FORM - Association of Theological Schools / Commission on Accrediting

Petition for Educational Experiment

for consideration by the ATS/COA Board of Commissioners
Commission-accredited schools must petition for approval prior to implementing an innovative educational program or approach that is not addressed in the Standards. Such is considered a substantive change and will be treated by the Board as an experiment that, if approved, must be evaluated in light of the Standards over several years to determine their effectiveness and ongoing status. In its petition, the school must demonstrate that the experiment ensures educational quality, congruence with the school’s educational mission, and coherence with the values of theological education. If the experiment requires alternative standards (from those normally applied), the school must demonstrate the need for an alternative assessment approach, that students will receive equivalent benefit, and that students will not be harmed through the application of the educational experiment (see Policies and Procedures, IV.G-IV.G.1).

Examples of petitioned experiments include:
- A petition for an exception to Standard 5.15 regarding PhD/ThD residency that replaces on-campus coursework with synchronous online courses or with courses offered at additional locations (see Policies and Procedures, IV.E-G).
- A petition for offering half or more of a degree program through competency-based theological education (CBTE) based on courses and/or credits (see Policies and Procedures, IV.D.1 and the Guidelines for Competency-Based Theological Education).
- A petition for a Title IV competency-based direct assessment program not based on courses or credits and also needing U.S. Department of Education approval (see the separate Guidelines for Direct Assessment and Petition).
Given the necessity of prior Board approval and the complexity of these types of substantive change, schools are encouraged to consult with their Commission staff liaison before submitting this petition form. In completing this petition, please include links to additional documentation as requested or as deemed helpful. Your Commission staff liaison will contact you if there are any questions regarding this petition.

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Please note: you are able to save and return to this form as needed. Click "Save" at the bottom of any page and enter your email address. An email will be sent to you from Jotform (via noreply@jotform.com) which contains a link to your form in progress.
i. Name of school:
ii. Contact information for person submitting this form:

First Name (MI)Last Name
iii. Title:
Position title of person submitting this form
iv. Email:
A copy of your form will be sent to this address
v. Indicate the nature of this experiment:
Once selected, complete the items on the following pages to describe this experiment

Implementing a PhD program where at least half of the coursework is not delivered on campus

(cf. Standard 5.15)
1. What is the name of the PhD program?
(e.g., "Doctor of Theology in Social Ethics," "Doctor of Philosophy (Practical Theology)," etc.)
2. Is this PhD program a new degree?
3. If approved, when would this experiment begin and for how many years is the school requesting this experiment be conducted before a final decision on its ongoing status is made by the Board?
3a. Start date for this to begin:
Indicate both year and term
3b. Number of years for the experiment:
(NB: typically three to five years)
4. How will this program be delivered? (check all that apply)

Other
*If indicating 4b. (above), provide the complete address for that location:

Street Address

Street Address Line 2

CityState / Province

Postal / Zip CodeCountry
5. Describe the rationale for this experiment:
6. Describe the resources and support the school has to implement this experiment:
6a. If online, describe the school's technological resources and support:
Include name of online products and training provided (cf. Prompt 4a, above)
6b. If at additional location, describe the adequacy of that facility for a PhD:
(Cf. Prompt 4b, above)
6c. If through independent studies, describe the nature and extent of those studies:
(Cf. Prompt 4c, above)
6d. If any additional costs are involved (e.g., for faculty, technology, library, etc.), please describe those costs here:
7. How will this experiment be evaluated, especially in terms of documenting that students have achieved the student learning outcomes for this degree? (Evaluation of the experiment is to follow the Standards of Accreditation. If the experiment requires alternative standards, complete question 8.)
Include link(s) to appropriate document(s) (e.g., educational evaluation plan)
8. If the experiment requires alternative standards for evaluation, demonstrate the need for an alternative assessment approach, that students will receive equivalent benefit, and that students will not be harmed through the application of the educational experiment (per Policies and Procedures, IV.G). If not applicable, enter N/A.
Include link(s) to appropriate document(s) (e.g., educational evaluation plan)

Implementing a degree program offering half or more of the degree through competency-based theological education (CBTE) based on courses and/or credits

See Policies and Procedures, IV.D.1 and the Guidelines for Competency-Based Theological Education for an explanation of the following questions. (Note: A Notification Related to a Degree Program must be filed at least 30 days in advance if a school wishes to offer 25-49 percent of an approved degree through CBTE. No notice is necessary if less than 25 percent of a degree program is to be delivered through CBTE. If a Title IV program will not be based on courses and/or credits, see the Guidelines and Petition for Direct Assessment.)
1. Describe the rationale for the CBTE program, including what needs it will meet and how it will demonstrate student achievement, how it aligns with the school’s mission, and a succinct description of the program (see Standard 1.1).
Consider providing link(s) to any helpful documentation
2. Describe the competencies for the CBTE program, which align with the expectations of the applicable degree program standards. The proposal must include competency definitions, documented instructional engagement, learning outcomes that students must attain to be awarded the credential, feedback cycles that document ongoing formation, and behavioral-based performance indicators potential graduates must demonstrate in order to earn the desired credential. The proposal must describe structured learning activities designed, reviewed, and approved by faculty to help students move from their current levels of performance utilizing new learning to achieve intended outcomes. The proposal must describe faculty-designed developmental learning pathways including the learning activities associated with each competency, such as seminars, synchronous or asynchronous online sessions, reading and writing assignments, exams, ministry activities, study groups, mentoring sessions, church-based activities, etc. (see Standards 3, 4, and 5).
If needed, provide link(s) to where these issues are addressed more fully
3. Summarize how those competencies were developed, including the involvement of faculty and other professionals (e.g., church leaders), with some indication that graduates of the program will find appropriate placements (see Standards 7.10-11 and 8.8).
4. Summarize and provide the plan for assessing those competencies, based on the institution’s established program and process of evaluation, including direct and indirect measures and especially performance-based assessment tools, as well as clear rubrics and benchmarks, that are aligned with criteria named in expected outcomes. “Mastery” should be clearly defined with the expectation that students will demonstrate a pre-determined level of achievement of all competencies before any degree is awarded. Evaluation also ensures regular review of CBTE programs describing how evidence is documented, how consistency is assured, and identification of any areas of weakness in order to make immediate improvements (see Standards 2.5-6).
Include link(s) to appropriate document(s)
5. Describe the involvement of qualified faculty with appropriate subject matter expertise who are engaged in design, delivery, and oversight of program content as well as evaluation of how and how well the competencies are achieved, along with other persons or agencies involved in student evaluations. The petition must list faculty and others who will be involved, their roles, specific activities, and qualifications. While those other than faculty may be assigned important roles in supporting or assisting students, they must not replace the essential role of faculty or instructors (see Standard 8).
Provide link to all faculty in the program, their roles, and qualifications
6. Describe how regular and substantive interaction between qualified faculty and students, as well as among a viable student community of learning will occur. CBTE is not a form of correspondence education (not allowed under ATS Commission Standards) but requires faculty-guided learning through intentionally designed learning activities, as well as faculty mentoring of student progress (see Standard 3.9 for requirements for “regular and substantive interaction”).
(per Standard 3.9; NB: CBTE cannot be a form of correspondence education, which is prohibited under Policies and Procedures IV.F)
7. Clarify how, where, and when the program will be delivered, with attention to issues of location (e.g., onsite, offsite, online), of building a community of learning, and of degree length (how long it will typically take to complete). If the program is to be offered in other countries and/or other languages, describe the school’s resources and capacities to support students in those other countries and/or other languages (see Standard 1.4).
NOTE: if the program is to be offered in other countries and/or other languages, describe also the school's resources and capacities to support students in those other countries and/or other languages
8. Distinguish between competencies awarded through prior learning assessment from those earned through CBTE. A system is in place that records any competencies awarded at the outset of the program through prior learning assessment and describes the process and criteria for determining such an award, as well as making clear what remains to be learned by each student enrolled in the program. Transcripts clearly distinguish between competencies awarded through prior learning assessment and those earned through the CBTE program (see Standards 3.13, 7.4, and 7.7).
9. Describe how the program will give attention to formation, including—as appropriate to the degree—intellectual, human, spiritual, and vocational formation, as well as how any required supervised ministry experiences will be provided and evaluated. The petition must describe both a) how students in the program will be mentored, and b) document the training, development, and ongoing evaluation of mentors to ensure consistency in mentoring, assessment of student work, and achievement of outcomes (see Standard 3.1).
10. Describe the support services and resources that will be available to students, including library services and resources, technology services and resources, and student services and resources, and how those will be delivered, as well as the qualifications of those delivering those resources and services (see Standards 6.2, 7.5, and 10.9).
11. Describe how the CBTE program meets graduate-level workload expectations, i.e., that the work required and the outcomes achieved are comparable to current generally accepted standards of graduate education, e.g., the normal expectations and calculations used for credit hours and/or class hours. A CBTE program must demonstrate that it has appropriate rigor and quality consistent with the norms of graduate theological education and with the ATS Commission Standards of Accreditation. All such programs should demonstrate intentional developmental progression from introductory to advanced levels of competency performance (see Standard 3.2).
12. If approved, when would this experiment begin and for how many years is the school requesting this experiment be conducted before a final decision on its ongoing status is made by the Board?
12a. Start date for this to begin:
Indicate both year and term
12b. Number of years for the experiment:
(NB: typically three to five years)

Implementing some other kind of experiment

(cf. Policies and Procedures, IV.G)
1. What is the nature of the experiment?
2. What Commission Standards are affected by this experiment?
3. What is the rationale and planning process for this experiment?
4. What resources does the school have (or need) to implement this experiment?
5. How will this experiment be evaluated? (Evaluation of the experiment is to follow the Standards of Accreditation. If the experiment requires alternative standards, complete question 6.)
6. If the experiment requires alternative standards for evaluation, demonstrate the need for an alternative assessment approach, that students will receive equivalent benefit, and that students will not be harmed through the application of the educational experiment (per Policies and Procedures, IV.G). If not applicable, enter N/A.
7. If approved, when would this experiment begin and for how many years is the school requesting this experiment be conducted before a final decision on its ongoing status is made by the Board?
7a. Start date for this to begin:
Indicate both year and term
7b. Number of years for the experiment:
(NB: typically three to five years)

When finished, please submit this petition to the ATS Accrediting Records Coordinator by hitting the "submit" button below. You can expect an automated confirmation email within a few minutes. There is no fee for this (or any) Commission petition. Please do not send any paper copies or any emailed attachments; submit only this completed, online form (including any links to additional information requested).

NOTE: Petitions for experiment are decided by the Board of Commissioners only at their semi-annual meetings usually in February and June (see submission deadlines on ATS petitions and notifications webpage).
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CEO Email
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Petition for Educational Experiment

Implementing a PhD program where at least half of the coursework is not delivered on campus

Implementing a degree program offering half or more of the degree through competency-based theological education (CBTE) based on courses and/or credits

Implementing some other kind of experiment