We will know we have addressed this imperative when graduates report satisfactory results for job placement and preparation for ministerial leadership. Specifically, we will have addressed this imperative when an assessment of curricular and co-‐curricular learning and development indicates that 75% of graduating students meet or exceed expectations in the practice of and reflection on spiritual disciplines and sensibilities (M.Div. learning goal 3). This data must then reconcile with data from the GSQ (Graduating Student Questionnaire) and AQ (alumni questionnaire) for the five most recent classes since this data reflects their degree of satisfaction with the vocational and spiritual formation (implicit and explicit curriculum) received in seminary.
Develop a more integrated administration of the implicit curriculum with respect to vocational discernment, academic advising, field education, and placement. Strengthen the role of field education and praxis-‐based learning within the overall curriculum.
Increase opportunities for spiritual formation for all students, and foster a community that nurtures the spiritual formation of all its members.
Clearly define the educational and formational role of the chapel in the Seminary community and more fully integrate worship in chapel with reflection upon worship in the classroom.
Formulate learning goals for the implicit curriculum and develop mechanisms for assessment.