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Franciscan School of TheologyIn Affiliation with the University of San Diego
4050 Mission Avenue
Oceanside, CA 92057
(760) 547-1800
WSCUC Institutional Report
Submitted February 9, 2016
By Joseph P. Chinnici, President [email protected]
Michael J. Higgins, [email protected]
Contents
Chapter One: Component One.........................................................................................................1
Chapter Two: Component Three...................................................................................................13
Chapter Three: Component Four...................................................................................................23
Chapter Four: Component Five.....................................................................................................29
Chapter Five: Component Six.......................................................................................................36
Chapter Six: Component Seven.....................................................................................................43
Chapter Seven: Component Eight.................................................................................................65
Chapter Eight: Component Nine...................................................................................................70
Appendices
Component Two: Review under the WSCUC Standards and Compliance with Federal Regulations
Inventory of Educational Effectiveness Indicators
Institution-Selected Exhibits
Chapter One: Component OneIntroduction to the Institutional Report
From its inception the Franciscan School of Theology (FST) has been committed to
educating its students, lay and religious, in one of the most distinctive and oldest theological
traditions in the Roman Catholic Church. Based on the spiritual intuitions and religious
experience of Francis and Clare of Assisi, the school claims in its heritage some of the great
masters of theological knowledge in the Middle Ages: Alexander of Hales, Robert Grosseteste,
Bonaventure, Peter John Olivi, and John Duns Scotus. These masters took the inheritance of
Francis of Assisi and translated it into a university setting. The Franciscan School of Theology’s
mission today is to carry this same tradition into the milieu of the contemporary Church and
society. Characteristics of this vision of Church and society are well expressed in the school’s
mission statement contained in the school’s catalogue and on its web page at http://fst.edu/about-
fst/mission-and-theological-vision/. Inheriting not simply a tradition of knowledge but rather one
of an integrated humanism or wisdom, the school’s marketing tag line, “Transforming Heart and
Mind - Changing the World” captures the tradition’s focus on the unity between knowledge and
affectivity for the purpose of preaching the Gospel of Jesus Christ and the betterment of human
society.
Over the last five years the desire to continue this tradition has led FST to seek
sustainability in both its mission and infrastructure by affiliating with a major Catholic
University in the Western United States, the University of San Diego (USD). Study and careful
planning have gone into the move from Berkeley to Oceanside and place FST within the orbit of
a ministerial laboratory composed of a Catholic mission heritage, a large and thriving multi-
cultural parish, an operating retreat center for reflection and contemplation, a university of
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excellence, and a society shaped by the presence of the poor and by modern technology. In
various degrees all of these elements have contributed to the revitalization of the school’s
mission and have been concretized in both a new geographical location and the FST-USD
agreement. It is this whole story, its successes and its areas of growth and improvement that this
report hopes to communicate.
Key to this revitalization has clearly been FST’s relationship with its new educational
partner, the University of San Diego. Reference will be made throughout this report to the
exchange created between the two schools in various areas. In terms of mission, the most
programmatic statements to date have been two documents, one produced by FST that led to the
formalization of the affiliation with USD, and the other jointly written by the Presidents of both
institutions and published in Theological Education, a semiannual publication of the Association
of Theological Schools. The first document gives in summary fashion FST’s aspirational goals:
1. To become the premier center of Franciscan graduate theological education in the
English-speaking world, promoting the application of the Franciscan tradition and spirit
to contemporary life, work, and society, both within the Church and in the world.
2. To affiliate with a major Catholic University so as to provide the best possible graduate
theological education in relationship to excellent graduate programs in selected academic
areas, professional sciences, international placements, public policy, and social services.
3. To achieve sustainability in mission, infrastructure, and finances through a cost-effective
and economy of scale relationship with a larger University.
In the course of articulating the joint agreement, FST and USD discovered the following
areas of educational affinity: (1) Commitment to Academic Excellence; (2) Education for a
Globalized World; (3) Orientation towards Social Change; and, (4) Catholic Identity. The
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school’s commitment to academic excellence and Catholic identity will be reflected in many
portions of this report, other areas will require further growth and development.
After two years, the educational experience and values associated with this new
affiliation of a graduate theology school with a university have been expressed in “Finding the
Right Niche: A Case Study on the Relationship between Seminary and University” (cf. appendix
01.1). The road ahead is very promising but it will require strong leadership, a focus on mutual
relationships, and a commitment to mutual enrichment. That being said, the story this report
hopes to communicate is one of academic commitment, bold restructuring, and a compelling
vision for an eight-hundred-year-old tradition of Gospel wisdom.
History
The Franciscan School of Theology brings together three important words: Mission,
Franciscan, and California. The Franciscans have provided theological training in California
since the beginning of the state’s history and have worked with California’s diverse population
since then.
Mission Santa Barbara was chartered in 1854 as an apostolic college and continued in
that capacity until 1885. It also functioned as a college for laymen from 1869 to 1877. The
Mission remained the center for theological studies and continued to operate as a seminary until
1968 when the theological school moved to Berkeley, California as the Franciscan School of
Theology, a member school of the Graduate Theological Union (GTU), an ecumenical
consortium of nine theology schools and affiliated centers. At this time the composition of the
student body expanded to include lay men and women alongside seminarians and student friars.
The makeup of the student body in Berkeley allowed the school to align itself more closely with
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the heritage of Saints Francis and Clare and more clearly highlights the inclusion of the laity
within the Franciscan movement.
With the approval of the Board of Trustees and the Board of Regents, along with the
Board of Trustees of the University of San Diego, FST announced in September 2012 that the
school would depart from its membership in GTU and intended to enter into a service and
curricular affiliation with the University of San Diego (USD) in San Diego, California. The
school maintained its autonomous corporate and canonical structure, as well as its accreditation,
and moved to Old Mission San Luis Rey, in Oceanside, California. FST remained a member
institution of GTU and the main campus and offices continued to be at 1712 Euclid Avenue,
Berkeley until June 2014. Provisions were made for the second and third-year students to finish
their course of studies through a “teach-out” during the 2013-2014 academic year. A secondary
location opened at Old Mission San Luis Rey, 4050 Mission Avenue, Oceanside, California,
where the incoming first year class was accepted in the fall of 2013. Thus dual locations existed
for the 2013-2014 academic year. Federal Loan clearance for the dual locations was approved on
March 7, 2013 and the Department of Education recognized the Berkeley address as the primary
location and Oceanside as the secondary location on May 16, 2013. The SEVIS procedures were
approved on October 8, 2013 and FST and USD formally signed an Affiliation and Services
Agreement that governs the relationship of the two institutions on May 31, 2013. This document
will remain in effect until June 30, 2018, at which time the parties “may agree in writing to
renew, extend or modify the term of this Agreement.” It is the intention of both parties to have an
open-ended agreement capable of periodic evaluation and renewal.
The Franciscan School of Theology continues to be owned and operated as a separately
incorporated graduate educational institution by the Province of Santa Barbara of the Order of
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Friars Minor. The agreement with USD is a “service and curricular agreement” and does not
represent a substantive change in the governmental structure of FST. The property in Berkeley
was sold in January 2014 with a six-month leaseback agreement. The Berkeley campus of the
school officially closed in June 2014 and all institutional functions were moved to Oceanside.
As the school’s history indicates, FST was once a seminary that prepared men for service
as priests; now it is a seminary and a theology school that prepares laywomen and men, religious
and clergy for shared ministry in the Roman Catholic Church. At one time it was one of a
number of Franciscan seminaries in the United States; now FST is the only Franciscan
seminary/theology school in the country. Its mission it is to prepare professional ministers for the
Church and society. FST continues to find inspiration in the missionary zeal and educational
heritage of Junípero Serra, who founded the first Franciscan mission in Upper California at San
Diego. It is guided and governed in its educational mission, community life, and degree
programs by the Order of Friars Minor’s guidelines for programs of study, Ratio Studiorum: “In
notitia veritatis proficere” (Rome, GSFS, 2001). FST continues to bring the questions of
contemporary culture, society, and Church into dialogue with the ever-ancient and ever-new
Word of the Gospel.
Governance
FST has two levels of board governance: the Board of Trustees and the Board of Regents
that operates under the oversight of the Board of Trustees (CFR 3.9).
The Board of Trustees, with eight trustees who are members of the Definitorium or
governing body of the Province of St. Barbara, Order of Friars Minor (Franciscan Friars of
California), governs the Franciscan School of Theology. The school is defined as a California
not-for-profit religious corporation and the Corporation has no voting members, as defined by
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California Nonprofit Religious Corporation Law. The Definitorium determines the selection and
qualifications of trustees. The term of office of each Trustee expires when his membership on the
Definitorium terminates.
The Trustees are vested with regular reserved canonical powers governing mission,
philosophy, alienation and acquisition of property, debt, changes in by-laws, mergers and or
consolidations; they also give final approval to the budget of the Corporation upon
recommendation by the Board of Regents. They appoint the President, senior administrators, and
faculty of FST and delegate search and nomination of each to lower bodies. It is within the
purview of the Board of Trustees to approve all written employment agreements with
Corporation personnel.
The Board of Regents holds both governance and advisory powers (FST Corporate
Bylaws: Article VI). Membership on the Board of Regents has a minimum of seventeen and a
maximum of twenty-one members, including the President, two Franciscan friars and other lay
or religious who have a desire to enhance and promote the ideals and mission of FST. Officers of
the Board of Regents include the Chair, Vice-Chair, Secretary, Chair of the Finance Committee
and Parliamentarian. This group, along with the President of the school, makes up the Executive
Committee of the Board of Regents. The Bylaws direct that the Board of Regents determine
administrative policy, fiscal activities, physical plant planning and personnel policies (FST
Corporate By-Laws Art VI: 1). The Standing Committees of the Board of Regents are Executive,
Nominating, Finance, Development, Academic (the Vice President for Academic Affairs is an
ex-officio member) and Recruitment. The Chair of the Board of Regents is the Chair of the
Executive Committee.
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The Board of Regents approves temporary contracts, compensation policies for faculty,
administration and staff, sabbatical requests, candidates for conferral of degrees, academic
programs, and annual tuition and fee schedules. The Board of Regents holds the responsibility
for the annual performance review of the President, the results of which are then communicated
to the Board of Trustees. The Board of Regents also handles any grievances against the
President.
Review of WASC Reports and Correspondence from 2008 to 2014
Two major events occurred in the life of the school during this time period: 1.) the
reception of a Notice of Concern from WASC in 2010, and 2.) the move of FST from Berkeley
to Oceanside, California, and the change of the school’s affiliation from the Graduate School of
Theology (GTU) to the University of San Diego (USD). A summary of the documents that deal
with these events is offered in the following chart with the hope that it will provide an
understanding of where the institution was in 2008, where it is today, and the challenges the
school has faced in this period. The full text of these documents can be found in appendix 01.2.
Title/Contents Date Recommendations or Reports
Final Report of the WASC and ATS Visiting Teams Capacity and Preparatory Review to Franciscan School of Theology
March 2008 1. financial management – strengthening of strategic plan, development plan, and recruitment
2. assessment – development of a detailed plan of assessment in a more structured and systematic fashion
3. governance – strengthening of the Board of Regents and the implementation of a succession plan
WASC Action Letter to Mario DiCicco, FST President
June 25, 2008
1. development of assessment at the program and institution-wide levels
2. incorporation of assessment findings into a formal program review process,
3. creation of linkages from assessment and program review to planning and budgeting.
Franciscan School of Theology, Educational
July 2009 1. further support of academic programs through budget allocation and institutional development
2. promotion of faculty teaching, research, and community service
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Title/Contents Date Recommendations or ReportsEffectiveness Report 3. implementation of a system of reporting that would systematically
track enrollment, retention, and graduation trends
Report for Corrections of Errors of Fact Only of the WASC and ATS Visiting Team Educational Effectiveness Review
October 14-16, 2009
FST should give attention to:1. program review and assessment:
a. focus on a single degree program and one core or strategic aspect of the curriculum
b. clarify plans for future degree program reviewc. revise its assessment programd. define student success more clearly
2. administrative functionsa. reevaluate closer collaboration with GTUb. codify and document functional equivalents for its CFO function
3. planning and governancea. empower the Board of Regents, assure appropriate succession of
major officers, strengthen the administration, devise a strategy of institutional development
b. strengthen the strategic plan of the school
WASC Action Letter Addressed to Mario DiCicco, FST President
March 3, 2010
FST needs to focus on:1. the development of assessment on the program and institution levels2. the incorporation of assessment findings into a formal program
review process3. the creation of linkages from assessment program review to
planning and budgeting.The Commission acted to:1. Receive the Educational Effectiveness Review report and reaffirmed
the accreditation of Franciscan School Theology2. Issue a formal notice of concern 3. Schedule the Capacity and the Preparatory Review for Fall 2016 and
the Educational Effectiveness review for Spring 2018 4. Requested Interim report due on November 1, 2012 to focus on
leadership, strategic planning, financial management, assessment, program review, student success, and sustainability of educational effectiveness initiatives
Interim Report from Joseph Chinnici, FST President, to WASC Representative, Richard Osborn
November 1, 2012
The Report focused on:1. leadership: the institution strengthened its commitment to effective
leadership, development, financial oversight and sustainability, recruitment, and faculty diversity
2. strategic planning: the school has developed an effective development strategy, a realistic enrollment plan, a process for reviewing and restructuring the strategic plan
3. financial management4. assessment – the school has developed a detailed template for
assessing educational effectiveness5. program review: a clear link between institutional mission, degree
objectives, course objectives, assignments and data collection; 6. student success7. a discussion of sustainability of educational effectiveness initiatives.
WASC Action Letter Approving the Interim Report from
April 4, 2013
The panel found that FST had made significant progress in areas mentioned in the Commission action letter such as assessment, program review, student success, and leadership sustainability.
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Title/Contents Date Recommendations or ReportsWASC Representative, Richard Osborn, to Joseph Chinnici, FST President
The panel recommended that the school:1. continue to add momentum to the progress being made in
assessment.2. improve documentation of every step in continuing efforts to
improve the areas cited in the Commission action letter, including detailed minutes of meetings, assessment reports being done by faculty, samples of student work, and more detailed records of faculty meetings documenting the results of these efforts.
3. provide a detailed report on how the affiliation with USD has progressed.
4. prepare an update on how FST has managed its deficit and whether enrollment projections have been achieved.
WASC Special Visit Report
April 1-3, 2014
FST reports that it:1. commits itself to strengthening the relationship with USD.2. continues to build its faculty in the new location and will increase its
ethnic and cultural diversity.3. continues to build on its growth in programmatic and institutional
assessment. 4. will examine the need for and possibility of student housing so as to
support a national and international recruitment effort.5. will develop its capacity, strategic planning, faculty learning, and
personnel infrastructure to support on-line technology for delivery of its programs.
6. commits its development office to work to embed itself in its new location by strengthening its personal outreach to new supporters with varying financial capacities.
7. recognizes that sound financial planning for future growth and needs assessment is central to the school’s sustainability.
8. focus on governance structures and the synergy between Trustees and Regents, the development of a highly qualified and engaged Board of Trustees, and the strategic planning for successors to the current leadership of the school.
Report of the WASC Evaluation Team
April 1, 2014
Commendations1. Embracing the purpose of the special visit, preparing well for the
team, being available, and providing the support necessary to respond to the concerns raised by the WASC 2009 EER visit. (CFR 1.9)
2. Taking action to establish useful and sustainable assessment plans including Student Learning Outcomes, Program Learning Outcomes, course portfolios, rubrics for assessing student learning, systematically reviewing the progress, and closing the loop in making curricular changes. (CFR 2.3, 2.4, 2.6, 2.7)
3. The implementation by the administration of the standards for financial operations generally acceptable for institutions of higher education, resulting in three consecutive years of clean audit opinions. (CFR 3.6)
4. The appointment of a full time Chief Financial Officer. (CFR 3.10)5. Developing and implementing strategic plans for development and
recruitment. (CFR 4.1,4.2, 4.3)6. The determination of the leadership in making the difficult decisions
to move to the Old Mission San Luis Rey, pursuing the partnership
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Title/Contents Date Recommendations or Reportswith University of San Diego, selling the property in Berkeley, and solidifying support within the FST community for the necessary change. (CFR 3.8, 3.9)
Recommendations:1. That the FST faculty complete the MTS program review; establish a
program review process, assessment criteria and instruments, and timeline for the M.Div. degree; and begin implementing processes for assessing the educational effectiveness of M.Div. courses and program. (CFR 2.3, 2.4, 2.6, 2.7, 3.11, 4.1, 4.3, 4.4, 4.8)
2. That FST consider allocating additional personnel and infrastructural resources to fully implement the strategic plan to increase enrollment. (CFR 3.1, 3.2, 4.1)
3. That a branding initiative be pursued to announce FST’s relocation to its new Southern California campus. (CFR 4.1)
4. That FST formalize the documentation of the decision-making process and deliberations relating to financial management. (CFR 3.4, 3.8)
5. That the board and administration continue to make the succession planning the highest priority to ensure the sustainability of the progress to date. (CFR 3.9, 3.10)
6. That, in developing technologically enhanced pedagogy, FST ensure the uniqueness of their Franciscan heritage is expressed in all educational modalities. (CFR 1.1, 3.6, 3.7)
WASC Action Letter removing Notice of Concern
July 7, 2014 The Commission acted to:1. Receive the Special Visit team report, remove the Notice of
Concern, and continue accreditation.2. Continue with the scheduled Offsite Review in spring 2016 and
Accreditation Visit in fall 2016.
The components of this Institutional Report demonstrate that FST has addressed the six
recommendations outlined in the “Report of the WASC Evaluation Team” of April 1, 2014 and
is now in compliance with them.
How did the Institution Prepare for this Review?
On April 30, 2015 Fr. Garrett Galvin, then Acting Academic Dean, and Fr. Michael
Higgins, the Accreditation Liaison Officer (ALO), met with the President of FST, Fr. Joseph
Chinnici, to discuss the process of preparing the Institutional Review (IR). After reviewing the
“Handbook of Accreditation” and the worksheet for the “WSCUC Standards and Compliance
with Federal Requirements” it was decided that a three-person Steering Committee for the
reaccreditation process should be established. Fr. Michael was asked to Chair the Steering
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Committee and its members included Fr. Garret Galvin and Dr. Darleen Pryds, a member of the
FST faculty. The work on the Institutional Report was aided by a workshop on the
reaccreditation process given to the faculty and staff by Dr. Richard Osborn, the school’s
WSCUC liaison, on May 22, 2015.
The Steering Committee met six times between May 8 and June 15, 2015 during which it
addressed two main tasks: 1.) “to undertake a preliminary, systematic institutional self-analysis
under the WSCUC Standards” (Review under WSCUC Standards and Compliance with Federal
Requirements,” p. 1), and 2.) to establish subcommittees of the faculty and staff to address the
other required components (cf. appendix 01.3 for minutes of these meetings).
After some discussion, the following five subcommittees were established:
Subcommittee Members Task
One Fr. Michael Higgins, TOR; Fr. Garret Galvin, OFM; Dr. Darleen Pryds, Ph.D.
Components 1, 2 and 9
Two Dr. Darleen Pryds, Ph.D.; Ms. Donna Foley, OFS Components 3 and 5Three Fr. Garrett Galvin, OFM; Sr. Mary Beth Ingham, CSJ; Bro.
John Kiesler, OFMComponents 4 and 6
Four Ms. Kimberly Renna, CPA; Ms. Randi Quaid; Fr. Joseph Chinnici, OFM
Components 7
Five Bro. John Keisler, OFM Component 8
The Registrar, Ms. Jacqueline Gamble, the Librarian, Mr. Carl Adkins, and the Co-directors for Recruitment, Ms. Jeanette Gonzalez and Ms. Gabriela Heintschel, participated as resource personnel.
As can be seen in the table above, every member of the faculty and staff of the school took part
in the drafting of the Components of the IR.
In addition to the work of the subcommittees, monthly meetings of the faculty and staff
were held on the third Wednesday of the month during the fall 2015 semester to discuss the
reaccreditation process. These meetings first examined the initial responses of the Steering
Committee for Component 2 on “WSCUC Standards and Compliance with Federal
Requirements” and made some suggestions for improvement. They also reviewed and discussed
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the preliminary drafts of Components 1, 3, 4, 5, 6, 7, and 8 (cf. appendix 01.4). The drafts of the
Components were also sent to the members of the Board of Regents, and its subcommittees
(Executive, Development, and Academic) reviewed and discussed the components that dealt
with their area of responsibility (cf. appendix 01.5). The subcommittees of the Regents presented
reports on their discussions to the body of Regents in December 2015. The Regents also
scheduled a complete review of the Institutional Report at their February 4-5 annual retreat. FST
student leadership reviewed the Institutional Report in January 2016 and provided their feedback
(cf. appendix 01.6). Finally, the Chair of the Board of Trustees, Rev. David Gaa, and two
representatives of the Board (Tommy King, OFM and Keith Warner, OFM) reviewed the report
and the entire Board will examine it more in depth prior to the onsite visit in October.
Comments and suggestions for improvement of the Components were gathered from
these meetings and incorporated into text of the IR. Throughout this process FST strove to
include every member of the faculty, staff and governance of the school as active members in the
process.
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Chapter Two: Component ThreeDegree Programs: Meaning, Quality, and Integrity of Degrees
The Franciscan School of Theology is a theological graduate school within the
Franciscan tradition. Given the school’s size and spiritual orientation, the faculty and staff strive
to cultivate an environment in which students find spiritual growth as integral to academic
learning. The present mission statement of the school is complex but the kernel can be found in
the following statement: “Our vision of Christ includes all creation in an embrace of mutuality,
equality, and respect.” The school functions according to this precept and operationalizes these
values in several Institutional Learning Outcomes (ILO). These deal with theological knowledge
and skill, the creation of a collaborative and spiritually dynamic learning environment, leadership
skills, spiritual maturity, the affirmation of intercultural diversity, and intercultural skills and
communication. The ILO are listed in various places around the campus (lounge, front office)
and available on the website at: http://fst.edu/degree-program-assessment/.
FST presently offers two degree programs: the Master of Theological Studies (MTS) and
the Master of Divinity (MDiv), with an option to pursue both degrees concurrently. The details
of these degrees including requirements and learning outcomes are delineated on the FST
webpage (http://fst.edu/degrees-and-programs/) (CFR 2.2; 2.3).
The Program Learning Outcomes (PLO) for the two programs are as follows:
MTS MDiv
1. Demonstrate a basic knowledge of the specified theological discipline
2. Exhibit focused knowledge in a chosen theological discipline
3. Conduct research and construct a
1. Demonstrate a basic knowledge of the specified theological disciplines
2. Exhibit a focused knowledge in a chosen theological discipline
3. Exercise sound practices of compassionate
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theological argument
4. Communicate coherently, effectively, and persuasively in writing and speaking
5. Collaborate with others
6. Interpret and apply theological knowledge
7. Construct in a thesis a coherent, sustained theological argument in an area of specialized study
understanding
4. Communicate coherently, effectively, and persuasively in writing and speaking
5. Collaborate in a spirit of openness, mutuality, and intercultural sensitivity
6. Manifest psychological health, display appropriate interpersonal boundaries, understand the responsible exercise of power
7. Interpret/apply theological learning in religiously and culturally diverse contexts
8. Demonstrate an integrated spirituality formed by Scripture, theological reflection, and communal worship
The two degree programs share the five PLO in italics and are based on the implementation of
the ILO that grow out of the school’s precepts of mutuality, equality, and respect (CFR 2.3).
The learning outcomes are embedded in the curriculum of both degree programs as
documented on the program maps completed at the Faculty In-Service of August 28, 2015 (cf.
appendix 03.1). The faculty is working to align more deliberately the learning outcomes of the
degree program with the ILO. The faculty In-Service in August 2015 focused on the completion
of a worksheet aligning the MDiv outcomes and the Institutional outcomes (cf. appendix 03.2).
This gave the faculty members a clearer awareness of how the school is reaching its institutional
outcomes through the programs.
Theological learning, spiritual growth, and professional formation, which are at the heart
of both degree programs, take place in multiple venues at FST. Through a wide offering of
optional co-curricular experiences, students have opportunities to apply and expand their
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classroom learning to real life situations, thereby further developing and deepening the skills
highlighted in the learning outcomes. Some of these co-curricular experiences include:
community liturgies that students help design and lead;
Student Leadership initiatives (popular religious practices, participation in parish events, Transitus of St. Francis, Canticle celebration at USD, etc.);
small faith-sharing groups in which students are introduced to a variety of prayer practices and discover deeper theological implications for their academic study;
Justice, Peace, and Integrity of Creation group (JPIC) that sponsors student-driven social justice projects that include devotional practices with a public witness;
Franciscan Vision Lecture Series that offers monthly public lectures presented by eminent Franciscan scholars, giving students the opportunity to hear cutting edge research presented in a popular forum (cf. appendix 03.3 for a sample of a Vision Series flyer);
Global Theological Education Initiative, funded by the Wabash Foundation: this program takes students to US or international destinations for week-long immersions, such as those in Vietnam or with the White Mountain Apache Tribe of eastern Arizona, or day-long urban encounters, such as that in San Francisco’s Tenderloin neighborhood or Chinatown, (cf. appendix 03.4 for sample of brochures for the Apache immersion experiences);
Assisi Pilgrimage: funded by anonymous donors, and offered by Franciscan Pilgrimages of Franklin, Wisconsin, this religious journey gives students the opportunity to explore the foundations of the Franciscan tradition and to deepen their own Franciscan identity through the teaching and leadership of experienced Franciscan guides in the company of other like-hearted people;
ad-hoc student presentations are required of students who participate in the above pilgrimages and global theological education initiatives. Students are encouraged and welcomed to offer presentations on MTS theses and other significant academic or ministerial work they have accomplished;
participation and interaction with local faith communities (Día de los Muertos, Transitus, multi-cultural Stations of the Cross). This often gives students the opportunity to work with local communities in planning events as well as with carrying out events;
“The Rule of Life:” a spiritual process designed for students, alumni, staff, faculty, and Regents, through which participants create a set of sustainable spiritual practices grounded in the Franciscan tradition and unique to each person.
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Each of these co-curricular opportunities in its own way involves the five learning
outcomes shared by both degrees, and gives opportunities for the student to develop personally
and professionally. Together they bring to life the theological education from the classroom and
give students memorable learning experiences that bring about personal ownership of their
educational experience. There has been a keen awareness that there is a need to assess and
document the student learning outcomes from these co-curricular opportunities. The
comprehensive student survey conducted by Donna Foley, OFS, Director of Student Services
and Director of Spiritual Formation in spring 2015 demonstrated significant awareness of the
student appreciation of these opportunities (cf. appendix 03.5). More consistent evaluation of
particular events, especially with regard to the stated learning objectives for the school’s degree
programs is needed and planned. In addition there is an awareness of the need to deepen the
integration of these co-curricular experiences with the standard coursework.
Overall Developments in Meaning, Quality, and Integrity of Degree Programs
There has been a cultural shift at FST between 2007 and 2015 that is primarily related to
the location of the school and can be seen in three developments: the teach-out conducted in
Berkeley, the beginnings of the relationship with USD, and the academic focus and ministerial
opportunities offered at the new location.
From 2007 to spring 2013 the school was still located in Berkeley and was a member of
the Graduate Theological Union (GTU). For students at FST, the school’s membership in the
GTU meant fulfilling breadth requirements by taking classes at other member schools including
non- Catholic schools and having access to faculty and student peers in a broad ecumenical and
interfaith environment. From fall 2013 to spring 2014 FST had students in two places: one
cohort in Berkeley at the GTU with students finishing their degree work, and another on the
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campus of Old Mission San Luis Rey, and affiliated with the University of San Diego (USD).
This cohort included a small number of continuing students who had moved to the new campus
and newly-enrolled students. The Berkeley students completed their degrees through a “teach-
out” plan that involved close cooperation with other GTU member schools, especially the Jesuit
School of Theology in Berkeley, to ensure course coverage and ample access to faculty and other
resources such as the library. While there were natural feelings of abandonment and some
isolation among these students after the bulk of FST moved away from Berkeley, there was a
genuine sense of accomplishment and satisfaction when this remaining cohort graduated in May
2015.
Certainly FST’s new affiliation with USD was envisioned as supporting the meaning,
quality and integrity of its degrees in various areas. It is important to note the progress in this
area while at the same time pointing to future developments. The student cohort at FST
Oceanside in the academic years 2013-2015 was the first to experience the school’s relationship
with USD. Integration began almost immediately in the areas of various student services,
technological infrastructure and library use. This overall integration was helped a good deal by
orientation programs conducted at the beginning of each semester. The technological integration
between the institutions that facilitates FST’s registration procedures, its recruitment tracking,
Federal Student Aid participation, and library exchange has developed well in the two-year
period even while experiencing some difficulties. The institutional leadership at FST relates well
and easily with the Vice Presidential structure at USD; the FST staff has developed good
working relationships with USD’s registration team, its technological infrastructure, recruitment
professionals, financial aid officers, and the Vice President of University Relations. Several
17
members of the USD teams in various areas have visited FST’s campus and social events have
been conducted on the faculty and staff levels for members of the two schools.
As anticipated, the formal curricular exchange envisioned by the affiliation agreement
is developing more slowly. FST has offered several academic lectures, breakfast events for
faculty and staff with theological reflections and prayer services for USD students and faculty. A
few FST students have profited from the expertise of USD faculty, notably in the areas of global
spiritual experiences and counseling. Two graduate students from each institution attended the
course on “Social Entrepreneurship and Franciscan Economic Ethics” that was offered at the
Oceanside campus. FST plans more courses in the future that will be tailored to cross-
institutional experiences. However, as indicated in the Student Survey conducted in the spring of
2015, FST students remain largely unaware of the vast opportunities offered by the affiliation
with USD. While the first two years of the agreement have sown good seeds, much work needs
to be done to ensure continuing development.
In many areas fall 2015 represents a watershed moment in the history of FST. The
student cohort that graduated in May 2015 contained the last students who had participated in the
FST-Berkeley program. The school’s degree programs now are no longer linked to the GTU and
are completely freestanding and enriched by graduate courses at the University of San Diego.
This new moment has been well recognized by the leadership at FST and USD. In August 2015
the leadership of both institutions met to discuss FST’s relationship with sectors of USD, such as
University Ministries, its Center for Catholic Thought and Culture, and the Center for Christian
Spirituality. Follow-up continues on these discussions on several levels: particularly between
FST’s Director of Student Services and Spiritual Formation and the Director of USD’s Center for
Christian Spirituality; and between FST administration and the Director of USD’s Center for
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Catholic Thought and Culture. FST’s President and Vice President of Academic Affairs met with
USD’s entire Council of Deans during its regularly scheduled monthly meeting in September
2015. FST’s Vice President now has a standing invitation to attend USD’s monthly meetings of
Deans with the Provost and Vice Provost. These two developments indicate a growing
appreciation and use of the affiliation, along with the desire of FST’s administration and faculty
to respond adequately to the lacunae indicated in the student survey.
When FST resided in Berkeley the academic focus was necessarily on ecumenical
relationships and general ministerial education. The move to Southern California and the need to
establish a unique market niche has led FST Trustees, Regents, administrators, and faculty to
concentrate on the identity of the school as the only graduate school of theology in the English-
speaking world that specializes in the delivery of the Franciscan spiritual, intellectual, and social
tradition. Faculty expertise, curricular discussions, course offerings, and marketing have
emphasized this “Franciscan niche” as FST’s unique contribution to graduate theological
education. To some extent, then, the move southward has helped the school to focus its mission
and identity.
As indicated in the numerous activities listed above and in Component One, FST’s
location at Old Mission San Luis Rey places it within the orbit of a ministerial laboratory that
strengthens the school’s desire to integrate head and heart, affectivity and intellectual reflection
into a single whole. Students in the new location are recruited primarily from Southern
California (some have come from other parts of the United States such as Arizona, Colorado, and
Wisconsin), and their multi-cultural composition has been complemented by the presence at FST
of Franciscan friars from Korea, Vietnam, and Mexico. The Old Mission location and its resident
Franciscan community exemplify the school’s focus on the delivery of the Franciscan
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Intellectual Tradition by giving it a communal base. The school is located in a large multi-
cultural parish in close proximity to an active retreat center: their programs enhance FST’s
educational objectives and provide experiential placements for its students.1
For the period under consideration for this report, FST students have experienced a
changing educational environment that now, in fall 2015, is firmly established in its new setting.
FST’s degree programs continue to be grounded in the mission of the school and find new
curricular and experiential expressions in its new setting.2
Changes that may require deeper reflection:
Given the new educational context in which on-going program reviews of the MTS and
MDiv took place, the faculty have identified changes to be made to the degrees offered at FST.
(CFR 2.7)
MTS: 1. Until now FST has required the thesis as the capstone project for all MTS students.
Faced with a number of students who have different educational backgrounds, the faculty
has decided on an experimental basis in fall 2015 to offer to select students the option of
a Comprehensive Exam as the capstone requirement in place of the thesis. This option
will require additional faculty time in designing exam questions; meeting with the
selected students as they prepare; and administering and grading the exams (cf. appendix
04.2).
1 Evidence of this may be found in workshops, commitment to vision series, and presentations to Regents. There are some notes on this in faculty gatherings: Does anyone have any notes on workshops we did on this issue? Fall 2013 Bill S. led discussions, etc., when we talked about “integrative seminar etc.” 2 Note, the degree called the Master of Arts in Multicultural Church was offered at FST until 2011 when it was phased out due to low enrollment. The last student in this degree program graduated in 2104.
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2. Since approximately 2003 faculty have offered workshops on study skills. Beginning in
fall 2015 the topics of these workshops expanded beyond basic academic skills required
at the graduate level to include topics such as Time Management and Academic Integrity.
Additional faculty and staff have offered their services to allow for this expansion of
offerings.
A change in personnel at FST, namely having a full-time librarian on-site, has enabled
students to experience individualized training in research methods that allow them to
engage fully at the graduate level.
M.Div.: 1. The capstone project for the MDiv is presently the focus of the fourth ministry
seminar and represents an intentionally more rigorous written project based on the
student’s ministerial interest and expertise and includes both theological reflection and
research. This project grew out of a collaborative effort of faculty and staff in developing
the learning outcomes for the M.Div. degree. The project itself will require additional
faculty time to mentor and oversee its progress and final evaluation.
In summary, since fall 2013 when the Oceanside campus opened, there has been a strong
awareness that while the faculty have completed the assessment of the MTS program, the school
has found itself in a new pedagogical environment with new challenges, especially with student
preparedness for graduate level study within a cultural environment that is different from that at
Berkeley. The faculty regularly meets at the end of each semester to evaluate student progress.
There is general agreement among faculty members that student academic preparedness and
student initiative are different from what they saw previously in terms of theological background,
21
general academic skills, and understanding of and dedication to academic pursuits. The faculty
has recently completed degree maps for the MTS and MDiv degrees in order to evaluate the
appropriateness of our present learning outcomes with respect to FST’s institutional learning
outcomes. The faculty has also begun conversations to address the “disconnect” between student
ability and preparation with the academic expectations found in the learning outcomes of both
degree programs and the institution in general.
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Chapter Three: Component FourEducational Quality
The Franciscan School of Theology (FST) is a Roman Catholic seminary and graduate
school of theology seeking to prepare candidates for the priesthood and lay women and men for
professional work in society and ministry in the Church. It also provides opportunities for
ongoing formation and education of those who want to deepen their knowledge of the Christian
faith and their skills in the practice of ministry.
FST offers two graduate-level degrees in theology: the Master of Divinity (MDiv), a
three year (full-time) professional program oriented toward ministerial leadership, and the
Master of Theological Studies (MTS), a two year (full-time) academic program that is oriented
toward general theological studies. Based on the necessity for both of these programs to provide
a solid foundation in Roman Catholic theological thought and practice, the graduate-level
outcomes for both overlap but are not the same. The MDiv, a professional pastoral degree, gives
attention to preparing students for ordained ministry and for pastoral ministries (such as
chaplaincy work in hospitals, prisons or the military, directors of religious education programs,
or any number of related church related ministries) while the MTS provides students with an
understanding of theological disciplines as a preparation for further graduate level study or for
general educational purposes. The PLO for these degrees are presented in the previous chapter
and can be found on the FST website at: http://fst.edu/degree-program-assessment/.
The graduate-level expectations for the MDiv and MTS programs, described as “program
learning outcomes” (PLO) in FST documents and literature, were developed by the faculty after
thorough examination of the following sources:
The Program for Priestly Formation, United States Conference of Catholic Bishops, Fifth Ed., 2006
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Priestly Formation, General Chapter of the Order of Friars Minor, Rome, 1971
The Basic Plan for Priestly Formation, The Sacred Congregation for Priestly Formation, Rome, 1970
De Formatione Candidatorum ad Sacerdotium Ministeriale et ad Vitam Religiosam, ed. G. Barauna, O.F.M., Rome, 1969
Ratio Formationis Franciscanae, Rome, 1991
Ratio Studiorum, Order of Friars Minor, Rome, 2001
Ratio Studiorum Provinciae, Oakland, California, 2005
National Certification Standards for Lay Ecclesial Ministers, approved by the United States Conference of Catholic Bishops Commission on Certification and Accreditation, November 2011
Degree Program Standards, The Association of Theological Schools Commission on Accrediting, January 2015.
The graduate-level expectations are aligned with CFR 2.2b in that they “establish clearly
stated objectives … in terms of admissions, curricula, standards of performance, and student
learning outcomes” and they “foster students’ active engagement with the literature of the field
and create a culture that promotes the importance of scholarship and/or professional practice.”
Admission to the programs requires at least a Bachelor’s degree from an accredited college or university, or the equivalent from a non-US school.
The curricula are in line with the graduate level program requirements delineated in the above-mentioned sources.
The standards of performance and student learning outcomes are established, monitored, and assessed by a highly qualified faculty (CFR 2.4, 2.6, 2.7).
The courses offered by FST are designed to “foster students’ active engagement with the literature of the field and create a culture that promotes the importance of scholarship and/or professional practice.”
The graduate-level outcomes are used for assessment of student progress each semester and in the assessment of the MDiv and MTS project capstones.
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The members of the faculty are actively involved at every level of course development from the
establishment of the PLOs and SLOs to the delivery of the courses, student assessment, and
program assessment (CFR 2.4). The current faculty of the school is made up of the following:
Tenured core faculty:
Fr. Garrett Galvin, OFMBro. John Kiesler, OFMSr. Mary Beth Ingham, CSJDr. Darleen Pryds, Ph.D.Bro. William Short, OFMFr. Thomas West, OFM.
Of these Sr. Mary Beth Ingham, who is on partial administrative leave, and Fr. Thomas West, OFM teach only one course per semester.
Part-time core faculty:
Fr. Michael Guinan, OFM - emeritus professor
Adjunct faculty:
Dr. Jeffery Burns, Ph.D.Dr. Eugenia Scarvelis Constantinou, Ph.D.Dr. Kathleen Schinhofen, D.Min.
Visiting professors (with three year term contracts):
Fr. Martín Carbjo-Núñes, OFMFr. Johannes Freyer, OFMFr. James Sabak, OFM
FST is currently in a search process for a full-time professor of Pastoral Theology. (Cf.
appendix 04.1 for more detail on the faculty.)
The standards of performance for students are set by the faculty and are communicated to
the students in writing through course syllabi and verbally by the professors at the beginning of
every course (CFR 2.4). Faculty members assess the standards through written and verbal
examinations, course presentations, and an assessment of the degree of student participation in
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the courses (cf. course syllabi) (CFR 2.5). The results of these are transmitted to and reviewed by
the academic dean through student portfolios (CFR 4.3). Portfolios demonstrate alignment of
SLOs at the course level with program expectations and indicate the types of direct evidence
used in the individual course to demonstrate progress toward program outcomes (e.g., journal
entries, reflection paper, research paper, annotated bibliography, exam, essay, oral presentation,
on-line discussion, on-line wiki-projects, blogs, etc…).
Each program is designed to prepare the students for a concluding capstone project that
will challenge them to apply the knowledge and skills they developed over the span of their
programs. The capstone for the MDiv program takes place at the conclusion of four ministry
seminars over the course of the last two years of the program. The students have a ministry
placement during each of these four semesters. Effort is made to incorporate developmental and
formational aspects throughout the seminars (communication, leadership, public speaking,
writing, and professional ethics). The capstone project is an integrative project at the end of the
ministry seminars and focuses on a Franciscan approach to ministry that is both theological and
skills-based. The capstone for the MTS program is a thesis or a detailed comprehensive
examination. The successful completion of the MTS thesis or comprehensive examination
responds to Program Outcome 7: “Construct in a thesis a coherent, sustained theological
argument in an area of specialized study or successfully pass a detailed comprehensive
examination.” (The criteria for the comprehensive exam can be found in appendix 04.2).
The Vice President for Academic Affairs meets with the members of the faculty once a
semester to discuss the educational progress of each of the students. Areas of concern include
critical thinking skills, English comprehension and articulation, class participation, theological
knowledge, leadership skills, spiritual maturity, public speaking and communication skills,
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reading and writing at a graduate level, and research skills. The faculty assesses achievement in
these areas. Students who need help with English comprehension and articulation are assisted
through English as a second language (ESL) classes provided at no extra charge by the school.
Tutors are provided to students who demonstrate some difficulty in understanding the subject
matter of the courses.
The March 2008 Final Report of the WASC and ATS Visiting Teams Capacity and
Preparatory Review pointed out that FST needed to give focused attention to program review
and assessment. The school was directed to “develop a detailed plan of assessment activities
supporting program review and evaluation” (CFR 2.4, 2.6, 4.6) and to “collect data in a
structured, formal method and mine this data for trends beyond individual situations” (CFR 2.4,
2.6, 4.6). Since receiving that report FST has dedicated itself to pursuing an ongoing assessment
of the programs it offers through inquiry by identifying the learning goals of its programs,
working with direct evidence, analyzing the evidence in faculty committees, and then moving to
evidence-based decisions to enhance program quality. The MTS has been subject to this process
and the MDiv is currently under review. The process has strengthened these programs and has
made the school more sensitive to the need for ongoing assessment and program development.
FST is committed to the preservation and transmission of the Franciscan Intellectual
Tradition that finds it roots in the example of insights of St. Francis of Assisi and St. Clare of
Assisi in the early 13th century. Over the past 800 years it has enriched the Church and the world
with a system of theological thought that is positive, holistic, hope filled, and centered on a God
of love and beauty. In order to be true to this commitment FST fosters an intrinsic love for
learning in its faculty, staff, and students. The recent survey of students indicates an overall
satisfaction with the transmission of the Franciscan tradition.
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As mentioned in Component Three, one of FST’s goals is to integrate on a curricular
level the professional courses at USD with FST’s theological degrees. This area is developing
slowly, as indicated by the student survey conducted in spring 2015. The faculty has discussed
the situation and is working to improve it through the advisement process, through a
consideration (at this stage) of the possible requirement of courses at USD, and through
strengthening relationships between faculty members at the two institutions.
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Chapter Four: Component FiveStudent Success: Student Learning, Retention and Graduation
Student success defined at FST
The Franciscan School of Theology’s understanding of student success is derived, in part,
from its theological vision and mission, found at http://fst.edu/about-fst/mission-and-theological-
vision/. As degree candidates prepare to become professional ministers and theological
educators, the school expects that they give evidence of an ability to integrate the pastoral and
academic dimensions of theological study. A related core value embedded within the Franciscan
theological tradition is the ability to work and serve in a religiously and culturally diverse world
(cf. Entering Student Questionnaire - appendix 05.1; Graduating Student Questionnaire -
appendix 05.2, and Graduating Student Questionnaire for ATS Schools – appendix 05.3). The
students may be described as “successful” when they manifest these integrative abilities in the
classroom, in co-curricular opportunities, and in community prayer. For MDiv students,
integrative skills are measured in ministerial placement reviews and the capstone project; for the
MTS students, through the thesis project or comprehensive exam. As indicated in Components
Three and Six these have been strengthened by the completed MTS program review and the
ongoing MDiv review. After graduation, success may be measured by the extent to which they
are engaged in service to the Church and to society at large. A discussion of approaches to
integrative issues appeared in Component Three of this study.
The Promotion of Student Success and What has been Learned
In addition to the measures and standards related to student learning discussed earlier in
this report (Component Four), FST is attentive to the personal development dimensions of
student success. The school’s co-curricular programming, services and facilities are designed to
complement and support the academic and professional success of students, as previously
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described in Component Three. To that end, FST endeavors to provide students with a variety of
study-skills workshops, faith-sharing groups, social activities and opportunities for service. A
discussion of FST’s systemic program review of its degrees is offered later in this report
(Component Six). The school recognizes that efforts to promote success must be designed to
meet the needs of MTS and MDiv candidates, international and local students, vowed religious
people living in community and lay people who commute to classes.
The Co-Director of Admissions and Recruitment, Gabriela Heintschel, completed an
analysis of new students for fall 2014 to fall 2015 in order to better understand the new student
population and to help facilitate degree completion (cf. appendix 05.4). The demographic
information contained there will help the school to better serve the students it is attracting. This
data reveals that FST students include those who have recently completed undergraduate degrees
and those planning second careers. This latter group of students, returning to higher education
after many years, appears to benefit from an extended orientation to electronic database use and
research skills. Workshops in this area are now provided by FST Library Director, Carl Adkins,
and USD Copley Library Assistant Professor, Martha Adkins. This subpopulation of students
sometimes requires individual assistance setting up FST and USD email accounts and using the
Blackboard learning management system. The Registrar and Student Leadership peer mentors
have made themselves available to assist students who need this help. Younger students,
balancing employment and studies, requested a workshop on time management. This was
provided in fall 2015 by Donna Foley, Director of Spiritual Formation and Student Services, and
will be offered each fall semester. As noted elsewhere in this report (Components Three and
Six), FST has increased the number of its already-established Study Skills workshops and added
a component on Blackboard technology, taught by Dr. Darleen Pryds. Fr. Garrett Galvin
30
developed a new workshop on skills in reference work to be presented fall 2015. Fr. Garrett also
organized a new workshop on basic writing skills offered now at the beginning of each new
academic year by a guest faculty member. Students needing extra help with writing have taken
advantage of this workshop since the fall of 2014. Between six and ten students have attended
each of the various Study Skills workshops and six international students have been served by
ESL instruction on campus. Each of these new offerings resulted from ongoing conversations in
faculty and staff meetings about how best to facilitate student success. For international students,
FST offers support beyond writing workshops and ESL classes. The languages and cultural
practices of students from Mexico, Central America, Vietnam, Korea and the Philippines inform,
and are vital to, the academic, social and spiritual life of the school. Whether in a Ministry
Seminar discussion on different cultural practices concerning death, or in the planning of a
quadrilingual prayer service, international students are given opportunity and encouragement to
exercise leadership skills at FST (CFR 2.10).
Developing relationships with USD
A consideration of student success must include a reflection on the school’s affiliation
with the University of San Diego (USD). The affiliation with USD affords the students many
curricular and co-curricular opportunities beyond the campus. At present, FST students are still
learning how this affiliation can support their success - apart from the USD library system, which
they use well (cf. appendix 05.5). A recent survey of students indicated that, to a large extent,
they do not yet exhibit significant interest in other USD services or activities (cf. appendix 03.5).
While there have been a number of events shared by the two schools (prayer services, lectures,
meetings at different levels of administration, faculty and staff) FST faculty and staff see the
need and are working to increase students’ awareness of cross-registration possibilities and
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services available at USD. Several steps have been taken to address this matter. In August 2015,
FST’s President, Vice President and Director of Spiritual Formation met with USD’s Vice
President, the Provost, and representatives of University Ministry to plan collaborative
programming at both campuses. In September 2015, the President and Vice President of FST
attended a meeting of Deans at USD and FST has been invited to send a representative to all
future Deans’ meetings at USD. The possibility of requiring FST students to do some graduate
coursework at USD has been discussed at faculty meetings. On the level of services available to
FST students through the affiliation, career services appear as an important element in the
promotion of student success as the first students at this campus approach graduation. In January
2015, FST’s Director of Spiritual Formation and Student Services, Donna Foley, met with
USD’s Career Development Center Director, Robin Darmon, to begin identifying the particular
needs of our MTS and MDiv students. Individual career counseling for our students is available
at USD, with workshops at one or both campus being planned for spring 2016.
The Students’ Experience
After two academic years at the new campus, FST conducted its first Student Survey in
May 2015 (cited above), achieving a response rate of 83%. The response rate itself indicates an
encouraging level of student engagement that helps to facilitate success. Some meaningful
findings of the survey include:
FST’s scheduling, programs and overall efforts toward meeting the needs of commuting students are important to them.
Students are not knowledgeable about opportunities presented by our curricular and service agreement with USD, and they generally do not seem to have any personal investment in the affiliation.
Students ask that academic expectations, time management, writing skills, and basic preparation for graduate-level work be addressed as early as possible in their programs.
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Along with many thoughtful observations and suggestions, most students report a significant level of satisfaction in their experiences of FST.
In response, the school’s administration, faculty and staff have already acted to implement
changes and improvements designed to increase students’ chances for academic and personal
growth (CFR 2.11). A number of those changes are discussed above, and in other sections of this
report.
Retention, Graduation, Placement and Alumni Relations
In the area of alumni relations and students’ post-graduation achievements, FST has
recently taken steps to increase communications with alumni and track career placement by
engaging the services of alumna and former Regent, Dr. Bonnie Hardwick in Alumni Relations.
In addition to updating the alumni database, Dr. Hardwick will work in collaboration with
various departments, including Spiritual Formation and Student Services to nurture connections
between alumni and current students.
Regarding graduation rates, retention and career placement data, the school currently
measures its educational effectiveness and tracks career placement in a variety of ways. The
school’s Educational Effectiveness Statement and related information can be found at
http://fst.edu/about-fst/accreditation-2/ (CFRs 1.2 and 2.7). The following includes available
statistics:
Individual courses are assessed in relation to established learning outcomes, and a
consolidated outcomes program measures the effectiveness of degree program learning
goals, which reflect our institutional learning goals. In addition, FST uses the ATS
Entering and Graduating Questionnaires to track student satisfaction with their
educational experience, and to collect information about their plans for employment after
they graduate (cf. appendix 05.2).
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Retention and Graduation (2011-2015)
Program Entering Graduating In Progress Withdrawn Retention Rate
MDiv 24 3 17 4 83%
MTS 39 12 23 4 90%
MA 3 3 0 0 100%
Placement: From 2011 to 2015 the Franciscan School of Theology graduated 68 students. Of
the 35 (54%) graduates for whom we have continuing data between 2011 and 2015, post-
graduation employment indicates that the school’s programs achieve their goals in training
people for faith-based work in Church and society.
TYPE OF WORK PERCENTAGE OF TOTAL
Administrative (educational, diocesan, non-profit) 11%
Campus Ministry 11%
Entered Religious Life 3%
Further Graduate Studies 11%
Hospital / Hospice Chaplaincy 11%
Music Ministry 3%
Parish Work 23%
Retreat Center Work / Spiritual Direction 6%
Teaching 14%
Volunteer Work (religious schools) 0%
Other 6%
Meeting FST’s Definition of Success: What Remains to be Done
While salary expectations may be relevant to the measure of student success at other
schools, they do not carry much weight in our school’s calculus. Evaluating how well students
meet FST’s definition of success is of course an iterative process, with the school needing to
learn as much as the students in this new setting. Pastorally and personally, FST students exhibit
the flexible skill sets and dedicated generous hearts that will serve them and others well in
ministry. Academically, some seem hard-pressed for a variety of reasons. As noted elsewhere,
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the school has worked to understand and support those areas where students need help to succeed
through careful analysis of available data and personal attention to individuals as they develop
second-language mastery, writing and analytic skills. The formal collection and structured,
systematic use of data may continue to provide the basis of fruitful improvement. As indicated in
other areas of this study, recent careful observation of the student body suggests that more work
needs to be done in strengthening academic skills. It remains to be seen how graduates from the
Oceanside campus will fare, but the need to prepare students for employment and to better track
career placement is well understood at FST. The great potential of the school’s affiliation with
USD for students’ development and success has yet to be actualized in some ways. When
surveyed, however, students indicated they are indeed open to exploring curricular and service
opportunities at USD. It remains for the school to help students recognize, on a personal level,
the richness of the many possibilities in this area.
Supporting students’ mastery of the academic and temporal demands of graduate school,
strengthening the place of data collection and analysis in program planning, developing alumni
relations, and focused, sustained efforts to engage students at USD are, and will continue to be,
works requiring careful attention. In each of these areas, the concrete measures taken and
mentioned above should help the students achieve that academic, professional and personal
integration that this school understands to be the mark of success.
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Chapter Five: Component SixQuality Assurance and Improvement
The Franciscan School of Theology initiated a new approach to assessment in the fall of
2010 that has led to a systematic program review (CFR 2.7). For example, the school assembled
course portfolios of student work that are compiled by the Assessment Officer and reviewed by
the Dean’s Office. The Dean then writes up a report that is reviewed by the faculty during the
following semester. Many suggestions come out of these sessions with the faculty (CFR 2.10)
such as the need to work more intensively on writing or to give more assistance to the ESL
students. During the 2014-2015 academic year the faculty started a program review of the MTS
in light of the biannual assessments. The school notes with satisfaction that the WASC report for
the Special Visit in April 2014 commends it for “taking action to establish useful and sustainable
assessment plans including Student Learning Outcomes, Program Learning Outcomes, course
portfolios, rubrics for assessing student learning, systematically reviewing the progress, and
closing the loop in making curricular changes.”
At the Faculty In-Service meeting of January 2015 there was a lengthy discussion about
closing the loop on the MTS assessment. To insure the continuing integrity of the program and
its convergence with appropriate learning outcomes the following developments were noted:
A critical thinking component has been incorporated, particularly into the Introduction to Moral Theology class and the History of Christianity class.
Research skills: the goal of developing research skills has been incorporated into the History of Christianity class.
Dr. Pryds’ research and writing skills workshop is held on a periodic basis and posted on the web.
An ESL program has been established (cf. below).
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The Dean has instituted a seminar-workshop on the fundamentals of writing under the leadership of a professional in the field. Twelve students have been invited to participate in the program.
Discussion was held regarding the MTS thesis and the possibility of a comprehensive examination as an alternative to the thesis (cf. below).
With respect to assessment, the entire process produced three significant developments: the
adoption of a comprehensive examination alternative to the MTS thesis for those students
approved by the Dean’s office; the revision of the assessment process itself with the help of an
outside professional; the adoption of focused ESL educational opportunities.
(1) The school finished closing the loop on MTS program assessment in the spring of 2015
after deciding to allow a comprehensive exam as an alternative capstone project to the
required 50-page thesis. This came out of the assessment reports that pointed to a small
group of mainly ESL students who were struggling with entry-level courses and writing.
It was decided that it could be more instructive for them to return to these entry-level
courses in order to consolidate the gains they had clearly made during their time at FST.
Students generally do better in the later semesters. It is hoped that returning to the
material of earlier semesters with the skills they have acquired during their years of study
will be more meaningful for them than a thesis. An experimental protocol was developed
for this alternative that received initial approval of the faculty in fall 2015. The thesis
remains the preferred option for the MTS students, but the option of a comprehensive
exam provides an alternative for those students who could benefit (see appendix 04.2).
(2) The school has also taken clear steps to make assessment more meaningful, manageable,
and sustainable (CFR 4.1). Dr. Laura Massa, from Loyola Marymount University, was
invited to give the faculty presentations on assessment and in January and August 2015
she conducted two workshops at FST. Dr. Massa reviewed the school’s procedures and
37
made a number of suggestions that will allow reaping the awards of assessment without
quite so much data gathering (CFR 4.2). Particularly helpful were her explanations of the
entire assessment process, curriculum mapping, and regular planning. Dr. Massa’s
suggestions will be implemented as the school moves forward in its assessment of the
MDiv Program. Instead of thinking about every SLO every semester, the school will
identify one or two SLOs each semester and pursue assessment of them with greater
focus. Dr. Massa suggested this would align better with best practices in the field today
(cf. appendix 06.1 for an example of this plan for the MDiv program).
(3) The needs of the new student population in Southern California that evidences less
training in liberal arts, writing, and skills in critical thinking. This population has an
ethnic mix that includes students from Asia, Mexico and a number of American
Hispanics, many of whom show difficulties in English as Second Language (ESL). The
school repeatedly received feedback from professors on their assessment reports about
the difficulties of ESL students (CFR 2.4) and started reaching out to them immediately.
This iterative process has led to a number of developments.
In 2013-14 the school secured a number of writing tutors to work with ESL students.
In 2014-15 the school added a part-time staff member to teach a class on English as a Second Language. The ESL instructor, Erin McPeak, has worked with six students over the past year, and the school plans to have her work with more students next year. Ms. McPeak holds a “Master of Teaching English to Speakers of Other Languages” from Arizona State University. She has also worked as ESL Instructor for University of California, San Diego Extension and AOI College of Languages in Irvine, CA. Fr. Finian McGinn, OFM works with her on the writing projects of many of the students. He has an Ed. D from the University of San Francisco and both wrote and was director of the Bilingual Program at California State University at Fresno.
The students who need help with English are now being identified during the admissions process.
38
After an end of the year interview with the tutor, the school decided to change the format for the next academic year. Rather than having two shorter sessions per week, one three-hour session per week will be provided. The class will focus more on culture as Ms. McPeak has identified some problems that our ESL students have in transitioning to classroom etiquette and protocol in the less structured US classroom. All the students going through this process have also been interviewed (CFR 2.5), and they find the class helpful and desire to continue with the class.
The use of an ESL tutor has been continually assessed. The school continues to use tutors
with students who are in need of assistance, but some of the students are found to need help
beyond what the tutors can provide. One group of students does quite well with tutors and has
used them to their advantage repeatedly. Another group seems to require basic writing
workshops in order to use the tutors effectively. Mr. Andy Domingo, a retired teacher,
volunteered to give a weekend workshop at the beginning of the semester to supplement the
work of the tutors (CFR 4.3). This has given the faculty a sense of the expectations that the
school has for students with regard to writing skills. Mr. Domingo uses a writing rubric with ESL
students and professors are able to require its use in their classes. For instance, there are
problems with students writing paragraphs without topic sentences or paragraphs that are entirely
too short. Mr. Domingo allows the faculty to have a sense of the minimum knowledge students
have and to give them feedback when they do not follow the rubric that is provided for them.
Not all the students have made the same progress with tutors and the ESL classes. This is
probably indicative of their varying levels of English acquisition and readiness to learn upon
entering FST. With that in mind, the school has also implemented mandatory TOEFL tests for
students whose previous education has not been in English (CFR 4.6). The faculty adopted this
new policy in spring 2014. It seems that students cannot garner much from the ESL classes and
tutors if there is not a minimum level of preparation and acquisition before starting their studies
at FST.
39
In 2014 the school began implementing the processes for assessing the educational
effectiveness of the MDiv program. The majority of courses are required for both the MDiv and
MTS students. The MDiv students have already benefited from the writing workshops, tutors,
and the ESL program. The school developed a new set of SLOs for the MDiv students (CFR 2.4)
that attempt to measure the pastoral components of the MDiv degree as well as the intellectual
components. FST began with the measurement of all the SLOs but will adopt the method
recommended by Dr. Laura Massa for the 2015-2016 academic year (CFR 4.3). The school is
committed to making appropriate changes to the MDiv program but it is still too early in the
process to close the loop. It will take until the end of the 2017-18 academic year before the
school can measure all the SLOs according to the new methodology (CFR 4.4). Finally, with
respect to continued assessment learning, the faculty and staff will have another in-service in
January 2016 directed to the goals and process of assessment for the Association of Theological
Schools. This will be particularly relevant for the continuing work on the MDiv program.
Given the popularity of online education in higher education, and an invitation that the
school received from USD to consider providing an online MDiv program, the faculty has
discussed the possibility of offering an online degree or online classes. After some discussion, it
was decided that the school is not in a position to move in this direction at this time. The major
reason for this is the faculty’s conviction that the resources needed to create and administer a
sustainable on-line MDiv could be more effectively used in another way and that the projected
bandwidth of the school could not easily absorb the demands of such a program. Another more
important reason is the faculty’s conviction that FST is training men and women for ministry
with a Franciscan flavor that requires personal interchanges, group dynamics, and face-to-face
40
contact. However, the faculty sees some advantage to explore the use of hybrid courses, which
gives rise to the question of the assessment and quality assurance of these kinds of classes.
The school has made a major investment in upgrading the classrooms so that they all have state-
of-the-art technology (CFR 4.7). Each of our three classrooms has “smart” podiums, which allow
the instructor to interact with digital content and write on the pen display’s surface while
projecting the content onto a large screen. There also document cameras for the classrooms that
allow for greater interaction with students. One of the classrooms has advanced teleconferencing
capabilities through the use of a Polycom teleconferencing system. In 2014-15 this technology
allowed for an instructor to teach classes from a variety of places in Europe. The classroom also
allowed FST to reach out to the University of San Diego (USD) in the spring of 2015. Students
could stay in their homes or at USD and participate fully in the classroom experience. At the end
of the class the Dean interviewed the students who used the remote access who stated that the
experience was as good or better than the learning experience in a classroom (personal
interviews with Fr. Michael Higgins and Fr. Garrett Galvin on May 2, 2015). This instructional
technology component, including hybrid courses and the possibility of synchronous distance
education, helps strengthen the educational quality of courses and extends the educational
mission of the school.
FST has made a commitment for all full-time professors to teach a hybrid class (CFR
4.7). In 2014-2015 two professors taught hybrid courses: one taught Introduction to the Old
Testament and another professor taught History of Christianity. Additionally, the school has
committed to teaching Introduction to Theology as a hybrid course. After these courses are
completed all full-time professors will have taught a hybrid course.
41
The format for most of the hybrid classes is teaching two regularly scheduled class
meetings followed by an asynchronous class meeting. The reaction of students to the courses has
been overwhelmingly positive and they report that they like the freedom of an asynchronous
class. Although the experience of the hybrid courses has very been positive for students, the
professors have found it harder to manage the expectations of the class. These classes need
considerably more regulation in order to be as successful as the more traditional classes (CFR
4.4).
42
Chapter Six: Component SevenSustainability
The key factors that led FST to move from membership in the Graduate Theological
Union (GTU), Berkeley, to affiliation with the University of San Diego (USD) were
responsiveness to the changing social situation, the continuation of the specific mission of
education in the Franciscan spiritual, theological and social tradition, and infrastructure and
financial sustainability. This section of the report will deal primarily with the last element as the
first two are considered in other components.
Performance Reviews
Creating a sustainable future is predicated on responsiveness to the increasing
professionalization of education in terms of personnel development. The move to Oceanside and
the affiliation with USD have served as a major stimulus to sharpening the evaluative processes
for administrators and staff. In the past two years FST has moved from an informal structure at
Berkeley to building a more formal structure at the Oceanside campus. This transition became
easier after the Berkeley property was vacated in June 2014 and personnel was consolidated in
Oceanside by fall semester 2014. On the level of the Regents, a self-review and evaluation form
was developed and used at the December 2015 meeting (cf. appendix 07.1) The results were
compiled and will be examined at the annual retreat that will be held on February 4-5, 2016.
(CFR 3.2, 3.7, 4.3)
Within the academic year 2014-2015 the two new hires, the CFO and the second
recruitment officer, received ninety-day written reviews after first employment. Overseeing the
progress of the move, the Executive Committee of Regents and the full Board of Regents
reviewed the president (CEO) in April 2014 and May 2015 in accord with article 9.r of the By-
laws of the Regents (cf. appendix 07.2 for the By-laws and appendix 07.3 for the evaluation of
43
the president). After completing the move, the first full staff meeting was held on September 29,
2014, a Human Resources chart of supervision was distributed, and the Employee Handbook
reviewed. New forms for time-off, billing receipts, corporate credit card use, and employment
agreements with job descriptions have been implemented to insure basic structures of
accountability. (CFR 3.7) At the February 23, 2015 staff meeting the president announced that “a
policy for performance reviews will be implemented by the administrative team.” HR and the
president have designed a Goal Action Plan and Performance Review form to be implemented
for the academic year 2015-2016. Although there are some formal elements in place for periodic
faculty evaluation and review (Faculty Handbook 1.6) and the submission of class evaluation
forms, these elements have not been adequately instituted on a regular basis. Implementing them
will be an important task for the future. FST continues to grow in the area of performance
reviews.
Professional Development
Staff and faculty development activities are numerous and made more accessible by the
affiliation with USD. (CFR 3.3) A specialist in group processing, professional roles, and staff
relationships conducted a daylong in-service for staff August 29, 2014. On January 23, 2015, a
specialist in assessment from a sister institution, Loyola-Marymount University, helped the
faculty design its continuing assessment efforts. Through the services provided by USD, both
staff and faculty participated in an on-line mandated course on Sexual Harassment Prevention for
California Supervisors during the academic years 2014-2015 and 2015-2016. Handled through
the offices of the FST registrar, online FERPA training for administrators and faculty is also
provided by USD. The USD Admissions Director for the School of Leadership and Education
Sciences conducted a formal review of the Recruitment and Admissions Office on October 21,
44
2015. A complete listing of Staff Professional Development Activities is given in appendix 07.4.
FST’s budget provides some continuing education monies for all departments: $1,000 yearly for
each faculty member and between $800.00 and $1,200.00 for members of the staff.
Both administrators and faculty recognize that more funds are needed to provide for
individual faculty development activities in purchasing books and attending conferences and for
staff development activities. An evaluative procedure for attendance at these events also needs to
be put in place. (CFR 1.7, 3.3, 4.3, 4.4)
Financial Sustainability (CFR 3.4 Fiscal, Physical and Information Resources)
2011 2012 2013 2014Change in Net Assets from Operations
(64,015) 1,194,654 (402,414) (1,283,070) **
Change in Net Assets from Non-Operating Activities
238,060 (8,647) 337,877 4,228,491***
Change in Net Assets
174,045 1,186,007 (64,537) 2,945,421
** Operational loss due to the operation of two campuses in 2013 and 2014 as well as expenditures for the move of the School from Berkeley, CA to Oceanside, CA*** Significant Increase due to the sale of the Berkeley CA campus
2011 2012 2013 2014Total Investment Balance 5,920,218 6,292,587 7,208,435 10,035,929***
Increase from the prior year 4% 6% 15% 40%
***Significant increase due to the sale of the Berkeley CA campus.Note: The Investment balance has increase 70% over the last 4 years
The Franciscan School of Theology has received an unqualified independent financial audit for
the last 40 years (cf. appendix 07.5 for audit reports from last 3 years).
The school is focused on growing its investment funds to sustain the operations of the
school for its future. The investment account is monitored by the Endowment Trustees who
45
developed polices they use to ensure that funds are being properly managed as demonstrated in
growth of 70% over the last four years. FST’s investment management company, Trillium Asset
Management, meets quarterly with the Endowment Trustees to review the market performance,
the transaction history, and the performance of the funds as well as the plan for the following
quarter (see appendix 07.6; Minutes of Endowment Trustees upon request).
To maximize the potential growth of the investment funds minimization of withdrawals is
maintained through cash management procedures to withdraw only the current month’s
operational cash needs from the investment accounts. A detailed cash analysis is monitored
throughout the month as expenditures occur. Based on budgeted expenditures and historical data
an estimate of cash need for the following month is determined by the CFO. The CFO provides
the president with a detail of the expected monthly income and expenditures, as well as the
scholarship funds related to that particular semester. After a review, and upon the president’s
approval, a withdrawal request is sent to the investment manager to be transferred to FST’s
operational checking account. The total withdrawals from the investment accounts must stay
within the approved budgeted amounts. This is monitored monthly through the Fund Balance
Reconciliation (cf. appendix 07.7 for Fund Balance Reconciliation 6-30-2015). The Finance
Committee reviews the Fund Balance Reconciliation on a quarterly basis (see its inclusion in the
Trillium report in appendix 07.6).
Financial Objectives (CFR 3.4 alignment with FST goals, CFR 1,1, 1.2; support for students
2.10)
The School has aligned its financial objectives, through the detailed budgeting process,
with the overall goals of the school.
Goal: Highly qualified faculty working in a modernized learning environment.
46
Salary increases to be competitive. Full time faculty received a 3% pay increase.
Budgeted funds for the development of faculty in their areas of expertise. Full time faculty’s individual development budget increase 50% from 2015 to 2016.
Hiring of new administrative staff to ensure the focus of full-time faculty on the classroom. Two of FST’s faculty, Bill Short and Garrett Galvin, were splitting their time in the classroom and in administrative positions. Both individuals are now working 100% of their time as faculty members.
Hiring of new faculty. Three new faculty members were added to the faculty listing in the Fall 2015. Dr. Jennifer Dunatov - teaching Medical Ethics, Dr. Kathleen Schinhofen – teaching in the Pastoral Ministry Training Seminar, and Fr. Wayne Hellmann – teaching Systematic Theology. FST is currently advertising for a full time position in Pastoral Theology.
Modernization of Classroom technology. With the signing of the affiliation agreement with the University of San Diego (May 2013), FST’s classrooms have been set up with smart technology and are maintained and updated regularly by the IT/Technology team at University of San Diego. This agreement allows a small school like FST to have the technology that is available at large universities. The agreement calls for replacement technology every three years.
In 2014-2015 FST received $50,000 from the Franciscan Communication Co. to be used to enhance all technology needs of the school.
Goal: Strengthen Administrative services
Strengthen Student services
Full Time Vice President of Academic Affairs hired – Fr. Michael Higgins, TOR was hired full time for this position beginning the Fall 2015 semester.
Part time Assistant to the President and Vice President of Academic Affairs hired. Ms. Joan Taele was hired on a part-time basis in August 2015 and moved to full-time in November 2015.
Salary increases to be more competitive in the market. The Director of Spiritual Formation and Student Services received a 7% salary increase in August 2015. This increase plus the benefits package brings this position more in line with other theology schools of FST’s size. The Registrar position received a 6% hourly rate increase in August 2015. This also brings this position’s pay more in line with other theology schools of FST’s size.
47
Part time Assistant to the Director of Student services hired. A student was hired to assist the Director of Student Services at the beginning of the Fall 2015 semester. This position allows FST to grow the student services program areas.
Part time Librarian Assistant hired. Ms. Mary Russel was hired in 2014 to assist with the increased library usage.
Strengthen Recruitment services
A full-time Co-Director of Recruitment and Admissions, Ms. Gabriela Heintschel, was hired in November of 2014. This strengthens the department by providing two full time Co-Directors to focus on recruitment. We are seeing an increase in enrollment each semester. Fall 2014 we had 35 students (24 FTE), spring 2015 enrollment was 40 students (28 FTE) and this fall 2015 enrollment is 50 students (32 FTE).
A salary increase of 3% was implemented in August 2015 for the Co- Directors to offer a more competitive compensation package for the position of Co-Director of Recruitment and Admissions.
Strengthen Development services
Full-Time Associate Director of Development position was hired in October 2015
Salary increases were made to be more competitive in the market. In August 2015 a salary increase for the Director of Development was implemented to offer a more competitive compensation package for this position.
An Alumni Program administrator was contracted for the fiscal year 2015-2016 to develop and expand FST’s reach to FST alumni. A budget of $15,000 has been committed to establishing this program in the 2015-2016 fiscal year.
Goal: Diversification and growth of revenue sources
Student enrollment has consistently shown an increase each semester since the move of the campus to Oceanside. As mentioned above, an increase in each semester has now brought fall 2015 enrollment to 50 students (32 FTE).
A tuition increase has been projected for the fall 2016 semester from $720 per unit to $750, a 4% increase. An additional increase has been projected for fall 2018 from $750 to $780 per unit, a 4% increase.
FST has implemented a planned-giving program. This program began during the fall 2014 semester and now has 11 individuals that have committed to acknowledge FST in their overall financial and/or estate planning. This program is committed to the future sustainability of the school. Currently written commitments from the participants are being solicited.
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In the summer of 2015 FST began a Continuing Education program. The program offered 4 weeks of courses at a fee of $250 per week. The program brought in revenue of $16,000 with program costs of $4,000. Based on the success of this program FST believes that this program will significantly grow over the coming years. Continuing education programs are also being considered for January intersession periods. Diversification of income sources through summer programs, diocesan continuing education workshops, and the delivery of the Franciscan vision to lay boards of institutions are other initiatives currently being considered. (Cf. Component Eight)
Budget
A new budgeting process was put in place for the 2015-2016 academic year during spring
2015. This budgeting process was established to focus the alignment of the school’s mission with
each department’s goals in order to meet the overall mission of the school.
The school has an annual budgeting process. Each department (Instruction/Faculty,
Academic Support, Recruitment, Development, Student Services, Administrative and Institution,
and Student Leadership) sets departmental goals and creates a detailed line-item budget to meet
these goals for the upcoming year. The preliminary budget is submitted in late March. The CFO
and the president review each department’s detailed budget in conjunction with the budget as a
whole, ensuring that the budget achieves the overall goal and mission of the School. After the
initial review the CFO and president meet with each department to clarify or make adjustments
to each department’s budget to meet the overall goals of the school (cf. appendix 07.8 – Budget
2015-2016). A draft of the budget is presented to the Finance Committee. The CFO and the
president review in detail each departmental budget and the overall budget with the Finance
Committee. The Finance Committee may make changes that they feel are appropriate to meet the
goals of the school (cf. Finance Committee minutes). These minutes comprise FST’s response to
recommendation of the WASC Action Letter of July 7, 2014.
49
After the approval of the budget by the Finance Committee the budget is presented to the
Board of Regents for approval. After the approval of the Board of Regents, the budget is
presented to the Board of Trustees for approval (cf. Board of Trustees minutes). Once the Board
of Trustees has approved the budget, it becomes finalized.
Adjustments are made to the working budget as needed, (e.g., if enrollment numbers are
different from those budgeted) but the bottom line and the withdrawals approved are maintained.
The Board of Trustees must approve deviations from the approved withdrawals from the
investment funds.
Each department receives a monthly report to review actual expenditures to their
budgeted expenditures.
The budgeting process makes each department accountable for their expenditures and for
monitoring their expenditures in relation to their departmental goals.
Sustainability: Monitoring and Actions
Monitoring
Three-year Projections
A three-year budget projection is maintained to evaluate the future sustainability of the
school. The three-year goal is to continue to grow the investment balances by reducing
any required additional withdrawals over the annual 4 to 5% operational withdrawal (cf.
appendix 07.9).
Scholarship Commitment Analysis
The sustainability of scholarship funding is managed through detailed analysis of
commitments, awards granted, and investment fund balances. Institutional scholarships
are awarded to students who show financial need and or merit, to assist them to complete
50
their degree programs. A scholarship committee reviews individual student’s financial
aid applications and determines the student’s need and awards a percentage of tuition
costs to the student. A formal letter noting the percentage and the requirements to
continue the scholarship are indicated in their Financial Aid letter. To ensure future
funding is available for these scholarship commitments a detailed analysis is maintained,
in order to keep track of the scholarship commitments that have been promised, and the
investment funds available for scholarship funding. (See appendix 07.10 for Institutional
Aid Sustainability Analysis as of award through 8-2015)
Review of Strategic Information Report
Among many items this report calculates the Primary Reserve ratio that indicates the
number of years the school could continue to function using its expendable assets to fund
operation at the current expenditure rate. FST’s primary reserve ratio has increased over
the last 5 years from +1.0 to +1.9 (10 years trend from -.03 to +1.9). This upward trend
notes FST’s increased financial strength (cf. appendix 07.11 – Excerpt from Strategic
Information Report).
Internal Controls
The Chief Financial Officer drew up a policy document on internal controls that was
reviewed by the president and approved by the Finance Committee for 2014-2015.
Actions to insure long-range sustainability
Diversification of revenue sources
As mentioned above, FST has developed continuing education programs to diversify its
revenue streams.
Building new and strong relationships with local donors
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With the trend of the number of donors showing a decrease for all theology schools and
an increase in the size of an individual donation, a shift in our Development Department’s
strategy has occurred. Personal cultivation with individual donors has taken the place of large
galas. Long-term relationships have taken the place of one-time donations. Also a focus on a
planned giving program has been initiated to emphasize the importance of FST’s long-term
sustainability.
Enrollment Management and Analysis
An additional Director of Recruitment was hired in November 2014. With the addition of
this position the Recruitment Office has completed a detailed analysis of where potential student
inquires come from (media, print, online or personal visits) and of these inquires which
population transforms into an actual enrolled graduate student. This analysis has allowed the
school to direct its financial resources to the highest percentage of enrollment results (see
appendix 05.3).
Availability of debt and lines of credit
FST currently has no outstanding debt or lines of credit. This allows debt instruments to
be used in the future if necessary for initiation of new programs and facility growth and
maintaining modernization in the classrooms.
Planning for an Endowment Capital Drive
Based on the three-year projections mentioned above and in consideration of FST’s long-
range need to increase its endowment, the Board of Regents has begun a strategic planning
initiative during the academic year 2015-2016. The services of a professional have been secured
for the Regents’ annual retreat in February 2016, and a process has begun to set the vision and
52
parameters of an endowment capital drive. The financial goals for the strategic plan have yet to
be precisely determined.
Overall Assessment
Long-range financial sustainability was one of the key areas identified in the WASC
Action Letter of July 7, 2014, and continues to remain a concern. The leadership of FST is well
aware of the need to grow its financial base. Progress has been made, new structures are now in
place, and areas of challenge and growth have been identified. While FST is stable, its resources
are thin and future planning will be key to its continued growth and sustainability. The
relationship with USD shows very good promise in sustaining the technological infrastructure;
the relationship with the larger Old Mission San Luis Rey helps considerably to handle continued
maintenance and grounds keeping costs. The overall long-term sustainability of the school will
be based on:
the increase in student enrollment
the growth of the contribution base of the school through the Development Office initiatives
the success of diversification of income sources
the growth of the planned giving program
the success of an endowment capital drive
Development (CFR 3.4, 3.6)
FST has made a concerted effort to grow in its resource planning and development efforts
in the last three years. Each year a strategic plan is generated by the Development Office,
reviewed by the president, and approved by the Development Committee of the Regents and the
Regents themselves (see appendix 07.12 for the development plan for 2015-2016). New
53
initiatives are evidenced in the areas of personnel development, data collection and analysis,
changing strategies of development, and the increase of yield from these efforts so as to support
the mission and programs of the school.
(1) Personnel: Ms. Randi Quaid, with qualified business background, has been in the
Development Office for the past seven years, particularly increasing her responsibilities in the
course of the last three years so as to assume in May 2014 the position of Executive Director of
Development. Recognizing the need for two full-time people in the office, a Coordinating
Officer was hired in October 2015. The Office is closely related to and coordinated with the
president’s own efforts in development. Some administrative expansion is expected in the future.
(2) Data Collection and Analysis: Over the last three years, particularly with the
increased responsibilities of Ms. Randi Quaid, FST has greatly improved its data collection and
analysis procedures in the following areas: 1) changeover from Access donor base to Donor
Perfect Base; 2) the creation of donor pyramids and segmentation of donors by region and giving
history; 3) regular review and written reports of donor contacts and progress; 4) strategic data
analysis of inherited practices, continued planning, and the development of new initiatives.
(3) Changing Strategies/Increasing Contributions: While in Berkeley, FST maintained a
regular pattern of preaching in various parishes throughout the Western United States. These
preaching ventures, referred to as “Angel Preaching” provided part of FST’s annual fund and
scholarship funding but yielded few long-term, committed donors. As the economic capacity of
various parishes declined and the interest of pastors in supporting this fundraising activity
declined, FST discontinued the program (cf. appendix 07.12 for information on “Angel
Preaching”). Another part of the fundraising activity in both Berkeley and Oceanside were the
annual galas that took place in the Bay Area and Scottsdale, Arizona. These too proved to be too
54
time-consuming for a small staff and the volunteers attached to these events declined. In
February 2013 the last gala was held in the Berkeley location, and the last one took place in
Scottsdale in April 2014. The changes have occurred after analysis and discussion with FST’s
development committee.
In the last two years FST has made a strategic effort to concentrate its attention in two
areas:
a) A planned giving program was initiated in fall 2014 after the move to Oceanside. The
program started with one donor and by fall 2015 FST had received eleven oral commitments
from donors to participate in the Planned Giving Program. All members of the Planned
Giving Program have been asked to provide written documentation of their intentions. This
initiative continues to grow and will be an emphasis for the future
b) Specific donor cultivation has been a particular strategy for the development office, and both
the Executive Director and the president have maintained an active travel schedule to the Bay
Area, New Mexico, and Arizona, where the school’s development efforts have concentrated.
The method for acquiring new donors is referred to as a “salon.” FST requests selected
donors to hold events and invite friends to learn about the school. This has established a cost-
effective way to meet new donors and strengthen bonds with established donors. The average
return on investment is about 20%, with little additional work required of the office staff.
With the move to Oceanside a significant effort has been made to cultivate donors in Orange
and San Diego counties. These personal efforts have directly impacted the growth of
contributions, particularly in the area of scholarships. It should be noted that while the
number of donors has remained relatively constant from 2012 to 2015, the amount of
55
donations has gone up and a number of donors have moved up the pyramid of giving. The
chart below summarizes FST’s Giving History from 2012 to 2015.
Need for Growth:
While the annual fund and scholarship donations continue to grow, FST is well aware of
the acute need to increase its capital funds in the areas of scholarship and operating endowments.
The three-year analysis by the CFO indicates the importance of this area (cf. appendix 07.13).
Currently, the Development Committee of the Regents and the Regents themselves are
considering a strategic plan focused on the school’s long-range sustainability through an increase
Fiscal Year 2012
Fiscal Year 2013
Fiscal Year 2014
Fiscal Year 2015
$0.00 $200,000.00 $400,000.00 $600,000.00 $800,000.00 $1,000,000.00 $1,200,000.00
$339,929.00
$395,748.00
$445,044.00
$762,187.00
$205,500.00
$156,161.00
$99,627.00
$255,223.00
$545,429.00
$551,909.00
$544,671.00
$1,117,833.00100423
FST Giving History FY2012-2015
# of Donors Sum Endowed Scholarship Scholarships Annual Fund
56
in its endowment portfolio. Portions of the December 2015 Regent meeting will be directed to
that end, as will the annual retreat in February 2016.
Administrative Leadership and Staffing (CFR 3.13.2, 3.6)
Executive Leadership (CFR 3.6, 3.8)
Since moving to Oceanside, FST has grown in both executive and departmental
leadership. When the campus was located in both Berkeley and Oceanside it was decided to
move to appoint two Associate Deans, Dr. Darleen Pryds for Berkeley and Fr. Garrett Galvin for
Oceanside. Both operated under the Academic Dean, Brother William Short. Dr. Pryds’ work in
the Berkeley teach-out received high commendations and gave her exposure to the administrative
side of FST. She also chaired FST’s Financial Aid Committee. Dean William Short received a
leave of absence during the academic year 2014-2015 and Dr. Galvin served as Acting Dean.
Both Fr. Galvin and Dr. Pryds are now poised to take an active role in accreditation processes
and both serve on the Steering Committee for the present review. Fr. Galvin is FST’s Title IX
supervisor. In August 2014 FST hired Fr. Michael Higgins as Special Assistant to the President
and Academic Dean and Director of On-line Technology. Fr. Higgins has been instrumental in
helping the faculty develop its on-line and hybrid learning capabilities. With an established
background in administration and technology resources, he has been consultant to all staff
departments in planning, compliance reports, communications, and strategic decision-making.
He now serves as FST’s ALO and chairs the Steering Committee for this visit. Fr. Higgins, Fr.
Galvin, and Ms. Kimberly Renna (CFO) assist and consult with the president on administrative
matters. (CFR 3.7) All three, along with Dr. Pryds, represent within the school a new infusion of
administrative expertise in various areas. In August of 2015 the president appointed Fr. Higgins
57
as full-time Vice President of Academic Affairs, formerly the Dean’s position and Bro. Short and
Fr. Galvin returned to full-time teaching.
Need for Improvement:
While the structures are in place for executive decision-making and roles are defined
through job descriptions, the small size of the staff, overlapping tasks, and the emphasis on direct
communication makes the decision-making process unclear at times. (CFR 3.7) For example, in
the academic year 2014-2015 several staff members had two supervisors to whom they reported
and the timelines for task completion were often at odds and created difficulty in the
coordination of duties in the areas of registration, communication, student services, and
development. A new reporting structure, eliminating dual reports, and a goal-setting task for each
department were instituted in fall 2015 and these have helped alleviate some tensions. Continued
work is needed to insure timely and appropriate communication both with the staff and with
student leadership.
CFO and Auditor (1.7, 3.6, 3.8,):
The transition to Oceanside occasioned the hiring of a new full time CFO, Ms. Kimberly
Renna. A Certified Public Accountant with over twenty years of experience in public and private
accounting, Ms. Renna has brought FST to a new level of staff professionalism. (CFR 1.7, 3.4)
FST has also secured the services of Ms. Vanessa Herbert, a Senior Manager for Price
Waterhouse Coopers LLP, in the capacity of Chair of the Audit Committee. (CFR 1.7, 3.4, 3.6)
The services of Moss-Adams LLP have been secured for the annual audit. Currently, the CFO
and president meet regularly and the work of the CFO is reviewed by the president, Finance
Council, Regents, and Trustees. (CFR 3.7) The president has approved and the Finance Council
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reviewed the document on Internal Controls. Both the auditing firm and the Chair of the Audit
Committee, composed of two Regents, report to the Board of Regents.
Recruitment:
One of the recommendations of the WASC Evaluation Team of April 1, 2014, was the
allocation of “additional personnel and infrastructural resources to fully implement the strategic
plan to increase enrollment.” In November 2014 FST hired Ms. Gabriella Heintschel as a co-
director of Recruitment along with Ms. Jeanette Gonzalez. The two have together developed a
new strategic and marketing plan for advertising the school in print and social media with an
outreach particularly to the local region. Regular reports, weekly or monthly, are shared with Fr.
Higgins, the CFO, and president. Recruitment officers work closely with the Recruitment
Committee of the Regents and give quarterly reports to the Regents.
Vice President for Academic Affairs:
On July 1, 2015, Fr. Higgins assumed the position of Vice President for Academic
Affairs for the academic year 2015-2016. The president appointed him after consultation with the
faculty and Regents (CFR 3,6, 3.7; see Regent By-Laws ART. VII. 2, 6; Faculty Meeting
Minutes Dec. 10, 2014; February 11, 2015; Minutes of Regents February 20, 2015; Faculty
Meeting Minutes, March 11, 2015). Fr. Galvin remains as Associate Dean. With this institutional
arrangement, FST strengthens both its administrative expertise and its faculty outreach. (CFR
2.1, 3.6, 3.7, 3.8)
Director of Student Services:
Ms. Donna Foley serves as the director of student services, particularly coordinating the
relationship with USD in this area. Her work with student leadership involves the student body in
the governance of the school and provides significant feedback to the president and faculty. In
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May 20-15 she conducted a survey of the students using a written questionnaire that produced
83% response rate (cf. appendix 03.5).
Resource Center Librarian:
Upon moving to Oceanside, FST acquired the services of Mr. Carl Adkins, professionally
trained in library sciences. He has been instrumental in cataloguing the library, attracting a
significant number of volunteers, and facilitating the connections with USD.
Presidential Transition:
Recommendation 5 of the WASC Evaluation Team, April 1, 2014, and the Action Letter
of July 7, 2014 called attention to the high priority of transition planning in the office of
president. The current president agreed to stay on through the transition to Oceanside until June
of 2016. The Regents began discussion of succession planning at their April 25, 2014, meeting
and referred the matter to the Executive Committee for further elaboration. The president
reported to the Regents in a long memorandum of November 14, 2014, that spelled out the civil
and canonical questions related to the president’s office. Following this Regents Dennis
Galligani, Karl Pister, Keith Warner and the Chair of the Trustees were asked to make specific
recommendations. This Succession Subcommittee reported to the Regents February 20, 2015.
The Search Committee’s composition and process was then recommended to the Trustees. In
May 2015 the Trustees appointed Dennis Galligani and Emmet Monaghan as co-chairs and
complemented them with other members from the Trustees, Regents, Faculty, students, and
alumni in May 2015. (CFR 3.6, 3.8) In July 2015 the Search Committee began its work. The
progress of the discussions has been reported to the staff and faculty on a regular basis. (Cf.
Staff/Faculty Meeting, December 10, 2014; March 11, 2015) It is expected that a successful
search will be completed by mid-February 2016.
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Governance (CFR 1.5, 1.6, 1.7, 3.9)
FST is a separately incorporated and autonomous non-profit educational institution
approved in the State of California and governed by the Amended and Restated By-Laws of
November 2013. The corporate structure is two-tiered, with a Board of Trustees and a Board of
Regents. In accordance with the religious principles of the Order of Friars Minor and the Canon
Law of the Roman Catholic Church, all of the Trustees are professed members of the Order of
Friars Minor. The Trustees have some reserved powers outlined in the By-Laws, among which
are: approval of the school’s mission statement; responsibility for the overall philosophy,
objectives and purposes of FST; amendment or modification of the Articles of Incorporation and
By-Laws; approval or disapproval of the annual budget; the election of Regents; the appointment
and removal of the president; and the approval of tenure-track faculty appointments. Functioning
within these prescribed limits, the Board of Regents has both governance and advisory
responsibilities, among which are: the implementation of the philosophy of the school; policies
governing the direction of the corporation; the nomination of new Regents; approval of
personnel policies; review and recommendation of faculty status; determination of administrative
policies; preparation of the budget; and the approval of candidates for degrees. The
organizational chart of FST and the membership of the Trustees and Regents may be found in
appendix 07.14.
The functioning of this two-tiered system is dependent on open lines of communication
between Trustee and Regent Representatives and a committed Board of Regents with strong
educational, administrative, financial and legal background. The curricula vitae of the Regents
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can be found in appendix 07.15. To facilitate communication, the Chair of the Trustees or his
delegate is a member of the Regents as are two Franciscan Friars of the Province of Saint
Barbara, the regional organization of the Order of Friars Minor. The president of FST and the
Chair of the Regents meet annually with the Trustees. Both Trustees and Regents were actively
involved in the decision to relocate FST to Oceanside (cf. Minutes of Trustee Meeting,
September 18, 2012). At the May 2014 meeting the Trustees received the Regents’ evaluation of
the president (cf. appendix 07.3). (CFR 3.9) In September 2014 a joint meeting was held
between the two bodies (cf. Memorandum and materials in Minutes of Regents, September 19,
2014). The Trustees developed an Institutional Health Indicator Sheet that was considered and
discussed together at this joint meeting. (CFR 1.7, cf. Minutes of Trustees, September 19, 2014)
The Regents receive regular education in the Franciscan spiritual, theological, and social
tradition as evidenced in their annual February day-long retreats. (cf. Minutes of Regents,
February 19, 2015). (CFR 1.5, 3.9, 4.5, 4.6)
On May 31, 2013, FST entered into a legal “Affiliation and Services Agreement” with
the University of San Diego (cf. appendix 07.16). This was supplemented by the “Service
Agreement for the Administration of Federal Financial Aid for FST Students,” dated May 12,
2014 (cf. appendix 07.17) Although the affiliation is robust and based on the shared values and
Catholic commitments of the institutions, both FST and USD remain autonomous in governance,
mission, educational purpose, and governance structures, as indicated in FST’s autonomous By-
Laws, the affiliation agreement itself, and FST’s Faculty Handbook. (CFR 1.5, 3.6-3.10).
The Board of Regents meets on a quarterly basis and reviews all major activities
occurring at the school (cf. Minutes of Regents). The Executive Committee of the Regents
approves the agenda based on a report from the president. The Vice President for Academic
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Affairs or Dean is actively involved in the meeting. As indicated in the minutes, regular
presentations or reports are made by the various departments (president, CFO. Vice President for
Academic Affairs, Registration. Recruitment, Development, Student Services). The Regents
have exercised their oversight responsibilities in numerous areas, for example, suggesting By-
Law changes and approving the Faculty Handbook (cf. Minutes May 3, 2013, October 9, 2015,
December 4, 2015). One of the tasks of this past academic year 2014-2015 has been to
strengthen Regent Committee involvement in the areas of Academics, Development,
Recruitment, and Finances. Most effective have been the consultations on development and
recruitment in the formation of annual strategic plans and, more formally, the Academic
Committee and Finance Committee (cf. Finance Committee minutes), whose Regent
representatives have worked actively to insure institutional integrity and progress in those areas.
(CFR 3.9, 4.5 ) The Regents have been actively involved in this self-study for WSCUC.
While the two-tiered structure of FST serves both to insure its religious and institutional
integrity and provides it with the best of educational, financial, marketing, and legal expertise,
the lines of communication and responsibility can often be neglected or blurred. On the one
hand, this reflects the communal and sometimes informal structures of a Franciscan organization.
On the other hand, formal structures are important for professionalism and organizational clarity.
Steps have been taken to ameliorate the difficulties by having a joint meeting of Regents and
Trustees, by giving profiles of students and faculty to Regents, and conducting an annual retreat
day. Still, self-review by the Trustees and Regents with respect to the school needs improvement.
More opportunities for exchanges between faculty, staff, and Regents/Trustees are in order.
More transparency as to the evaluation of the CEO and the workings of the Regents would
benefit the learning community as a whole. Knowledge of the school on the part of the Trustees
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can be improved through regular reporting and visits. Here as elsewhere FST must consciously
work to improve its organizational culture.
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Chapter Seven: Component EightInstitution-specific Themes
There are four inter-related themes that are unique to the Franciscan School of Theology
and that add value to the educational experience at the school. These can be labeled: tradition,
circles of relationship, expanding the classroom through immersion experiences, and FST’s
affiliation with the University of San Diego (USD). Each of these themes advances the
institution’s goals, enriches student learning at the Franciscan School of Theology, and
strengthens the school’s goal to transform heart and mind as a way to change the world.
Tradition
As a school of theology that traces its origins back to Old Mission Santa Barbara in the
1850s, FST is heir to the 800-year-long history of the Franciscan tradition. As bearer of this
tradition, the school highlights in its teaching and witness to students and to the general public
the contemporary relevance of great Franciscan theologians of the past and from all branches of
the Franciscan family. Thus, the faculty is composed not only of Franciscans of the St. Barbara
Province and a Third Order Regular (TOR) friar, but also visiting Franciscan scholars from
Germany, Spain and an American Conventual Franciscan. In addition to their own disciplines,
the two women core faculty, Drs. Mary Beth Ingham and Darleen Pryds, are also specialists in
the Franciscan tradition and incorporate its insights into their courses. This focus on Franciscan
tradition is also evident in course offerings that allow students to learn about the Franciscan
heritage.
Additionally, the conveyance of the Franciscan tradition includes the local community
through the “Franciscan Vision” series that offers free public lectures on Franciscan topics.
Many professors at FST have been active as founders and promoters of an international
initiative, the Commission on the Franciscan Intellectual Tradition (CFIT), which seeks to
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preserve and advance the Franciscan intellectual tradition. The President of FST, Fr. Joseph
Chinnici, was Chair of the commission (from 2001-2013) and Bro. William Short and Dr.
Darleen Pryds are also members (http://www.franciscantradition.org/about-us/commission-
members). Fr. Michael Guinan, Dr. Darleen Pryds and Sr. Mary Beth Ingham have written short
books as part of a CFIT Franciscan Heritage Series which is targeted to all members of the
Franciscan family (http://www.franciscantradition.org/resources/franciscan-heritage-series).
The work by the faculty to actively recover and honor its rootedness in the Franciscan
tradition and the desire to pass on that tradition were deliberate goals when the school relocated
to Oceanside. There has been a clear intention to integrate Franciscan theology topics into each
course as well as to increase the number of courses that focus entirely on Franciscanism. This
work allows students to see the Franciscan tradition as having importance not only historically
and theologically, but also as theory to guide pastoral praxis, especially among the poor and
marginalized. The fact that the faculty is actively presenting the Franciscan tradition and that
FST has as a clear goal its elaboration and transmission makes for a unique educational
experience for students. The Director of Spiritual Formation and Student Services, Ms. Donna
Foley, OFS, a professed member of the Secular Franciscan Order, ensures that the Franciscan
spirit is active in the school beyond the classroom.
Circles of Relationship
A second theme specific to FST is the variety of its relationships beyond the academy,
relationships that are very important to the life and mission of the school. Located on the grounds
of Old Mission San Luis Rey, the school is proximate to an active parish of over 5,000 families,
a busy retreat house and one of the original Franciscan missions of California, which is still
vibrant. Co-operation and mutual enrichment have marked this reality so that each entity is
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enriched by the other. Over the course of the last two years faculty members (and at least one
student) have led retreats or days of recollection sponsored by the retreat house. Faculty
members help out at the parish, in sacramental celebrations and are a resource for various
activities. Additionally, proximity to the parish has offered opportunities for MDiv students to
become actively engaged in a variety of activities under competent supervisors at a Franciscan
parish as a part of Ministry Seminars.
The school has also worked to build relationships with local dioceses through
presentations to deacons, adult education programs or outreach activities through the Admissions
Office. Fr. Garrett Galvin, a Scripture scholar, Br. Bill Short, a specialist in medieval history, and
Fr. Joseph Chinnici, President of FST, have made presentations to the Dioceses of San Diego,
Orange and San Bernardino on theological topics.
As an institution of the Franciscan Province of St. Barbara, the Franciscan School of
Theology is also in relationship with various provincial ministries. Professors have made
presentations to the Franciscan Renewal Center in Scottsdale AZ, and there are active efforts to
offer FST lectures there, as well as expanding outreach to other retreat houses of the province.
Expanding the Classroom through Immersion Experiences
Over the past six years the efforts to expand student learning beyond the classroom have
been exemplified in immersion experiences. At present there are usually two each year, and they
have made a significant impact on students: the goal is to expand that number. There have been
immersion experiences offered for students to experience poverty and homelessness in the inner
city of San Francisco (“Death in the City”); and to appreciate how to use Franciscan values while
working in parish and NGO structures (“Parish Life and Non-Profit Management”). (CFR 2.11;
4.7)
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There have also been two extended week-long immersions in the White Mountain
Apache Reservation (Arizona) (cf. appendix 03.4). The first immersion was in 2013 (just before
the relocation to Oceanside) with five students and the second, in May of 2015, with five
students and two faculty members. On both of these immersions students were exposed to sacred
ceremonies of the Apache (i.e. sweat ceremony, the Sunrise Ceremony) and made meaningful
contact with two pastoral ministers, a Franciscan friar and a laywoman. The witness of a
laywoman who is working closely with a friar in service to the Native Americans is a significant
example of the ministerial leadership of the laity – especially lay women. Another one-week
immersion, scheduled for January 2015, the Tohono O’Odham Immersion, was designed to
acquaint students with the reality and ministerial challenges of working among Native
Americans in southern Arizona. Unfortunately, it was cancelled because of insufficient
enrollment, suggesting that the January Intersession is not a good time for such events.
Immersions are funded through student contributions and from a grant by the Wabash
Center to support diversity and to broaden understanding about how to effectively minister in a
multicultural world. The average cost of a one-week immersion is between $4,000 and $5,000.
Current grant funds are nearly finished, and the president of FST would like to continue this
program with steady funding for immersions built into the regular budgeting process of the
school.
Finally, expanding classroom learning through immersion experiences has allowed
students to come into contact with people of different cultures, and to learn from ministers
themselves how to be in multi-cultural environments. This is a goal of both the MDiv and MTS
programs. The immersions brought students into the lives of persons from different cultures in
order to begin to listen and learn about them as humans, not as the faceless “poor. Experience at
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White Mountain Reservation also allowed students to meet and observe the life of a Franciscan,
who has lived over 30 years among the people while praying and working and respecting the
culture. This contact was enriching and offers the example of a modern day friar who is living
out the Order’s missionary tradition of healing, reconciliation and evangelization. These
experiences highlight and strengthen the MTS program learning outcomes to “interpret/apply
theological learning in religiously and culturally diverse contexts” and to “collaborate in a spirit
of openness, mutuality, and intercultural sensitivity” and the MDiv program learning outcome to
“interpret and apply theological knowledge” (cf. Component Four).
Affiliation with the University of San Diego (USD)
The importance of FST’s affiliation with USD has been highlighted several times in this
report and deserves to be mentioned in this component as well. The affiliation is mutually
enriching and provides new opportunities for the faculty and students of both schools. The FST
faculty has the possibility of interchange with colleagues at the USD, a process that has grown
each year. The possibilities of collaborating in course development and team teaching are also
being explored. For students, there exist opportunities to explore the integration of theology with
professional sciences in global peace and poverty studies, leadership studies, micro-finance,
peace work, and counseling. This can be done through study at the School of Business
Administration, the Joan B. Kroc School of Peace Studies, the School of Leadership and
Education Sciences, and the Hahn School of Nursing and Health Science.
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Chapter Eight: Component NineConclusion, Reflection and Plans for Improvement
The creation of this self-study or institutional report provided an important opportunity
for all of the stakeholders of the Franciscan School of Theology to recognize and celebrate the
many strengths of the school. It also provided an opportunity to identify areas that need
improvement or growth and to strategize on the best course of action to address them.
Accreditation Discussion
As has been mentioned in Component One, monthly meetings of the faculty and staff
were held on the third Wednesday of the month during the fall 2015 semester to discuss the
reaccreditation process. The last of these meetings dealt primarily with a discussion of what the
school should include in Component Nine (cf. Minutes of the Accreditation Meeting for
Wednesday, December 16, 2015). A more complete summary of the meeting can be found in the
minutes, however the following points are presented for the purpose of this self-study. On the
positive side, the consensus of the faculty and staff of the school is that the Franciscan School of
Theology:
has a world-class faculty and a very competent staff.
has a capable administrative team and governmental structure.
is financially solvent and is aware of the need for long term sustainability.
has access to and makes good use of modern academic technology.
is keeping its mission to keep the Franciscan Intellectual tradition alive and is effective in passing it on to the students.
challenges students to apply their theological studies to the real world and to real situations and to integrate Franciscan values into their lives.
provides an environment for the staff faculty and students that is positive and pleasant.
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has developed and continues to strengthen its program development of both the MTS and MDiv programs.
has strengthened its process of student assessment through the use of portfolios and frequent discussions of student progress in a way that is meaningful, manageable and sustainable.
provides frequent opportunities for the faculty and staff to discuss their work and to be informed of issues and events that impact the school.
has a bright future based in great part on its location at the Old Mission San Luis Rey and its affiliation with the University of San Diego (USD).
has strengthened its relationship with the administration and staff at USD and is establishing a good institutional base for future growth.
has a diverse community and serves those who are non-traditional graduate students and is committed to working with them so they can become successful in a graduate environment.
has a library that serves the needs of its students very well and has a close relationship with the Helen K. and James S. Copley Library on the campus of USD
There was also agreement that there are areas that can be improved or developed. Foremost
among these include the need for the school to:
continue to strengthen its assessment of student learning and program development, especially with the MDiv program.
develop its electronic record keeping.
continue to redistribute the tasks for staff that were concentrated when FST moved to Oceanside.
explore the possibility of the expansion of the school through added office space and student housing.
investigate the possibility of adding Spanish language classes and programs.
improve its alumni relations and networking.
commit itself to expand its use of Information Technology for synchronous and asynchronous educational opportunities.
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continue to work on its strategic plan and a capital campaign to strengthen its endowment.
continue to strengthen its affiliation with USD.
Reflection on the Educational Landscape and Planning for the Future (CFR 4.6-7)
The fabric of this institutional review has taken shape within the framework of the
school’s move to the Oceanside campus and its curricular and service affiliation with the
University of San Diego (USD). FST’s self-study completed in November 2010 indicated that an
affiliation needed to be made with a major university for sustainability purposes. The affiliation
with the USD was decided upon for two reasons: sustainability in infrastructure and
sustainability in mission. The sustainability in infrastructure has been referred to throughout this
study as FST has a strong relationship with the USD in registration procedures, technology
delivery, library usage, and student services. Its placement at the Old Mission San Luis Rey, that
is owned and operated by the Franciscan friars, also helps create an economy of scale in terms of
materialities. The move to Oceanside was also accomplished in order to sustain FST’s unique
mission of training those in service to Church and society in the Franciscan spiritual, intellectual,
and social tradition.
For many years FST was part of a triumvirate of institutions in the English-speaking
world that delivered the Franciscan tradition. However, its two partners, the Franciscan Institute
located at St. Bonaventure University, Olean, New York, and the Franciscan Study Center,
Canterbury, English, have fallen on difficult times and no longer have robust graduate programs
in the Franciscan tradition. The initial self-study indicated that to establish itself for the future
FST needed to focus particularly on a unique niche in the educational market. In addition, as
many national studies have indicated, the decline in enrollment in divinity schools across the
United States, the closure of some institutions (most notably for FST, the Washington
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Theological Union), and the educational trend towards religious studies and inter-religious
curricula, placed the school in a precarious position in Berkeley. These general movements
occasioned the development of FST’s aspirational vision indicated in the introduction and the
affiliation with the University of San Diego.
Two market studies, the first completed June 3, 2011, and an Opportunity Assessment
dated March 18, 2013, shaped the move and initial beginnings at Old Mission San Luis Rey. In
addition, in order to sharpen its focus and develop a synthetic statement, the faculty and staff
held a “Brand Positioning Meeting” conducted by Dwight Riskey and Dennis Galligani on
October 2, 2014. This workshop led to a presentation to the Regents that identified the various
audiences of the school, the unique benefits of studying at FST, and the marketing logo:
Transforming Heart and Mind—Changing the World. (Cf. Summary in Regents Minutes,
November 14, 2014). These documents summarized the key elements of FST’s educational
vision.
FST’s own experience and several national studies of the changing contours of graduate
theological education provided further guides to the school. For examples, the possibility of an
online MDiv degree program was thoroughly discussed at the September 19, 2014 Regents
meeting and again on November 14, 2014. Eventually, the faculty determined that a completely
on-line degree program did not fit the overall pedagogical philosophy of integrating the affective
and intellectual dimensions of the human person. Hybrid courses seemed the better way to
develop the vision of FST. In addition, the mission of the school and its strengthening by the
move to Oceanside was reflected upon by the Regents at their February 19, 2015 retreat. Both
the president and members of the faculty made presentations on the institutional positioning of
the school in relationship to its educational mission in the world and the ethos of the Franciscan
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vision governing the school’s actions. The most prominent among the outside studies shared with
the Regents were those on “Financing Theological Education, 2001-2011” and “Effective
Leadership” (Cf. Regents minutes September 19, 2014, February 19, 2015). Over the five year
period some of the basic trends as they have affected FST’s future have been spelled out in a
statement outlining the importance of affiliation with USD on November 22, 2012 (cf. appendix
09.1); an article published jointly by the President of USD and the President of FST in
Theological Education (cf. appendix 01.1); and the annual visioning statements of the president
given to faculty and regents dated August 23, 2013, August 26, 2014, and September 9, 2015.
The Regents at their annual retreat in February 2015-2016 will begin in earnest laying the
foundations for a new strategic plan.
The move to Oceanside and location at Old Mission San Luis Rey has strengthened the
mission of FST in other ways. The environment in southern California may be referred to as a
“ministerial laboratory.” A large multi-cultural parish is contiguous to the school grounds as is a
retreat center that serves over 6,000 people a year. In-service placements for the training
programs are readily available. Placement at the Old Mission, that was founded in 1798 with its
strong Hispanic roots and large spacious grounds, makes FST a much more appealing place to
study for large numbers of Hispanic and Asian peoples. The closeness of the border and the
Pacific Rim has opened up the programs to Franciscan friars from Mexico, Korea, and Vietnam.
The strong presence of the poor in the surrounding area and the intensity of questions of
immigration provide a concrete social setting for addressing the relationships between a faith-
based educational institution and larger social concerns. Lastly, FST’s placement in southern
California makes it the only graduate school of Roman Catholic theology south of Los Angeles
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and provides a rich market for outreach to the dioceses and Roman Catholic communities in San
Diego, San Bernardino, and Orange counties.
Changing trends in the relationship between Church and society in the United States and
the marginalization of moderate religious concerns from public discourse create an educational
need for ministers and practitioners in non-profits to address the relationship between secularity
and faith. FST’s own theological tradition and its alliance with the professional schools at USD
are designed to provide the best possible training for its students and graduates. While the
curricular relationship with USD needs to be more strongly addressed, as noted throughout this
study, the potential to unite faith-based study with non-profit management, global poverty and
peace study, leadership and counseling courses, micro-finances and contemporary business
concerns is enormous.
In all of these areas, and particularly in the area of creating long-term financial
sustainability, FST’s growth trajectory is clear. Having laid a considerable foundation in the last
three years, the future opens up before the school at this time. With the completion of the
training program in Berkeley and the graduation of the last students from that location, a corner
has been turned in the school’s history. The school is now in a position that allows it to focus
more of its attention and energy on the recruitment of new students (cf. appendix 09.2).
The Franciscan School of Theology anticipates the future with hope that having come
this far the community of academic expertise and generous support that has gathered around the
school and its vision will continue even more generously to help create the path forward.
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