Ashland Theological Seminary is a graduate division of Ashland University. For over a century, theological education has been an integral part of the mission of the university. The 1888 charter and constitution of Ashland University (then College) specified that the training of suitable persons “for the ministry of the gospel shall always be sacredly regarded as one of the main objects of this institution.”
To fulfill this mission, J. Allen Miller resigned his position as president of the university in 1906 in order to become the dean of the college’s theological department. Thus began a century of welcoming in and sending out thousands of men and women to live out our mission of transformed leaders serving the church and the world.
Today, Ashland Theological Seminary is a broadly evangelical seminary with more than 600 students from over 70 denominational heritages and para-church organizations. Our faculty and administration are committed to the development of affordable and accessible training for anyone who seeks to grow in their calling to ministry.
The Seminary is an integral part of Ashland University, which holds accreditation with the Higher Learning Commission of the North Central Association of Colleges and Schools. Ashland University also holds membership in the American Association of Colleges and Teacher Education, the Ohio College Association, and the Ohio Foundation of Independent Colleges.
Ashland Theological Seminary is accredited by the Association of Theological Schools Accreditation and as a graduate division of Ashland University, the North Central Association of Colleges and Schools. Faculty members in the Counseling Programs hold membership in the American Counseling Association, Ohio Counseling Association, American Association of Christian Counselors, and the Christian Association for Psychological Studies.
The Clinical Mental Health Counseling (CMHC) program is accredited by the Council for Accreditation of Counseling & Related Educational Programs (CACREP) and is approved by the Ohio Counselor, Social Worker, and Marriage & Family Therapist Board to meet academic requirements for the Professional Counselor (PC) and Professional Clinical Counselor (PCC) licenses.
Ashland Theological Seminary is committed to four core values: Scripture, Spiritual Formation, Community, and Academic Excellence. Our curriculum foundation is based upon the 4 Cs: Core Identity, Character, Calling, and Competency, however, we only assess the Competency area of the curriculum. Several institutional surveys and instruments are used for assessment, as well as juried reviews, portfolios, tests, capstone experiences, and other forms of measurement for educational effectiveness.
Faculty and administration regularly review assessment data related to our Degree Learning Outcomes to help measure the effectiveness of degrees and programs. The GSQ is the Graduating Student Questionnaire, which allows us to evaluate our recent graduates and their educational journey in academics, student life, and programming.
In the 2014-2015 GSQ, graduates shared the following data:
|Ability to think theologically||88|
|Ability to use and interpret Scripture||84|
|Ability to interact effectively with those from cultural and racial/ethnic contexts other than my own||84|
|Ability to work effectively with both women and men||84|
|Ability to relate social issues to faith||84|
|Ability to give spiritual direction||82|
|AAbility to lead others||82|
|Ability to work effectively within my own religious tradition||82|
|Ability to teach well||80|
|Knowledge of Christian philosophy and ethics||80|
|Ability to interact effectively with those of religious traditions other than my own||80|
|Ability in pastoral counseling||80|
|For the last four years, Ashland Theological Seminary students continue to rate high in the areas of Scripture, Teaching, Leading, and Thinking Theologically.|
|OVERALL EXPERIENCE DURING THEOLOGICAL PROGRAM||Satisfaction|
|I have grown spiritually||96|
|I have been satisfied with my academic experience here||90|
|If I had to do it over, I would still come here||90|
|Faculty were supportive and understanding||90|
|I have felt accepted within this school community||90|
|My faith is stronger than when I came||90|
|My personal faith has been respected||90|
|Individuals of other faith traditions have been respected||88|
|I have made good friends here||86|
|The school has tried to be a diverse and inclusive community||86|
|I have come to know students from other racial, ethnic, and cultural groups||86|
|I have been able to integrate the theology and practice of ministry||84|
|I know at least one faculty member well||82|
|Field education/internship has been a helpful experience||80|
|LEVEL OF SATISFACTION WITH SCHOOL’S SERVICES AND ACADEMIC RESOURCES||Satisfaction|
|Quality of Teaching||88|
|Accessibility of Faculty||86|
|Accessibility of Administration and Staff Support||86|
|Upkeep of Campus||84|
|Access to Library Collection||80|
Counseling students Exceeded Expectations in all areas of Assessment Artifacts. This list shares the highlights of that assessment.
|CACREP Standards Assessed for Counseling Students 2013-2014||Students|
|MACMHC & MAC Degrees||% Met or Exceeded|
|CPCE (2 Year Comprehensive Exam)||97.3|
|Ethics Exam (CLC 7770)||95|
|Ethics Group Project (CLC 7770)||96|
|Multicultural Exam 1, 2 & 3 (CLC 5520)||90, 99, 100|
|Research Review Paper (CLC 5520)||93|
|Diagnostic Vignettes (CLC 7729)||96|
|Individual Treatment Plan (CLC 7795)||90|
|Treatment Planning Team Project (CLC 7795)||100|
|Consultation Project (CLC 6647)||98|
|Research Paper (CLC 5511)||98|
|Group Dynamics Exam 1 & 2 (CLC 5530)||87, 92|
|Research Proposal Project (CLC 6691)||93|
|Dissertation Approved at Defense||Outcome|
|Doctor of Ministry||89|
|Effectiveness of Field Education in Developing Capacities||Satisfaction|
|Better idea of my strengths and weaknesses||88|
|Greater sense of people’s needs.||86|