Celebrating the ATS Centennial theme of Legacy and Innovation, the report features new data, current trends, and activities of the Association and the Commission. Download.
Browse past issues featuring trends in theological education, reflections by veteran administrators and faculty, recommended best practices, and news from ATS. Many articles can also be accessed using the search feature on this website.
For nearly 50 years, the ATS journal has published scholarly discourse and reports on issues and trends, research findings and resources, and models of critical analysis and effective practice in graduate theological education. Subscriptions or individual copies may be ordered using the online order form.
Webinar: Who’s in Charge? Effective Decision-Making in a Time of Crisis and Fundamental Change
Daniel O. Aleshire, Richard Bliese, and Barbara WheelerATS1/21/16
View the webinar sponsored by The Association of Theological Schools (ATS) and the In Trust Center for Theological Schools. Daniel O. Aleshire, former executive director of ATS, and Richard Bliese, former president of the In Trust Center, draw on their extensive experience to outline the possibilities for governance that addresses pressing current issues and builds toward a productive future. Barbara Wheeler, former president and director of the Center for the Study of Theological Education, Auburn Theological Seminary, comments on their presentations based on her recent research.
A seasoned historian provides a ninety-year retrospective of ATS and North American theological education through the lens of the member schools that formed the Association.
This folio is provided by ATS as a resource to member schools in addressing race and ethnicity in theological education. The material contained in the folio is not copyrighted and may be reproduced by member schools in any format that facilitates its use. A sequel research report is in the works, and the folio is slated for revision.
Policies adopted by the Board of Commissioners of the Commission on Accrediting address matters of procedure and interpretation; they also reference the formally adopted guidelines the board has prepared for schools to use in conducting self-studies and petitioning the board for approval of a variety of institutional initiatives.
The Board of Commissioners shall impose one or more notations when it judges that an institution insufficiently meets a Standard of Accreditation or judges that principles contained in an accrediting standard are not being adequately translated into practice.
The General Institutional Standards focus on issues that are true for all theological schools regardless of the educational programs they offer: purpose, planning, and evaluation; institutional integrity; theological curriculum; library and information resources; faculty; student recruitment, admission, services, and placement; authority and governance; and institutional resources. These Standards set forth the expectation that the Educational Standard and Degree Program Standards will be applied on the foundation of a sound institutional context.
The Educational Standard identifies general educational qualities that transcend particular degree program expectations. It describes four primary patterns of theological education delivery—campus-based education, extension education, distance education, and individualized instruction. It also describes expectations related to assessing learning outcomes and educational effectiveness as well as technical issues related to practices such as transfer of credits and credits shared by more than one degree.
The Degree Program Standards fall into four categories: Basic Programs Oriented Toward Ministerial Leadership, Basic Programs Oriented Toward General Theological Studies, Advanced Programs Oriented Toward Ministerial Leadership, and Advanced Programs Primarily Oriented Toward Theological Research and Teaching. For each degree, the Standards address (1) purpose, goals, learning outcomes, and educational assessment; (2) program content; (3) educational resources and learning strategies; and (4) admission.
This document contains policies and procedures adopted by the Commission membership, as described in the Commission Bylaws, Section 2.3. Like the Standards of Accreditation, they are considered incumbent upon all member schools.
