE TIIAT PRESENTS THE FUNDAMENTALS OF ENTREPRENEURSHIP.

STUDENTS ARE PRESENTED AN OVERVIEW OF THE CONCEPTS REQUlllED TO MAKE MANAGEMENT AND LEADERSHIP DECISIONS IN A SMALL BUSINESS ENVlllONMENT. Tms

COURSE HAS A FOCAL POINT ON TIIE FEASIBILITY OF A NEW ENTITY.

FUNDAMENTALS OF HUMAN RESOURCE MANAGEMENT-

A SOPHOMORE LEVEL SURVEY OF TIIE FUNDAMENTALS OF HUMAN RESOURCES

MANAGEMENT ISSUES.

MANAGEMENT SEMINAR-

THIS IS THE CAPSTONE COURSE FOR THE ASSOCIATES IN MANAGEMENT DEGREE. THE COURSE IS A SURVEY OF CONTEMPORARY MANAGEMENT RESEARCH AND THEORY.

ADJUNCT-PROFESSOR Davenport University- Certified for gradnate level strategic management courses

BUSINESS PLANNING- CAPSTONE MANAGEMENT BBA

2008 -PRESENT

UNDERGRADUATE FINAL COURSE THAT COMBINES ALL OF THE BUSINESS DISCIPLINES STUDIED DURING THE UNDERGRADUATE PROGAM: FINANCE, MARKETING, BASIC PRODUCTION, ACCOUNTING. STUDENTS DEMONSTRATE BUSINESS ACUMENT THROUGH AN ON-LINE DECISION SIMULATION. THEY CREATE A BUSINESS PLAN AND PRESENT

IT IN WRITTEN AND VERBAL FORMATS. TEAMWORK IS EMPHASISED.

GLOBAL STRATEGIC MANAGEMENT

MBA COURSE THAT FOCUSES ON TEAM DECISION MAKING. AREAS INCLUDE FINANCE, HUMAN RESOURCE MANAGEMENT, PRODUCTION,


MARKETING, CAPITAL MANAGEMENT, VENTURE CAPITAL PRESENTATIONS AND COMPETITION.

FUNDAMENTALS OF ORGANIZATIONAL DESIGN

PART OF THE MASTER OF MANAGEMENT PROGRAM. FOCUS IS ON A VARIOUS OPTIONS FOR DESIGN, MANAGEMENT STYLE, AND STRATEGIC PLANNING INCLUDING ETIIlCAL MANAGEMENT TECHNIQUES.

BUSINESS ETIIlCS-

AN UNDERGRADUATE COURSE PRESENTING THE CONCEPTS OF ETIIlCAL DECISIONS IN BUSINESS CONTEXTS. STUDENTS PERFORM CASE STUDIES IN ADDITION, PRESENT THEIR FINDINGS IN WRITING AND VERBALLY, INDIVIDUALLY AND THROUGH DEVELOPING TEAMWORK SKILLS.

DA VENPPORT UNIVERSITY'S INSTITUTE FPR PROFESSIONAL EXCELLENCE 2015-PREENT

IPEX IS A CORPOATE LEARNING CENTER THAT PROVIDES PROFESSIONAL DEVELOPMENT COURSES FOR MANAGERS AND LEADERS ON IN-SEAT AS WELL AS IN-PLANT BASES. ADDITIONALLY, IPEX PROVIDES INDIVIDUALIZED MANAGEMENT COUNSELING, PLUS EXECUTIVE COACHING.

Professor- Part time Capella University

FUNDAMENTALS OF MANAGEMENT AND LEADERSHIP-

2010- PRESENT

AN UNDERGRADUATE COURSE THAT PRESENTS THE DIFFERENCES BETWEEN MANAGEMENT AND LEADERSHIP. IT EXPLORES CONCEPTS RELATING THE IMPORTANCE HIRING AND PROMOTING BASED ON NEEDED TALENTS AND STRENGTHS, AS WELL AS THE IMPORTANCE OF

CANDIDATES UNDERSTANDING THEIR OWN STRENGTHS. THE COURSE ALSO DEMONSTRATES AND PROVIDES PRACTICAL APPLICATION OF

STRATEGIC PLANNING TOOLS.

COMMUNICATION IN ORGANIZATIONS-

AN ENTRY LEVEL UNDERGRADUATE COURSE THAT HAS A FOCUS ON INTERPERSONAL COMMUNICATION THEORY AND APPLIED SKILLS, INCLUDING THE BENFITS OF CONFLICT MANAGEMENT AND CROSS

FUNCTIONAL TEAM COMMUNICATION.

FUNDAMENTALS OF LEADERSHIP

AN OVERVIEW OF LEADERSHIP STYLES AND CHARACTERISTICS


Publications

Taylor, T.R. (2009). Hold it Doc ... Don't Shoot That Horse! Michigan Association of Community

Bankers

Rouse, R., Schuttler, R., Taylor, T.R. (2010). Communication benchmarking: The secret to maximizing employee performance during the financial crisis. Michigan Association of Community Bankers

Affiliations

Michigan Bankers Association Northern Michigan School of Banking- Marquette, MI

American Bankers Association Executive Committee- Agricultural Bankers Division Chairman, 1985 Farm Bill Taskforce

Holland Chamber of Commerce Holland Michigan Member Board of Directors

Tri-Cities Chamber of Commerce Grand Haven, MI Chairman, Cultural Competency Action Team, Tri-Cities Chamber

Regional Chamber Coalition- Cultural Competency Advisory Council

Board Member- Greater Ottawa County United Way

Elder and President of the Congregation-Fellowship Reformed Church, Holland, Michigan

Boy Scouts of America- Eagle Scout; Chairman of Friends of Scouting for Toledo Ohio Area Boy Scout Council

Chairman of the Board- Oregon, Ohio Economic Development Corporation

Board Member- Holland Economic Development Corporation

Chairman of the Board- Allegan Ottawa Counties Economic Development Corporation

Chairman of the Board- Main Street Holland National Historic Trust


BRITTNEE CRAWFORD 16803 35th Ave., Flushing, NY 11358 � (641) 420-9361 � [email protected]

EDUCATION

Master of Public Administration May 2015 The College at Brockport, The State University of New York, Brockport, NY, GPA 4.0 Courses included strategic and financial management, program evaluation, statistics, and public policy Bachelor of Arts in Communications May 2009 Northwestern College, Orange City, IA, GPA 3.45

PROFESSIONAL EXPERIENCE

Lower Manhattan Cultural Council, New York, NY March 2016–present Institutional Giving Associate • Responsible for stewarding existing funders and identifying new sources of institutional support for an

annual budget of $5M, including prospect research, writing, crediting, reporting, and administration of grants using Asana project management software and Salesforce database

• Project-manage government contracts for programs and capital improvements exceeding $2.3M, including NYC Dept. of Cultural Affairs, NYC Economic Development Corp., NYC City Councilmember, Manhattan Borough President, New York State Council on the Arts, and National Endowment for the Arts

• Create dynamic partnership proposals and sponsorship requests to generate corporate support by identifying creative and mutually-beneficial branding, activation, and client engagement opportunities

• Develop proposals for submission to foundations by ascertaining mission synergy and program alignment • Supervise one Impact Measurement intern, and manage all implementation and data gathering related to

organization-wide Key Performance Indicator Framework, including designing and administering tools to measure economic, social, and environmental impact of programming for artists and the public

Salvadori Center, New York, NY Sept. 2015–March 2016

Development Assistant • Conduct prospect research, identify mission synergy, and manage grant proposals and reports in the

Etapestry fundraising database • Coordinate crowd funding campaign to support scholarships for teachers to attend the annual teacher

training institute, including campaign strategy, marketing, and implementation Lower Manhattan Cultural Council, New York, NY Jan.–May 2015

Institutional Giving & Government Relations Intern • Assist with coordination of program data, research, as well as proposal and report writing • Monitor activities of stakeholder groups including federal, state, and city officials and identify opportunities for

relationship building to further LMCC's mission in Lower Manhattan and beyond Denver Housing Authority, Denver, CO April 2011–Aug. 2012

Lead Service Coordinator Account Coordinator • Supervise team of service coordinators, and conduct outreach regarding program activities to clients and facilitate

access to services for basic needs such as food, clothing, and medical care • Administer audits of program reports and ensure files comply with federal HUD regulations • Provide support to 19 public housing governing councils through managing financial accounts, developing

presentation materials and trainings, and disseminating meeting minutes, memos, and correspondence • Plan quarterly health, safety, and diversity events/conferences for more than 100 public housing residents

Community Resources & Housing Development Corp., Denver, CO Sept. 2009–April 2011

Marketing & Resource Development Coordinator AmeriCorps VISTA Community Outreach Coordinator • Cultivate relationships with potential foundation and corporate funders and oversee marketing for an agency

providing affordable housing programs to low and middle-income families in urban and rural Colorado


SECTION 4

INSTITUTIONAL

RESOURCES


Institutional Resources Committee

Purpose: Institutional Resources Committee is responsible for oversight of fiscal

matters and the preservation and expansion of assets, both financial assets

and the physical plant.

Responsibilities: In consultation with administration and faculty, the Institutional Resources

Committee shall make recommendations to the Board of Trustees and

facilitate essential tasks such as the following:

Budgets

Audit

Long range financial planning

Physical property management

Invested asset management

Alumni/ae Relations



Some Notes on the “Total Given Constituent Report” from the Department of Development

1. Contributions for the year to date are up $80,000 from last year.

2. Contributions from Churches are significantly down from last year because we are

waiting for our annual gift from the Saemoonan Presbyterian Church in Seoul, Korea

3. Friends contributions are significantly up because the completion of a major pledge to

our Campaign

4. Foundation contributions are significantly up because we were awarded a $125,000

continuing grant from the Lilly Foundation for our program committed to reducing the

debt of seminary students

5. Finally, the number of donors is up 100 people because of the great response to support

the retirement book in Dr. Mast’s honor


Page 1Total Given Constituent Report4/6/2017

Fiscal Year 2017

Constituency code

7/1/2016 to 4/5/20177/1/2015 to 4/5/2016

Number of Total Avg given Number of Total Avg given

Donors given per donor Donors given per donor

New Brunswick FriendsNew Brunswick Friends $1,462.95 $1,635.00 $1,462.95 $1,635.00 1 1

Alumni/aeAlumni/ae $112,390.34 $76,381.00 $1,080.68 $626.07 122 104

Alumni/ae Private FoundationAlumni/ae Private Foundation $0.00 $0.00 $0.00 $0.00 0 0

ChurchesChurches $238,443.37 $140,515.76 $2,091.61 $1,243.50 113 114

Corp/BusinessCorp/Business $2,630.00 $36,708.14 $526.00 $6,118.02 6 5

EstatesEstates $761.22 $761.22 $761.22 $761.22 1 1

FoundationsFoundations $11,500.00 $126,250.00 $5,750.00 $63,125.00 2 2

Foundations PrivateFoundations Private $250.00 $1,000.00 $250.00 $1,000.00 1 1

Faculty MemberFaculty Member $4,350.00 $4,385.00 $725.00 $548.13 8 6

FriendsFriends $70,852.50 $148,366.89 $553.54 $785.01 189 128

FriendsBlantonPealeFriendsBlantonPeale $0.00 $0.00 $0.00 $0.00 0 0

Honor/MemorialHonor/Memorial $0.00 $550.00 $0.00 $550.00 1 0

Non-Relig OrgNon-Relig Org $1,000.00 $0.00 $1,000.00 $0.00 0 1

Religious OrgReligious Org $16,512.50 $23,324.40 $2,064.06 $4,664.88 5 8

SchoolsSchools $0.00 $0.00 $0.00 $0.00 0 0

SolicitorSolicitor $0.00 $0.00 $0.00 $0.00 0 0

Woman's OrganizationWoman's Organization $5,517.54 $300.00 $1,103.51 $150.00 2 5

StudentStudent $0.00 $770.00 $0.00 $96.25 8 0

EmployeeEmployee $23,304.88 $17,535.38 $3,329.27 $1,095.96 16 7

TrusteeTrustee $24,246.10 $15,415.00 $2,694.01 $1,185.77 13 9

NBTS Women's AuxillaryNBTS Women's Auxillary $0.00 $0.00 $0.00 $0.00 0 0

CertificateCertificate $0.00 $0.00 $0.00 $0.00 0 0

Former TrusteeFormer Trustee $116,436.71 $118,500.00 $6,468.71 $5,386.36 22 18

ATS Student IssuesATS Student Issues $0.00 $0.00 $0.00 $0.00 0 0

Kansfield ChairKansfield Chair $0.00 $0.00 $0.00 $0.00 0 0

Former FacultyFormer Faculty $1,400.00 $1,600.00 $1,400.00 $800.00 2 1

Former PresidentFormer President $2,500.00 $1,125.00 $1,250.00 $562.50 2 2

Former EmployeeFormer Employee $675.00 $420.00 $225.00 $210.00 2 3

Former StudentFormer Student $2,016.00 $484.00 $1,008.00 $242.00 2 2

$1,522.13 $1,382.29 418 518$636,249.11 $716,026.79

•


Revenue


Chief Financial Officer Report

April 2017 Board Meeting

1. Total revenue is below budget because 2 D-Min classes and a Certificate program have not materialized this year.

2. Our Private Gifts and Grants are below budget at this time, but we anticipate a large donation of $100,000 to be coming in before the fiscal year end.

3. Other sources of income is over budget because of increased use of the Seminary building facilities and an agreement with another Korean Church for Sunday worship services on our premises.

Expenses

1. The instruction expense line is above the budget due to the expanded use of Affiliate Professors to teach courses while one of our faculty professors is on sabbatical, and we have also been down 2 full time professors.

2. The Academic Support line is above budget because we are experiencing extra costs in our software transition to go from in house to cloud based.

3. The Plant Operations and Maintenance expense line is above the budget because of small projects that were needed around the seminary campus.

4. Scholarship expense line is below budget because less money was given out to RCA students because of fewer students enrolled. Also less student designated money was received from congregations, to be given to designated students. Our regular scholarship awards were given out as budgeted.

In Total

I. Our operating expenses continue to be in line and below our budget.

2. Even though we are behind in revenue against our Budget, we are hopeful that the last quarter donations, which normally come at this time, will help us to reach our goals for year end.



Operating Income Statement

Operations

Revenue

Educational & General Revenue

Tutition and Fee Revenue

Private Gifts & Grants

Income From Donor Restricted Funds Other Sources oflncome

Income from Unrestricted Funds

Total Educational & General Revenue

Total Revenue

Expenditures

Educational & General Expenditures

Instruction

Academic Support

Institutional Support

Plant Operations & Maintance

Scholarships

Total EctuCational & General Expenditures

Total Expenditures

Net Operations Surplus/(Deficit)

Non - Operations

Depreciation Educational & General Assets

Total Depreciation

As of March 31, 2017

Year to Date

Actual at

3131/2017

$1,260,235

$597,325

$476,627

$153,081

$340,000

$2,827,268

$2,827,268

$808,793

$420,889

$1,240,332

$303,684

$194,637

$2,968,335

$2,968,335

($141,067)

$382,606

$382,606

Year to Date

Budget at

3/31/2017

$1,288,513

$841,569

$501,904

$126,375

$341,010

$3,099,371

$3,099,371

$799,973

$411,829

$1,281,724

$296,837

$256,208

$3,046,571

$3,046,571

$52,800

$0

$0

THIS REPORT IS UNAUDITED AND FOR INTERNAL USE ONLY

Page 1 of 1

Year to Date

Variance at

3131/2017

($28,278)

($244,244)

($25,277)

$26,706

($1,010)

($272,103)

($272,103)

($8,820)

($9,060)

$41,392

($6,847)

$61,571

$78,236

$78,236

($193,865)

($382,606)

($382,606)

Prior Year to

Date Actual at

3/31/2016

$1,253,982

$494,473

$466,846

$136,950

$390,000

$2,742,251

$2,742,251

$697,271

$364,954

$1,341,636

$335,505

$304,400

$3,043,766

$3,043,766

($301,515)

$375,308

$375,308


Assets

Cash and Cash Equivalents

Cash in Bank

Petty Cash

Total Cash and Cash Equivalents

Other Assets

Investments

Accounts Receivable

Pledge Receivable

Inventories

Prepaid Items

Interfund Receivables

Plant Assets

Security Deposits

Total Other Assets

Total Assets

Liabilities and Fund Balance

Liabiltiies

Accounts Payable

Notes Payable

Deposits

Total Liabiltiies

Fund Balance

Unrestricted Fund Balance

Temp Restricted Fund Balance

Perm Restricted Fund Balance

Total Fund Balance

Total Liabilities and Fund Balance

New Brunswick Theological Seminary Comparative Balance Sheet

Mar 31 2017 vs Mar 31 2016

Actual for Mar 2017 Mar 2016

$1,732,474 $2,441,616

$100 $100

$1,732,574 $2,441,716

$21,650,589 $19,320,190

$187,542 $113,911

$99,226 $197,684

$0 $0

$66,949 $64,201

$0 $0

$14,230,621 $14,288,041

$4,442 $4,442

$36,239,368 $33,988,469

$37,971,943 $36,430,185

$526,444 $128,336

($1) ($1)

$93,529 $15,643

$619,972 $143,978

)

$26,868,997 $27,535,858

($3,895,904) ($4,539,870)

$14,378,878 $13,290,219

$37,351,971 $36,286,206

$37,971,943 $36,430,185

THIS REPORT IS UNAUDITED AND FOR INTERNAL USE ONLY

4/6/2017 12:10:56 PM

Page 1 of 1 Board of Trustees Spring Meeting Workbook Page 38

Revenue

New Brunswick Theological seminary

Operating Budget Notes

F/Y 2017 - 2018

1) Tuition and fee revenues have increased for several reasons:

a) Raised the per credit hour charge 5% for all degree programs

b) Anticipated increase in Certificate Program students

c) New D-Min cohorts

2) Private Gifts and Grants are a little less this year for a couple of reasons:

a) RCA Assesment fees are less this year because of decline in RCA students

b) The absense of a Development Director

3) Decrease in Donor restricted funds - Because of loss incurred in Investments

4) Other sources of Income:

a) Expected increase in building rental use

b) Additional Korean Church rental of building

5) Income from Reserve Funds shows a slight increase due to the performance

of the investments at year end.

Expenses

1) Instruction has increased due to the hiring of a new full time Professor for the Homiletics

2) All other expense categories, Academic Support, Institutional Support, and Plant

Operations and Maintenance have increased slightly, less than 2 %.

3) Scholarships and Awards have decreased slighty because of fewer RCA students.

The scholarships for the MA and M-Div students has not changed from last year.


New Brunswick Theological Seminary Operating Budgets

FY 2016-2017 vs 2017-2018

Operations

Revenue

Tuition and Fee Revenue

Private Gifts and Grants

Income From Donor Restricted Funds

Other Sources of Income

Income From Reserve Funds

Total Revenue

Expenses

Instruction

Academic Support

Institutional Support

Plant Operations and Maintenance

Scholarships and Awards

Net Operations Surplus or (Deficit)

Non-Operations

Depreciation

Current Budget

FY 2016 - 2017

$ 1,327,450

$ 1,288,778

$ 689,205

$ 168,500

$ 448,013

$ 3,921,946

$ 1,046,631

$ 529,106

$ 1,692,634

$ 374,450

$ 279,125

$ 3,921,946

$0-

$398,675

Proposed Budget

FY 2017 - 2018

$ 1,500,846

$ 1,251,156

$ 643,513

$ 214,500

$ 458,766

$ 4,068,781

$ 1,157,566

$ 559,805

$ 1,698,085

$ 381,400

$ 271,925

$ 4,068,781

$0

$419,752


New Brunswick Theological Seminary Operating Budgets

FY 2016-2017 vs 2017-2018 Projected FY 2018-2019 and 2019-2020

Current Proposed PROJECTED PROJECTED Budget Budget Budget Budget

FY 2016 - 2017 FY 2017 - 2018 FY 2018 -2019 FY 2019 - 2020 Operations

Revenue

Tuition and Fee Revenue $ 1,327,450 $ 1,500,846 $ 1,530,863 $ 1,561,480

Private Gifts and Grants $ 1,288,778 $ 1,251,156 $ 1,276,181 $ 1,301,705

Income From Donor Restricted Funds $ 689,205 $ 643,513 $ 656,383 $ 669,511

Other Sources of Income $ 168,500 $ 214,500 $ 218,790 $ 223,166

Income From Reserve Funds $ 448,013 $ 458,766 $ 467,941 $ 477,300

Total Revenue $ 3,921,946 $ 4,068,781 $ 4,150,159 ... $ 4,233,162

Expenses

Instruction $ 1,046,631 $ 1,157,566 $ 1,180,717 $ 1,204,332

Academic Support $ 529,106 $ 559,805 $ 571,001 $ 582,421

Institutional Support $ 1,692,634 $ 1,698,085 $ 1,732,047 $ 1,766,688

Plant Operations and Maintenance $ 374,450 $ 381,400 $ 389,028 $ 396,809

Scholarships and Awards $ 279,125 $ 271,925 $ 277,366 $ 282,913

$ 3,921,946 $ 4,068,781 $ 4,150,159 -· $ 4,233,162

Net Operations Surplus or (Deficit) $0 $0 $0 $0

Non-Operations

Depreciation $398,675 $419,752 $415,157 $409,078

*** Revenue and Expenses have been calculated at a 2 % Increase


SECTION 5

Academic and Student

Life Committee


Academic and Student Life Committee

Purpose: The Academic and Student Life Committee is responsible to attend to the academic

structure, policies and programs of the Seminary, as well as student issues and concerns to

ensure that the stated educational philosophy, aims, and purposes of the Seminary are

accomplished in accord with the mission of NBTS.

Responsibilities:

1. Ensure that all academic activities are carried out within the mission of NBTS.

2. Be familiar with the academic structure, curricula, admission, and graduation

requirements of the Seminary; and review recruitment, retention, and placement data to ensure it meets strategic objectives.

3. Ensure that the Seminary provides an academic program characterized by excellence

in teaching, scholarship, and intellectual climate, and that it nurtures the formation of

degrees, certificates, and dispensations. This includes ensuring that the excellence of

the academic program is maintained through consistent and rigorous use of assessment

and documentation, and a review of academic policies and programs.

4. Review and address the needs in the lives of students, for example, assessing

communal and individual student life, ensuring that the worship and spiritual life of

students are attended to, assessing housing needs, and advocating for financial

resources for students.

5. Make recommendations to the Board of Trustees on matters concerning academic

policies to be added to the Faculty Handbook, the approval of new degree programs,

the granting of degrees to appropriate candidates, the granting of certificates of fitness

for ministry to RCA candidates and the approval of alternate means for satisfying

theological requirements for RCA candidates.

6. Make recommendations regarding searches, tenure, promotion, leave, and other faculty

policies to the Board of Trustees.



NEW BRUNSWICK THEOLOGICAL SEMINARY NEW BRUNSWICK, NEW JERSEY

The Reverend Dr. Willard W C Ashley, Sr. Dean of the Seminary – Associate Professor, Practical Theology

Report to the Board of Trustees, April 2017

April 6, 2017

1. Allow us to celebrate! The Regional Middle States Commission on Higher Education (ARR)

accepted our Accreditation Readiness Report. ARR, Vice President, Ellie A. Forgarty, Ed.D.,

wrote to Dr. Mast, “I wish to thank you and your staff for the thoroughness of your report.”

Gregg and I offer a personal thanks to Terry Smith, PhD., for her tireless work on this project.

We anticipate a Readiness Visit by ARR this fall, which will be followed by a NBTS self-study.

We already continue to reap the benefits of incorporating more rigorous accreditation

standards and policies, at NBTS. Our seminary will soon be on par with major universities.

2. We look forward to an ATS Focused Visit this fall. The visit will examine our progress in

seminary wide assessment. ATS wants to see how does our Strategic Plan tie into our degree

programs, finances and student services. Please see the attached check list.

3. We are close to the launch of our integrated Blackbaud system. Again, sincere thanks to our

administration and staff. Special thanks to Yasha People who said over one year ago, “We can

do this!” Yasha continues her professional development and returns with new tools to help the

academic arm of NBTS run more efficiently.

4. Congratulations to Andrew Wymer, PhD. He has agreed to come on board as the NBTS

Assistant Professor of Homiletics and Worship. You will find his CV in your packet. Andrew will

be present to meet the board at our April 2017 meeting. Upon board approval, Andrew looks

to begin his tenure track position at NBTS this July.

5. We are happy for the next step in our Undoing Racism, ARTT initiative. April 20-22 of this year

our Field Education supervisors and local New Brunswick community leaders will sit together

with our students, on our campus for the same two and a half-day training that our board

experienced. Our thanks to Drs. Faye Taylor and Michael Granzen who are leading this effort.

6. We are delighted that our Cohort Director for the DMIN in Transformational Preaching, Dr.

Kimberly Credit, is representing NBTS in numerous places: April 25 -27, Lecturing and

serving on the panel for sermons for the Academy of Preachers/Festival of Preaching; July 10-

14, Attending the E.K. Bailey Preaching Conference, where Dr. Jerry Carter, NBTS Adjunct

Professor, is teaching and preaching; and July 21-31, 2017, Studying at Oxford University,

Oxford, England with Dr. Joel Gregory. We are ecstatic that Dr. Gregory is teaching an

intensive course later this year in our Transformational Preaching, DMIN Cohort.

7. Dean Renee House and others presented this idea years ago. I am happy to announce that

Jeanette Carrillo, Executive Assistant to the Dean and Assistant Registrar, will teach a

certificate course in Conversational Spanish. It is open to all!

8. Please review for vote the attached graduation list for May 2017.


Willard W C Ashley, Sr.


http://ekbpc.com/

Gardner A. Sage Library Quarterly Report – Board of Trustees Spring 2017

Activities

All library professionals were in attendance for Dean Ashley’s presentation for the Mark Kraai

Lecture on Self-Care for Ministry Leaders (April).

Completion of the Library-related IPEDS, submitted to the Registrar in March.

Two donations received. A large donation came from the NBTS President’s Office totaling

approximately 600 books. The fiction materials were sent to Better World Books for resale, whereas

the library receives 10% return of profits. The library also received a large donation of theological

books from an alumnus of over 60 books.

Librarians sent 45 electronic copies of scholarly articles to D.Min. students during their February

Intensive Week

The library purchased of a wireless printer for the Circulation Desk.

Library professionals are currently working on updating library materials and the information on the

Sage Library website. This is to ensure that the most up-to-date information is available to students

and staff in person and remotely. The Director is also updating the Bound Dissertation/Thesis Order

Form to reflect a shift in the procedure for receiving and shipping student publications.

Community Activities

The library hosted the RCA Commission for Women’s visit to the Sage Library and RCA Archives on

February 17th

.

The library staff accommodated two after-hours Sage Library tours for guests of Dr. Kim. The first on

Friday, March 24th for visitors from Seoul Jangsin University of South Korea and the second on

Saturday, April 1st for the attendees of the Underwood Lecture & Symposium.

NBTS Librarians will host the Spring 2017 Southeastern Pennsylvania Theological Library

Association (SEPTLA)meeting April 21st, co-sponsored by the American Theological Library Assn.

The theme of meeting is “Library Support for Online and Distance Education Programs”

Activities of Success

From the beginning of the New Year (January 1) to date the collected data demonstrates an increase with

services in the following areas:

Interlibrary Loan

o Borrowing: 21 items, increase of 162% from same period last year

o Lending: 30 items, increase of 172% from same period last year

Circulation

o New Borrower Cards: 55 for a 41% increase from same period last year

o Check-outs: 654, which is a 12% increase from same period last year

Book Purchases: 98 books, 139% increase from the same period last year

Center for Theological Writing

During the end of January through the end of February, Mondays had drop-in hours from 1pm-6pm. Starting at

the beginning of March, Monday's drop-in hours shifted to 5pm-10pm. Over the trimester there have been at

least 6 regulars who come in for multiple hours and sessions to receive help on their assignments. Starting in

March, several D.Min. students who are compling their dissertations have been utilizing the center for

corrections and style edits.


Staff Professional Activities Page 2

Library Director

Met with the President, the Dean of Students and the Development officer to clarify our institutional

vision and plans for an increase in scholarship aid

Met with the Key Note Speaker, Dr. Carla Hayden, 14th Librarian of Congress (1st African American

and 1st Woman), at the 2017 ACRL Conference.

Monthly scriber for faculty council meetings

American Library Association - Annual Conference (June 2017)

Technical Services Librarian

NJ Library Association Roundtable - Presenter at Copy Catalogers Workshop, March 2017

American Theological Library Assn. (ATLA)-Spring meeting for the Diversity, Equity & Inclusion

Committee , March 2017

Southeastern Pennsylvania Theological Library Association (SEPTLA), Spring meeting coordinator,

NBTS as host site (April 2017)

American Theological Library Association (ATLA) – Conference (June 2017)

Public Services Librarian

Rutgers University Busch Campus-Virtual Academic Library Environment (VALE) Annual

Conference, January 2017

Rutgers University School of Communication & Information –Alumni Association Meeting, Member

at Large, February 2017

Association for College and Research Libraries (ACRL)- Conference, March 2017

The College of New Jersey- “Let’s Circulate” meeting, 3rd annual (June 2017)

Acquisitions Librarian

New Jersey Library Association (NJLA) - Emerging Leaders Conference as member

New Jersey Library Association (NJLA) - Honors and Awards Subcommittee Intern, presenting a

poster at the annual NJLA conference (April 2017)

Highlighted Library Services

Library assistants pulled together two book displays to highlight parts of the library collection. For

February, the theme was African American History Month. For March, the theme was Women’s

History Month.

There is a minimum of two library staff on the desk every evening until closing and Saturdays.

Library staff members fill in hours at the NBTS Reception Desk as needed.

Due to high demand from students, faculty and community patrons, the library remained open regular

hours during Reading Week and will offer regular hours on Monday and Tuesday of Holy Week 2017.


Tracey J. Hunter Hayes Tracey J. Hunter Hayes

Library Director, Gardner A. Sage Library - New Brunswick Theological Seminary


Application for Sabbatical, Fall 2017

Raynard Smith

I request a sabbatical for the Fall semester of 2017.

The sabbatical will give me time for: 1) two scholarly research and writing projects; 2)

revision of the Introduction to Pastoral Care and Counseling course; and, 3) to engage in self-

care.

In the Spring of 2015, I was granted a book contract by Wipf and Stock publishers to

convert my Ph.D. dissertation into a book. I at first thought to decline the offer but was

encouraged by the publisher to postpone the publication to the end of December 2017. During

Sabbatical this will become my primary focus/interest. In my dissertation entitled “Black

Churches as Selfobject Environment: A Self Psychological Analysis of the Church of God in

Christ (COGIC) Worship and Ethos” I examined the ways in which this particular African

American denomination routinized its time together- in worship, Bible study, and other social

and religious events and practices- and how this impacts the psychological self of its

constituents. I believe that my dissertation once published will provide the scholarly

community with an opportunity to reflect upon the psychological value that Black churches (in

this dissertation COGIC) have provided and continue to provide. For those who serve in these

African American religious institutions, this research can lead to opportunities for self-reflection

that can bring about an understanding of how ministry in the Black churches can re-orient itself

so that it remains relevant for the current issues that the Black community encounters- racism,

mass incarceration, poverty, HIV/AIDS and other health maladies, gang violence, single parent

households, etc. To my knowledge, this will be the first book length psychology of religion

scholarly work on Black churches that integrates the psychological perspective with the

theological and sociological. My plan is to have this to the publisher by the end of December.

Time away from administrative responsibilities and teaching will afford me this opportunity to

complete this task.

My second intent for the leave is to have time to continue a work-in-progress that I began

in June of 2016 surveying the way in which suffering is addressed within the Black churches.

Last year I attended the Hampton Minister’s Conference and presented for the NBTS alumni my

survey and received great feedback. In addition, I began conversation with Richard Payne, MD,

Professor of Medicine and Divinity at Duke University Divinity School. Dr. Payne is an Affiliate

of the Duke Initiative for Science & Society and a member of the Duke Cancer Institute. He is an

internationally-known expert on care for those near death and has done extensive work focusing

of African Americans and end-of-life issues. We have begun a conversation to collaborate on a

project that further explores suffering and end-of-life issues within the Black churches. It is our

intent to apply for a grant which will allow us to conduct the research we need to assess the

thoughts, attitudes and behaviors of African Americans on the subject of suffering. We are

contemplating a quantitative study (this could possibly become mixed methods requiring

interviews and focus group discussions) which will demand that we attend the national

conferences of the seven major black Protestant denominations: the National Baptist Convention

(NBC), the National Baptist Convention of America (NBCUSA), the Progressive National

Convention (PNC), the African Methodist Episcopal Church (AME), the African Methodist


Episcopal Zion Church (AMEZ), the Christian Methodist Episcopal Church (CME) and the

Church of God in Christ (COGIC). While I do not envision completing this work during my

sabbatical, I do hope to get substantial traction on this project that will allow me to have it nearly

fully thought through and outlined that in 2018 we will be able to fully implement it.

My third proposed intent for the leave is to engage in the process of re-thinking the

Introduction to Pastoral Care and Counseling course. The Introduction to Pastoral Care and

Counseling course is a part of the required curriculums for the M.Div. and MA programs and

my main teaching responsibility. It is designed to give students a broad sweep of the field of

Pastoral Care and Counseling. At present, besides skill-building, the course introduces students

to the particular issues attached to grief, narcissism, counseling women, domestic violence,

family counseling, and clergy ethics. Different texts are employed to allow students an

opportunity to become familiar with pastoral counselors and pastoral theologians. In particular, I

would like to utilize my time to update the literature by looking for more current texts which

might prove useful and reflect the contemporary scholarship. Also I would like to take this time

to evaluate the subjects that the course covers, remembering the conversations and responses

both verbal and written (course evaluations) that I have received from the students. In addition,

there has been an emphasis by NBTS to continue to be relevant to the needs of the students. One

response of this is to offer more online learning experiences. During sabbatical I would like to

build three to four new e-learning modules to be of use for online learning. This would be in

keeping with the direction our academic institution is heading and keep NBTS competitive with

other theological institutions.

Fourth, I will take time to engage in self-care. With relinquishing my teaching and

administrative roles here at NBTS I will be afforded the opportunity to slow down the pace of

my life and get some much needed rest. To accomplish this, I plan to make frequent trips to the

beach during the summer months and to do some hiking and reading for enjoyment. I have

intentionally not taken on any opportunities to present papers during my time of sabbatical.

Other than the goals mentioned above, I will give myself to a slower pace of life and I so look

forward to it.

My administrative responsibilities will be covered as follow:

I plan to be relieved of faculty committee responsibilities for the Fall of 2017. The Ministry

Studies Department will identify another person to chair the Department during my sabbatical. I

have four MA students who possibly will complete their work in the Spring of 2018. This

semester I am diligently working with them to get them well on their way. Their work for the

Fall semester will be supervised by Dr. Myounghun Yun who is the Affiliate Assistant Professor

of Pastoral Care and Pastoral Theology. My regular M.Div. and MA advisees will be re-

assigned to my colleagues. However, I will be intent that advisement for Fall semester

enrollment will be completed by the end of this Spring semester.

In regards to course offerings, I have recruited two adjunct professors who will teach

Pastoral Care courses while I am away. Dr. Jisun Kwak will offer two courses; Counseling


Women and Research Methods in Pastoral Theology and Dr. John Huh will offer one course,

Pastoral Care with Youth and Adolescents. I have also recruited adjunct professors to teach the

needed Ministry Studies courses for the Fall 2017 semester. Dr. Dean Trulear will teach a course

on Prison Ministry and Dr. Don Kim will teach a course on Evangelism. I am currently pursuing

a third adjunct professor who will teach the Introduction to Christian Education course for the

Fall semester. This should fully complement my withdrawal from my teaching and

administrative responsibilities allowing NBTS to continue in its rich tradition of providing high

quality theological education.

I thank you in advance for your consideration of my application to be relieved of my

institutional responsibilities to complete my research and recharge my spirit.

I am yours sincerely,

Dr. Raynard Smith


OFFICE OF STUDENT AFFAIRS

Joan Marshall - Dean of Students

Report to Board of Trustees – April 2017

Admissions

1. In the coming fiscal year the recruitment budget for all programs, Master, Doctorate and

Certificate will be administred by the Student Services Department. A meeting was held

with the directors of the programs to coordinate and plan recruitment strategy.

2. The Ambassador program has had a slow start, but will continue to be honed for this prime

recruitment season.

3. The Director of the DMin program will be engaged in various recruitment opportunities in-

and-out of state to promote the DMin in Metro-Urban Ministry. Recruitment of NBTS

alumni is taking place, though the invitation to a series of DMin-specific, Information

Sessions.

4. The “Growing NBTS” meetings have been fruitful. A financial incentive strategy for

certificate students moving into the master level programs has been imagined and adopted.

5. Verbal follow-up report to “Plans for Enrollment Spring 2017”

Retention

No new report

Support

A new student group is in the process of forming. They are called the Association of

Hispanic Kingdom Builders. There is a process for establishing the group and AHKB will be

created by a vote of the Administrative Council. One part of the mission of the group is to

recruit students of Hispanic descent to the seminary.

Placement

The attendance at the Career Services Workshops in NJ was not as high as expected. The

attendance level over the four days was just above the one day event in the fall. The one

day event on the NY Campus was well attended. These workshops are underwritten by the

Lilly grant. It is a good investment into the lives of NBTS students.

Community

The Dean of Students is preparing graduating students for graduation celebrations. The

Senior Dinner is scheduled for 4/21/17.

Administration

We certainly appreciate the years of leadership of Dr. Gregg Mast as President of the

Seminary, and we certainly wish him God’s speed and God’s grace on his retirement

journey.


It is that time of the year when we look forward to graduating another class of women and men who are, or will, serve in

ministry. With gratitude for their diligence, we present the following candidates for the Board’s approval:

Master Divinity (M. Div.) Potential Graduates (May 20, 2017)

1. Jessica Cannon

2. Loretta Cason

3. Marlo Davis

4. Lewis Dixon

5. Cassandra Foster*

6. Valerie Dupree

7. Gwendolyn Hinton

8. Franco Jurici*

9. Jeweldean Lawson

10. Allen Mitchell

11. Shemja Ragin

12. Kurt Richards

13. Clive Sang

14. Faykita Scott**

15. Yo Sop Shin

16. Mark Terranova

17. Monique Wheeler

18. Barry Wise

**denotes that the candidates degree requirements were successfully met at the close of the fall

semester – diploma will reflect an award date of December 2016.

*denotes that the candidates degree requirements were successfully met at the close of the spring

semester – diploma will reflect an award date of August 2017.

Recommendation: The faculty recommends that these candidates be approved to receive the Master of

Divinity degree, pending the completion of all degree requirements.

Master of Arts ( M.A.) Potential Graduates (May 20, 2017)

1. Barbara Brown

2. Keith Goeliner

3. Ronald Hiles

4. Ella Laster

5. Kelvin Pleasant**

**denotes that the candidates degree requirements were successfully met at the close of the fall

semester – diploma will reflect an award date of December 2016.

Recommendation: The faculty recommends that these candidates be approved to receive the Master of

Arts degree, pending the completion of all degree requirements.


Doctor of Ministry (D.Min) Potential Graduates (May 20, 2017)

Cohort I: Pastoral Care & Counseling

1. Cheryl Auguste

2. Ellen Canty McEachern

3. Dorothy Jean Jones

4. James Krombholz

5. Joy Lynch

6. Samuel Park

7. Louise Ragin

8. Joanne Van Sant

Cohort: Community & Congregational Renewal

9. Bishop Green

10. William Hodgetts

Recommendation: The faculty recommends that these candidates be approved to receive the Doctor of

Ministry degree, pending the completion of all degree requirements.


Andrew Michael Dyke Wymer

Styberg Postdoctoral Teaching Fellow

Garrett-Evangelical Theological Seminary

Education

2016 Ph.D. in Liturgical Studies, Concentration in Homiletics

Garrett-Evangelical Theological Seminary, Evanston, IL

Dissertation: The Violence of Preaching: A Homiletical Ethic of

Revolutionary Violence

2010 – 2012 Graduate Study in Liturgy and Homiletics

Drew University Theological School, Madison, NJ

2010 M.A. in Worship Studies, Concentration in Church Music

The Southern Baptist Theological Seminary, Louisville, KY

2006 B.S. in Pastoral Studies, Concentration in Sacred Music

Faith College, Ankeny, IA

Certifications

2016 Teaching Certificate

Northwestern University, Evanston, IL

Experience

2016 – Present Adjunct Faculty

The Association of Chicago Theological Schools Doctor of

Ministry in Preaching Program, Chicago, IL

- Preaching as Interpretation

2015 – Present Styberg Postdoctoral Teaching Fellow in Homiletics (full-time,

non-tenure track)


- Advanced Preaching, Spring 2016

- Developing and Delivering the Sermon, Spring 2016

- Developing and Delivering the Sermon, Fall 2015

2013 – 2015 Teaching Assistant


- Preaching and the Movies, Spring 2015

- Advanced Preaching, Fall 2014

- Christian Public Worship, Spring 2014

- Developing and Preaching the Sermon, Fall 2013

- Developing and Preaching the Sermon, Spring 2013


Other Experience

2016 – Present Board Member

The Liturgical Conference, Chicago, IL

2014 – Present Grant Program Coordinator

Lilly Endowment Inc. grant program “A Partnership in Effective

Proclamation” at Garrett-Evangelical Theological Seminary,

Evanston, IL

2014 – 2016 Program Assistant

The Association of Chicago Theological Schools Doctor of

Ministry in Preaching Program, Chicago, IL

2013 – 2015 Youth Minister

First United Methodist Church, Park Ridge, IL

2014 Grant Research and Writing Assistant ($500,000 grant secured)


2013 – 2014 Graduate Reading and Writing Tutor

The Center for the Church and the Black Experience at Garrett-

Evangelical Theological Seminary, Evanston, IL

2013 Research Assistant

The Styberg Preaching Institute, Evanston, IL

2012 – 2013 Youth Ministry Leader

Kenilworth Union Church, Kenilworth, IL

2008 – 2009 Graduate Research Assistant

The Southern Baptist Theological Seminary, Louisville, KY

Publications

“Liturgy: A Homiletical Retrospective” (edited) Liturgy, VSI,

November 2016

“Drowning in Dirty Water: A Baptismal Theology of Whiteness”

(co-written, first author) Worship, Vol. 90 No. 4, July 2016

“The Word of God ‘Enfleshed Anew’: The Implications of a

Latent Baptist Sacramental Sensibility for the Lord’s Supper”

Worship, Vol. 89 No. 5, September 2015


Papers and Presentations

“Drowning in Dirty Water: A Baptismal Theology of Whiteness,”

(co-written, first author) ABCUSA Theologians Conference,

Overland Park, KS, June 2015

“Strategies for Interpreting Violence,” United Methodist Deacon

Dialogue, Evanston, IL, April 2015

“The Violence of Healing Preaching,” Academy of Homiletics,

San Diego, CA, November 2014

“The Liturgical Intersection of Harm and Healing: The Problems

of Necessary and Unnecessary Liturgical Violence and Their

Unmaking Through Liturgical Healing,” Religious Education

Association, Chicago, IL, November 2014

“When Liturgy Causes Suffering: The Problem of Liturgical

Violence and the Potential for Liturgical Redemption,” Duke

Graduate Conference in Theology, Durham, NC, October 2014

“Connections with the Past and Cues for the Future: A Comparison

of the New Homiletic with Epideictic Preaching,” Academy of

Homiletics, Louisville, Kentucky, December 2013

“The Legacy of E. Margaret Clarkson, F.H.S.,” The Hymn Society

of the United States and Canada, Northfield, Minnesota, July 2008

“E. Margaret Clarkson: In Memoriam” The Hymn Society at The

Southern Baptist Theological Seminary, Louisville, KY,

September 2008

Awards

Interpretation Award for Outstanding Achievement in Bible and

Theology, Garrett-Evangelical Theological Seminary, Evanston,

IL 2016

Hoyt Hickman Award for Outstanding Liturgical Scholarship and

Practice, The Order of St. Luke and Garrett-Evangelical

Theological Seminary, Evanston, IL 2016

Doctor of Philosophy Academic Fellowship, Garrett-Evangelical

Theological Seminary, Evanston, IL 2012 – 2016


The Barbara W. Bostleman Scholarship, Drew University

Theological School, Madison, NJ, 2010 – 2012

The Faculty Academic Honors Award for Worship Studies, The

Southern Baptist Theological Seminary, Louisville, KY, May 2010

The Faculty Academic Honors Award for Hymnological Studies,

The Southern Baptist Theological Seminary, Louisville, KY, May

2010

Austin C. Lovelace Scholar, Hymn Society of the United States and

Canada, July 2007

Guilds

Associate Member

The Academy of Homiletics, 2013 – Present

Candidate for Membership

North American Academy of Liturgy, 2014 – Present


I CHE Middle States Commission on Higher Education 3624 Market Street, Philadelphia, PA 19104-2680 . Tel: 267-284-5000. Fax: 215-662-5501

MSA www.msche.org

March 6, 2017

Dr. Gregg A. Mast , President

New Brunswick Theological Seminary 35 Seminary Place

New Brunswick, NJ 08901-1196

Dear President Mast,

I have reviewed the initial MSCHE application and Accreditation Readiness Report (ARR) from

New Brunswick Theological Seminary. I wish to thank you and your staff for the thoroughness

of your report. The purpose of this review is to make an initial determination of the institution's

capacity to demonstrate sustainable compliance with all Commission accreditation standards

within the candidacy phase. The application review included compliance and financial reviews,

as well as a review of all documentation related ~o Middle Stat~s Stan~ards and Requirements of

Affiliation. I am providing an initial analysis based solely on a-review of the preliminary documents submitteci"to-the Commissi~n .' .. . . . . . . . .. . .. .

It appears t~ ~e that' th~ main areas tti focus' on d~;fug niy visit ~e as's6i~irient.6fstudent leantlng

(related to Standards III and V, as we11 as Requirements of Affiliation: ·s ; 9~-~d 10), and 'fin~ces

and institutional effectiveness assessment' (related to Standard VI and Requirement of Affiliation

10 and 11 ). The institution will need to be prepared to document the use of assessment results in

decision-making at the institutional and program level by the time of the first Applicant

Assessment Team visit. I would like to hear more about your outcomes and processes, as well as

the dissemination and use of any assessment results in hand . It will be critical to make strong

. progress on the Academic Program Assessment plan and the Strategic Plan. If the Strategic Plan

has now been approved by the Board of Trustees, please forward it to nie.

Based on the review of the documents submitted , and a financial ratio analysis for FY14 & FY15 ,

the financial analysis determined no serious concerns at this time. Despite the recent drop in

enrollment over the past two and a half years, New Brunswick Theological Seminary has noted

many opportunities which are very positive for the growth of the seminary. You haye provided a

ze:ro-based operating budget for the current year and the following fo·ur ·y~ar~ from FYI 8 through

FY2land the institution has a very detailed enrollment plan imd has do8ilinented its challenges ,

strategies and goals thoroughly with a conservative budget. During my visit , I would benefit from

a deeper discussion of your overall approach to addressing finances and planning . Please share

your FY16 audited financial statements if they are available at this time.

The Middle States Commlssion on Higher Education accredits inslitulious of highe1· education in Delawa1·e, the -District of Columbi a, Maryland, New Jersey, New York, Pennsylvania, Puerto Rico, the U.S. Virgin Islands, and other locations abroad.


3

Commission protocol requires that your response to this analysis be received within four months

of this letter. Therefore, additional documentation should be received no later than July 5, 2017 .

Following review of the additional documentation, the next step in the process would be for me

to visit your institution , which we can schedule upon receipt of the additional information . As a

reminder, review and analysis of the initial application does not guarantee the granting of

accreditation.

Again, I wish to thank you and your staff for your hard work. I look forward to working with you

as we move through this process.

Sincerely ~

Ellie A. Fogarty, Ed.D.

Vice President

c: Terry Smith


Image description. Cover Image End of image description.

NATIONAL CENTER FOR EDUCATION STATISTICSWhat Is IPEDS?

The Integrated Postsecondary Education DataSystem (IPEDS) is a system of survey componentsthat collects data from about 7,500 institutions thatprovide postsecondary education across the UnitedStates. IPEDS collects institution-level data onstudent enrollment, graduation rates, studentcharges, program completions, faculty, staff, andfinances.

These data are used at the federal and state level forpolicy analysis and development; at the institutionallevel for benchmarking and peer analysis; and bystudents and parents, through the College Navigator(http://collegenavigator.ed.gov), an online tool to aidin the college search process. For more informationabout IPEDS, see http://nces.ed.gov/ipeds.

What Is the Purpose of This Report?

The Data Feedback Report is intended to provideinstitutions a context for examining the data theysubmitted to IPEDS. The purpose of this report is toprovide institutional executives a useful resource andto help improve the quality and comparability ofIPEDS data.

What Is in This Report?

As suggested by the IPEDS Technical Review Panel,the figures in this report provide selected indicatorsfor your institution and a comparison group ofinstitutions. The figures are based on data collectedduring the 2015-16 IPEDS collection cycle and arethe most recent data available. This report provides alist of pre-selected comparison group institutions andthe criteria used for their selection. Additionalinformation about these indicators and the pre-selected comparison group are provided in theMethodological Notes at the end of the report.

Where Can I Do More with IPEDS Data?

Each institution can access previous Data FeedbackReports as far back as 2005 and customize thislatest report by using a different comparison groupand IPEDS variables of its choosing. To downloadarchived reports or customize the current DataFeedback Report (DFR), please visit our web site athttp://nces.ed.gov/ipeds/Home/UseTheData.

New Brunswick Theological SeminaryNew Brunswick, NJ


http://collegenavigator.ed.gov

http://nces.ed.gov/ipeds

http://nces.ed.gov/ipeds/Home/UseTheData


COMPARISON GROUPComparison group data are included to provide a context for interpreting your institution’s statistics. If your institution did not define a customcomparison group for this report by July 17, NCES selected a comparison group for you. (In this case, the characteristics used to define thecomparison group appears below.) The Customize Data Feedback Report functionality on the IPEDS Data Center(http://nces.ed.gov/ipeds/datacenter/) can be used to reproduce the figures in this report using different peer groups.

Using some of your institution's characteristics, a group of comparison institutions was selected for you. The characteristics include CarnegieClassification of Special Focus Institutions--Theological seminaries, Bible colleges, and other faith-related institutions, highest level of offeringis the PhD., undergraduate degrees or certificates are not offered and enrollment of a similar size. This comparison group includes thefollowing 26 institutions:

Andover Newton Theological School (Newton Centre, MA)Austin Presbyterian Theological Seminary (Austin, TX)Brite Divinity School (Fort Worth, TX)Catholic Theological Union at Chicago (Chicago, IL)Chicago Theological Seminary (Chicago, IL)Christian Theological Seminary (Indianapolis, IN)Hood Theological Seminary (Salisbury, NC)Houston Graduate School of Theology (Houston, TX)Interdenominational Theological Center (Atlanta, GA)Louisville Presbyterian Theological Seminary (Louisville, KY)Lutheran Theological Seminary at Philadelphia (Philadelphia, PA)Memphis Theological Seminary (Memphis, TN)Methodist Theological School in Ohio (Delaware, OH)Nazarene Theological Seminary (Kansas City, MO)Oblate School of Theology (San Antonio, TX)Pacific School of Religion (Berkeley, CA)Payne Theological Seminary (Wilberforce, OH)Phoenix Seminary (Phoenix, AZ)Pittsburgh Theological Seminary (Pittsburgh, PA)Saint Paul School of Theology (Leawood, KS)San Francisco Theological Seminary (San Anselmo, CA)Sioux Falls Seminary (Sioux Falls, SD)Trinity Episcopal School for Ministry (Ambridge, PA)Union Presbyterian Seminary (Richmond, VA)Union Theological Seminary in the City of New York (New York, NY)University of Saint Mary of the Lake (Mundelein, IL)

The figures in this report have been organized and ordered into the following topic areas:

1) Admissions (only for non-open-admissions schools) [No charts applicable] 2) Student Enrollment Fig. 1 and 2 Pg. 33) Awards Fig. 3 Pg. 34) Charges and Net Price [No charts applicable] 5) Student Financial Aid [No charts applicable] 6) Military Benefits* [No charts applicable] 7) Retention and Graduation Rates [No charts applicable] 8) Finance Fig. 4 and 5 Pg. 49) Staff Fig. 6 and 7 Pg. 410) Libraries* [No charts applicable]

*These figures only appear in customized Data Feedback Reports (DFR), which are available through Use the Data portal on the IPEDS website.

IPEDS DATA FEEDBACK REPORT2

••••••••••••••••••••••••••


http://nces.ed.gov/ipeds/datacenter/

Image description.Bar chart with 10 groups with 2 items per group.Y scale titled Percent.Group 1, American Indian or Alaska Native.Item 1, Your institution 0.01, hover text on image.Item 2, Comparison Group Median (N=26) 0.01, hover text on image.Group 2, Asian.Item 1, Your institution 8, hover text on image.Item 2, Comparison Group Median (N=26) 2, hover text on image.Group 3, Black or African American.Item 1, Your institution 55, hover text on image.Item 2, Comparison Group Median (N=26) 16, hover text on image.Group 4, Hispanic/Latino.Item 1, Your institution 4, hover text on image.Item 2, Comparison Group Median (N=26) 4, hover text on image.Group 5, Native Hawaiian or other Pacific Islander.Item 1, Your institution 0.01, hover text on image.Item 2, Comparison Group Median (N=26) 0.01, hover text on image.Group 6, White.Item 1, Your institution 11, hover text on image.Item 2, Comparison Group Median (N=26) 66, hover text on image.Group 7, Two or more races.Item 1, Your institution 0.01, hover text on image.Item 2, Comparison Group Median (N=26) 1, hover text on image.Group 8, Race/ethnicity unknown.Item 1, Your institution 16, hover text on image.Item 2, Comparison Group Median (N=26) 0.01, hover text on image.Group 9, Nonresident alien.Item 1, Your institution 5, hover text on image.Item 2, Comparison Group Median (N=26) 3, hover text on image.Group 10, Women.Item 1, Your institution 60, hover text on image.Item 2, Comparison Group Median (N=26) 49, hover text on image.Race/ethnicity or gender Shapeline, Label: ShapeInstitutionLegend, Label: Your institution ShapeComparisonGroupLegend, Label: Comparison Group Median (N=26) ShapeComparisonGroupLegendLine1, Label: ShapeComparisonGroupLegendLine2, Label: End of image description.

Image description.Enrollment measureHorizontal Bar chart with 5 groups with 2 items per group.X scale titled Number of students.Group 1, Unduplicated headcount - total.Item 1, Your institution 202.Item 2, Comparison Group Median (N=26) 222.Group 2, Unduplicated headcount - undergraduates.Item 1, Your institution 0.01.Item 2, Comparison Group Median (N=26) 0.01.Group 3, Total FTE enrollment.Item 1, Your institution 124.Item 2, Comparison Group Median (N=26) 138.Group 4, Full-time fall enrollment.Item 1, Your institution 26.Item 2, Comparison Group Median (N=26) 106.Group 5, Part-time fall enrollment.Item 1, Your institution 110.Item 2, Comparison Group Median (N=26) 68. Shapeline, Label: ShapeInstitutionLegend, Label: Your institution ShapeComparisonGroupLegend, Label: Comparison Group Median (N=26) ShapeComparisonGroupLegendLine1, Label: ShapeComparisonGroupLegendLine2, Label: End of image description.

Image description.Level of degreeHorizontal Bar chart with 6 groups with 2 items per group.X scale titled Number of degrees.Group 1, Doctor's Research/ Scholarship.Item 1, Your institution 11.Item 2, Comparison Group Median (N=26) 0.01.Group 2, Doctor's Professional Practice.Item 1, Your institution 0.01.Item 2, Comparison Group Median (N=26) 0.01.Group 3, Doctor's Other.Item 1, Your institution 0.01.Item 2, Comparison Group Median (N=26) 0.01.Group 4, Master's.Item 1, Your institution 23.Item 2, Comparison Group Median (N=26) 36.Group 5, Bachelor's.Item 1, Your institution 0.01.Item 2, Comparison Group Median (N=26) 0.01.Group 6, Associate's.Item 1, Your institution 0.01.Item 2, Comparison Group Median (N=26) 0.01. Shapeline, Label: ShapeInstitutionLegend, Label: Your institution ShapeComparisonGroupLegend, Label: Comparison Group Median (N=26) ShapeComparisonGroupLegendLine1, Label: ShapeComparisonGroupLegendLine2, Label: End of image description.


Figure 1. Percent of all students enrolled, by race/ethnicity, and percent of students who are women: Fall 2015

0

10

20

30

40

50

60

70

80

90

100

Per

cent

American Indian orAlaska Native

Asian Black orAfrican American

Hispanic/Latino Native Hawaiian or other

Pacific Islander

White Two or more races Race/ethnicityunknown

Nonresident alien Women

0 0

82

55

16

4 40 0

11

66

0 1

16

05 3

60

49

Race/ethnicity or gender

Your institution Comparison Group Median (N=26)

NOTE: For more information about disaggregation of data by race and ethnicity, see the Methodological Notes. Median values for the comparison group will not add to 100%. See "Use ofMedian Values for Comparison Group" for how median values are determined. N is the number of institutions in the comparison group.SOURCE: U.S. Department of Education, National Center for Education Statistics, Integrated Postsecondary Education Data System (IPEDS): Spring 2016, Fall Enrollment component.

Figure 2. Unduplicated 12-month headcount of all students and ofundergraduate students (2014-15), total FTE enrollment(2014-15), and full- and part-time fall enrollment (Fall2015)

0 50 100 150 200 250

Number of students

Part-timefall enrollment

Full-timefall enrollment

Total FTEenrollment

Unduplicatedheadcount -

undergraduates

Unduplicatedheadcount - total

68

110

106

26

138

124

0

0

222

202

Enrollment measure


NOTE: For details on calculating full-time equivalent (FTE) enrollment, see CalculatingFTE in the Methodological Notes. Total headcount, FTE, and full- and part-time fallenrollment include both undergraduate and postbaccalaureate students, when applicable.N is the number of institutions in the comparison group.SOURCE: U.S. Department of Education, National Center for Education Statistics,Integrated Postsecondary Education Data System (IPEDS): Fall 2015, 12-monthEnrollment component and Spring 2016, Fall Enrollment component.

Figure 3. Number of degrees awarded, by level: 2014-15

0 10 20 30 40

Number of degrees

Associate's

Bachelor's

Master's

Doctor's Other

Doctor's Professional

Practice

Doctor's Research/

Scholarship

00

00

3623

00

00

011

Level of degree


NOTE: For additional information about postbaccalaureate degree levels, see theMethodology Notes. N is the number of institutions in the comparison group.SOURCE: U.S. Department of Education, National Center for Education Statistics,Integrated Postsecondary Education Data System (IPEDS): Fall 2015, Completionscomponent.


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Image description.Revenue sourceHorizontal Bar chart with 5 groups with 2 items per group.X scale titled Percent.Group 1, Tuition and fees.Item 1, Your institution 26.Item 2, Comparison Group Median (N=26) 26.Group 2, Government grants and contracts.Item 1, Your institution 0.01.Item 2, Comparison Group Median (N=26) 0.01.Group 3, Private gifts, grants, and contracts.Item 1, Your institution 47.Item 2, Comparison Group Median (N=26) 49.Group 4, Investment return.Item 1, Your institution 14.Item 2, Comparison Group Median (N=26) 8.Group 5, Other core revenues.Item 1, Your institution 13.Item 2, Comparison Group Median (N=26) 2. Shapeline, Label: ShapeInstitutionLegend, Label: Your institution ShapeComparisonGroupLegend, Label: Comparison Group Median (N=26) ShapeComparisonGroupLegendLine1, Label: ShapeComparisonGroupLegendLine2, Label: End of image description.

Image description.Expense functionHorizontal Bar chart with 7 groups with 2 items per group.X scale titled Dollars per FTE.Group 1, Instruction.Item 1, Your institution $10196.Item 2, Comparison Group Median (N=26) $14344.Group 2, Research.Item 1, Your institution $0.01.Item 2, Comparison Group Median (N=26) $0.01.Group 3, Public service.Item 1, Your institution $0.01.Item 2, Comparison Group Median (N=26) $0.01.Group 4, Academic support.Item 1, Your institution $5736.Item 2, Comparison Group Median (N=26) $4541.Group 5, Institutional support.Item 1, Your institution $13441.Item 2, Comparison Group Median (N=26) $15146.Group 6, Student services.Item 1, Your institution $445.Item 2, Comparison Group Median (N=26) $3503.Group 7, Other core expenses.Item 1, Your institution $3283.Item 2, Comparison Group Median (N=26) $0.01. Shapeline, Label: ShapeInstitutionLegend, Label: Your institution ShapeComparisonGroupLegend, Label: Comparison Group Median (N=26) ShapeComparisonGroupLegendLine1, Label: ShapeComparisonGroupLegendLine2, Label: End of image description.

Image description.Staff categoryHorizontal Bar chart with 8 groups with 2 items per group.X scale titled Number of staff.Group 1, Postsecondary Teachers and staff.Item 1, Your institution 14.Item 2, Comparison Group Median (N=26) 16.Group 2, Instructional support occupations.Item 1, Your institution 6.Item 2, Comparison Group Median (N=26) 6.Group 3, Management.Item 1, Your institution 4.Item 2, Comparison Group Median (N=26) 6.Group 4, Business and financial operations.Item 1, Your institution 1.Item 2, Comparison Group Median (N=26) 4.Group 5, Computer, engineering, and science.Item 1, Your institution 1.Item 2, Comparison Group Median (N=26) 1.Group 6, Community service, legal, arts, and media.Item 1, Your institution 0.01.Item 2, Comparison Group Median (N=26) 1.Group 7, Healthcare.Item 1, Your institution 0.01.Item 2, Comparison Group Median (N=26) 0.01.Group 8, Other.Item 1, Your institution 9.Item 2, Comparison Group Median (N=26) 9. Shapeline, Label: ShapeInstitutionLegend, Label: Your institution ShapeComparisonGroupLegend, Label: Comparison Group Median (N=26) ShapeComparisonGroupLegendLine1, Label: ShapeComparisonGroupLegendLine2, Label: End of image description.

Image description.Academic rankHorizontal Bar chart with 7 groups with 2 items per group.X scale titled Average salary.Group 1, All ranks (N=26).Item 1, Your institution $55044.Item 2, Comparison Group Median $53078.Group 2, Professor (N=26).Item 1, Your institution $56682.Item 2, Comparison Group Median $58356.Group 3, Associate professor (N=26).Item 1, Your institution $53397.Item 2, Comparison Group Median $52749.Group 4, Assistant professor (N=18).Item 1, Your institution No data.Item 2, Comparison Group Median $49478.Group 5, Instructor (N=8).Item 1, Your institution No data.Item 2, Comparison Group Median $28832.Group 6, Lecturer (N=0).Item 1, Your institution No data.Item 2, Comparison Group Median No data.Group 7, No academic rank (N=6).Item 1, Your institution No data.Item 2, Comparison Group Median $36657. Shapeline, Label: ShapeInstitutionLegend, Label: Your institution ShapeComparisonGroupLegend, Label: Comparison Group Median ShapeComparisonGroupLegendLine1, Label: ShapeComparisonGroupLegendLine2, Label: End of image description.


Figure 4. Percent distribution of core revenues, by source: Fiscalyear 2015

0 10 20 30 40 50 60 70 80 90 100

Percent

Other corerevenues

Investment return

Private gifts, grants,and contracts

Government grantsand contracts

Tuition and fees

213

814

4947

00

2626

Revenue source


NOTE: The comparison group median is based on those members of the comparisongroup that report finance data using the same accounting standards as the comparisoninstitution. For a detailed definition of core revenues, see the Methodological Notes. N isthe number of institutions in the comparison group.SOURCE: U.S. Department of Education, National Center for Education Statistics,Integrated Postsecondary Education Data System (IPEDS): Spring 2016, Financecomponent.

Figure 5. Core expenses per FTE enrollment, by function: Fiscalyear 2015

$0 $5,000 $10,000 $15,000 $20,000

Dollars per FTE

Other coreexpenses

Student services

Institutional support

Academic support

Public service

Research

Instruction

$0$3,283

$3,503$445

$15,146$13,441

$4,541$5,736

$0$0

$0$0

$14,344$10,196

Expense function


NOTE: Expenses per full-time equivalent (FTE) enrollment, particularly instruction, may beinflated because finance data includes all core expenses while FTE reflects credit activityonly. For details on calculating FTE enrollment and a detailed definition of core expenses,see the Methodological Notes. N is the number of institutions in the comparison group.SOURCE: U.S. Department of Education, National Center for Education Statistics,Integrated Postsecondary Education Data System (IPEDS): Fall 2015, 12-monthEnrollment component and Spring 2016, Finance component.

Figure 6. Full-time equivalent staff, by occupational category: Fall2015

0 5 10 15 20

Number of staff

Other

Healthcare

Community service, legal,arts, and media

Computer, engineering,and science

Business and financialoperations

Management

Instructional supportoccupations

Postsecondary Teachersand staff

99

00

10

11

41

64

66

1614

Staff category


NOTE: Graduate assistants are not included. For calculation details, see theMethodological Notes. N is the number of institutions in the comparison group.SOURCE: U.S. Department of Education, National Center for Education Statistics,Integrated Postsecondary Education Data System (IPEDS): Spring 2016, HumanResources component.

Figure 7. Average salaries of full-time instructional non-medicalstaff equated to 9-month contracts, by academic rank:Academic year 2015-16

$0 $10,000 $20,000 $30,000 $40,000 $50,000 $60,000

Average salary

No academic rank (N=6)

Lecturer (N=0)

Instructor (N=8)

Assistant professor (N=18)

Associate professor (N=26)

Professor (N=26)

All ranks (N=26)

$36,657

$28,832

$49,478

$52,749$53,397

$58,356$56,682

$53,078$55,044

Academic rank

Your institution Comparison Group Median

NOTE: Average salaries of full-time instructional non-medical staff equated to 9-monthcontracts was calculated by multiplying the average monthly salary by 9. The averagemonthly salary was calculated by dividing the total salary outlays by the total number ofmonths covered by staff on 9, 10, 11 and 12-month contracts. Medians are not reportedfor comparison groups with less than three values.SOURCE: U.S. Department of Education, National Center for Education Statistics,Integrated Postsecondary Education Data System (IPEDS): Spring 2016, HumanResources component.


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IPEDS DATA FEEDBACK REPORT5Board of Trustees Spring Meeting Workbook Page 63


This Page Intentionally Left Blank



METHODOLOGICAL NOTES

Overview

This report is based on data supplied by institutions to IPEDS during the 2015-16 data collection year. Response rates exceeded 99% formost surveys. Detailed response tables are included in IPEDS First Look reports at http://nces.ed.gov/pubsearch/getpubcats.asp?sid=010.

Use of Median Values for Comparison Group

The value for the comparison institution is compared to the median value for the comparison group for each statistic included in the figure. Ifmore than one statistic is presented in a figure, the median values are determined separately for each indicator or statistic. Medians are notreported for comparison groups with fewer than three values. Where percentage distributions are presented, median values may not add to100%. To access all the data used to create the figures included in this report, go to ‘Use the Data’ portal on the IPEDS website(http://nces.ed.gov/ipeds).

Missing Statistics

If a statistic is not reported for your institution, the omission indicates that the statistic is not relevant to your institution and the data were notcollected. Not all notes may be applicable to your report.

Use of Imputed Data

All IPEDS data are subject to imputation for total (institutional) and partial (item) nonresponse. If necessary, imputed values were used toprepare your report.

Data Confidentiality

IPEDS data are not collected under a pledge of confidentiality.

Disaggregation of Data by Race/Ethnicity

When applicable, some statistics are disaggregated by race/ethnicity. Data disaggregated by race/ethnicity have been reported using the1997 Office of Management and Budget categories. Detailed information about the race/ethnicity categories can be found athttp://nces.ed.gov/ipeds/reic/resource.asp.

Cohort Determination for Reporting Student Financial Aid and Graduation Rates

Student cohorts for reporting Student Financial Aid and Graduation Rates data are based on the reporting type of the institution. Forinstitutions that report based on an academic year (those operating on standard academic terms), student counts and cohorts are based onfall term data. Student counts and cohorts for program reporters (those that do not operate on standard academic terms) are based onunduplicated counts of students enrolled during a full 12-month period.

DESCRIPTION OF STATISTICS USED IN THE FIGURES

Admissions (only for non-open-admissions schools)

Admissions and Test Score Data

Admissions and test score data are presented only for institutions that do not have an open admission policy, and apply to first-time,degree/certificate-seeking undergraduate students only. Applicants include only those students who fulfilled all requirements for considerationfor admission and who were notified of one of the following actions: admission, non-admission, placement on a wait list, or applicationwithdrawn (by applicant or institution). Admitted applicants (admissions) include wait-listed students who were subsequently offeredadmission. Early decision, early action, and students who began studies during the summer prior to the fall reporting period are included. Forcustomized Data Feedback Reports, test scores are presented only if they are required for admission.


http://nces.ed.gov/pubsearch/getpubcats.asp?sid=010

http://nces.ed.gov/ipeds

http://nces.ed.gov/ipeds/reic/resource.asp


Student Enrollment

FTE Enrollment

The full-time equivalent (FTE) enrollment used in this report is the sum of the institution’s FTE undergraduate enrollment and FTE graduateenrollment (as calculated from or reported on the 12-month Enrollment component). Undergraduate and graduate FTE are estimated using 12-month instructional activity (credit and/or contact hours). See “Calculation of FTE Students (using instructional activity)” in the IPEDSGlossary at http://nces.ed.gov/ipeds/glossary/.

Total Entering Undergraduate Students

Total entering students are students at the undergraduate level, both full- and part-time, new to the institution in the fall term (or the priorsummer term who returned in the fall). This includes all first-time undergraduate students, students transferring into the institution at theundergraduate level, and non-degree/certificate-seeking undergraduates entering in the fall. Only degree-granting, academic year reportinginstitutions provide total entering student data.

Charges and Net Price

Average Institutional Net Price

Average net price is calculated for full-time, first-time degree/certificate-seeking undergraduates who were awarded grant or scholarship aidfrom the federal government, state/local government, or the institution anytime during the full aid year. For public institutions, this includesonly students who paid the in-state or in-district tuition rate. Other sources of grant aid are excluded. Average net price is generated bysubtracting the average amount of federal, state/local government, and institutional grant and scholarship aid from the total cost ofattendance. Total cost of attendance is the sum of published tuition and required fees, books and supplies, and the average room and boardand other expenses.

For the purpose of the IPEDS reporting, aid awarded refers to financial aid that was awarded to, and accepted by, a student. This amountmay differ from the aid amount that is disbursed to a student.

Retention and Graduation Rates

Graduation Rates and Transfer-out Rate

Graduation rates are those developed to satisfy the requirements of the Student Right-to-Know Act and Higher Education Act, as amended,and are defined as the total number of individuals from a given cohort of full-time, first-time degree/certificate-seeking undergraduates whocompleted a degree or certificate within a given percent of normal time to complete all requirements of the degree or certificate programbefore the ending status date of August 31, 2014; divided by the total number of students in the cohort of full-time, first-time degree/certificate-seeking undergraduates minus any allowable exclusions. Institutions are permitted to exclude from the cohort students who died or weretotally and permanently disabled; those who left school to serve in the armed forces or were called up to active duty; those who left to servewith a foreign aid service of the federal government, such as the Peace Corps; and those who left to serve on an official church mission.

Transfer-out rate is the total number of students from the cohort who are known to have transferred out of the reporting institution (withoutearning a degree/award) and subsequently re-enrolled at another institution within the same time period; divided by the same adjusted cohort(initial cohort minus allowable exclusions) as described above. Only institutions with a mission that includes providing substantial preparationfor students to enroll in another eligible institution are required to report transfers out.

Retention Rates

Retention rates are measures at which students persist in their educational program at an institution, expressed as a percentage. For four-year institutions, this is the percentage of first-time bachelors (or equivalent) degree-seeking undergraduates from the previous fall who areagain enrolled in the current fall. For all other institutions this is the percentage of first-time degree/certificate-seeking students from theprevious fall who either re-enrolled or successfully completed their program by the current fall. The full-time retention rate is calculated usingthe percentage of full-time, first-time degree/certificate-seeking undergraduates, while the part-time rate is calculated using the percentage ofpart-time, first-time degree/certificate-seeking undergraduates.

Finance

Core Revenues

Core revenues for public institutions reporting under GASB standards include tuition and fees; state and local appropriations; governmentgrants and contracts; private gifts, grants, and contracts; sales and services of educational activities; investment income; other operating and


http://nces.ed.gov/ipeds/glossary/


non-operating sources; and other revenues and additions (federal and capital appropriations and grants and additions to permanentendowments). Core revenues for private, not-for-profit institutions (and a small number of public institutions) reporting under FASB standardsinclude tuition and fees; government appropriations (federal, state, and local); government grants and contracts; private gifts, grants, andcontracts (including contributions from affiliated entities); investment return; sales and services of educational activities; and other sources.Core revenues for private, for-profit institutions reporting under FASB standards include tuition and fees; government appropriations, grants,and contracts (federal, state, and local); private grants and contracts; investment income; sales and services of educational activities; andother sources. At degree-granting institutions, core revenues exclude revenues from auxiliary enterprises (e.g., bookstores, dormitories),hospitals, and independent operations. Nondegree-granting institutions do no report revenue from auxiliary enterprises in a separatecategory. These amounts may be included in the core revenues from other sources.

Core Expenses

Core expenses include expenses for instruction, research, public service, academic support, institutional support, student services,scholarships and fellowships (net of discounts and allowances), and other expenses. Expenses for operation and maintenance of plant,depreciation, and interest are allocated to each of the other functions. Core expenses at degree-granting institutions exclude expenses forauxiliary enterprises (e.g., bookstores, dormitories), hospitals, and independent operations. Nondegree-granting institutions do not reportexpenses for auxiliary enterprises in a separate category. These amounts may be included in the core expenses as other expenses.

Endowment Assets

Endowment assets, for public institutions under GASB standards, and private, not-for-profit institutions under FASB standards, include grossinvestments of endowment funds, term endowment funds, and funds functioning as endowment for the institution and any of its foundationsand other affiliated organizations. Private, for-profit institutions under FASB do not hold or report endowment assets.

Salaries, Wages, and Benefits

Salaries, wages, and benefits, for public institutions under GASB standards, and private, not-for-profit institutions under FASB standards,include amounts paid as compensation for services to all employees regardless of the duration of service, and amounts made to or on behalfof an individual over and above that received in the form of a salary or wage. Frequently, benefits are associated with an insurance payment.Private, for-profit institutions under FASB standards do not report salaries.

Staff

FTE Staff

The full-time-equivalent (FTE) of staff is calculated by summing the total number of full-time staff and adding one-third of the total number ofpart-time staff. Graduate assistants are not included.

Equated Instructional Non-Medical Staff Salaries

Institutions reported total salary outlays by academic rank and gender, and the number of staff by academic rank, contract length (9-, 10-, 11-,and 12-month contracts), and gender. The total number of months covered by salary outlays was calculated by multiplying the number of staffreported for each contract length period by the number of months of the contract, and summing across all contract length periods. Theweighted average monthly salary for each academic rank and gender was calculated by dividing the total salary outlays by the total number ofmonths covered. The weighted average monthly salary was then multiplied by 9 to determine an equated 9-month salary for each rank.

Student-to-Faculty Ratio

The guidance provided to institutions for calculating their student-to-faculty ratio is as follows: the number of FTE students (using FallEnrollment data) divided by the total FTE instructional staff (using the total Primarily instruction + Instruction/research/public service staffreported on the EAP section of the Human Resources component and adding any not primarily instructional staff that are teaching a creditcourse). For this calculation, FTE for students is equal to the number of full-time students plus one-third the number of part-time students;FTE for instructional staff is similarly calculated. Students enrolled in "stand-alone" graduate or professional programs (such as medicine, law,veterinary, dentistry, social work, or public health) and instructional staff teaching in these programs are excluded from the FTE calculations.

Additional Methodological Information

Additional methodological information on the IPEDS components can be found in the publications available athttp://nces.ed.gov/pubsearch/getpubcats.asp?sid=010.

Additional definitions of variables used in this report can be found in the IPEDS online glossary available at http://nces.ed.gov/ipeds/glossary/.


http://nces.ed.gov/pubsearch/getpubcats.asp?sid=010

http://nces.ed.gov/ipeds/glossary/

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You are invited to participate in an inte ractive workshop:

A MORE EXCELLENT WAY: FINANCIAL STRATEGIES FOR FAITHFUL STEWARDSHIP

This workshop addresses the financial stressors that affect life and ministry and offers practical solutions that lead to financial wholeness.

Saturday • April 8 @ 9:00 am-3:00 pm

Seminars include:

Keynote Speaker: Theodore R. Daniel s , Founder and President, The Society for Financial Education and Professional Development, Inc.

Awarded SFEPD the Chairman's Award for Excellence and Innovation in Financial Education Co-Author Financial Literacy Education, Addressing Student, Business, and Government Needs Producer of PBS financial education TV series Served on Presidents George W. Bush and Barack Obama ' s Advisory Council on Financial Literacy

Credit and Debt Management Financial Planning for Pastors and Congregations

led by Theodore R. Daniels 1-~-

Faith Focused Financial Stewardship Retirement Planning

led by Daphne Wright

Each seminar will be biblically- based.

I ~ ~ .. ·4!'2'

' _, '

Daphne Wright Admission is free, but please RSVP by April 3rd at www.nbts .edu.

Breakfast and lunch are included with registration.


NEW BRUNSWICK ( THEOLOGICAL SEMINARY

THE WARREN DENNIS METRO-URBAN LECTURE SERIES

Building Transformative Ministries for a 21st Century Metro- Urban Context:

The Next Steps

Saturday· May 6@ 10:00 am-2:00 pm · Keynote Speaker:

, ( ... be Rev. Dr. Katie Day, Charles A. Schieren Professor of Church and Society, The Lutheran Theological Seminary at Philadelphia

The ministerial needs of the metro-urban community create great demand for leaders who are skilled and equipped to address the var ious issues that prohibit human flourishing in urban communities. This year's Warren Dennis lecture will address these issues and provide pastors, institutional chaplains , and not-for-profit urban practitioners with new ideas for addressing the challenges encountered in a metro-urban context .

Following the keynote, there will be a panel discussion of representatives from organizations who are doing innovative ministry in the areas of hunger, poverty, homelessness, criminal justice, environment, and healthcare.

Admission is free, but regist ration is required. Lunch will be served . Please RSVP to deansoffice@nb ts.edu by Friday, April 28.

- - . . - -- - - - - - . - -

New Jersey Campus: 35 Seminary Place, New Brunswick, NJ 08901 · 732.247.5241 www.nbts.edu · fb.me/1784nbts · @nbts1784


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(

(


Spiritual, Psychosocial, and Medical Perspectives on Self Care for Ministry Leaders

The Mark Kraai Lecture Featuring keynote speakers:

The Rev. Willard Walden Christoper Ashley, D.Min . Tanya Pagan Raggio-Ashley, MD, MPH

NBTS NJ Campus 3 5 Seminar y Place

New Brunsw ick , NJ 08901 732.24 7. 5241

Tuesday, April 4, 2 016

2:00 pm - 6:oo pm Dinner will be served

Admission is free, but seatin g is limited, please RSVP to deansoffice @nbts.edu by Ma·rch 29, 2017.

Are you feeling fatigued and tired from the demands of ministry? Do you sometimes feel overwhelmed with the emotional stress and strain of your ministerial work?

How do you care for yourself and your family, given your ministry's demands?

This year's Mark Kraai Lecture emphasizes the

need for clergy and other caregivers to employ self-care

strategies that will help combat burnout and keep them engaged

effectively in ministry .

The Rev. Dr. Mark Kraai Lecture Series is an annual event in practical theology that focuses on different aspects of ministry .

Disclaimer: Dr. Raggio-Ashley will not be representing the government in this event

35 Seminary Place· New Brunswick, NJ 08901 • nbts.edu • fb .me/1784nbts Board of Trustees Spring Meeting Workbook Page 70

SECTION 6

INSTITUTIONAL

STRUCTURES


Institutional Structures Committee

Purpose: The Institutional Structures Committee is responsible for Strategic

Planning. This is to be accomplished through the constant survey and

evaluation of the external and internal environment in order to identify

threats and opportunities to the institution based on the mission statement

and on an assessment of the Institution’s strengths and weaknesses. This

committee is to help the Institution define a vision, clarify its mission, and

establish a plan on which to base wise choices which serve that mission.

Responsibilities: The responsibilities of the Committee include the following:

1. To be keen and constant observers of those realities in the external

environment which are impacting or may impact, the Seminary and its

mission and programs.

2. To inform and engage the Board of Trustees concerning the Strategic

Planning process and to enlist the assistance of all Board members in

observing, discussing and assessing the external and internal

environment with possible implications for the Seminary.

3. To recommend to the Board of Trustees policies and processes which

are inclusive of all Seminary constituencies for strategic planning.

4. To monitor and coordinate Strategic Planning processes and reports

from the Seminary’s constituencies, i.e., Board of Trustees, faculty,

administration, etc.

5. To develop and recommend to the Board of Trustees a strategic plan,

which includes a clear and compelling vision and priorities that will

guide the work of the Seminary.



Institutional Vision

New Brunswick Theological Seminary will become a seminary known for producing effective

leaders who put their faith into action, engage in theological reflection, confront conflict in

healthy ways, participate in holistic, innovative ministry and continue to grow in their faith. Our

successful metro urban program will become a sought after experience for ministerial formation,

both locally and internationally, utilizing in-class and distance learning models.

1- To become increasingly accessible, locally and globally, through the judicious use of

technology

Goal 1- To implement electronic registration and increase distance learning opportunities in our

degree and non-degree programs.

Goal 2- To implement free access to some of our degree and non-degree offerings.

Goal 3- To implement a self- publishing platform for faculty to distribute their writings and

reflections regarding important church and social concerns.








2-To be better equipped to be a global resource for the development of metro-urban

ministry

Goal 1- To create a Center for Metro-Urban Ministry that serves as one significant instrument to

accomplish this vision.

Goal 2- To develop intentional partnerships with national and global organizations in order to

create a network which will enhance our ability to accomplish this vision.

Goal 3- To create additional courses in our degree programs which will require cross-cultural

experiential learning opportunities as part of the class requirements.








3- To be effectively connected programmatically to other graduate schools, especially

Rutgers and St. John’s Universities.

Goal 1- To leverage a network of faculty and friends of NBS in order to intentionally connect

with faculties in Religion, Philosophy and other departments at Rutgers and St. John’s

Goal 2- To assist the Anti-Racism Transformation Team, and those who support its decade long

commitment at NBTS, to partner with graduate schools seeking to move toward more richly

diverse and just learning communities.

Goal 3- To initiate and host a series of free Academic Conferences at our New Brunswick

facility in cooperation with graduate schools which we seek as partners.



New Brunswick Theological Seminary will become a seminary known for producing effective leaders who put their faith into action, engage in theological reflection, confront conflict in

healthy ways, participate in holistic, innovative ministry and continue to grow in their faith. Our successful metro urban program will become a sought after experience for ministerial formation,


4- To help make NBTS more richly diverse through intentionally inviting and welcoming under-represented people into our community

Goal 1- To enhance the signage at NBTS so Rutgers students, faculty and visitors are more aware of our presence and mission.

Goal 2- To create a Speaker’s Bureau of faculty, students, alumni and supporters which would seek to make presentations and share invitations among those deemed under-represented.

Goal 3- To grow our curriculum with concentrations in ministry areas that are engaging and helpful to those who we are seeking to attract.








5- More affordable through an increase in scholarship aid-

Goal 1- To seek gifts from congregations, denominations, family, individuals and institutions for

NBTS students.

Goal 2- To seek the support of Foundations and Corporations, through a strong case for their

participation and through personal networking.

Goal 3- To seek former students and graduates, to personally contribute toward the needs of our

present students and to seek others to do the same.


4

Some theological educators see a future full of possibility

By Sharon L. Miller

ANY PEOPLE use the word "crisis" to describe the reality of seminaries and theological schools in No rth America. Grim reports of institutional contraction and closing are everywhere .

The reasons that schools of theology are facing challenges are usually not reducible to the faults of individual institutions or their leadership. Surely leadership does matter - the recent study from Auburn Seminary , Governance That Works, provid es evidence for thi s - yet underlying social forces may matter even more. After all, th e captain and crew of a vessel have only limited options when a storm blows up at sea, and for many in theological education , recent years have felt much like a storm.

To others, however, the drnnging nature of faith and leadership formation looks like refreshing rain . The newest Auburn report does not dwell on the grief and loss that inevitably come with institutional crises. Instead, the report's focus is on "bright spots" where, despite sailing in the same stormy seas, both old and new organizations are charting new courses in theol ogical education. This new study asks the question , "Ilow are vibrant institutions preparing faith leaders for the challenges of the 21st centmy?"

The full report is available online at www. auburnseminary.org/report/bright-spots and contains a multitude of case studies. The cases are neither representative nor exhaustive. Rather, they

IN TRUST NEW YEAR 2017 I www.intrust.org

are exemplary, and with them, we hope to provoke fresh considerations for each reader's own institution. To find these schools, programs, and initia tives, we used a "snowball" or chain-referral method of gathering our sample. We talked to lmowledge able people in seminaries and organizations that support theological education , canvassed colleagues for suggestions, spent numerous hours on web searches, and followed up with phone calls, visits, and inte1views.

This a1ticle focuses particularly on three innova tive programs that train leaders for the big challenges of the 21st century.

Fragilization of belief In his magnum opus A Secular Age, Canadian

philosopher Charles Taylor writes about the dynam ics of secularization, which leads to what he calls the "fragilization" of belief. He says that as people negotiate new pressures on their lives, the result is a multiplication of forms of belief. Their spiritual options grow exponentially, and simultaneously their connection to organized religion weakens. Over generations, ever more people negotiate ever more heterodox beliefs and loos er connections to


2015-2016 members of the In Trust Center for Theological Schools ( as of December 16, 2016)

Members of the In Trust Center for Theological Schools receive In Trust magazine subscriptions for a]] board members, as well as the presiding officer, library, faculty, and admin istrat ion; discounts on In Trust Center webinars; and access to Resource Consulting . For more information, call (302) 654~7770.

Abilene Christian University Graduate Schoo l of Theology , Abilene. TX

Acadia Divinity Co llege, Wolf,,ilfe, NS

Ambrose Seminary , C1l31111: All American Baptist Seminary

of the West , BerheleJ', CA Anabaptist Mennonite

Biblical Sem inary, P.1/d,,m, IN Anderson University School of

Theology, A111lerso11, IN Andover Newton Theological

School, Ncwwn Centre, A·l1\ Aquinas Institute of Theology ,

St, Louis, MO Asbury Theological Seminary ,

H1ilmorr!, KY Ashl an d Theological Seminary ,

Ashlnllli, OH Assemblies of God Theolo gical

Sem inary , Spri11gficld, A-10 Associated Canadian Theological

Schools (ACTS), L1111g/c1: RC Athenaeum of Ohio,

Ci11cinuMi, OH Atlantic School of Theology ,

I l,1lifnx, NS Austfn Presbyterian Theological

Seminary, A1,sri11, TX B. H. Carroll Theological

Institute , ln,i11g, TX Baptist Missionary Association Theological Seminary, ]11d:so1111i/le, TX

Baptist Theological Seminary at Richmond , Ric/1111011d, VA

Barry University Department of Theology and Philosophy , Mi11mi Sliores, FL

Bethany Theological Seminary , Ric/1111011d, IN

Betl,el Seminary of Bethel University , St1i11l P1111l, MN

Bex.Icy Seabury Seminary Federation, U1ir<130, //,

Biblical Theological Seminary , Har/idd , PA

Boston University Sd10ol of Theology, flostan, MA

Brite Divinity School, Fort Worth, TX

Byzantine Catl10lic Seminary of SS. Cyril & Metl10dius , Pirtsbw:~h. PA

Calvin Theological Seminary, C1<11ld Rapids, Ml

Campbell Unive rsity Divinity School , B1tics Creefl, NC

Canadian Southern Baptist Seminary , Cac/1m111J, AR

Candler School of Theology of Emory University, !\fl<111ta, C,1

Carey Theological College, Vm1ca1111c1: BC

Catholic Theological Union , Chir<1.~n, IL

Central Baptist TI1eological Seminary, Shawnee, KS

Ch icago Theolo gica l Seminary, Cl1ict180, IL

China Evangelical Seminary Nortl1 America, West Covi1111, CJ\

Christian Theological Seminary, /11din1111poli.<, IN

Church Divinity Sd10ol of the Pacific, fler/,elq\ CA

Cincinnati Christian Univ ers ity, Cincin11t11i, OH

Claremont Sd10ol of Theology, Clnrc111ont, CA

Colgate Rochester Cro zer Divinity School, l<od,cst!'r, Nl'

Columbia Theological Sem in ary, D11cat111~ CA

Concordia Lutheran Seminary, Ed111onto11, AB

Concordia Seminary, St. l.atti:-1 Al<) Concordia Theological

Seminary , F,m Wayne, IN Corban Unive rsity School of Ministry, S,1le111, OR

Covenant Theological Seminary , Sc Louis. i'vJO

Cummins Theological Seminary, S1111111h?nlille, SC

Dallas The o logical Seminary, D111/as. TX

Denver Seminary , Littleton, CO Dominican House of Studies,

W11sl,i11gt011, DC Drew University Theological School, Mftdis,111, NJ

Duke University Divinity School, D1trl111111, NC

Earlham Schoo l of Religion, Rich111011d, IN

Eastern Mennonit e Univ ers ity, Hr1rriso11l111rg, VA

Ecumenical Theological Seminary , D,!£/'t,il, lvll

Eden Theological Seminary, St. L,<1tis, MO

Emmanuel Christian Seminary, Jol,11s,,11 City, TN

Emmanuel College of Victoria Uni versity, Toronto, ON

Episcopal Divinity School, C11111lnidge, ivlr\

Evangelical Seminary of Puerto Rico, San Jw111, JJI~.

Fran ciscan School ofTI,eology, Hcrhelq•, C,\

Fresno Pacific Biblical Seminary, Frf!sno, CA

Fuller Theological Seminary, Pnsa,ie1111, CA

Gammon School of Theology, Atla11111, GA

Garrett-Evangelical Theological Seminary , l:t111m1on, IL

Gateway Seminary , 0111,1ri11, Ci\ General Theological Seminary ,

New \'urll, NV George Fox Evangelical

Seminary, l'orllr111d, OR Gordon -Conwell Theological

Seminary, So1tth H<1111ilto11, MA Crace Th eological Seminary ,

Wi1101111 Ln/;c, IN Graduate Theological Union ,

flllr/w/q,, Ct\ Grand Canyo n University College

of Theology , l' l1oe11ix, AZ Grand Rapids Theol ogical

Seminary, Grand R11pids, Ml Harding School of Theology ,

Me111pltis, TN Hartford Seminary , I l11rtJird, CT Harvard Divinit y School,

Cnmbridge, 1\,JA Heritag e Theological Seminary ,

C11111bridge, ON Holy Apostles College and

Seminary , Cm 111111e/l, CT Hood Theological Seminary,

Salisb11r1: NC Houston Graduate Schoo l of Theology, l lou.sro111 7X

Howard Uni versity School of Divini ty, W11.1ftingto11, nc

Huron University College, Lo11do11, ON

Iliff School of Theology, De111•t'I; CO

Immaculate Conception Sen1inary, South Ornu.~e, NJ

Interd enomina tional The ological Center , At/1111111, CA

International Theological Seminary , F.l Mo1111·, C;\

James and Carolyn McAfee School of Theology , A1/a11t11, GA

Jesuit School of Theology , Berl:elq, CA

John Leland Center for Theological Studies , 1\rli11g1011, V.1

Johnson C. Smith Theo logica l Seminary, A tlnntn, CA

Kenrick-Glennon Semin ary, St . L1111is, MO

Knox Co llege , 'lbronto, ON Knox Theological Seminary,

Fort Lf111rlerd11le. FL Lancaster Theological Seminary,

Ln11cnstc1; PA Lexington Theological Seminary ,

L,:xi11gto11, Kl'

Lincoln Christian University, Li11col11, II.

Logos Evangelica l Seminary , El Monte, CA

Logsdon School of Theology of Hardin ~Simrnons University, A/Jilc11e, TX

Louisville Presbyterian Theological Seminary , Lo11is11ille, J\'l'

Luther Seminary , St1i11t P1111I, MN Lutlieran School of Theology at

Chicago, Chic<1::;o, IL Lutheran Theo logi ca l Seminary ,

Sr1;1"11,,u11, SI< Luth era n Theological Semin ary

at Gettysburg , Ge11rsb111;~, Pt\ Lutheran Th eo logical Seminary

at Philadelphi a, 1'11il111le/p/1ia, 1'1\ Lutheran Theological Southern

Seminary, Colu1111Jia, SC The Master 's In stitute,

St1i1111'111tl,MN McCormick Theological

Seminary, C/1i,·11go, IL McMaster Divinity College ,

Haflfilton. ON Meadville Lombard Theological

School , Chicago, II. Memphis Th eological Seminai-y,

,v!e111phis, TN Mennonite Brethren Biblical

Sem inary, L1111sley, BC Method ist Theological School in

Ohio, Oel,111111re, 0 1 l Montreal School of Th eo logy,

MontrMI, JJQ Moody Theological Seminary

oftl,e Moody Bible In sti tut e, C/ti({lgo, IL

Moravian Theological Seminary , Berltlelre111, Pt\

Mount Angel Seminary, Sai111 IJcnedict, OR

Mount St. Mary's Seminary , Emmic..sburg, 1vlD

Multnomah Biblical Semi nary, l'ur1l1111d, on

Nashotah House , Naslwt,111, WI Nazarene Theological Semi nary ,

I<11ns11s Cit): /1,JO New Brun swick Theolog ical

Seminary, 1\few Bm11swick NI New York Theological Seminary,

N,,w \'urh. NY Newman Theological College ,

Ei/1110111011, Ml Nort h Park Theological

Seminary , Chi<:11go, IL Northeastern Semi nary at

Robens Wesleyan College, Roc/1e:dPt~ NY

Northern Baptist Th eo log ical Seminary , l.0111luml, IL

Northwe st Baptist Seminary, L,111.~lq, flC

Oblate School of Theology, S,m J\1110J1h1, TX

Oral Roherts Universit y School of Theology , T11ls11, OK

Pacific Lutheran Theological Seminary, Halwle)', Ct\

Pacific School of Religion , flcr/1clcy, C1\

Palm Beach Atlantic University School of Ministry , West P11l111 Head,, l'L

Palmer Theological Seminary of Eastern University, t<i11g <if" Prns~irt, Pil

Payne Theological Seminary, Wil/1c1/on-e, 01 I

Pentecostal Theological Seminary, C/e,1d,111d, 'IN

Perkins School of Theology, Dalllls, TX

Phill ips Theolo1,<ical Seminary , Tulst1, OK

Pittsburgh Theological Seminary, /Jit.1sb11rgi,, l'A

Pontifical College Josephinum , Col11111/1ui, OH

Princeton Theological Seminary , Princeton, N f

Providence University College and Theological Seminary, Ouerlmrne, 1\·IH

Pu rita n Reformed Seminary , (.;r,tml Rapids, Ml

Queen's College, St. !o/111's, NL Reformed Episcopal Seminary,

Bht<J Ile/I, 1'1\ Reformed Presbyterian Theological Seminary, Pittsb111;~l1, l'A

Re.formed Theological Semi nary, ],1cl1so11, MS

Regen t College, Va11cu111wr, flC Sacred Heart Major Seminary ,

Detroit, Ml Sacred Heart Seminary and School

of Theology , Hob Corne" , \.\'/ St. Andrew's College, Sll!hrl/ 0<111, SJ< St. Andrew 's Hall, \!nnco111•c1; RC St.Augustine's Seminary of

Toronto , Scarhonmf•l/1, ON St. Bernard's Schoo ofTh eology

and Ministry1 l?oc/Jesre,~ NY St. Charl es Borromeo Seminary ,

W )'/IIIC/11()0,/, PA Saint John 's Seminary,

Brighto11, MA St. John 's Semi nary, Cr1111ari/lo, C·I St. John Vianney Theological

Seminary, De1wc1; CO St. John 's Univer sity School of Theology-Seminary, Coll<Jgl?t•ille, MN

St. Joseph's Seminary, \'<111/:crs, N\ ' Saint Mary Seminary and

Graduate School of Theology , Wic/dijfe, OH

St. Mary's Seminary and University , B11/ti111ore, f<i/D

Saint Meinrad Seminary and School of Theology, Sr. Mei11md, IN

Saint Paul School ofTheology , 011Cr/1111d l',11·fl. J.:S

Saint Paul Seminary Sd 1ool of Divinity, Sni11t P,111/, MN

Saint Paul University faculty of TheoloJlY: Ottmua, ON

St. Peters Seminary , Lo11do11, ON St. Stephen 's College , University

of Alberta, Ed1110111on, AR St. Vincent de Paul Regional

Seminary , Hoy111011 Hcr1c/1, FL Saint Vincent Seminary,

Latrohe, PA St. Vladimir 's Orthodox

Theological Seminary , Cn'Sit<'uvd, N) 1

SS. Cyril & Methodius Seminary , Orchnrd L,1/ic, Ml

Samuel DeWitt Pro ctor School of Theology of Virginia Union University, Rid1111011d, \~4.

San Francisco Theological Seminary , Snn A11sclmo, CA

The Seattle School of Theology and Psychology, Sca/.lle, WA

Seattle Pacific Semina ry of Sea ttle Pacific University , Sc,l/llc, \VA

Seattle University School of Theology & Minis try, S,wttle, WA

Seminary of th e Southwest , 1\us1i11, 'JX

Seventh-day Adventist Theological Seminary, flerric11 Springs. :\-1 I

Shaw Unive rsity Divinity School, R11leigh, NC

Sioux Falls Seminary, Sio11x Falls, SD

Southeastern University Co llege of Chri st ian Ministries & Religion, L11lwl,rml, FL

Starr King School for tl1e Ministry, flerl.-e/e11 CA

Summit Pacific College School of Graduate Studies, t\l,bnrtsj,ml, BC

Talbot School of Theology, La Mi rr11./a, CA

Taylor College and Sem inary , Ed111m11,m, AB

Taylor Univer sity, l/J1l111ul, JN Theological College,

W11Sl1i11sto11. DC

Toronto School of Theology, Tnro11tn, ON

Trinity Bible College, F.1/,mdnle, NLJ

Trinity Episcopal School for Ministry , 1\111/Jridi;e, !'A

Trinity Evange lical Divinity School , Dei:1fid,/, IL

Trinity Lutheran Seminary, Co/11111/111s, OH

Tyndale University Co llege & Seminary, Tf1ro1/fo, ON

Union Theological Seminary , New Yori:, NY

United Theological Seminary , Tro~uood, OH

United Theolo gical Seminary of the 1\vin Cities, New Bri8/1io11, MN

University of Dubuque Theological Seminary, D11b1tq11e, IA

University of Northwestern, St. P,1<11, MN

University of the South School of Theology , Sew1111ee, 'JN

Urshan Graduat e Schoo l of Theology , Flori;s//11t, MO

Vancouver School of Theology, Vimco1111e1~ BC

Virginia Theological Seminary, Ale.,·a111fri111 \IA

Wake Fore.st Univer sity School of Divinity , Wi 11sto11-S,1h·1n, NC

Wartburg Theological Seminary, D11b11q11e, IA

Wesley fliblical Seminary , Jt1chst1111 lvJS

Wesley Seminai-y at Indiana Wesleyan University , Mnrion, IN

Wesley Theological Seminary, H'11,lti11g1011, DC

Western Seminary, l'ortlt111rl, OR Western Th eo logical Seminary,

Holl,n1rl, Ml Westminster Seminary

California, P.sco11rlido, C1\ Winebrenner Theological

Seminary, Fi11dl,1y, OH Wycliffe Co llege, 1i1ro11tu, ON

Total members: 212

Affiliate members A Chr istian Ministry in the

Nat ional Parks , I Jrnver, CO American Theological Library

Association, Cl1icr1g11, IL Asociaci6n para la Educaci6n

Teol6gica Hispana, Or/1111do, 1-'L Association for Biblical Higher

Education, Orlm,do, Fl, Association of Governing

Boards of Univer sities and Colleges, 1-\1a.,11i11gro11, DC

Association ofTheological Schools, Pitt;/,111Rh, PA

Auburn Theological Seminary, Nell' York, N1'

Boston Theological Institute , N(!WfOll, i\11\

The Co lossian Forum , Gr,11111 Rapids, Ml

Committee o n Theological Education of the Presbyterian Church (USA), J,,J)cr.,,111,,;/le, IN

Cooperative Baptist Fellowship , Decr11111; CA

Discipl es Seminary Foundation, Cl11re111011t, CA

Evangelical Luth eran Church in America, Congregational & Synodical Mission, C/1ic11go, fl,

Forum for Theological Exploration , Artwta, GA

Hispanic Theological Initiative , Pri1H:t:to11, NJ

Louisville Institute , Lo11ist•ille, KY Unification Theological Sem.inary, BmT}'l.nwn, ""ry

Unitarian Universalist Ministerial Credentialing Office, flosto11, MA

United Metho di st Church Division of Ordained Ministry , NasltFilI,,, 'IN

Washington Theological Consortium, W,1,s/1i11srn11, DC

Total affiliate members: 20

www.intrust.org I IN TRUST NEW YEAR 2017 3 Board of Trustees Spring Meeting Workbook Page 79

denominations and perhaps the religion of their childhood. But their spiritual search and desire for an ethical foundation for th eir lives remains.

We see one result of this fragilization of faith in the growing number of degrees and certificates offered by seminaries. Fewer students come to seminary with clear plans to serve as ordained clergy, while more students embrace a wide variety of vocational goals. We see that schools attracting "seeker students" (sometimes referred to as "spiritual but not religious") have seen their average student age drop significantly, to the mid -20s, as young people explore meaning, purpose, and their calling in the world. Some have no plans to leave secular jobs for full-time ministry but are nonetheless keen to deepen their knowledge of the Bible and their skills for ministry in congregations, communities, and places of work.

Either dim or bright In his new book, The History of Theological

Education, Justo L. Gonzalez writes that the fate of churches and their related seminaries can be divided according to formal patterns of required ministerial education. Denominations that traditionall y required seminary education for ordination have declining membership, he says, and their seminaries are largely seeing declining enrollment as well. On the other hand , traditions that do not require seminary education are largely growing .

Beyond the walls of seminades acu·edited by the Association of Theological Schools, a whole world of theological institutes and Bible schools serve immigrant communities and the rising Latino/ Hispanic population.

Gonzalez points out that thousands of ministers, Latino and not, are licensed or ordained for ministry without formal theological education. Some of these seek education through nondegree programs from undergraduate institutes or Bible schools. The Asociaci6n para la Educaci6n Teol6gica Hispana (AETH), one of the case studies in the full "Bright Spots" report, represents many Bible institutes that serve the U.S. Hispanic population.

The future of theological education, Gonzalez says, can be seen as "either dim or bright." It is dim if we only look at how traditional schools are now organized , but bright if we consider the diverse settings in which religious leaders are training across the continuum of theological education. City Seminary and the Gotham Fellowship, two case studies in this a1ticle, are other examples of institutions that are providing theological training in alternative forms.

A different pedagogy In our research, we found that schoo ls are shift

ing their educational mode l from cont ent transfer to adaptive learning. The content transfer mode l assumes that educators know what stud ents need to learn . This is giving way to the adaptive learn ing model , which assumes that students need to become agile learn ers in relation to real-world challenges.

Northwest Baptist Seminary's "Immerse" pro gram illustrates this shift in emphasis. This pro gram, which is offered alongside the seminary's more traditional course work, doesn't assume that classroom learning is primary and that "contextual" learning (i.e., learning that takes place in the student's normal places of work and ministry) is secondary. Rather, the program takes for granted that students are already leaders in ministry, and the academic course work is repositioned to serve the learning leader. Bible, theology , and the practical fields are integrated into learning goals that students master while in ministly.

The genesis of the "Immerse" program was a meeting that seminary president Kent Anderson had with an officer from his denomination, the Fellowship of Evangelical Baptist Churches in British Columbia and Yukon ( also called Fellowship Pacific). N01thwest Baptist is the primary vehicle for training pastors for Fellowship Pacific's churches, and Anderson reports that the churches' leaders were dissatis fied. Young graduates were not interested in serving

"Immerse" students working with Brian Rapske, professor of New Testament at Northwest Baptist Seminary.

www.intrust.org I IN TRUST NEW YEAR 2017 5 Board of Trustees Spring Meeting Workbook Page 80

Getting out into neighborhoods, meeb"ng people, and praying together are important parts of spiritual formab"on and practice at City Seminary of New York.

6

small churches, they told him, and graduates remained unprepared for the challenges they would inevitably face in pastoting. "Something needed to be done, and we knew it," Anderson told us.

The seminary and Fellowship Pacific together began to map out a curriculum based not on credit hours but on outcomes - what a pastor actually needed to know. They moved fo1ward with the idea that learning would take place in real-life settings in addition to classrooms. Early on there was faculty resistance; some professors were concerned that academic standards would be lowered. But over time, faculty members were reassured . Each "Immerse" student is assigned three mentors: an academic advisor, a pastor mentor, and a network mentor representing the denomination . All three must agree that a student has met or mastered an outcome before the student receives credit for that module.

The program is particularly effective for students who are already working on staff in a congregation. The logistics are mapped on a spreadsheet, and software monitors each student's progress through the ministry leadership outcomes. Administrators can tell at a glance if a team is underperforming or if a student is not engaged.

Full report online Want to read more about institutions that are challenging the status quo in theological education? The full report, Bright Spots in Theological Education: Hopeful Stories in a Time of Crisis and Change, is available online at www.auburnseminary.org/ report/ bright-spots.


Inde pend ently from Northwest Baptist Seminary, other schools have begun focusing on adaptive learning rather than lmowledg e transfer. For example, in California, Fuller Theological Seminary has rebuilt its curriculum by instituting four integrative vocational formation courses. Traditional courses in Bible, history , and theology have been recast to focus less on masteting knowledg e and more on employing classic disciplines for the sake of leadership in the world . Jn Kansas, Central Baptist Seminary has changed the M.Div. curriculum to focus on learner -centered education, an integrated curriculum, mastery of essential ministry competencies, and job-ready graduates.

A dffferent kind of institution Fewer students may be preparing for traditional

clergy positions, but some institutions are finding that more students are seeking a foundation for faithful leadership in all kinds of other roles, including in nonprofit organizations and in business. Seminaries that broaden their horizons beyond traditional theological degrees and traditional students can find an expanding market of students eager for engagement on biblical, theological, and ethical topics.

Two cases illustrate the shift in emphasis from training career clergy to training leaders who take their faith into the marketplace. Although neither is an accredited degree-offering seminary, both City Seminary of New York, a 15-year-old school based in Harlem, and the Gotham Fellowship, an eight year-old training program begun by Redeemer Presbyterian Church, also in New York, provide leadership training with theological and spiritual foundations.

When City Seminary's founder, Mark Gornik, moved to Harlem, he discovered a city filled with immigrant churches, many of them led by parttime pastors without formal theological education. He began to envision a new school to serve these leaders, and eventually a two-fold plan emerged. The seminary would begin with a partnership with an existing accredited school, Westminster Theo lo gical Seminary in Philadelphia. Next, as a new learning community grew with its own programs and eventually a master's degree, it would become independent of Westminster. "Our calling is to walk alongside ministry leaders and bi-vocational pastors, particularly those whose routes into ministry have not included access to traditional pro grams of theological education," Gornik told us. "We enable people already in ministry to remain in context so that, at strategic points in their week, ministries, and journeys, they can join us in a different sort of learning community."


Classes are b ased on a cohort mod el. The school's dean , Maria Liu Wong, explained that rather than focusing on a two- or three -year curriculum, City Seminary is a "lifelong community of learning and practice with multipl e ent1y points and modes of engagement. " Students' cultures , church backgrounds , and work settings are part of the learning process , and there 's a continuum of learning opportunities :

• Occasional seminars, exhibitions, and work-shops open to the public.

• Regular field trips to various neighborhoods. • A semes ter-long certificate program. • A planned mast er's degree. • Groups for alumni and students to learn the

practice of ministry from one another. Across town , the Gotham Fellowship grew out

of the deep commitment of a large Presbyterian congregation, Redeemer Church, to invest in New York's spiritual renewal. The fellowship is a nine month cohort-based program geared for young profession als between the ages of25 and 35, and it encompasses theological training, spiritual and personal development, and community formation.

Expectations for participants include: • Daily devotions with guided scriptural and

devotional readings. • Weekly two-hour discussions on assigned

readings (which include classic theological texts by Augustine, Calvin, Luther, Bonhoeffer, and more).

• Monthly Saturday gathe1ings for in-depth train ing and neighborhood visits .

• Three weekend retreats focusing on personal reflection and spiritual formation.

• Three projects to translate theology into reallife practice . For example, one student organized a group of lawyers to bring legal advice to the homeless by setting up tables at a soup kitchen .

The goal of the program is not to train students for congregational ministry, but to help people in tegrate their faith with their professional lives. That's why fellows must be employed full-time and must have been in their cunent field of work for at least t\-vo years. Past and current fellows have been employed in the fields of law, finance , education, fashion , medicine , the arts, and government. There is always a waiting list to enroll in one of the 45-person cohorts.

Programs like City Seminary and the Gotham Fellowship demon strate that there is a need -indeed, a market - for theological education among those uninterested in traditional semina1y degrees. And some well-established theological

. • •· ,•, . ~ .,j _. ' ,·. ·. . -~"" ~ .. ,.· '.'

Mentioned in this article A Secular Age, by Charles Taylor (Harvard, 2007, 896 pp., $50).

Governance That Works: Effective Leadership for Theological Schools, by Barbara Wheeler and Helen Ouellette (Auburn Theological Seminary, 2015, 40 pp.). Available at www.auburnseminary.org/ governance-that-works-effective-leadership-for-theologicalschools.

The History of Theological Education, by Justo L. Gonzalez (Abingdon, 2015, 176 pp., $40).

schools, including Fuller Seminary in California, United Theological Seminary of th e Twin Cities, and Seattle University School of Theology and Minis tty, are experimenting with similar programs .

Revitalization, not decline It would be a grave mistake to believe that the

need for theological education has diminished. While enrollment in the gold-standard M.Div. degree programs may be declining , the need for faith leaders, trained and equipped to face contemporary challenges, continues to grow.

Fragilization of faith may have resulted in the decline of many denominations and seminaries, but it also heralds the possibility for growth - especially for those who pay attention to the changing cultural and social landscape and are willing to give up some saned cows. It is no small task to change traditional curricula or degrees, which is why other "Bright Spot" example institutions like Unit ed Theologica l Seminary of the Twin Cities and Central Baptist Theological Seminary in Kansas have set up new programs in off-site locations. Separate physical space has allowed these schools to expe1iment and innovate without committing the whole institution .

There are clearly many more sites of innovation , experiments worth noting , bold leaders worth learning from, and stories deserving attention. Sharing these stories - successes and failures -fosters a revitalized network of institutions training leaders of faith and moral courage. m

Sharon L. Miller is director of research and director of the Center for the Study of Theological Education at Auburn Theological Seminary in New York.

Auburn reports now available through ATLA

All research reports from Auburn Seminary's Center for the Study of Theological Education research reports are now available through the ATLA Religion Database from the American Theological Library Association. Many ATLA member institutions offer access to ATLA catalogs and databases to their alumni as well as to students and faculty.

www.intrust.org I [N TRUST NEW YEAR 2017 7 Board of Trustees Spring Meeting Workbook Page 82

Creating , your_ future ) seminary ~ What are you doing today to create the theological school of the future?

By Robert S. Landrebe

HE RAPIDLY CHANGING religious, demographic, technological, and market landscape in North America demands that leaders ask some penetrating questions like these:

8

• What hind of education is needed to prepare theologically minded and spiritually formed pastors , missionaries, church planters , counselors, educators, and laity so they can effectively engage with our changing culture?

• Are we adapting our educational models and delivery systems to make theological educatio n both afford able and accessible to future studen ts?

• Are we offering other forms of education to meet the needs of the church , including certificates, field training, and materials for people in the pews?

• Are we implementing our strategic and long-range planning ideas fast enough to be relevant 10 years from now?

In light of these questions, what are you - administrators, faculty leaders, and board members -doing today to create your theological schoo l of th e future?

IN TRUST NEW YEAR 2017 I www.intrust .org

Up-front investment, long-term payoff Is your sd1ool engaging in experimental work

today to help create your theological school of 202 7? Let's imagine a typical process that a school might embark upon to revamp its educational model and develop new types of degree programs.

Figure 1 demonstrates a typical innovation time line. Even with diligent management, it is likely that a new educational model may tak e three years from the original idea before th e first student is "sittin g in the classroom." By then , the school will have invested thousands of dollars in market research and adve1tising, plus hours and hours of faculty and administra tive tim e in design work, accred itation approvals, curriculum approvals , and course development.

It may tal<e three years or more to build up enough stud ents to determine the viabi lity of the program . Then it will take three to four more years to comple te a full cycle of teaching through all of the courses in the curriculum.


-"' "' _g -"' ::I Q. ,_ ::I

"' a, > :::; ~ ::I E ::I u

• 600,000

500,000

400,000

300,000

200,000

100,000

-100,000

-200,000

-300,000

Figure 1 depicts a successful innovation that eventually breaks even in year six. But if the program idea does not resonate with students and enrollment is lower than expected, the program will never achieve sustainability without an infusion of don or resources or subsidies from other degree programs.

This theoretical example highlights a critically important reality: New educational mod els have a long incu bation period. If we wan t to be relevant ten years from no w, we need to be actively pursuing innovative initiatives toda y.

Ahead of the curve I posed this question to Stephen R. Graham, senior

director of programs and services at the Association of Theologi cal Schools (ATS): "What are theological schools doing now to learn aboul alternative educational models that other schools are pursuing?"

Graham is coordinating a project that , among a num ber of activities, has assembled 110 theological schoo ls into 18 peer groups to study new edu cational models and practices. "What has struck me is how relatively little schools know abou t what other schools are doing," he told me. "Schools will try something that 's innovative for tl1em but maybe it's already been tried numerous times by other schools. So, one of the things that's happening in these peer groups is getting people around the table to talk about similar efforts."

The good news is that the ATS Educationa l Models and Practices project is spurring many schools to reth ink their futures. But if theological schools are going to stay ahead of the innovation cu1ve, they need to focus on faster-paced experimentation to learn, test, and adapt.

The business world has much to say about this . Jeff Bezos, who founded and built Amazon, recently said

>

Program breaks even

thi s at a conference (which was reported by the ted1 news site GeehWire):

At Amazon, we have to grow the size of our failures as the size of our company grows. We have to make bigger and bigger failures - otherwise none of our failures will be needle movers. It's a very bad sign over the long run if Amazon wasn't making larger and larger failures. If you do that all along the way, that is going to protect you from ever having to make that big Hail Mary bet that you sometimes see companies make right before they fail or go out of existence.

I think this spirit of innovation and experimentation is catching on among theological schools. Graham told me this: "Schools are remarkably busy employi ng new delive1y methods, programs for particular consti tu encies, new models of scheduling, and collaborations with congregations or othe r schools." So I asked him to share a few preliminary findings from the New Educationa l Models work. Iler e's what he highlighted:

• A move to contextual learning. "Many programs are incorporat ing creative forms of contextual education in congregations and other minist1y locati ons," Graham said. "It seems that's an emerging or a recovering trend. "

• E;rperimentation with competency-based education. One of the peer groups is stud ying best practices in competency-based education. This group is also relying on contextual learning as a key componen t for success. "That kind of ( competency-based) program only works if you work with the people who are going to be employing th e graduates to define exactly what competencies need to be attained," he reminded me. "It's inh erent in that model that you work closely with your constituents."

www.intrust.org I IN TRUST NEW YEAR 2017

I

9 Board of Trustees Spring Meeting Workbook Page 84

10

< • New ways of fostering formation for non-residential

students. Another peer group is examining formation in the context of online education . "One of the things that those schools are doing routinely is engaging with the congregation or ministry setting of the student, no matter where it is," he said. "They may do a lot of their work online, but much of the formation will take place in the student's home setting with spiritual directors, ministry mentors, or trained feedbad< groups within the congregation."

• A renewed focus on formation. There seems to be a renewed emphasis on the imp01tance of formation as central to theological students' preparation for ministry. "Different denominations understand formation differently," he said, "but I think all of them agree that what happens in theological education not only has an intellectual component but also has to form the person as a person of faith -and someon e who can relate to other people."

Can we balance the present and the future? Even as more schools think about creating their fu

ture educational models, they also have to manage and even improve what they're doing now. As theological school leaders, we must serve our current students with excellence and prepare them to graduate and be successful in their future ministries. The importance of meeting current educational needs , maintaining shortterm financial viability, and striving for continuous improvements in quality cannot be overstated. And most accrediting standards reinforce tl1is priority towards managing the present.

This pressure is even more pronounced for schools that find themselves under significant financial duress. So here's the natural question: "Can a school responsi bly manage its current educational model successfully while still adaptively innovating for the future?"

Most leaders know that innovating requires a different set of competencies, mindsets, and approaches than

Figure 2. The three box solution

Adapted from The Three Box

Solution: A Strategy for Leading Innovation,

by Vijay Govindarajan


• • ~ es optimizing ament prngrams. How can a leade. manage such apparently competing challenges?

In the Spring 2014 issue of In Trust magazine, I wrote an article titled "To Create the Future, Selectively Abandon the Past," which included Figure 2, below. That article was inspired by the formative work of Dr. Vijay Govindarajan, whose thinking has been updated and expanded in his new book, The Three Box Solution. It's impossible to create an innovative, vibrant future unless a school practices the discipline of selectively abandoning the past, he says. But most schools are so busy with Box 1 (Manage tl1e Present) initiatives, that very little time and energy is devoted to Box 2 (Selectively Abandon the Past) and Box 3 (Create the Future) initiatives.

For most theological schools, Box 3 adaptive innovations will take at least 10 years before a complete cycle can be evaluated. So, my question is this: Of all your top institutional initiatives, how many are related to Box l? Box 2? Box 3?

In my own experience, the practice of identifying, naming, and implementing Box 2 initiatives is rarely done - and it's most often done as a last resort under the most financially fragile conditions. "Schools rarely stop doing things," Stephen Graham told me when describing the schools pa1ticipating in the ATS Educational Models program. "They just add to what they're already doing. I don 't think schools have particularly good processes in place to pull the plug on less essential or viable efforts."

Why it's hard to give things up The reasons for our lad< of enthusiasm for Box 2

initiatives are many. In the higher education world, leaders are more reluctant to pursue Box 2 and Box 3 initiatives when their schools fall into one or more ofthese traps:

1. The Competency Trap. Schools become so good at managing the present that adapting through experimental innovations for an uncertain future seems irresponsible, inappropriate, or at the very least irrelevant. Govindarajan calls this the "Competency Trap," in which "positive results in the current core business model encourage the organization to invest mainly in Box 1 and provide little incentive for investing in new and future oriented competencies."

2. Tiie Complacency Trap. The educational models and educational delivery systems within a school are perceived as immutable, resulting in a culture of inertia. Govindarajan says that this trap "shrouds the future in a fog of misplaced confidence, hiding from view a clear understanding of the extent to which the world is changing around you." Speaking about theological schools in particular, Graham added, "The current form of faculty preparation and roles can be so deeply embedded that it's almost impossible to make a change unless the school is in really deep a·isis."


, • •

3. The Cannibalization Trap. Govindarajan says that leaders who fall into this trap are persuaded that "neJ business models based on non -linear ideas will jeopardize the organization's present prosperity or successes." For theological schools, it can lead to the avoidance of testing new initiatives for fear that possible enrollment gains from experimental (Box 3) initiatives will threaten enrollment in long-established , cherished, and successful current (Box 1) programs.

4 . The Operational Trap. When an educational model in decline must be propped up by endless cycles of budget cuts and year-end donor appeals, you know you've fallen into this trap . And an institution in the Operational Trap can be sustained for many years through reductions in salaries, retirement contributions, and health benefits; deferrals in building maintenance; and special year-end donor appeals. But far too much institutional energy is devoted towards operational survival (Box 1 ) , while the long-term future of the school remains largely unattended to.

5. The Fear-of-Failure Trap. Box 3 ideas associated with new education models and even bigger brealmut ideas are perceived as too risky to warrant the pain of selectively abandoning the past. "Box 3 ideas for the nonlinear future are built from wisps of insights known as weak signals," Govindarajan writes. And so these yet-tobe-tested ideas are perceived as too risky. To disentangle from this trap, leaders must create a culture that allows for learning faster - and failing faster. The potential gain is the cultivation of bold, transformational ideas.

6. The Safe Haven Trap. Endowment funds, special gifts, and other unusual resources can maintain outdated programs and activities even without adaptation. But with no adaptation to meet new needs, a school that's living in this trap stays entrenched with curricula, delivery systems, and faculty teaching and research interests that are disconnected from the current needs of the church.

7. The Peacekeeper Trap. Organizational stmctures or policies can provide a sense of fairness and stability within an organization, and any significant changes can put this precarious balance at risk "We surveyed academic deans and program directors and asked them about the most significant impediment to fulfilling the goals of their programs," Graham said. "Across the board, the answer was 'insufficient human resources:" The Peacekeeper Trap discourages leaders from engaging in periodic realignment of human resources, stmctures, and policies to match their emerging educational models.

These traps keep leaders from venturing into Box 3 territory and instead anchor theological schools and their leaders in the world of Box 1 initiatives. To bring

r >

balance to the boxes, it's useful for leaders to answer a few questions :

1. What are your deeply rooted mindsets and practices that inhibit adaptive innovations? Ideas: • Educate the board , faculty and staff on the creative

work of the Educational Models & Practices project. More information can be found online at http://bit.ly/ educational models.

• Develop a plan of action to discuss and debate these issues among tmstees, faculty, and administrators within your school.

2. If you don't ma1ze changes to meet the new neetls of your stalwlwlders, including the clmrclies that support you, w1,at will threaten your long-term viability? Ideas: • Clarify the vision for your theological school 's fu

ture. Based on that work, develop and prioritize your top Box 3 initiatives.

• Enter Box 3 territory with a spirit of experimentation - expecting failures, but also expecting to learn from them.

3. What policies, structures, and programs are a drain on your energy, focus, financial resources, and creativity? Ideas: • Develop a tmsted , open process that can lead to

specific Box 2 initiatives - programs that can be discarded.

• Prioritize Box 2 initiatives based on Box 3 initiatives, setting a tirneline to abandon policies, stmctures, and programs based on those that prevent you from Box 3 work

4. How will you increase the pace and 11olume of Box 3 i11no11atio11s in ways that are different from the rules that govern the processes required in the Box 1 educational model? Ideas: • Develop a new culture that is open to "pilot testing"

before final educational models are selected. • Find ways to sufficiently fund and organize Box 3

initiatives. Experiment with streamlined processes to test new ideas on the market more quickly.

• Organize for quicker learning, not sho1t-term earning.

Every theological school faces an uncertain future. But, with God's help we can gain a better perspective of where he is leading us and how we can labor together in creating the theological school of the future. The time to start is now. Iii

Robert S. Landrebe is senior vice president and chief operating officer at Asbury Theological Seminary. He is a member of the In Trust Center board of directors.

www.intrust .org I IN TRUST NEW YEAR 2017

., I

11 Board of Trustees Spring Meeting Workbook Page 86

12

By Edwin R. Woodruff Tait

KATARINA SCHU TH, holder of the Endowed Chair for the Social Scientific Study of Religion at the Saint Paul Seminary Schoo l of Divinity in Minnesota,

draws on decades of experience with Catholic theological education for this wellresearched and succinct survey of the programs offered by the 39 institutions training priests in the United States. The book is divided into four parts: an introductory discussion of the effect of Vatican II on American semi nary education , two chapters on organization and personnel, three chapters on students and their formation , and a concluding section consisting of Schuth's own conclusion as well as five reflections on American seminary education by other authors.

The introducto1y chapter on Vatican II sets the stage for the entire book While Schuth's tone is carefully objective, underneath the barrage of statistics and surveys lies a broad narrative: In recent decades , the influence of Vatican IT on theological education has waned while the influence of John Paul n's pontificate has grown.

Schuth traces the changes over the five editions of the U.S. Conference of Catholic Bishops' "Program of Priestly Formation" (PPP), which appeared in 1971, 1976, 1981, 1992, and 2005. While the first three editions are full of citations of Vatican ll's document on priestly formation , Opta.tam Totius, in tl1e last two editions that document is largely eclipsed by John Paul's Pa.stores Dabo Vobis. Schuth points out that the Catholic bishops , semina1y ad-

Seminarians in U.S. Catholic theologates

8,000

~ 0 ·c: 0

6,000

-~ E: 4,000 cu "' c:i ..... ~ 2,000

0

ministrators , and faculty who currently serve are less likely tl1an in past decades to have living memory of Vatican 11. Throughout the book, she returns to the theme of the "eclipse of Vatican II" frequentl y, though generally in brief and understated ways.

Thomas Walters, professor emeritus of religious education at Saint Meinrad Seminary , addresses the same ilieme in his reflection on "Generational Differences" in part 4 of tl1e book, describing the gap between older faculty and administrators on ilie one hand, and students and younger faculty from more recent generations on the other. While the older folks look bad< on a strong communal formation in traditional Catholic culture and seek to appropriate ilie faith in a more personal way,

• Religious order

• Diocesan

1967-68 1997 - 98 2014-15

SOURCE: TABLE 4.1, PAGE 71

The 1967-68 academic year was the high point in enrollment at Catholic theologates (graduate-level institutions training candidates for priesthood), while the 1997- 98 academic year was the nadir. Meanwhile, the population of U.S. Catholics has increased from 47 million to 71 million since 1967 .

IN TRUST NEW YEAR 2017 I www.intrust .org Board of Trustees Spring Meeting Workbook Page 87

SECTION 7

SEARCH COMMITTEE


The Search Committee Report will be distributed

under a separate cover


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