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Read about a scenario planning webinar that Chronicle of Philanthropy produced, in partnership with the Monitor Institute by Deloitte, called “Planning & Decision Making in Uncertain Times.”

The In Trust Center for Theological Schools is pleased to announce the appointment of Matthew J. Hufman as the new vice president for communication.

COVID-19 has taken a toll physically, emotionally, mentally, and spiritually. For some people, it’s leading to a sense of hopelessness.

A list of articles from Beyond the Pandemic and a featured article from the Summer 2020 issue.

In May, the U.S. Department of Education announced new Title IX regulations that go into effect on August 14, 2020. These regulations not only provide more clarity on the responsibilities of institutions in responding to claims, but mandate that schools conduct live hearings in sexual misconduct cases with opportunities for cross-examination. The In Trust Center has assembled a list of resources to help your school stay up to date on the changes.

As we continue to navigate COVID-19, many of us have become familiar with the Zoom meeting and webinar platform. This has certainly been the case for the staff of the In Trust Center. Here are a few things we have learned about how to host effectively and participate fruitfully in Zoom meetings.

List of theological schools that have posted their fall academic plans online.

Many schools, organizations, and individuals are now seeking to address systemic racism. To spur hard conversations and to help institutions to address the work of justice and inclusion, the In Trust Center has been curating resources from peer organizations.

I join my colleagues at the In Trust Center in denouncing racism and supporting #BlackLivesMatter. I am personally sad and angry. And yet I am also hopeful.

The Association of Theological Schools and Commission on Accrediting have published information about proposed accrediting standards in the May 2020 issue of the ATS monthly newsletter. Members of the Commission will vote on the proposed standards at the organization’s Biennial Meeting on June 24-25, 2020.

It’s the big question school decision makers are asking: What to do about reopening school in the fall? Some theological schools have already made a decision, while others are waiting for more information.

To help school leaders and faculty make sense of the complex issues surrounding the decision, Inside Higher Ed has published an article by Edward J. Maloney and Joshua Kim, “15 Fall Scenarios,” that lays out many of the options. 

The Chronicle of Higher Education has been asking individual schools to submit their fall education plans, and the periodical is compiling a list indicating which schools are returning to face-to-face learning. As of the end of April, most schools on the list are planning to return to face-to-face learning in time for the fall semester, but some are delaying the decision until May or June.

For employed academics — especially with those who have school-age children — working from home can be hard. Here are two items that came across my desk this week.

The In Trust Center continues to collect resources that may be helpful to the administrators and boards of theological schools during the current COVID-19 pandemic. Here are some that have come across our desks in recent weeks.

As most institutional leaders have been dealing with immediate challenges — moving classes online and the complexities of transitioning staff, faculty, and students into new spaces — the focus has been on leading during a crisis. But how do you lead during a crisis and simultaneously lead out of one? A new post from the Harvard Business Review offers some guidelines and cautions.

The staff of the In Trust Center has been collecting resources, and directories of resources, to help theological schools during the COVID-19 pandemic. Below is a curated list of what we have discovered.

A list of “Principles” written by Professor Brandon Bayne of the University of North Carolina at Chapel Hill has begun circulating online over the last few weeks. The In Trust Center reached out directly to Professor Bayne for permission to share his principles more broadly. His “Principles,” though written for university students, can apply equally well to staff, faculty, and even boards of theological institutions.

In light of the coronavirus outbreak, many seminaries, colleges, and universities have decided to switch from in-person classes to online instruction.

Here are some online resources that may be helpful.

Two seminaries will close this spring.

Earlier this month, the board of trustees of Christ the King Seminary in Buffalo, New York, and members of the seminary corporation voted to close the school at the end of the current academic year.

Also this month, the board of trustees of Hardin-Simmons University in Abilene, Texas, voted to close Logsdon Seminary, which offers the school’s graduate programs in theology.

In the February 4, 2020, issue of the Christian Century, Sarah Drummond explains why Andover Newton Seminary requires students who are preparing for ministry to take at least one course from the Yale School of Management (SOM).

Dr. Helen Blier, director of continuing education at Pittsburgh Theological Seminary, recently led a webinar on what continuing education is, why institutions should offer it, and how schools can dive in.

The chief executives of voting-eligible member schools of the In Trust Center recently elected one new member and reelected two continuing members to serve on its board of directors. The heads of 77 institutions cast ballots, representing 40 percent of eligible voting members of the In Trust Center.

Most theological schools have boards that make the big decisions: to close, merge, or reorganize; to hire or fire a president; to make major financial or curricular changes. But in some seminaries and theological schools, the board is subject to another authority, such as a bishop or council of church leaders. How can boards that do not have the final word on some very important matters operate effectively?

Higher education in North America – all higher education, not only theological education – is in trouble. How can your board be prepared? 

Reducing expenses, decreasing enrollment, increasing costs, and shrinking revenue. These are the current realities of higher education. Are your board members asking the right questions in response?

Design thinking is a creative problem-solving process that your team can use to quickly discuss concepts, test ideas, and create solutions. 

If you have worked on a candidate search, you know the routine. First: a list is made of everything the new hire will have to do. In an ideal world, this newbie shows up on day one with HR paperwork complete, knowing where to hang her coat and whom to avoid in the employee break room, and of course, which reports are due when and how to complete them.

Understanding enrollment and student retention is essential for any institution to thrive, but not knowing the basics of enrollment management is a common problem.

In January of this year, the Baptist Theological Seminary at Richmond (BTSR) closed its doors for good. Mike Clingenpeel, a BTSR board member, wrote an article for the school’s website reflecting on the closure, and his article was reprinted in the Summer 2019 issue of In Trust. Clingenpeel’s honest reflections offer rare insight into the painful realities of closing a seminary.

A series of articles on theological education from EthicsDaily.com recently caught our attention. Here’s a quick summary.

Are you an embedded theological school looking to make significant changes at your school — or improve on the good work that you’re already doing?

In 2014, Karen Stiller asked Elizabeth L. Visconage and Joseph Molyneaux to share their thoughts about a resource from the Association of Fundraising Professionals, A Fundraising Guide for Nonprofit Board Members by Julia I. Walker. Their years of experience with boards and fundraising are readily apparent as Visconage and Molyneaux comment on some of the major points in Walker’s book. A key question that guided the conversation: Is it realistic to expect all board members to be active fundraisers?

Board members often lament the lack of time in board meetings to focus on strategic issues and trends that really affect the future of the institution. Many boards struggle with spending too much time on the present, or even on the past. They prioritize reports from staff and committees but leave little time for robust discussions about moving forward.

If you look hard enough, there seems to be research available about every aspect of higher education — most of it concerned with determining what contributes to successful educational outcomes. Inside Higher Ed recently posted an article about some research being done around the emotional lives of professors and how their emotional response to the demands on their time and energies contribute, ultimately, to their ability to teach.

Effective board orientation is valuable for new trustees and veteran board members alike. Fitting orientation into already-full board meetings can be difficult, but it is important to take time each year to do so. 

Robert S. Landrebe, who has just retired as senior vice president at Asbury Theological Seminary, offered advice for finding clarity in your school’s future in the Spring 2014 issue of In Trust. In his article titled “To create the future, selectively abandon the past,” Landrebe offers blunt but empathic advice to schools facing shrinking enrollment (in other words, most schools): “Let me describe theological education as an ‘industry.’ We are part of an industry that has a vital mission that serves the church. But, over the last decade, our student market has been in decline. During this decade we haven’t adjusted our expenses in response to a shrinking market. Rather, expenses have risen even faster than the consumer price index." 

A recent issue of Trusteeship magazine features an article by Peter Smith titled “How Should Boards Respond to Disruption.” The article was written primarily for boards of universities and colleges, but it goes right to the heart of what it will take to lead a seminary through the next 30 or 40 years.

If your school is in transition now, or if you've recently completed a leadership change – or even if you are not even considering one – the issue of leadership transition ought to be a part of regular board discussions. Organizational succession planning is the board's work.

BoardSource has many resources available for nonprofit boards, not all of which require a BoardSource membership. These resources include a number of graphical guides, templates, and infographics.

In the May issue of Colloquy, the online newsletter from the Association of Theological Schools (ATS), two representatives from Andover Newton Theological School and Yale Divinity School offer some reflections on Andover Newton’s transition from a freestanding theological school to an embedded seminary.

Increasing numbers of churches are turning to part-time, low-paid, or unpaid ministers. What does this mean for seminaries?

When an issue of Trusteeship magazine has the theme of “Institutions in Crisis,” you know you’re in for some great articles on board governance. Handling crises — whether postponing them, mitigating their effects, or managing the fallout — is a big part of leading an institution. And there are all sorts of events and circumstances that may qualify as a crisis.

Enrollment is critical. You might have a wonderful vision, an outstanding strategic plan, and top-notch personnel in all the key spots – but without enough students, your school will struggle.

Adam Grant of the Wharton School of Business recently wrote an interesting article published in the New York Times that considers the best way to position yourself for career success. 

One of the questions that admissions officers regularly field from potential students is, “Do you have an online program?” And it’s not just younger, presumably more tech-savvy students who are asking the question either — nor is it just students who live in other cities or on other continents. At the non-residential seminary where I work, most students live locally. But the idea of fighting traffic after work to take classes a couple nights a week is a hard sell. So they ask: “Do you have an online program?”

In the May 2019 issue of Colloquy, Sarah Drummond reflects on the labor of the task force that is working on the redevelopment of the accrediting standards of the Association of Theological Schools (ATS). 

If you are a leader in theological education, you are already familiar with overall trends in seminary enrollment. Usually, reports about enrollment are gloomy, with a half-hearted silver lining that suggests, “Well, at least we’re not the only ones struggling.”

In North America, shared governance is a central component of higher education. Yet plenty of research shows that shared governance is not clearly understood by many who are tasked with it.
 

Succession planning isn’t just for a school’s presiding officer. Having a plan for transition and succession that applies to the entire institution can reduce stress and avert ad hoc emergency decision making when change inevitably occurs. 

Following the tremendous response to the first annual conference on competency-based theological education (CBTE) held last November in Vancouver, Canada, plans for the second annual CBTE conference are well underway.