Strategic Plan 2008–2012
For a number of years, the Board of Trustees worked with the document called ‘The Bicentennial
Plan—2012.’ This was more a list of implementations than an overall strategy, which took account
of who we are, what our resources are, and what we can do, know, and give.
This document is an attempt to draw these implementations together, while taking full account of
our mission and what we ought to do, know, and give in the light of all that we have been given. It
begins with the Seminary’s Mission Statement.
The Mission Statement of Princeton Theological Seminary
Princeton Theological Seminary prepares women and men to serve Jesus Christ in ministries
marked by faith, integrity, scholarship, competence, compassion, and joy, equipping them
for leadership worldwide in congregations and the larger church, in classrooms and the
academy, and in the public arena.
A professional and graduate school of the Presbyterian Church (U.S.A.), the Seminary stands
within the Reformed tradition, affirming the sovereignty of the triune God over all creation,
the gospel of Jesus Christ as God’s saving word for all people, the renewing power of the
word and Spirit in all of life, and the unity of Christ’s servant church throughout the world.
This tradition shapes the instruction, research, practical training, and continuing education
provided by the Seminary, as well as the theological scholarship it promotes.
In response to Christ’s call for the unity of the church, the Seminary embraces in its life and
work a rich racial and ethnic diversity and the breadth of communions represented in the
worldwide church. In response to the transforming work of the Holy Spirit, the Seminary
offers its theological scholarship in service to God’s renewal of the church’s life and mission.
In response to God’s sovereign claim over all creation, the Seminary seeks to engage
Christian faith with intellectual, political, and economic life in pursuit of truth, justice,
compassion and peace.
To these ends, the Seminary provides a residential community of worship and learning
where a sense of calling is tested and defined, where Scripture and the Christian tradition are
appropriated critically, where faith and intellect mature and life-long friendships begin, and
where habits of discipleship are so nourished that members of the community may learn to
proclaim with conviction, courage, wisdom, and love the good news that Jesus Christ is
An Honest Appraisal of Where We Are
I. Who are we?
Princeton Theological Seminary is a professional and graduate school of the Presbyterian Church
(U.S.A.) with a primary vocation to theological scholarship and instruction within the Reformed
tradition. It is blessed with an outstanding faculty and a decades-long reputation for academic
excellence. It has a remarkably motivated and well-qualified student body. It offers degree programs
for the M.Div., M.A., Th.M., and Ph.D. Situated on an historic and beautiful campus, it finds itself
immediately adjacent to one of the world’s most highly regarded universities. It has a long history of
producing leaders for the church both in the U.S. and abroad. Financially, it is strong enough to rely
largely on endowment for its operating budget, and can balance fee income against financial aid. A
significant portion of the annual Th.M. cohort is from the world church. The Seminary maintains
one of the very best and most accessible theological libraries anywhere. The Speer and Luce
libraries, with their maintenance and collecting policies, are a magnet for scholars from all over the
world. The Seminary is blessed with a strikingly beautiful chapel and tracker organ. It provides
residential housing for single and married students, as well as for the majority of faculty. The
Seminary is well-equipped and has made considerable investment in information technology. This
includes facilities for speech and audiovisual training, etc.
The Seminary is a complex institution with resources unparalleled among its peers. Among its
academic strengths are:
• A well qualified and prolific faculty of 51 persons (plus an average of 25 adjuncts)
• A highly qualified, committed, and motivated student body
• A Center of Continuing Education
• A flourishing Association of Black Seminarians
• The Hispanic Theological Initiative
• The Hispanic Leadership Program
• The Asian American Ministry Program
• The Institute for Youth Ministry
• The Tennent School of Christian Education
• Field Education
• The Dead Sea Scrolls Project
It is supported by:
• The Dupree Center for Children
• The ARAMARK food service
• The Theological Book Agency (TBA)
• Various recreational facilities (gym, pool, athletic field)
• A full-time maintenance and facilities staff
• Professional business and accounting services
Its public outlets include:
• The Princeton Seminary Bulletin
• Theology Today
• A constantly evolving website
What is the world in which we live at the beginning of the third millennium?
• A world in which many nations are struggling to establish and maintain viable democratic
governments and productive economies with protections of human rights.
• A world in which disparities in wealth, availability of health care, clean water, and mortality rates
vary greatly between northern and southern hemispheres and within countries everywhere.
• A world in which freedom of religion, speech and the press is often violated, and access to
educational opportunities, learning resources and cultural exposure is widely restricted.
• A world in which Christianity’s center of gravity has shifted within the space of a century from
the northern to the southern hemisphere, where some of the most momentous action in World
Christianity is occurring today.
• A world in which today’s most ‘representative’ Christianity is no longer European or North
American but Latin American, African, and Asian.
• A world in which tremendous differences and lack of understanding exist among the world’s
different religions and philosophies.
• A world in which Christianity is divided against itself in terms of basic understandings of human
sexuality, economic systems and the relation of creation to ecology and evolution.
• A world in which bio-engineering, geo-engineering and social systems-engineering are
reconstituting our life worlds with little theological or ethical guidance.
This world is also:
• An endangered world in which both very high consumption patterns and the desperate efforts of
the very poor to get food, shelter and fuel threaten the environment.
• A changing world in which digital technologies and communications media are reshaping the
ways people live, work, think, relate, understand and practice their faith.
• A competitive world in which explosive new opportunities in science, law, business and medicine
draw many of the best and brightest young people into non-clerical professions.
• An engaging world in which the discourse of theology, the guidance of ethics and the practice of
ministry are moving into settings that extend far beyond congregations.
• A shrinking world in which large developing societies – China, India, Brazil, Chile, Indonesia,
Malaysia, South Africa and Nigeria – will challenge every hegemony.
• An expanding world order in which new transnational institutions and movements—the World
Bank, IMF, WTO, corporations, Non-Governmental Organizations—limit the sovereignty of
nation-states, and blur national and cultural boundaries.
There are other factors, of a particularly western kind, which affect an institution of learning such as
ours. As part of our context, we see:
• The rapid increase in the breadth of knowledge in modernity, together with a conviction that its
range must be assimilated
• A consequent externalizing of learning as fact-like information, which is then “learned” in
isolation from its implications for human participation in growth and wholeness
• A displacement of accepted authorities in truth and morals
• Stable forms of life – including the Christian faith – are destabilized by a series of complex
• Increasingly diverse corporate expressions of Christian conviction and practice in America,
(some in continuity with traditional ecclesial forms and denominational norms, but many
discontinuous with these traditions) which are shaped by (a) distinctive ethnic and/or
generational cultures and (b) an array of musical traditions
• Social fragmentation by resurgent identity politics, fundamentalist militance, cultural clash, and
visible increases in economic inequality
• A proliferation of information and “values” through IT
II. What is our mission?
From those to whom much is given, much is expected.
Our vision is constantly to be attentive to the calling of Jesus Christ today, maintaining integrity with
our past while ever listening and reaching out to a changing church and world. In pursuit of this
vision, we are a mission-driven school, a hybrid institution that embodies outstanding pedagogy,
research, and leadership in service to the church. Our vision is to be a community of hospitality,
dynamism, learning, transformation and faithfulness.
How, as an institution with commitment to the church, financial stability, academic freedom,
enormous resources and highly qualified faculty, may we respond? What is our distinctive MISSION
in the first two decades of the third millennium?
The heart of our mission remains that of theological learning and education, honoring diversity and
unafraid of change, for the service of God, in this place and time, using the gifts which have been
given us, to prepare women and men for leadership worldwide in congregations and in the larger
church, in classrooms and in the academy, at the local level and in the public arena.
1. Curriculum: Mission as an educational endeavor
Our academic curriculum and our mission must be closely interlocked. This means that
awareness of the changing world and our unique ability to reach out as a place of Christian
learning, should galvanize our every activity and choice.
Currently, the range of courses offered is enormous. It testifies to the industry, creativity and
intellectual fertility of the faculty. New areas are constantly added.
Despite such range and every good intention, the curriculum (as focused requirement for
students in service of the church) is difficult to navigate and without a clear overall strategic
What we teach and how students may most effectively learn is challenged by our mission, not set
by an institution’s previous reputation and the more stable world of yesterday.
Consequently, over the next few years, we will engage in an increasingly deep review of
our academic programs and courses. For whom are they intended and for what purpose?
The interrelation of curriculum and mission should encourage us to ask different questions.
Overall curriculum strategy should consider:
• Mission relates to how we deal with both plenitude and with shortages. Out of our plenty
(instructional and material), we have corresponding blindnesses, so how may we become less
blind in the midst of plenty?
• In any place of convictions, passion and faith may develop narrowness. How may we
become able more adequately to address diversity? Historically, at least in the developed
west, diversity is addressed through increasing tolerance. Yet, mere tolerance tends to evade
other explanations of difference and ultimately leads to a shallowness of koinonia
(community). This points to the challenge of combining a deepening evaluation of diversity
with the ability to maintain a coherent ethos within the trajectory of the Reformed tradition.
2. Governance: Mission as a collective endeavor
Our sense of vision will necessarily affect how we understand ourselves, what our priorities are,
and what the partnerships are that we cultivate. As a seminary of the church, the thriving of such
values is linked to the quality of collegiality.
• Governance is not to be separated from collegiality and is intimately related to the shared
creation of an ecology within which the values we seek are best able to flourish.
• Governance is not to do with everyone doing the same thing, but recognizes an appropriate
separation of the powers.
• Governance is formative as well as participatory and relates also to faculty, staff and student
• The seminary faculty will continue to be a community of highly qualified scholars whose
shared commitment is to the formation of competent leadership for the church in its diverse
forms. The development of the faculty will emphasize their skills as teachers, mentors, and
• We believe that a faculty flourishes best in a context which is both supportive and stretching.
Stretching operates through peer review, feedback from student assessment, contact with
guilds, opportunities for research, exchange and collaborations.
3. Collabo rations: Mission as an interactive endeavor
Traditionally, pastors have dispensed the sacraments of Jesus Christ, interpreted scripture,
pointed others to God, set an example in moral living, and provided reassurance in times of
distress. A generation ago, this tradition focused upon the individual pastor and his or her
professional preparation by the Seminary.
Today, we live in a world with less confidence in finality, and growing awareness of the human
cost of individualism and the importance of the biblical vision of a people called and formed for
The same pastoral responsibilities continue, but the rapidly changing global and local contexts
require more collaboration with other disciplines and engagement with other faith traditions.
This strategic document addresses new and expanded initiatives that can enhance our service to
the gospel in the decades ahead. That service to the gospel remains crucial, which means that
our long tradition of theological scholarship in service of the church will not be compromised. A
responsibility for pastors today is to enable others in community to see beyond shallow
certainties. All our seeing is limited; all our judgments are partisan; and much of the world is
beyond Christian comprehension.
Therefore, the Seminary’s service to the church in the 21st century must include the following
• Formation of leaders who will be fluent, courageous spokespeople who are capable of being
both insiders and outsiders. They will be leaders who do not fear, but welcome, what is
unfamiliar and complex.
• Challenge the sectarianism of modern intelligentsia and cultural and national xenophobia.
• Engagement in interfaith dialogue with the world’s religions, both here and abroad, with
special attention to the Abrahamic family. Involvement in building two-way bridges toward
the Hispanic presence in the U.S. in which all leaders will learn to negotiate cultural
differences from either end.
In furtherance of these objectives, the Seminary will seek to create a series of collaborations of
different kinds. They might include:
• Collaboration with world-class research institutions (dialogue and multifaceted collaboration
with Princeton University will be encouraged at every level).
• Collaboration with world institutions in the southern hemisphere (possibly Near East School
of Theology; Trinity, Singapore; St Paul’s, Limuru; Bangalore)
• Collaboration with a selection of American graduate and professional schools (law schools,
medical schools, business schools)
• Collaboration with local congregations both at home and abroad
All faculty would be encouraged if possible to engage in at least two such exchanges during any
12-year period at Princeton Theological Seminary, thereby gaining cross-cultural experience, and
enabling exchange partners to teach on our campus.
In a similar way, we would seek to encourage at least four kinds of visitors:
• Those with brilliant research records and reputations who will challenge us intellectually,
and make specialist use of our libraries
• Those from places where Christianity is either struggling or abundant in very different
ways, who will challenge our parochialism and the narrowness of our plenitude
• Those from sister professional schools who have greater wisdom and experience than we
of contemporary secular culture and the world our students will enter.
• Those who are on the cutting edge of truly effective ministry in this country.
III. What is our strategy?
The revision of our curriculum will focus on a series of very specific outcomes at course
level (a street map), controlled by a series of overall outcomes agreed with the faculty at
curriculum level and reflecting our expectation of what our students should know today and
what they should be able to do upon graduation (a city map).
Our goal for our students is to convey an awareness that wisdom is not an abstract
possession, but a living discernment of the ways of God in each situation.
Emphasis throughout is to move beyond the assimilation of fact-like information, and
encourage the acquisition of wisdom, growth, and maturity. This is to do with spiritual
formation. Thus, our revision is ultimately constructed by a set of habitable values or
applied competencies (a state map) for living in the 21st century. These virtues are indicated
in the Seminary’s Mission Statement:
There will always remain a need for the acquisition of hard skills, finely honed judgment, and
detailed knowledge which may only be gained from immersion in a particular discipline. As a
place of excellence, we will always continue to pursue such disciplines so that our students
may gain such knowledge and skills.
However, in revising our curriculum, we will find that many of the most significant and
exciting possibilities for ministry and the needs of our congregations and the church-at-large
require that we cross boundaries and become interdisciplinary.
Curricular decisions made in 2006 will be reviewed in five years, so we are beginning a
process of constant mission-related self-evaluation.
Attention to better governance will become an institutional goal:
• The effectiveness of faculty is diminished through lack of feedback, over-large classes, and
inability to interact with colleagues.
• During the planning period, regular faculty review will be reintroduced. Class sizes and
faculty load will be monitored.
• The faculty has asked repeatedly for the creation of focused opportunities for greater contact
between the Board and the seminary community. This request should be honored to enable
broader consultation in defined areas, but without eroding the prerogatives of either the
Board or the Administration.
• It is an aim to devolve a number of faculty-related budgets to subcommittees elected by the
faculty. These will include research grants and additional travel.
• Every effort will be made to encourage the semi-independent constituents of the Seminary
fully to become members of a single institution sharing a common mission with a rational
and transparent allocation of resource.
• The Board is encouraged to explore the collaborative relationship to the Center of
3. Integration of part-time education and full-time education
Learning is a form of awakening. Life-long learning is not so much to do with the creation of an
endless market (as it is often portrayed) as with responding to an awareness that all our knowing
is limited, and that we grow only by being encouraged to venture ever further from our comfort
We live in a world that is more dynamic than ever: technology is propelling changes in every
sphere of life at breakneck speed. One of the most important and fundamental survival skills in
the 21st century is the ability to adapt, change, and grow.
A planning priority will be to integrate part-time and full-time learning, providing ladders and
pathways between them, access to transferable credits, and acquisition of seminary-awarded
certificates as well as degrees.
Under new direction and subsequently a new name, Continuing Education will engage in a series
of partnerships and offer a range of short courses. There will be a variety of delivery systems.
4. Student Life
An implication for all of the above will be a strategic bringing together of the implicit curriculum
of growth, maturity, wisdom, integrity, confidence, and practical skills with the overt curriculum
of academic studies.
This will become a priority for the newly appointed Dean of Student Life, who will take a
leadership role in planning strategies for the spiritual and character development of students in
their lives here.
Issues to be addressed include:
• Need for better orientation and transition into theological study
• Cross-cultural component of seminary experience and need to prepare students to fill
ministerial posts in multicultural situations (eg. teaching Spanish)
• Need for emphasis on placing students upon graduation, whether in congregations or in
• Need for community building across the ‘4-mile divide’ between the main campus and CRW,
and the gap between single and married students
• Holistic student development concerns—beyond the classroom, including food service,
physical wellness, childcare, etc.
• Academic advisement
• Re-think pedagogical practices and student assessment; collaboration instead of competition
• Online registration; course schedules made available well in advance
• Spiritual formation and faith development
Another important issue is the question of student indebtedness and financial aid:
• A bicentennial goal has been to reduce student debt levels.
• Lately we have decreased the amount of aid offered to our M.Div. students, and the
percentage of M.Div. and M.A. students borrowing federal loans increased from 42% in
2000–01 to 58% in 2004–5. Average debt per student increased by 32% over that period.
Relating to the financial aid question is the issue of PCUSA student enrollment:
• We are committed to the board-mandated goal of enrolling a significant majority of PCUSA
students into the M.Div. class each year.
• Recently, we have noted a substantial decline in the number of PCUSA applicants to the
• Should we fund PCUSA students at 100% of need and non-PCUSA students at 90%?
• Should we expand the PTS Presbyterian Loan Program to include junior year instead of only
middler and senior years, and increase the maximum per student per year from $2,500 to
• Should we expand the EFN (Exceptional Financial Need) Grant program to include junior
year instead of only middler and senior years and increase maximums per year?
5. Information Technology
The Seminary’s IT has been the subject of an external review.
The review is positive and constructive and points the way toward a harmonization of the
Seminary’s IT systems and practices.
The recommendations of the IT review will become a strategic priority, together with moving
the IT hub and offices from the Templeton Hall basement where they are at risk from water
6. The Seminary Libraries
The seminary libraries constitute one of the most distinctive and valuable assets of the
institution as a whole.
Part of the present curriculum renewal will be to devise and implement ways in which
independent research and other forms of library use can be increased and integrated with
The mechanical systems in Speer Library are exhausted, and future storage capacity is limited.
The firm of Einhorn, Yaffee, and Prescott was hired to produce preliminary conceptual studies
on a new library.
In 2008 the board approved a project to provide space for traditional and new library services,
growing paper and digital collections, and the Seminary’s Department of Information
The libraries are of significance for the worldwide Christian communities. Library plans are
being developed to maximize collaboration with libraries here and abroad.
The long-term goal is to enhance and enlarge the Seminary’s libraries, granting ever greater
access and being able to provide hospitality to and collaboration with as wide a community as
Cataloguing of material in the Reformed special collections will be seen as a strategic priority.
7. Master Planning
All of the above relates to the campus master planning project.
Campus master planning goes hand in hand with curriculum renewal and the sense of purpose
and vitality we want to bring to the Seminary, yet master planning is a consequence of a vision
for the Seminary rather than the independent driver of one.
The Board has already agreed to two initial stages of the campus master plan:
• To permit requests for plans and costs for new library facilities
• To pursue plans for a collaborative rebuilding of the student accommodation at CRW
We understand our provision of accommodation as being one of our greatest gifts. At its best,
residence fosters community and life-long friendships. However, other questions remain
which are harder to resolve:
• To what extent should we plan to remain exclusively residential for the medium-term
• What kinds of students will we serve? (Will we see more second-career students, who will
prefer not to live in dorms?)
• To what extent should we continue to provide housing for employees?
• What should be the proportion between M.Div. students, Ph.D. students, and visiting
• How and where are faculty offices best provided?
8. The Bicentennial Campaign
• The Seminary’s donor base is too low to embark on a campaign without a great deal of
• Physical decisions about library and rebuilding of CRW will need to be confirmed and
• A successful campaign will depend on support from everyone, and faculty involvement will
be crucial. The faculty needs to share in the selection and planning for funded projects.
• A successful campaign is guided and energized by a vision and a shared sense of mission.
Projects which become part of the campaign should reflect the outward-looking
perspective of this document as a whole.
9. Financial Affairs
The Seminary’s business practices will model principles of Christian stewardship for the
seminary community and for those with whom business is conducted.
The Business Office will continue to uphold the highest standards of financial, resource and
risk management, probity and accountability, by complying proactively with statutory and
regulatory requirements, and by ensuring effective, transparent and accountable governance
in line with best practice.
Implementation of Strategic Plan 2008–2012
• Implement the revised curriculum and academic curriculum for the Master’s of Divinity
• Complete re-design of the Th.M., M.A., M.A.T.S., and Dual Degree programs in alignment
with the revised M.Div. program.
• Focus upon the “junior year experience,” stressing theological integration and formation of
life-long learning skills
• Continue to develop the Short Term Courses as opportunities to provide needed
diversification and enrichment of course offerings and teaching personnel.
• Initiate Blackboard program for course evaluations.
Program Evaluations and Revisions
• Implement decision to close the D.Min. program
• Continue and complete review and revision of the Ph.D. program
• Initiate, in cooperation with Center of Continuing Education, credit-bearing courses and
programs to serve both ministerial leaders and congregations
• Review and revise the structure and staffing of the Office of Academic Affairs
• Continue development of comprehensive academic plan, with focus upon reduction of
faculty to 46 positions by 2010
• Enhance ethnic diversity through strategic focus of faculty searches
2. Improved governance the goal is to become members of a single institution sharing a common
mission with a rational and transparent allocation of resources.
• Steps are being taken to ensure that communication is more inclusive.
• The Executive Council is the synoptic decision-making body in the Seminary.
• Better use of focused opportunities are provided for dialogue between the Board and all
Seminary constituents (faculty, administration, students).
• Institution of regular meetings are provided between faculty and students.
3. Integration of Continuing Education and full-time education, probably with a change of
The goal is to broaden constituency by providing theological continuing education to leaders of
the larger church serving in vocations in addition to ordained ministry.
Complete review, assessment, and development plans of programs currently under the purview of
Con Ed, including:
• Con Ed Programming
• Con Ed Operations
• Con Ed Conference Services
• Hispanic Leadership Program
• Hispanic Theological Initiative
• Engle Institute
Gradual incorporation of off-campus programs under a common vision of teaching and learning,
including the Institute for Youth Ministry, which is now fully incorporated into Con Ed.
4. Student Life
• Begin “Transition Groups” for new students that begin with orientation and continue
through the first year with mentorship of Department of Student Life and various other
administrators and volunteer faculty
• Strategize and evaluate potential for growth in wholistic health initiatives, such as:
▪ New Wellness-Fitness Center at CRW
▪ Financial or services incentives for participation in wellness programs
• Evaluate future needs and optimum staffing for student counseling and wholistic health
• Work with West Windsor redevelopment team to optimize student services at CRW;
▪ Plan for social space for student gatherings
▪ Enhance on-campus facilities for commuting students
• Begin programmatic initiatives in Office of Multicultural Relations, such as
▪ L.I.V.E. (Learning, Inclusion, Vitality and Exploration) Symposium; Making Room at the Table in
cooperation with Office of Admissions and Financial Aid
▪ Intercultural Dialogue Forum
▪ Workshops on enhancing full participation of the diversity of voices in the classroom,
beginning with student leaders, Teaching Assistants and Teaching Fellows
• Continue to encourage and support full participation in Chapel worship that is reflective of
the diversity of the community
Admissions and Financial Aid
• Begin to develop strategies for participation with PC(USA) presbyteries and congregations
for raising up leaders from the church and for vocational discernment, especially to maintain
Board of Trustees-mandated goal of an M.Div. student body of at least 50% Presbyterian
• Continue to seek rich diversity in the student body, especially through such programs as the
“L.I.V.E.” Symposium in cooperation with the Office of Multicultural Relations
• Begin to think strategically about maximum tolerance for student debt
▪ Is there a maximum debt load beyond which students ought not to be attending a
▪ More active interpretation to congregations and denominational judicatories about the
need to support students financially
• Implement new admissions procedures integrating Ph.D. electronic admissions application
into the procedures of the Office of Admissions and Financial Aid
Student Leadership Development (Student Government and Deacons)
• Encourage student leadership service
• Provide training and experiential opportunities
• Invite student leaders into problem-solving processes
• Implement new and revised Student Handbook with careful attention to:
▪ Higher minimum academic standards
▪ Clarification of expectations for academic integrity
▪ Clarification of expectations for life in community
▪ Clarification of procedures for rehabilitation at the occasion of breach of academic
• Increase the number of PTS M.Div. graduates entering pastoral ministry in their first two
years after graduation
• Encourage longevity in ministry
5. Information Technology
The information technology program can be divided into two overlapping areas: administrative
and academic programs and projects.
The primary administrative program is the Jenzabar software system, which integrates finance,
development, admissions, alumni/ae, advising, and student/registration modules.
The primary academic system is the Blackboard system, which contains individual course web
sites and online community communication functions. The Blackboard system is a hybrid, which
is a teaching tool, a mechanism for creating community, and an electronic reference library. It
bridges the gap between the library building and classrooms.
The Information Technology Department operates through a careful balancing act
encompassing three types of management:
• Facility management: Various campus locations where physical technology centers are
maintained, including the Media Studio, three student computer labs, the Media Lab and
Academic Services Center, as well as inter-building connectivity, including dorms and
• Utility management: Somewhat like the telephone company, IT manages all network and
telecommunications systems, including email, internet access, media streaming, cable and
satellite support, etc.
• Customer service support management: This includes hardware, software, printing, and
network support for administration/staff and faculty, as well as network connectivity
support for students.
In 2005, an external audit of the organization and operations of campus technology was
performed by Kaludis Consulting. The final report highlighted the strengths of the technical
infrastructure and encouraged a more integrated approach to the organizational structure.
Further, it noted the need for continued support and maintenance of the technical systems and
staff, and confirmed that there has been appropriate budgeting and funding for technology
projects on campus.
The report also supported the use of outside consultants as presently used for evaluation, risk
management, and project support.
The main recommendations from the audit report included:
• Ending the "silo mentality" at the Seminary by integrating systems where possible, improving
interdepartmental communications, and creating three campus groups to encourage
community involvement in decision-making about technology throughout the community.
• The integration of the Seminary’s external content-based Internet and its internal
administrative-based Intranet by implementing the Jenzabar web portal solution.
6. The Seminary Libraries
• Support the “Working Library Committee” to refine conceptual drawings in light of faculty
and student input and the evolving library vision document.
• Support the ad hoc trustee Library Committee as it works with the Working Library
Committee, the architects, and the Facilities and Seminary Relations committees of the
• Complete pre-construction preparation: maximize space for collection growth until
construction (15,000 books per year), process large manuscript collections, and provide
detailed plans for interim library service.
• Realign technical services areas (acquisitions, serials, and cataloging) with new models of
acquisitions and access, relying on outsourcing where possible and feasible.
• Develop library-wide infrastructure requirements, policies, and procedures and bring
together current digital projects in a consolidated digital library initiative.
• Lift up the role of the library in the current curriculum review process.
• Invigorate Seminary bicentennial publication projects with publicity and author support.
7. Campus Master Plan
In our facilities master planning work, we currently address the following issues:
• Given the institution’s mission, what is the appropriate physical plant required to support it?
• How can the Seminary’s existing physical resources be most efficiently used (including
changes in use) to support the school’s mission?
• What existing facilities need to be replaced or renovated?
• What additional facilities need to be constructed or purchased, and what is the timing?
• How will provision of the ideal physical plant be funded?
• Can we join in partnership with others to provide most economically appropriate physical
While we currently are focused on redevelopment of the West Windsor campus and
expansion/renovation of the library, we are also attuned to how best to provide residential
housing for single students, studies for faculty, student recreational and other services, and a
host of other issues.
8. Seminary Relations
In preparation for a Capital Campaign and Bicentennial Celebration
• Adhere to campaign timeline and campaign assignments
• Establish major donor prospect portfolio for each development officer
• Schedule and plan presidential briefings
• Implement new staffing plan for department
• Continued planning for Bicentennial
• Strengthen the Annual Fund for Princeton Seminary: Stepping Forward in Faith
• Create a culture of pro-active and intentional fundraising in alignment with strategic plan
• Improve access to and leverage available data
• Alumni/ae Annual Giving: Increase by 5%
• Class Steward Program: Expand role, integrate with reunion, reduce expenses
• Strengthen church relations program
• Increase electronic communication
• Develop online magazine version of inSpire
• Blogs and other social media to discuss issues in theology and culture and share resources
• Continued development of the website
Alumni/ae Relations Goals
• Reunion 2008
▪ Increase attendance 25%
▪ Create reunion week, 2009, in collaboration with Continuing Education
▪ Increase use of technology for career reports and communication
• AAEC: Increase leadership role for:
▪ Reunion programming
▪ Alumni/ae gatherings
▪ Communications with constituents and seminary community
9. Financial management
In order for the Seminary to be able to fulfill its mission, in this generation and in those to come,
it is critical that adequate financial resources be available. In addition to prioritizing the
appropriate practices for both raising funds and investing existing financial resources, the
following financial goals will be emphasized:
• Conduct the Seminary’s annual operations on an efficient and balanced budget basis
• Adhere to a fiscally responsible endowment spending policy as set by the Board, in order to
protect the future purchasing power of the fund
• Maintain appropriate systems, controls, policies and procedures such that the Seminary’s
financial transactions are accurately and efficiently recorded
• Keep in force adequate policies of insurance in order to protect assets of the institution