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. The picture shared is the class of 1911 of the theologians who graduated from Ashland.

Today, Ashland Theological Seminary is a broadly evangelical seminary with 600+ students. Historically, ATS has served students from over 70 different denominations 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. We believe in partnering with the local church for professional development through certificate training and specialization, as well as completion of a degree.

By the Numbers

4,500+ Alumni Around the World
600+ Active Students
112 Years of History
70+ Denominations Historically Present
25+ Teaching Faculty
4 Convenient Locations + Online Opportunities


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 (more information).

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.

CACREP Accredited

CACREP Accreditation

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 Counseling (PCC) licenses. CACREP "accreditation implies the setting of minimal standards which training programs must meet... to become accredited, a counselor education program must fulfill certain requirements or standards with regard to institutional settings, program mission and objectives, program content, practicum experiences, student selection and advising, faculty qualifications and workload, program governance, instructional support, and self-evaluation." (from http://www.cacrep.org/value-of-accreditation/understanding-accreditation/, retrieved 5/9/17)

Institutional Effectiveness

Ashland Theological Seminary is committed to four core values: Scripture, Spiritual Formation, Community, and Academic Excellence. 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, curriculum, employment opportunities, and financial responsibilities.

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
Ability 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.
Measure of Educational Effectiveness and Personal Growth Satisfaction
101 Graduating Students Participated %
Trust in God 90
Enthusiasm for learning 90
Self-discipline and focus 90
Strength of spiritual life 90
Self-knowledge 88
Insight into troubles of others 86
Self-confidence 86
Ability to live my faith in daily life 86
Desire to become an authority in my field 84
Respect for my own religious tradition 82
Ability to pray 80
Respect for other religious traditions 80
Empathy for the poor and oppressed 78
Clarity of vocational goals 78
Concern about social justice 76
All Degrees %
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
All Degrees %
Quality of Teaching 88
Class Size 88
Accessibility of Faculty 86
Accessibility of Administration and Staff Support 86
Spiritual Formation 84
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
Program % Students
Doctor of Ministry 89
Effectiveness of Field Education in Developing Capacities Satisfaction
All Degrees %
Better idea of my strengths and weaknesses 88
Greater sense of people’s needs. 86
Greater self-understanding. 86
More self-confidence. 82