STRATEGIC PLAN
Emmanuel College seeks to provide a theological education critically informed by the heritage and tradition of faith. Through theological and ethical reflection, historical awareness, critical study of sacred texts, and attention to matters of both practical and contextual experience in congregations and other settings, the College provides important resources for the education of leadership for the church and other public settings and for the provision of spiritual care. Given its significant and longstanding relationship with the United Church, Emmanuel educates between one-quarter and one-third of the church’s ministers. The United Church funds a portion of Emmanuel’s annual budget (currently around 7%). For more than nine decades, individuals and congregations in the United Church have provided scholarships, bursaries, and endowments supporting the work of the College.
In addition, since its founding, Emmanuel College has been a constituent school within Victoria University and has maintained close relationship with the University of Toronto. This university context has enhanced the quality of theological education at Emmanuel. Further, in 1944, Emmanuel associated with a few other theological colleges, and by 1970, this federation had emerged as the Toronto School of Theology (TST). This federation places all Emmanuel’s activities firmly in an ecumenical context. In 2010, Emmanuel launched its new Canadian Certificate of Muslim Studies program, which became the Muslim focus in the Master of Pastoral Studies program. In 2015, Emmanuel the Diploma in Buddhist Mindfulness and Mental Health and then the Buddhist focus in the Master of Pastoral Studies program. Both initiatives provide a new and important multifaith dimension to theological education in Toronto.
These relationships, both the historical and the more contemporary, provide the backdrop for this strategic plan. The work they have enriched will continue. Alongside these historic commitments, the fulfillment of these strategic objectives will benefit church, university, social justice agencies, and other publics, and improve the quality of theological education offered at Emmanuel College.
Vision
To be a leading theological school where students become more deeply rooted in their own religious or spiritual traditions while engaging the beliefs and practices of people of other traditions.
Mission
Rooted in the ecumenical heritage of the United Church of Canada, shaped by its context in Victoria University and in relationship with Christian, Muslim, Buddhist and other religious communities, Emmanuel College equips leaders and scholars for rigorous theological inquiry and for inclusive practices of justice and care, contextual analysis, creative activity, and interfaith engagement.
Values
Emmanuel College values a collegial environment for
- inclusive and respectful dialogue
- intellectual curiosity
- academic excellence
- public engagement
- artistic, musical, and liturgical creativity
- innovation in interfaith learning
- the search for justice and right relations
Strategic Directions
- Enhance academic excellence
- Deepen connections to Emmanuel’s contexts and the pluralism they represent
- Recruit and educate leaders, attuned to the changing context of spiritual and religious leadership in Canada
- Strengthen financial sustainability
- Monitor effectiveness of governance and the planning process in relation to the mission
One-Year and Five-Year Strategies
See the rubrics below listing major action items for each of the strategic directions:
Emmanuel College Strategic Plan Rubrics
Approved April 30, 2019
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1. Enhance educational excellence |
Where We Are Now? |
Where Do We Want To Be After One Year? |
Where Do We Want To Be After Five Years? |
Who Is Responsible? |
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Undertake searches to renew the faculty complement at a rank appropriate to curricular needs. |
Assessing curricular needs and preparing documentation for searches; adding two part-time lecturers in MPS |
Regularize appointments of Buddhist and Muslim faculty, including Shi Wu De Professor |
Full faculty complement to staff and recruit for our BD and graduate programs |
Principal Faculty Executive Faculty search committees
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Use the ATS self-study process to advance the mission of the college. |
Updated Mission, Vision, and Values statements; updated BD curricular goals; new assessment rubrics; cooperating with TST on UTQAP documentation |
Preparing for ATS self-study; director and committees in place and beginning their work |
Reaccredited by UTQAP, ATS, and CRPO; incorporating recommendations from external reviews |
Principal Faculty ATS Steering Committee
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Monitor existing and evolving program developments and institutional capacities, including implications of the changing religious landscape for the BD curricula and programmatic use of the Centre for Religion and Its Contexts. |
Graduating students from Christian, Muslim and Buddhist foci of the MPS and SCP Certificate; celebrating approval of new Certificate in Theology and Interreligious Engagement; reinvigorated Centre programming |
New SPE options for MPS students (both certificate and non-certificate); revised Master of Divinity curriculum to allow for more (faculty and student) choice; connections with the DSR to facilitate BD options in additional traditions; implementing new guidelines for Centre use and funding |
Seeing robust enrollments in BD and graduate programs; successful certificate programs; plenty of field placements (including TST-based CASC-approved courses); ample supervisory support for doctoral students; an active Centre that fosters a culture of faculty research |
Principal Faculty BD and GD Directors Program Directors BD Committee TST Acad. Council |
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2. Deepen connections to Emmanuel’s university and urban contexts, the global church, and the pluralism they represent |
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Where Do We Want To Be After the First Year? |
Where Do We Want To Be After Five Years? |
Who Is Responsible? |
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Broaden ways that courses, continuing education, and community life can implement the calls to action delineated by the TRC (especially number 60 that relates to theological schools). |
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Offering regular and continuing education courses that address TRC calls to action; developing courses with TST and Vic One; connecting with Department for the Study of Religions new indigenous studies courses and events |
Response to TRC embedded in curriculum, community life and continuing education in conjunction with the Presidential Priorities for Victoria University; awareness of the curricular implications of intercultural, post-colonial and decolonization theories |
Principal Vic President’s Office BD Director Faculty Continuing Education TST Director |
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Foster the interreligious learning of Emmanuel students (Christian, Buddhist, Muslim, UUA, non-affiliated, graduate students etc.) and explore the interreligious dimensions of theological education (including pedagogy, practices, and student life). |
New funding for PT lecturers in Buddhist and Muslim MPS foci, which are growing; facilitated UUA component in BD and chapel; identifying challenges of teaching courses with interreligious components and having conversation among faculty about how to address them; repurposing the Lilly grant to support interreligious Contextual Education. |
Completing searches for FT positions in MPS; developing recommendations on the interreligious implications of theological education, including Contextual Education and common BD courses; having determined a process to cross-register with U of T departments (e.g., languages and equivalencies for Jewish and other BD students); exploring student life staffing |
Recognized for cultivating a creative approach to theological education that values academic excellence and prepares students (and those who teach them) to thrive in a pluralistic world; integrated interfaith and intercultural dimensions to BD programs and student life; developing our Ph.D. program to support interreligious scholarship |
Principal BD Director BD committee Faculty Advisory Committee Advancement Office Director of Chapel |
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Foster the local, national, and international connections that contribute to our mission, including scholarships for international students. |
Hosting visiting scholars including the Anne Duncan Gray scholar; international students in MSMus and graduate programs; considering ambiguities in the relation between globalization and the local imperatives of the TRC |
Exploring national and international opportunities and partnerships that draw on faculty strengths and institutional priorities (eg. GIA Publishing for MSMus); developing international recruitment and scholarships |
Funded travel and study experiences for both faculty and students; full use of partnership agreements for both faculty and students; clarity about relation-ship between globalization and local imperatives of TRC |
Principal’s Office Faculty Advancement Office
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3. Recruit and educate leaders, attuned to the changing context and mission of church in Canada |
Where We Are Now? |
Where Do We Want To Be After the First Year? |
Where Do We Want To Be After Five Years? |
Who Is Responsible? |
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Cooperate with the United Church in recruiting candidates for ministry and develop a communications strategy that effectively promotes Emmanuel to urban, suburban and rural faith communities as well as to different constituencies. |
Declined MDiv enrolment (14% of UCC market share, down from 26%); offering full tuition grant for full-time UCC inquirers/ candidates; developing new brochures for all programs; making connections with new UCC structure. |
Working with United Church GCO and new regional structures to develop effective recruitment strategies; updating web-based recruitment materials and video presence; research integrated admissions portal systems. |
Growing enrollments in all programs and an understanding of how our programs support vocation and ministry in the Canadian context; working cooperatively with United Church institutions. |
Principal’s Office Advisory Committee EC Recruitment and Admissions Office Vic Communications Office MDiv Director
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Partner with the United Church, alumni/ae, and interfaith agencies and programs through continuing education to create educational opportunities that emphasize leadership in diverse settings. |
Hired a new continuing education coordinator; organizing lectures and continuing education events that appeal to our religious constituencies; planning stages of TUCC innovative ministry project. |
Coordinating online continuing education opportunities with other UCC schools; developing informal and formal ways to listen to needs of religious communities and alums. |
Commitment to the United Church ethos as the College moves towards an interreligious curriculum; regular continuing education offerings that meet needs of various religious constituencies. |
Principal’s Office Centre for Religion and Its Contexts Advisory Committee Alumni and Advancement Alumni Association |
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Contribute theologically to the United Church of Canada.
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Contributing to regional and national committees and events through the regular involvement of the faculty; providing resources through teaching and research. |
Continuing encouragement for renewed faculty complement to engage in a variety of United Church programs and endeavors. |
EC faculty and United Church working together to think through emergent theological issues.
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Faculty Advisory Committee |
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4. Strengthen financial sustainability |
Where We Are Now? |
Where Do We Want To Be After the First Year? |
Where Do We Want To Be After Five Years? |
Who Is Responsible? |
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Work with Alumni/ae and Advancement to enhance connections with our constituencies, particularly to increase annual fund and legacy support among our alumni. |
Making effective use of the Advancement staff for major gifts fundraising and donor cultivation. |
Realize gifts related to SPE funding and professorships.
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Well-coordinated fundraising activities that maximize the expertise of the Advancement office to solicit gifts from alums and other supporters of programs at Emmanuel College. |
Principal’s Office Advancement Office Executive Director of Advancement |
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Fundraising to develop new resources in areas compatible with this strategic plan, e.g., PhD programs; Buddhist and Muslim Studies; endowment for Continuing Education; professorship/chairs to support the emerging faculty complement. |
Fundraising successfully for a number of priorities, including Professorship in Preaching and Muslim MPS scholarship; beginning conversations about support for graduate students. |
Making significant progress in raising money to support the Emmanuel designated areas, including doctoral fellowships and Centre programming. |
Headway made toward endowing existing positions to bring general relief to the operating budget, and to secure faculty positions in crucial areas. |
Principal’s Office Advancement Office Advisory Committee
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Work with Alumni/ae and Advancement to develop legacy support among our alumni. |
Alumni/ae and Advancement is scheduling a workshop on legacy planning with Silver Sherpa for Fall 2019. |
Develop an ongoing strategy for pursuit of legacy gifts to support the future work of Emmanuel College. |
A strong and growing roster of legacy gifts to provide endowment support in coming years. |
Principal’s Office Advancement Office Executive Director of Advancement |
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5. Monitor effectiveness of governance and the planning process in relation to the mission.
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Where We Are Now? |
Where Do We Want To Be After the First Year? |
Where Do We Want To Be After Five Years? |
Who Is Responsible? |
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Continue to review governance structure of Emmanuel College for efficiency and effectiveness. |
Living into the last governance revision; reviewing governance of the Centre for Religion and Its Contexts. |
Determine necessity of Academic Committee in governance flow and strategic planning; consider relation of Academic Initiatives committee to Centre Committee. |
A smoothly operating planning and assessment process related to a rolling strategic plan. |
Principal Faculty Executive Faculty Continuing Ed and Events Coordinator EC Council
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Continue to monitor and improve the internal administration of Emmanuel College for the purpose of accomplishing the mission of the institution. |
Reviewing service activities with a view toward equitable distribution and mutual accountability; separating VP position into BD and GD director positions; plans to redistribute student advising. |
Assessment of workload issues as redistributed; clarity on assignments for upcoming ATS self-study. |
Efficient, equitable, and effective functioning of the administrative work of the College. |
Faculty Executive Principal’s Office ATS Director BD, GD, and Program Directors |
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Urge TST to enact strategies for meaningful and effective faculty involvement in planning and decision-making. |
Working well with new GCTS Director; Principal serving on search for TST Director; faculty advocating for greater input on academic planning |
Working well with new TST director; experiencing collegiality and collaboration in academic planning with other TST faculty for BD and graduate course offerings |
A collaborative role for Emmanuel College and its faculty in the areas of governance and academic planning at TST |
Principal’s Office Faculty TST/GCTS Directors
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