It can happen to a college student or recent graduate. It can happen to someone who's worked for a corporation or non-profit for decades. God starts tugging at the heart, preparing that person for something else: a new direction, a deeper level of understanding.

Once someone discerns a call to ministry —be it pastoral, missionary, counseling, social work, or teaching—most people look to a seminary, divinity or graduate school for their preparation. But with hundreds of these schools in the United States alone, deciding which one to attend can be a daunting task.

Virtually all schools survey their incoming students to find out why they enrolled and what their priorities were in the decisionmaking process. One of the top factors many students cite is the theological perspective or commitments of the school. In other words, does the seminary uphold what I consider to be core values about God or Jesus Christ or the Bible?

Other top factors, are the quality of the academic programs and the reputation of the faculty. Many students cite distinctive features they perceive in the seminaries they choose to attend. At Phoenix Seminary, students are attracted to the spirituality of the school. "Spirituality is important to students because there are so many stories of men and women who have gone off to seminary with hearts filled with passion for the Lord, only to have their hearts broken and their passion dissolved in a sea of confusion and apathy," says enrollment counselor Lee Richards, who is also a student. "Our concern is not just that our students grow in knowledge about the Bible or ministry, but that they grow more intimate in their knowledge of the Lord Jesus."

According to Robert Ferris, associate provost at Columbia International University in Columbia, South Carolina, students embrace the academic programs of Columbia Biblical Seminary and School of Missions because of the core values that under gird them. "First," he says, "a Great Commission focus permeates the seminary's entire curriculum. Second, the seminary is transdenominational, embracing the full spectrum of evangelical theological traditions." Columbia's programs and community, Ferris notes, also stress the authority of Scripture in every area of life, growth in holiness and Christlikeness, and cultivating a life of prayer and faith.

Some students are drawn to seminaries that stretch the boundaries of mainstream theological education by offering distance learning or unconventional degree programs. Mars Hill Graduate School in Seattle offers curricula that integrate understanding the biblical text, the human soul, and cultural context. This effort includes a radically revised master of divinity program. According to Mars Hill's surveys, "Students and applicants perceive us as having a 'relevant' or 'unique' philosophy or approach, and as engaging with postmodernity and today's church," says Zach Brittle, director of recruitment. Ron Carucci, chief operating officer, says "Our programs are uniquely practitioner-friendly, taught by experienced and current practitioners. And our approach to a truly dialogical engagement with our students enable those who commonly seek to be agents of change to experience for themselves—often for the first time—personal and deep transformation."

Many students also consider the dynamics of the seminary community. "The size of Beeson Divinity School provides a community environment that is distinct from many theological schools," says Burch Barger, Beeson's student recruitment and admissions officer. "Beeson has an enrollment ceiling of 180 students receiving scholarships, which results in smaller classes, more access to professors, and friendships with fellow students. We encourage these relationships through corporate worship, faculty-led mentoring groups, and shared meals."

As many schools find their student bodies trending toward part-time study, they cultivate community life through faculty-student and student-student relationships, regular times for worship, days of prayer, and other community events. Some schools are finding that location is playing an increased role in their students' decisions. This is true especially for older and "second career" students who are preparing for ministry after laying down roots in a particular city or region. "As the average age of seminary students increases, students make their decision largely based upon how seminary will impact the rest of their lives," observes Dallas Lenear, director of graduate admissions at Grand Rapids Theological Seminary, in Grand Rapids. "Now, the choice to embark upon graduate theological education will oftentimes affect career, spouse, children, and even aging parents."

Clearly, there's no formula for choosing the right seminary or graduate school. Making that decision is a highly individualized process, taking into account students' sense of call, their priorities, and any limitations they must contend with. Still, seminary admission officers and others are well equipped to offer guidance along the way.

Seminary admissions counselors help people discern what they should do with God's call on their lives, a ministry that goes beyond promoting the particular school they represent. "Our institution caters primarily to those preparing for pastoral ministry positions or missional positions," says Penny Rader, admissions counselor at Multnomah Biblical Seminary in Portland, Oregon. "I'm pretty frank with students depending on their interests. If we offer what they need, great; if not, I direct them on to a school that would be more suitable." Rader speaks for many admissions officers who would rather help students figure out what's best for them than try to force a potentially bad fit.

Concurring with students' instincts, seminary officials stress the importance of evaluating academic offerings and theological commitments, including whether the faculty support and evidence those commitments. "Carefully consider the faculty," says Columbia's Ferris. "Recognize that the Luke 6:40 principle is universally true: you will become like the people with whom you study. If your calling is to Kingdom expansion, choose a seminary where the faculty bring ministry and missions experience as well as scholarship to the classroom."

At The Master's Seminary in Sun Valley, California, expository preaching in the local church and a commitment to biblical inerrancy are primary curricular emphases. "We train men to faithfully handle and communicate God's Word for God's glory in the context of the local church, with an emphasis on taking the gospel to the ends of the earth and to every creature," says Richard Mayhue, senior vice president and dean. He urges students to examine the teaching and character of the faculty, asking questions such as: "Is the faculty unified on the doctrinal statement and purpose of the seminary?" "Does the faculty model the appropriate content of godly character, scholastic excellence, and ministry commitment?"

Admissions officers generally agree that understanding one's call is paramount. A student should work to discern with some certainty where God is leading. At Beeson, "The admission committee places significant emphasis on each applicant's written and verbal articulation of his or her call to Christian ministry," says Barger. "We advise students to prayerfully seek God's will when considering divinity school and to use his guidance as their primary reason for applying."

"We encourage students to carefully consider the total cost of their education," says Roy Allinson, director of graduate admissions for Biola University and Biola's Talbot School of Theology. "This obviously includes the financial aspect, but in addition we ask them to consider if they are able to balance the requirements of their schoolwork, family needs, spiritual needs, and physical needs in order to make an accurate assessment of their capabilities." Phoenix's Richards concurs. "We try to help students count the cost first, so that when they face difficulties, they can look back on their calling and know that the Lord will see them through their studies and development," he says.

Another key, says Clive Cowell, admissions counselor at Multnomah, is to seek godly counsel. "Having a word of wisdom from an elder can provide good judgment in terms of timing, the type of program, and the place of education," he says. Cowell also urges applicants to consider the question: What does Jesus value? "The key idea here is to challenge and encourage the student to read through the Bible with this question in mind and to see if the prospective student is open to being impacted by God's values," he says. "This is, I find, much more informative than simply telling the student, 'Well, pray about it and the Lord will lead.'"

Students should also approach seminary with some idea of how they want the experience to impact them personally. "We ask students to consider what kind of person they want to be when they finish their education," says Talbot's Allinson. "We find that our students value their character development as well as their education after they graduate."

Indeed, spiritual formation or character development is integral to a well-rounded theological education, and students are encouraged to seek schools that will challenge and nurture them intellectually and spiritually. "Seminary is more than earning a degree," says Janelle Vernon, director of admission at Asbury Theological Seminary in Wilmore, Kentucky and Orlando, Florida. "Students benefit from making sure of their theological fit and discerning if the community is one that will allow them to mature."

One of the best ways to answer these questions is to pay the school a visit, something virtually all admissions counselors urge prospective students to do. "After investigating academic offerings and theological stance, we encourage prospective students to talk to alums, visit the campus, attend chapel, and prayerfully evaluate their enrollment decision," Vernon says. Indeed, paying a visit often illuminates the seminary experience in ways no catalog can. Phoenix's Richards says, "A school can say the all the right things in a catalog or on a website, but it is through interacting with faculty and students that those considering seminary can get the most accurate picture of what the experience will be like."

All students who are preparing for ministry, but particularly those who plan to enroll in a master of divinity program, should investigate the seminary's offerings in the practice of ministry. "While theological schools provide an exercise in intellectual inquiry, they are also professional schools that provide students with the practical skills needed for ministry and beyond," says Shonda R. Jones, assistant dean of admissions and financial aid at Emory University's Candler School of Theology, in Atlanta. "When prospective students are considering Candler, we not only advise them about the Candler community and theological education, but also about the task of theological inquiry and the practices of ministry and service."

Master of divinity programs typically include a field education or supervised ministry component. This experience provides students with a variety of internship-style opportunities as well as class time to reflect with faculty and fellow students, and integrate their field experience with their studies. In Candler's Contextual Education program students encounter a range of ministry experiences. In the first year, students work in social clinical settings in and around Atlanta. These could be medical facilities, children's homes or various community ministries. The following year, Candler students practice ministry in a local church, rotating through five areas of responsibility: administration, worship, pastoral care, mission and outreach, and teaching. "Theological education is a life-altering endeavor. Making the decision to attend a seminary, divinity school or school of theology should always include consideration of academic rigor alongside practical preparation for a lifetime of service to the church and world," Jones says.

Finally, it pays to find out if the seminary or graduate school under consideration is accredited. While it would be unfair to make assumptions based on accreditation, issues may arise that students should be alert to. Says Penny Rader, of Multnomah, "We've had students transfer to our school after attending non-accredited schools, expecting credits to be granted for their previous coursework. Instead, they often end up starting out from the beginning of a program." (For more on the ins and outs of accreditation, see page 102.)

Regardless of what school, program, or ministry is under consideration, these guidelines are good places to start the decision making process. "All students should include prayer, consideration of alums, examination of denomination or career educational requirements, and a review of faculty reputations and course offerings," says Asbury's Janelle Vernon.

"We recommend that every student build on their past education and prepare for their future vocational direction, with specific emphasis on equipping them for what they believe to be God's appointed duties," says The Master's Seminary's Richard Mayhue. College students who are already thinking about seminary can plan their undergraduate coursework with future studies in mind, says Burch Barger, of Beeson Divinity School. Older students, however, are certainly able to draw on past education and experience to prepare for their futures as well. "Our counselors review each student's application from both academic and spiritual dimensions, on a case-by-case basis," a process that includes consideration of potential career paths as well as "long term skill sets," says Talbot's Roy Allinson. A required thirty units of Bible instruction "provides a strong foundation for the spiritual dimension of our students' study," he says. "Then, depending on which path the student desires to take, the selection of courses and program of study are advised that will best prepare them for their future."

In the end, however, the most important factor remains discerning God's call and remaining open to his guidance. "Understanding his will is the most important element in the decision, regardless of which program a student is considering," says Lee Richards, of Phoenix. "Simply adding initials after your name does no good if the Lord has not led you to pursue seminary education."

Alvin Ung, Regent College (BC)

When Alvin Ung decided to pursue theological study, he knew what he was looking for: a first-rate faculty, a broad, integrative theological program, a lively community, opportunities for creative writing, and a return to North America from Kuala Lumpur, Malaysia, where he and his thenfiancée lived and worked.

"Most of all, I was looking for a place that would equip me for future ministry," Ung says. He applied to Regent College, in Vancouver, British Columbia and enrolled in the Master of Christian Studies program, with a concentration in Applied Theology. After his graduation, Alvin and Fern will return to Malaysia with several possibilities for ministry, including writing, a business start-up, and local church service.

The Ungs loved Regent, but Alvin was soon struggling with his own expectations. "I came to Regent thinking that I wanted to learn how to change people," he says. "Now, I realize that God's the one who changes people, and he wants to start with me. This thought pierced the shadowy corners of my life like a floodlight.

We believe that the school should vindicate our chosen criteria and goals. In all honesty, I did not come with an agenda to gain a deeper knowledge of my sin, a renewed sense of God's grace, a fresh desire to pray, or a rekindled love for Jesus Christ and his people. These are God's most precious gifts for me, unbidden and unasked, mediated through the Regent College experience."

Kathryn Allen, Knox Theological Seminary (FL)

While working as a congressional aide on Capitol Hill, "I was constantly confronted with the need for wisdom in how to impact culture with Christ's truths," says Kathryn Allen, a student at Knox Theological Seminary in Fort Lauderdale, Florida. When she discovered the seminary's Master of Arts in Christianity and Culture, Allen knew she'd found the seminary education she was looking for.

At Knox, Allen has appreciated her professors' approach to education. "The professors have strategically sought to make the redemption romance come alive to us, opening our eyes to the glory of our hope and calling as heirs of Christ," she says. In addition, the entire seminary community has become like a family and were especially supportive in her first year, when she commuted weekly from Washington, DC.

Allen is a conference speaker, writer, and the founder of Polished Pillars Ministries, which aims to "positively impact young women with the message of trusting God through suffering and with the joy of embracing the purpose, power, and passion of what it means to be a princess of the King," she says. "God has used what I have been learning at seminary to teach my heart to dance to a greater song of his love. When I graduate, not only will I leave with a degree in hand, but I will walk into the rest of my life with greater awe at the life-transforming hand of God."

Eric Leetch, Knox Theological Seminary (FL)

A West Point graduate and a commissioned officer in the U.S. Army from 1995 to 2005, Eric Leetch investigated several Reformed seminaries before enrolling in Knox Theological Seminary's Master of Divinity program. "Above all else, I was concerned with finding an institution that was committed to the principles of historic Reformed theology as expressed in the Westminster Confession of Faith," he says. "When I say committed, I mean more than simply stating so in their charter or academic catalog. I wanted to study in an institution and under men who were as passionate about these principles as their seminary's founding vision would lead you to believe."

In getting to know Knox, Leetch felt confident that the seminary's faculty and administrative board shared this commitment and decided to enroll. "In the end," he adds, "it turned out that my first choice was also by far the most economical for my family."

Upon completion of his M.Div. studies, Leetch intends to return to the Army as a chaplain of the Presbyterian Church in America. His seminary experience, he says, has been "extraordinarily positive." The faculty "do not make it their aim to teach their students what they are to think," he says. "Rather, they are diligent in training each individual student how to think, study, and learn in order to arrive at the truths of our faith on our own."

Stacey Gleddie, Regent College (BC)

Stacey Gleddie knew she wanted to study the theology of worship. Through friends, "I knew of the academic excellence provided at Regent College, so although they did not offer a theology of worship program, I began to research their programs in addition to those of other schools," she says. "I was also looking for an education that would allow me to cross denominational lines, encourage women in leadership, and provide a strong community network of staff, faculty, and students." Gleddie found that Regent met these criteria, so she enrolled in the Master of Divinity program with a concentration in Christianity and the Arts, figuring that the school's integrative approach would give her some flexibility in shaping her studies.

"If I had gone to a school with a more specific [worship] program, I don't think I would have been pushed as hard to define my own theology of worship," Gleddie says. "As I pursue the variety of courses required for my degree, I am challenged to develop my own view of how worship, as the central act of the church, is integrated in a given subject area." In addition, she has found a very diverse and supportive community at Regent, providing a variety of perspectives in a caring and respectful environment.

In the future, Gleddie hopes to teach theology of worship in church and college settings. "The education I have received at Regent has been foundational," she says. "I truly feel I am being equipped here to equip others in whatever context I might find myself in."

Kathy Furlong is a freelance writer living in Philadelphia.

Explore a seminary or graduate school's website, and typically there's a page that touches on accreditation: a list of organizations by whom the school is accredited, or perhaps a statement that the school is not accredited, with an explanation or rationale for why it has chosen not to be. But for students investigating which school to attend, this could be unfamiliar territory. What does accreditation mean, exactly? And how important is it to ministry?

Many seminaries and graduate schools engaged in theological education are accredited by the Association of Theological Schools in the United States and Canada (ATS) as well as by regional organizations. According to its website, www.ats.edu, ATS promotes "the improvement and enhancement of theological schools to the benefit of communities of faith and the broader public" through periodic reviews of each school in its membership, numerous initiatives and projects, publications and other resources. ATS functions as a peer enhancement and accountability organization for the 250 schools in its membership, and it is recognized by both the U.S. Department of Education and the Council for Higher Education Accreditation.

Any comparison of accredited and unaccredited seminaries invites the temptation to contrast the best of one group with the worst of the other, but it's not that simple, says Leland Eliason, executive director and provost of Bethel Seminary in St. Paul, Minnesota, and past member and chair of ATS's Commission of Accreditation. "There are a few outstanding seminaries whose leaders have not sought accreditation, and there are some accredited seminaries whose leaders are implementing the bare minimum when it comes to structuring their programs," he says. "Having said that, in the great majority of cases, seminaries whose leaders have done the hard work of meeting accreditation standards, and have underwritten their budgets to upgrade programs and paid the fees for accreditation, lead schools that are constantly improving."

Accreditation standards, such as those adopted by ATS, address such areas as curricula, faculty, spiritual formation practices, evaluation criteria, library resources, long range planning, governance, and financial soundness. Noting that these are standards every seminary—accredited or not—should meet, Eliason points out that "seeking accreditation simply says, 'Our school will be accountable to a peer review process to ensure that we are achieving desired outcomes in each of these areas.'" These standards, he adds, also push schools to meet goals they've set for themselves—and work on the areas where they see the need for improvement—within their chosen theological and ecclesiological framework.

"We live in a world where legitimacy, recognition, and high standards are demonstrated through some process of accreditation," Eliason says, pointing to the requirements in such fields as medicine, education and counseling. In this context, he argues, ministry leaders benefit from pursuing degrees from accredited seminaries. "To be sure, graduating from an accredited seminary does not assure effectiveness for ministry," he says. "But within the vast majority of cultures in the twenty-first century, accreditation grants an initial stature that reduces doubts and increases confidence."

There are also practical reasons to consider an accredited seminary, Eliason says. First, only seminaries that are accredited by ATS are eligible for federally guaranteed student loans. In addition, graduating from an accredited seminary gives students greater flexibility if they choose to pursue further graduate study. Not all institutions will accept degrees or coursework from an unaccredited school.

There are valid reasons for choosing to attend one of the excellent unaccredited seminaries. Schools that choose not to seek accreditation frequently do so because they wish to pursue non-traditionalmodels of education, such as full distance learning degree programs. One such school is Columbia Evangelical Seminary, based in Buckley, Washington, which offers degrees through a self-paced mentorship study program—in which students work one-on-one with faculty to develop a rigorous, specific course of study—with no residency requirement.

Rick Walston, Ph.D., the president of Columbia Evangelical and author of Walston's Guide to Christian Distance Learning: Earning Degrees Non-Traditionally, suggests that students who are considering unaccredited degree programs first make sure their employers or denominations do not require the degree to be earned from an accredited school. For students who are also thinking about later graduate study—such as a Doctor of Ministry or Ph.D.—it's also worth investigating whether the schools they are considering for later study require all degrees to be earned from accredited institutions. If not, and, "if the unaccredited schools that they earn their degrees from are legitimate, credible, and academically sound, then their 'unaccredited degrees' will be just fine for them," he says in a Coffee Talk article on Columbia Evangelical's website, www.columbiaseminary.edu.

In addition to having greater flexibility with non-traditional programming, Walston points out that unaccredited seminaries are more affordable: the cost of a degree may be anywhere from one-half to one-tenth the cost of a degree from an accredited school, according to Walston's Guide. In fact, he argues on his school's website, "for many thousands of people—both in ministry and in other fields—some unaccredited schools have provided a sound source through which they have been able to earn their degrees in their particular fields, both for professional advancements and for personal achievements."

Having said that, Walston does caution students to carefully investigate any unaccredited schools they may be considering, with particular attention to the quality of their academic programs and their integrity. "There are some very good, non-traditional schools that are fully legal and well-regarded, but simply not accredited by one of the recognized accrediting associations," Walston says on the accreditation page of Columbia Evangelical's website. "The good ones will be open and honest about their lack of accreditation."

Another reason to carefully evaluate an unaccredited school is that it may lack some important dimension for ministry preparation, Leland Eliason, executive director and provost of Bethel Seminary in St. Paul, Minnesota, says, such as adequate facilities or finances, faculty with doctorates in their fields of study, or adequate library resources. "Can you learn a lot in such settings?" he asks. "Of course. But the shortfalls of seminaries that are not accredited can be serious."

In the final analysis, Walston says, students' top priority is usually a solid biblical and theological education. "Each student," he says, "must determine how important accreditation is to his or her educational and occupational goals."

—KF

Is seminary relevant?
Will it help me serve God effectively?

Any student who is pursuing a call to ministry—with all of the hard work and sacrifice it entails—wants answers to these questions. Additionally, as student lives grow more complicated, pursuing a graduate degree can make a delicate balancing act even more challenging.

Beyond taking advantage of technological innovations, seminaries and graduate schools are finding ways to meet the particular challenges and opportunities of the 21st century. "The landscape of graduate theological education has changed significantly in the past two decades," says John VerBerkmoes, dean of Grand Rapids Theological Seminary. Rather than enrolling in a master of divinity program, "many students are opting for a master of arts degree, which is typically shorter and more specialized. Schools are also seeing greater numbers of female and second career students." These trends, he notes, are documented by data from the Association of Theological Schools.

One way seminaries have met these trends is with more accessible course offerings. Block scheduling, in which a class meets once a week, additional intensive courses, and increased evening and weekend classes are designed to make the completion of a seminary program feasible for working professionals.

Some schools have established full-scale programs specifically for this constituency. Grand Rapids offers a program exclusively for students who work full-time. In addition to the above features, the Theological Education for Professionals program pairs each student with an academic advisor and is taught by full-time faculty.

The Advancement in Ministry track at Columbia Biblical Seminary and School of Missions combines one-week intensive courses and independent study to provide degree programs for students who live at a distance. Says Robert Ferris, Associate Provost, "This program packages intensive, online and internet-enhanced courses to provide entire M.A. and M.Div. curricula, including the spiritual formation and ministry engagement aspects of Columbia's campus programs."

In recent decades, as church activities have expanded beyond what one pastor can reasonably lead, laypersons have taken increased ownership of their churches' ministries and are looking to seminaries for training. Many schools now offer specialized diplomas and certificates in addition to welcoming lay leaders into their masters programs. Besides offering graduate diplomas in such concentrations as Biblical studies, Christian ethics, Christian counseling and intercultural studies, Phoenix Seminary offers parachurch and lay leaders a two-year M.A. in Biblical Leadership.

"Many people view seminary as something that is only necessary for senior pastors or missionaries, but we disagree," says enrollment counselor Lee Richards. "All people can benefit from solid instruction in the Word of God. All people can develop their ministry skills while learning alongside other believers who are pursuing various types of lay and vocational ministry."

While working to meet the logistical and educational needs of students, seminaries also strive to equip them for relevant and effective ministry. As many who are on the front lines of ministry recognize, the gospel is unchanging but cultural currents demand engagement in ways that weren't prevalent 20 or 30 years ago.

In 2000, Multnomah Biblical Seminary established The Institute for the Theology of Culture: New Wine, New Wineskins as a forum for contemporary issues. "Students still seek to know and understand the text of the Bible so that they may have a relationship with Jesus and bring others into that relationship," says admissions counselor Clive Cowell. "Within this, there is a trend toward new ways of bringing Christ to culture."

According to the school's website, a desire "to stir the hearts and minds of students, to heighten their awareness of issues, and to challenge them to respond and take ownership within our culture" lies at the heart of the institute. Through conferences, research seminars, an online community, and an academic journal, New Wine, New Wineskins is engaging participants with a wide range of concerns, including class and racial issues, postmodernity, environmental stewardship, sexuality, the arts, and constructive alternatives to the rhetoric of "culture wars."

Some schools have chosen to address contemporary ministry issues through their practice of ministry offerings. In addition to the emphasis that Candler School of Theology places on its Contextual Education program, the school prepares students for ministry in diverse contexts, with special attention given to smaller congregations. "With the realization that most local churches in the United States have fewer than 200 members, Candler offers opportunities not only for urban ministry, but also for ministry in rural and suburban areas through the Teaching Parish Program and courses such as Town and Country Ministries," says Shonda R. Jones, assistant dean of admissions and financial aid.

Other schools have taken a more radical approach.

"The historical extreme emphasis on text at the expense of soul and cultural issues has left men and women exposed and unprepared for the onslaught of trauma, crisis, unpredictability, criticism, and unrealistic expectations that accompany ministry careers," says Ron Carucci, chief operating officer at Mars Hill Graduate School. In response, Mars Hill recently unveiled a new M.Div. program under the banner "Reinventing Divinity Education."

"Students want to be prepared for the 'real world' into which they will step," he says. "Emerging leaders and gen-nexers are far more relational and emotionally intelligent than their incumbent mentors. And in a more market-savvy Christian world, churches want leaders who understand the complexities of the ministry world and have the skill to navigate the ever-present tensions between spiritual and pragmatic demands of church communities."

Through extensive research with current ministry practitioners, Mars Hill has created a curriculum it hopes will blend theological, spiritual, leadership and ministry training in a uniquely responsive program. Earning the degree entails three core disciplines: theology and cultural engagement, the Bible and textual interpretation, and relational leadership and ministry practice.

"I want people to understand that Mars Hill Graduate School is a community of learners together seeking to create and prepare leaders who are deeply passionate about [the biblical] text, courageously prepared to step into the dark nights of the soul, and curious and appreciative of the vast cultures into which they will go," Carucci says. "Ours is a dynamic, even volatile, journey of change, because we believe those who wish to effect change must first be changed themselves."

—KF

One of the ironies of theological education is that prospective students sometimes voice fears of "losing their faith" at seminary. Concerned that the experience will be a dry intellectual exercise, some fear the academic rigors will sap their passion for ministry or even endanger their relationships with Christ. Students rightly want to know how seminary will impact their discipleship as well as their leadership.

The truth is, most seminaries work hard to put those fears to rest. In addition to intellectual pursuits—such as biblical and language studies, theology and church history—and training in the practice of ministry, seminaries, and graduate schools place a high priority on nurturing the spiritual lives of their students, with the goal of preparing healthy, growing ministry leaders for the church and the world.

"We are serious about academic development and our classes are rigorous and challenging," says Lee Richards, enrollment counselor at Phoenix Seminary. "All the while, our focus is on forming Christ in our students, preparing them for a lifetime of walking with Jesus and serving him in the church."

Achieving this balance is a goal shared by most schools. Timothy George, dean of Beeson Divinity School, points out that Beeson embraces a number of commitments, including "the life of the church, the practice of spiritual disciplines, the total truthfulness of Holy Scripture, the centrality of preaching, the mission and unity of the church in the world, and the great principles that characterized the Protestant Reformation." But, he says, "above all else, we want our students to be men and women of God."

Becoming men and women of God, as Christians generally recognize from experience, is not one compartment of life, filed alongside jobs, families, school and other commitments. It is life, encompassing and transforming one's perspective and actions in every area. A spiritually rich theological education will assist and energize that process. "If education doesn't require profound personal and relational change, it is merely mental meandering," says Dan Allender, president of Mars Hill Graduate School. "If it requires a person to confront idols, turn from self-absorption, and embrace more richly the gospel, then it is an education that not only fills the mind but transforms the heart."

Schools have taken varied approaches to the task of nurturing spiritual health in their students while in seminary and beyond. The leadership and faculty at Columbia Biblical Seminary and School of Missions work to ensure that certain key commitments permeate the school's curriculum and community life. "Columbia International University and Columbia Biblical Seminary are committed to five core values," says Robert Ferris, associate provost. In addition to the authority of Scripture, world evangelization, and evangelical unity, Columbia is committed to cultivating holiness and a life of prayer and faith in its students. "We believe that God gives the grace needed to resist temptation and that God intends his children to grow in Christlikeness until the day we meet him face to face," he says. Likewise, "God calls us to live in trust and obedience, lifting up our hearts to our heavenly Father with confidence that he will provide for our needs."

According to annual surveys of incoming classes, students frequently cite the Christian character of faculty and students and the opportunity for in-depth Bible study as important factors in deciding to attend Columbia. "Perhaps what students see and appreciate in our approach to Bible study is a commitment to relate the fruits of exegesis to life and witness," observes Ferris.

At Phoenix Seminary, an important facet of spiritual formation is the school's mentoring program, which pairs each student with a seminary professor, local pastor, or other Christian leader for one-on-one development as a godly minister. Concerned with every area of each student's life, Phoenix's "holistic, intensive, and personalized" program aims to nurture wholeness and integrity, recognizing that each student is unique and therefore discipleship needs to be tailored to "nurture strength and positive growth." Phoenix's Master of Divinity program also requires students to take three courses in the area of character development.

Some schools offer doctoral programs that focus on spiritual formation as well. Beeson's Doctor of Ministry (D.Min.) program serves to enhance the practice of ministry among pastors and other ministers, including advanced studies in the integration of biblical and theological foundations, self-directed learning, understanding the nature and purposes of ministry, and growth in spiritual maturity and spiritual disciplines. In addition to these overarching goals, Beeson offers a D.Min. specialization in Spiritual Leadership. According to the school's website, this specialization "is rooted in the belief that the person of the leader—who he or she is in relationship to God and neighbor, and how that is lived out in humble Christian service—is at the heart of spiritual leadership." All of the requirements of the program aim to cultivate faithful servant leaders, recognizing that, "Jesus' teachings and example vividly illustrate the power of love to bring about change in a godly direction."

Still other schools have created comprehensive programs in spiritual formation and integrated them into the curriculum. Talbot School of Theology, says Roy Allinson, director of graduate admissions, "is intentional about the character development of our students and encourages their intimacy with God." To that end, Talbot has instituted the Intentional Character Development program. Required of all students, Intentional Character Development combines mentoring, accountability, spiritual disciplines, and peer relationships to prepare students for spiritually mature Christian ministry. "We've experienced that churches seek assistance in developing the spiritual depth of their pastors and staff, more so than in the past," Allinson says. "We are addressing issues of character and moral integrity of church leadership by investing in the development of Talbot students in these areas." The Intentional Character Development program includes classroom and small group experiences, as well as one-on-one mentoring. Classes integrate theology with an awareness of one's own "sin, pain and unresolved issues," and cultivate openness to the work of the Holy Spirit in one's life. Students gain an understanding of the different stages of spiritual development and are encouraged to articulate a "life and ministry purpose statement." Partway through the degree program, they're required to take stock of their growth in a progress review. In addition, the program provides opportunities for fellowship—bracketed by new student orientation and a baccalaureate celebration —and contemplative spiritual retreats that nurture intimacy with God.

"The Intentional Character Development program," Allinson says, "allows students to look honestly at their hearts and their relationships with Christ, and to maintain Christ as the focus of all that they do."

—KF