Today, we'll look at some inferences that we might make as a result of our research into operational models and student educational debt at Association of Theological Schools seminaries. How we might affirm or challenge the funding and operational assumptions that undergird theological education?
Empower your discipleship and mission in every domain of church and society. Join us on April 13 as we focus on the global and local challenges of the 21st century church and the opportunities they present for redefining our understanding of mission and the role of the local pastor.
We are excited to announce Dr. Steve Trefz as Director of the Wesley House of Study at Sioux Falls Seminary. The Wesley House of Study exists to serve students who attend SFS and seek to serve or be ordained in a denomination within the Wesleyan faith tradition.
We continue a series on operational models and student educational debt in ATS seminaries. Over the last few weeks, we looked at why we care about this topic. Today, we'll share a little more about what we know to be true regarding operational models and student educational debt.
While this research project did surface a few things that should cause us to look closely at the assumptions we make, it also shed light on another equally disconcerting issue. We have a glaring omission in our curricula; an omission that seems to be present at higher education institutions across the nation.
Often, the challenges we face and the opportunities they create are multifaceted. The fact that many seminarians are taking significant amounts of debt with them when they graduate is no exception. One area to be addressed is the process used for awarding federal loans.
Over the past three weeks, we have gently waded into a conversation about operational models and educational debt in ATS seminaries. Over the next few weeks, we will look at an infographic that shows why we care about this topic and spend a little time talking about how much debt is too much debt.
Many in the world of theological education have assumed that one of the ways to have a significant impact on student debt would be to decrease the price of education. It seems to be common sense. As part of a research project led by Harriet Rojas and myself, we sought to test this hypothesis.
When reviewing the data we gathered, it seemed our work and reflections could be divided into three categories. Why do we care? What do we know? What can we do? Today, I begin looking at the first of those three questions: Why do we care about operational models and educational debt?
Sioux Falls Seminary, Northern Seminary, and Indiana Wesleyan University designed a research project that would look into the funding and operational assumptions that undergird theological education. We will share a series of articles that have emerged as a result of the project.