Our Transformative Future: 2017-2018 Institutional Priorities PREFACE Clear priorities are essential to chart our progress in the midst of a disorienting period of disruption, providing us with a sense of energy, movement, and intentionality. Our limited resources must be carefully stewarded to navigate what will continue to be a time of significant disruption. Prioritization can also help us realize that, while limited, our resources are actually quite significant not only in endowment and property, but also in our legacy, faculty, staff, students, and partners within and beyond the church. This planning document builds on this tradition of boldness and the strategic work of the last few years including the Commission on Strategic Direction, Academic 1
Planning Task Force, and the first 18-month goals of President Vasquez-Levy s presidency. It reflects the wisdom from conversation with all PSR constituents, including the Board of Trustees, faculty, staff, students, partners, and accrediting agencies. VISION AND STRATEGIC VALUES In every generation, PSR has been at the forefront of theological education in responding to the changing leadership needs of the church and the world. More than merely responding to change, however, PSR s leadership often anticipated the direction theological education should take. PSR has been among the first to innovate curricular content and leadership approaches, and to reach out to new generations of leaders with a particular commitment to communities under-represented in theological education. In the last several months we have been working on new language for a mission statement, tagline, and program description that captures our commitment to leadership for an increasingly diverse world and seizes the opportunity before us to respond with clarity and a sense of call to the changes in higher education and the church. Over this coming year we will engage in further conversation about the following draft statements: Mission/Vision Statement Pacific School of Religion prepares a diverse cadre of spiritually rooted leaders with the vision, resilience, and skill to create a just and compassionate world. Grounded in the rigorous study and faithful practice of progressive Christian faith, PSR partners with students of all backgrounds to deepen their spirituality and enhance their capacity to lead. Connected to a broad network of religious, educational, not-for-profit, and private sector organizations with a particular commitment to the wisdom of growing communities of color Pacific School of Religion offers an education that is marked by innovation, reflection, and excellence. Tagline We will also continue our work to identify a tag line that better captures the intention of phrases such as Visionary Leaders for a Majority-Brown World and Spiritually Rooted Leaders for the New American Mainstream. 2
PSR experience From a one hour workshop to a three year degree, all of PSR programs offer a holistic experience that broadens the mind (vision/prophetic imagination), emboldens the heart (resilience/deep-well spirituality), and equips the hands (skill/innovative and effective leadership). 3
Strategic Values and Outcomes 2020 Adopted by the Board of Trustees in 2016, these strategic values support our vision and have been integrated into our board structure and meeting agendas, reporting, faculty and staff evaluations, etc. Ensuring educational quality and student success Outcome: By 5/1/2020, graduates of PSR will be demonstrably prepared and recognized as theologically and spiritually rooted leaders for social transformation, within and beyond the church. Our leadership formation will be marked by innovation, diversity, and effectiveness. Achieving and sustaining financial health Outcomes: By 5/1/2020, PSR will have achieved financial equilibrium while broadening access (particularly for under-represented individuals and communities) and demonstrating the value of our program offerings. Enhancing and supporting diversity Outcomes: By 5/1/2020, PSR will build strength through diversity in our student body, faculty, staff, and board through curriculum, resource allocation, and partnerships, committing to more closely reflect the growing diversity in the country, particularly in California, in terms of its ethnic, cultural, economic, sexual orientation, gender identity and religious diversity. Moving beyond representational diversity, we will prepare leaders of all backgrounds who can effectively challenge white privilege and racism and who have the tools to transform congregations, organizations, and businesses into more just and inclusive communities. Building effective leadership Outcome: By 5/1/2020, PSR s leadership faculty, staff, administration, and board will embody a vision of education that is clear about what we can offer the church and the world as well as what we can learn, taking fuller advantage of the culture, innovation, economy, and environment of our immediate context and our broad reaching networks. 4
2017-18 PRIORITIES The priorities and initiatives below do not include all the day to day tasks that emerge and are necessary, but this planning document highlights those matters that must be given the most attention for the next 18 months. This document is not intended for the shelves, but as a living, breathing set of initiatives that will be reviewed periodically and altered where appropriate. Refined in conversations at the fall 2017 faculty and staff retreats and Board of Trustee committee meetings, this document will be finalized and presented for endorsement by the Board of Trustees at its October 2017 meeting. Our educational mission can only be fulfilled if we reach sufficient number of students to create a rich learning environment and sustain our programs. The cost of sustaining PSR is certainly a serious concern but, at the core, the issue is not primarily one of cost but one of income enrollment of a sufficient number of students. Therefore improved recruitment and retention is an all hands on deck effort and should be our highest priority. In order to facilitate a broader community engagement, better utilize individual expertise in the staff, and reflect the need for innovative approaches to the work of recruitment and retention, we have shifted the model of the Office of Admissions and Enrollment, which will lead this critical work as a collaborative team. 1.1 Recruitment Develop a recruitment and admissions plan that includes: Specific recruitment targets in each program to reach a 25% increase in applications (a minimum of 100 application) and a minimum incoming class of 50 degree seeking students in Fall 2018. 5
An efficient system that supports an excellent experience for prospective students from recruitment to matriculation. Clear targets and strategies for travel, events, and on-line recruitment A partnership with Ignite Institute to recruit 15-20 students for the 2018 Spring cohort of the new Leadership Intensive. A financial aid strategy that best leverages our resources to support our enrollment targets (with particular commitment to diversity), vision, and values Clear messaging about student housing options Strategy for developing recruitment materials that reflect current programs and capitalize on the vision, location, and diversity of PSR Facilitates increased engagement by faculty, staff, trustees, and alumni to support recruitment Includes regular, accurate, and applicable reporting to inform institutional decision making (i.e. we need to be able to provide timely, accurate information regarding status of applications) Responsibility: Office of Admissions and Enrollment Management, Academic Dean, Director of Marketing and Communication Outcome: Complete a plan by October 2017 and deliver the first Leadership Intensive Cohort on February 2018 and a minimum of 50 degree seeking students in the Fall 2018 Incoming Class. 1.2 Retention Student retention is paramount to our ability to fulfill our mission and serve our students. It also has significant consequences to our financial sustainability. As the background and experiences of our student body intentionally broadens, and the support many of them have from their communities of origin shifts significantly, we must find ways to maximize students ability to persist and complete their education. Develop an effective and accurate system for reporting and projecting enrollment in a format and timeframe to inform academic and budget planning Revise, in conversation with GTU schools, the current registration schedule (keep registration open form early registration through the beginning of the semester and identify ways to incentivize students to register earlier). Conduct a review of the current situation around retention, looking at both anecdotal and data driven trends, and identify a set of initiatives that may have the most impact in improving retention. Pay particular attention to closing the gap of achievement for Students of Color. (December 2017) Clarify and disseminate a process by which students concerns can be identified early enough to intercede prior to withdrawal. (December 2017) 6
Partner with student leaders and the student body to identify ways to sustain student support groups, particularly affinity groups around race/ethnicity/culture and gender identity/orientation. (Fall 2017) As new faculty joins our community and we incorporate new programs into our curriculum, conduct advising training for faculty to ensure consistency in student experience and clarify expectations. (Spring 2018) Continue improvements around financial counseling for prospective and current students. (March 2018) Gain a better understanding of where/how our graduates are employed postgraduation as an important part of the messaging for recruitment and retention efforts. As the professional opportunities for graduates continue to change, particularly in light of changes in leadership needs within our traditional denominational partners, explore a post-graduation career placement initiative. (Summer 2018) Responsibility: Academic Dean, Co-Director of Admissions, Enrollment, and Financial Aid, Registrar, and Director of Community Life Outcome: Improve retention by 10% year over year in order to meet enrollment targets built into our financial planning. Our goal for Fall 2018 is to have students registered for a minimum of 1200 credit hours. PSR s vision and values must be clearly evident in the excellence and effectiveness of our academic and curricular programs. This coming year will represent a significant step towards integrating our renewed vision, by responding to changes in the church, higher education, and the broader society particularly around demographic shifts. Our considerable resources in faculty, staff, and partnerships, together with targeted financial resources approved by the Board of Trustees to create of a new Leadership 7
Intensive and the Innovation Grant we received from ATS to review our curriculum, give us a unique opportunity to embody our vision more fully through our programs. 2.1 Leadership Intensive develop and launch a four-month intensive for working professional that combines the best of theological education with effective leadership innovation. Reaching new audiences in not-for-profit and private sector organizations, while also being available to our more traditional partners In keeping with PSR s values, the program will serve an identified need in leadership development that is more robust than short-term leadership workshops, but more accessible than graduate level, degree programs. The program will build on PSR s commitment to excellence in education, draw from and resource communities of color, and create a new economic model for the education we deliver. As the program is developed, there should be clarity about its relationship to the broader academic programs and reporting to the Academic Dean, as well as attention to any accreditation questions it may raise. Attention will need to be given to curriculum, staffing, marketing, enrollment, income projections, clarity of responsibilities, assessment plans, etc. Responsibility: Executive Director of Ignite, Academic Dean, Task Force Board Committee: Academic Committee Outcome: Developing and launching a successful new program in terms of content, participation, and finances. Curriculum development, partnerships, and promotional materials to be developed by Fall 2017, recruiting with partners and individuals through January 2018, and pilot cohort to be launched February 2018 (See the Task Force s detailed program timeline for progress targets) 2.2 Stackable Curriculum and Review of Existing Curriculum and Programs towards Simplifying and Strengthening Offerings Conduct an extensive review of our degree and certificate programs with the goal of developing an innovative, single path curriculum with greater flexibility in certification and responsiveness to students vocational paths. This curriculum approach will build on the best practices of stackable credentials, be shaped in partnership with both historical and new denominational and social change partners, and strengthen cohort experience by simplifying degree structure. By offering a credential at the end of each academic year, this 1-2-3 stackable curriculum will provide multiple entry and exit points to our curriculum. This flexibility will also respond to the diversity of educational requirements within various communities particularly those of emerging communities of color and immigrant communities and the changing nature of denominational requirements for ordination. While building on each other, each year of the curriculum will have content and vocational integrity. Thanks to the resources provided by an ATS Innovation Grant, the review will be conducted in conversation with denominational and 8
social change partners with particular emphasis on communities of color and immigrant communities and with additional resources for engaging faculty and external partners. The process will also draw from outcomes from the recent Wabash Study on PSR alumni. The key goals of this review are: Added educational flexibility to meet students vocational, financial, and personal circumstances. Simplification of curriculum offerings to improve advising, reduce course requirements, and reduce the complexity of the system and its related costs in registration, system administration, admissions, etc. Review sequencing and field education and immersive learning experiences. By integrating more fully students who are pursuing both religious vocations and both not-for-profit and private sector leadership, this curriculum integration will seek to improve the applied skills and innovation capabilities of students preparing for congregational leadership as well as deepen the spiritual formation of those pursuing careers beyond the church. Develop a plan for serving out students enrolled in earlier versions of our curriculum. Reduce the total number of required credits for the MDiv towards the minimum allowed by our accrediting bodies Responsibility: Academic Dean and MDiv Revision Committee Outcome: A stackable curriculum that integrates all certificates and degrees. Review should be completed by January 2018, with curriculum changes reflected in the Spring 2018 recruitment season, and program implementation in the 2018-19 Academic Year. 2.3 Continue to Improve Assessment and Institutional Research Capabilities Responding to WSCUC recommendation, further develop and coordinate the institutional research capabilities to assure data-informed planning and academic decision making. Continue to develop the institution s assessment and program review process for degrees and program units. Responsibility: Academic Dean, Accreditation Liaison Officer, Registrar Board Committee: Academic Committee Outcome: Improved academic dashboard and assessment plan that serves our work and complies with accreditation expectations. Complete work to meet timeline stated in the WSCUC March 9, 2017 letter. 2.4 Review Faculty Resources in Light of Changing Mission and Programs Develop clearer policies for faculty loads, tenure, promotion, and professional development and capture these changes in a review of the Faculty Manual 9
Continue the work on Faculty Models to seek ways to balance the need for financial flexibility and innovation, while reflecting institutional commitment to developing and sustaining an excellent and diverse faculty. Responsibility: Academic Dean, Faculty Development Committee Board Committee: Academic Committee Outcome: Revised Faculty Manual, including Faculty Models by Fall 2018 Out of our mission and values and in response to significant demographic changes in the country and our region we must shift the culture of PSR to more fully reflect the diversity to which we aspire. The change must go beyond representational diversity, and instead model and embody leadership models, curriculum, and community that draws its strength through diversity. This work will be accomplished by several of the initiatives in this planning document from curriculum to finances. However, it is important that we identify resources (both financial and in partnerships) to assess and improve our progress. Create a strategic, two year plan of action that integrates our various efforts towards improved diversity and inclusion and identifies the needed resources to deliver on it. The plan must include ongoing efforts on curriculum and program review, enrollment management, marketing and communication, community events, etc. The Intercultural Justice Committee will coordinate with the various offices tasked with being the conscience of the institution around our commitment to diversity and inclusion, leading a process of regular assessment and implementation. Partner with CAPSR Council to support student groups and create resources that draw on the experience of the student body to strengthen the skill and knowledge of their peers and the institution 10
Partner with the Dean s Office to evaluate and identify resources for supporting students various learning styles and challenges. Align resources dedicated to student support, including partnerships within the GTU, to improve student persistence/success and close the completion gap for students of color. Seek ways for PSR to serve as a leader and a resource to the church and society, drawing on our community s diversity, experience, and specifically on our theological reflection around race, gender, gender identity, etc. Responsibility: Director of Community Life and Chair of Intercultural Justice Committee Board Committee: Intercultural Justice Committee Outcome: By 5/1/2020, PSR will build strength through diversity in our student body, faculty, staff, and board through curriculum, resource allocation, and partnerships, committing to more closely reflect the growing diversity in the country, particularly in California, in terms of its ethnic, cultural, economic, sexual orientation, gender identity and religious diversity. Moving beyond representational diversity, we will prepare leaders of all backgrounds who can effectively challenge white privilege, racism and other forms of oppression and who have the tools to transform congregations, organizations, and businesses into more just and inclusive communities. 4.1 Real Estate Leveraging our real estate assets to better serve our mission will require significant attention over the next 18 months. The charter of the Property Task Force must be extended for the next year and a new faculty liaison identified. Following the guidelines 11
provided by the Board of Trustees at its February 2017 meeting, the work of the Task Force will include: Identify leasing partners who are consistent with our mission and oversee needed property improvements to accommodate those partnerships as well as our institutional operations Identify arrangements for the utilization of the two dorms (Benton and Anderson) that ensure a sustainable and long-term housing option for PSR students Identify best options regarding the conversion of our residential properties to sustain the core mission of PSR Develop a plan for facility improvements that will sustain the facilities we retain for the long term Together with the Academic Dean, convene a conversation with PSR faculty currently in PSR housing to identify transitional support to off campus housing Responsibility: Chief Business Officer, Property Task Force Board Committee: Finance Committee Outcome: Initial leasing, sale, and housing options presented to the Board of Trustees at its October 2017 meeting. Leasing partnerships and dorm utilization plan identified by December 2017. Property sales/long term leases should be completed by December 2018. Plan for Campus Improvement should be presented to the Board of Trustees at its February 2019 meeting. 4.2 Endowment Develop a recommendation regarding the use of funds from the sale of property to repay the endowment Review all gift agreements and improve tracking and reporting on endowed funds Review investment policy and fund manager agreement Responsibility: Chief Business Officer, President Board Committee: Finance Committee and Investment Sub-Committee Timeline: December 2017 4.3 Financial Equilibrium and Five Year Projection As we see indications of the success of initiatives around Real Estate and curriculum and programming (Leadership Intensive, Stackable Curriculum, and earned income through Ignite programming) during Spring 2018, we must engage in a review of the five year projection and create an operational contingency plan in response to the WSCUC recommendation. Responsibility: Chief Business Officer, President Board Committee: Finance Committee 12
Outcome: By Spring 2018, develop a revised 5-year projection that includes property sale and program improvement projections to eliminate deficit spending. The projection must be ready to be approved by the Board as part of the 2018-19 Budget Process (to be approved May 2018) and in anticipation of the WSCUC Mid-Cycle Review in Spring 2019 4.4 Replace All Internal Systems Previously Handled By Shared Services at the GTU and In the Process Insure Necessary Improvements We must establish systems that create operational efficiency and support quality administrative decisions including necessary reporting to external constitutes such us the Department of Education and our accrediting bodies. While this will require an initial infusion of financial and human resources (already captured in the 2017-18 budget), in the long run we must identify solutions that do not impose additional operational cost. Further, while the degree of detail and change is significant, we must find ways to take advantage of this process to improve services and create a schoolwide culture of solutions and ownership. Work with Chaney and Associates to develop financial services that are accurate, meet regulatory and accreditation requirements, and provide timely and easily accessible information to budget managers for their operation and decision making. Establish needed processes and staffing for effective student account services. Work with Sonis to set up a Student Information System that is less cumbersome, sustains the ability to cross-register, meets regulatory and privacy concerns, and improves access and reporting. Work with Endsight to establish Information Technology support. Over the course of the year, move towards more cloud based operations to improve reliability and security. Coordinate with A/V and GTU Moodle support to provide excellent client experience across all technology operations. Implement a Financial Aid and Admissions system that interacts well with the Student Information System and Financial System, while improving prospective student application experience and accessibility to information. Responsibility: Chief Business Officer, Project Manager, Registrar, and Co-Director of Admission, Enrollment, and Financial Aid Timeline: Finalize contracts and timeliness during Fall 2017, complete transition in advance of shared services discontinuation for each area 13
The Chief Advancement Officer is creating an Advancement and Fund Development plan for 2017-18 with a five year projection that includes specific aspirational and budgeted targets for private fund development, tasks and initiatives, number of prospects, tracking, engagement with the trustee committee, use of President s time and attention, cultivation strategies, etc. The longer term projection should include a framework, timeline, and needed resources for determining readiness and focus of a comprehensive campaign to be launched by 2020 and begin to identify potential campaign leadership. The broad goals of that plan are to: Raise $1.5million annually within five years (including foundation support of CLGS and Ignite) Develop a culture of fundraising throughout the institution Increase PSR s profile Deepen constituent engagement Set the stage for a Comprehensive Campaign Responsibility: Chief Advancement Officer Board Committee: Advancement Committee Outcome: By September 2017, develop and adopt a plan. 14
6.1 Administration Leadership and Team Building As the Administrative Staff settles into new leadership, it is essential that attention be given to clarifying responsibilities, ensuring clear channels of communication and sufficient delegation to enable the President to focus on selected important priorities, and improving decision making process that reflects best Shared Governance principles. To that end: The President will work with the Executive Coach and the Administrative Staff to review the schedule, pattern, and content of regular meetings with the President s direct reports with the goal of improving efficiency, effectiveness, and generativity. Attention will be given to improving access and use of data for executive decision making. In supervisory meetings and Administrative Staff conversations, focus will be given to the regular review of the priorities stated in this planning document. As appropriate, center directors and other administrators and faculty will be engaged periodically. As the new Academic Dean begins her work, the Executive Director of CLGS returns from Sabbatical, and the Interim Executive Director of Ignite joins the faculty as a visiting instructor, the relationship of the centers to the broader educational mission of the school will be clarified. Responsibility: President, Administrative Staff, Executive Coach Outcome: Sufficient delegation to enable the President to focus on selected important priorities. Conduct assessment in December 2017. 6.2 Improved Internal Communications Given our significant efforts to respond to changes in higher education and the church, as well as the implementation of various projects and system transitions, it is imperative 15
that we have strong internal communications and a collaborative work environment geared towards action, excellence in service, and a culture of solutions. Work with SSPAC and the Communications Office to review and make recommendations for effective internal communications and excellence in service. Use the Shared Governance Tool to identify the level of communication or input required from each constituency to any given initiative. Continuously review the effectiveness of reporting, monthly staff and faculty meetings, and SSPAC. Given the demands of our work, seek ways to regularly celebrate our accomplishments, ritualize and acknowledge our purpose, and rejoice in our calling. Responsibility: Support Staff Planning and Action Committee (SSPAC, which includes the President and Academic Dean) and Marketing and Communications Director Outcome: A generative institutional culture aware of this moment of change and focused on solutions as demonstrated in faculty, staff, and board reviews. Identify improvements by November 2017 to be implemented over the 2017-18 academic year 6.3 Board Development Drawing on the work of the ATS Governance Project, focus on the following areas of Board Development: Board recruitment to reflect institutional values, particularly strength in diversity, and broaden the Board s financial capacity. Review Committee charters and function to continue work to improve the effectiveness of committees and decentralize the work of the Board. Responsibility: Chair of the Membership and Effectiveness Committee, Board Chair, President Board Committee: Membership and Effectiveness Committee Outcome: Clarify selection process by November 2017, identify 3 strong candidates for membership by February 2018, and elect one or two new members that embody the needed leadership of the board at the May 2018 meeting. 16