Come and See | Admissions Brochure

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Our Mission Princeton Theological Seminary prepares women and men to serve Jesus Christ as faithful and effective Christian leaders in ministries marked by faith, integrity, scholarship, competence, compassion, and joy, equipping them to serve worldwide in congregations and the larger church, in classrooms and the academy, and in the public arena. Princeton Seminary is a professional and graduate school related to the Presbyterian Church (U.S.A.) and stands within the Reformed tradition.

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From the President Princeton Theological Seminary is a remarkable community.

It is comprised of students, faculty, and staff from all over the world. We have different theologies and different first languages. We are of different ages, races, and cultures. We have different stories.

At the center of our life together is Jesus Christ. Christ unifies us amidst our beautiful diversity. Christ is the anchor of our teaching and learning, of our service and worship.

We believe that the experience of living and learning in this diverse community of faith is essential for the formation of leaders who are equipped to serve the church of Jesus Christ in a complex global society.

The residential experience of theological education at Princeton Seminary uniquely prepares our students for leadership. I invite you to learn more about our community by reading some of the stories of those who teach, learn and serve here.

Faithfully,

M. Craig Barnes

OUR HISTORY AND OUR FUTURE

Our History In 1815, the cornerstone was laid for the Seminary’s first building, Alexander Hall, which was in use by 1817.

The founding of Princeton Theological Seminary in 1812 was a turning point in American theological education as it was the first Seminary established by the General Assembly of the Presbyterian Church.

From its beginning, Princeton Seminary was a vibrant community that provided a rigorous education while fostering spiritual growth for its teachers and students.

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The Seminary’s commitment to fusing scholarship and spiritual development equipped its students to have a “commanding influence” to lead “able and faithful” ministries. Thus, the Seminary was, and continues to be, a training center for leaders of the church who specialize in preaching, evangelism, mission, and public service.

OUR HISTORY AND OUR FUTURE

Our Future As society becomes increasingly fragmented and polarized, we must reimagine how we prepare students to minister across lines of difference and embody the gospel in a global context. “Covenant Community� is our vision for thriving educational community that equips students in the service of Jesus Christ for the academy, congregations, nonprofit agencies, and other forms of public service.

We are building on our historic strengths of outstanding scholarship and commitment to the church, while deepening the bonds of our community in order

to provide a premier experience of leadership formation that meets the needs of students today.

As we look to the future, Princeton Seminary is committed to being more intentional about residential life, rethinking the co-curricular experience, and integrating it more closely with the curriculum.

Architect’s rendering of a welcoming campus quad.

More information is available at vision.ptsem.edu.

The whole community experience will support the intellectual formation, spiritual nurture, and leadership development that are essential for ministry in the contemporary world.

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STUDENT LIFE

Creating Community A vital part of the learning that happens at Princeton Seminary takes place outside the classroom—in the dorms, on the quad, and in the dining hall. The campus community is a place where students live, worship, and learn from each other, broadening their perspectives and preparing them for leadership.

The residential community serves as another dimension of the curriculum, giving students a unique opportunity to share theological insights and explore what they are learning in the classroom.

The community itself becomes a training ground for building the skill of loving others. As students launch into ministry, these stories go with them and shape the way they see God and serve in communities.

Ryan Irmer ’16 MDiv/MA, pastor of Slackwood Presbyterian Church in Lawrenceville, New Jersey, says experiences in the community, in the classroom, and through field education shaped him and prepared him to be a pastor.

“Sitting with my classmates at the apartments or in the dining hall and talking about what we were learning really reinforced what we were being taught in the classroom,” he says. “Those moments were really important.”

Students pray before a game of intramural football. Sports, along with prayer, is a big part of seminary life.

Students organize leagues for soccer, flag football, and basketball each semester.

When Edwin Arevalo ’18 MDiv came to seminary, he was joined by his wife and three children and is grateful that the “seminary experience” was not just his, but his entire family’s.

“I’ve been able to worship alongside my wife, and my children have been able to participate in activities within the community,” he says. “It’s been incredible to attend seminary with my family walking alongside me.”

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Creating Community

Programs are also in place to help new students assimilate to campus life. In one-on-one relationships, students in the Anam Cara Program— named for the Celtic phrase that means spiritual friendship—serve as mentors and help incoming students adjust to seminary. Intramural sports such as flag football and basketball bring students together outside of the classroom, giving them an opportunity to meet new friends and escape the rigors of academic life.

For decades, the Deacon Program, a volunteer-based ministry of hospitality, has played a critical role in creating community on campus. The student leaders serve as welcoming faces for new students by organizing gatherings—prayer groups, crockpot dinners, Bible studies, and holiday celebrations—throughout the year.

Like most students, Ruth Jeong ’20 MDiv and Austin Mathews ’20 MDiv first met their deacons when they moved into their dorms.

“I didn’t know what to expect when I first arrived at the Seminary,” says Jeong. “But the deacons made me feel ‘at home.’ When I walked onto campus, they were there to help me move in, and that immediately put me at ease.”

Mathews had a similar experience. “My deacon helped me move in, showed me around, and invited me to join him for morning prayer.

We became friends right away.”

Jamie Fiorino ’18 MDiv has a passion for community building and became a deacon to give back.

“I have such fond memories from my first year and I want to help my classmates have that same experience,” says Fiorino. “I really enjoy helping first year students find their footing and flourish on campus.”

Janice Smith Ammon, Bryant M. Kirkland Minister of the Chapel, says there is a spiritual dimension to the deacons’ work as well. “The role of the deacons is to be spiritual friends, supports, and guides for fellow students.”

Victor Koon ’18 MA(TS) makes checking in with residents a regular part of his day. He explains, “I joined the Deacon Program because I want to be a resource for fellow students and help them adjust to seminary life.

Taking time to pray for my friends here on campus as we navigate the rigorous academic terrain brings me great joy.”

“This is what we’re called to do by the gospel,” Ammon says of the Deacon Program. “We are called to love and care for one another.”

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“I’ve been able to worship alongside my wife, and my children have been able to participate in activities within the community. It’s been incredible to attend Seminary with my family walking alongside me.”

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FIELD EDUCATION

Putting Practice into Faith Designed to integrate academic learning with the practice of ministry, field education provides space in the curriculum for students to use their creativity to find a setting for their educational and vocational goals.

Students choose from more than 600 sites—in rural, urban, suburban, and metropolitan contexts. Many students also seek international ministry opportunities at orphanages, seminaries, or in classrooms.

Zoë Garry ’19 MDiv completed her field education placement at Chautauqua Institution’s Abrahamic Program for Young Adults, an interfaith community, where her job requirement was to “be Christian.” She says her faith has always been important to her, but she had never been in a community that required her to let her faith be the sole defining factor of who she is.

Garry says the experience confirmed her call to foster intentional interfaith communities. Taking part in weekly chats such as “Ask a Jew, Christian, and Muslim Anything,” answering personal questions about her spiritual practices,

and discussing interfaith relationships were difficult at first, she says, and required building trusting relationships.

The transformation students like Garry experience during field education allows them to deepen their understanding of God, clarify their vocation, and grow as practitioners.

Zoë Garry invites the congregation at Chautauqua Institution to pray. Photo courtesy of The Chautauquan Daily, photographer Olivia Sun.

“Sometimes you need to be pushed against another faith to take ownership of your beliefs,” she says.

Richard Anthony Anderson ’18 MDiv says when he began his clinical pastoral education at Robert Wood Johnson University Hospital, he didn’t feel equipped to

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Field Education by the Numbers, 2017

600+ Sites Around the World

191 Students Participated

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States & Washington, DC

7 Countries

205

Churches Served

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Field Education Programs Teaching in Ministry International Programs Urban Ministry Leadership Clinical Pastoral Education

represent God in spaces where people were sick or dying or suffering from addiction.

“One of the biggest hurdles was to knock on a door for a patient visit without knowing what was going to be on the other side,” he says. “But it was amazing to see how God worked through me—to hear the things that came out of my mouth and to see the effects my words and presence had on patients and their families.”

Putting Practice into Faith

“Sometimes you need to be pushed against another faith to take ownership of your beliefs.”

Matthew Enzler ’19 MDiv says the most rewarding part of his field education experience at Titusville United Methodist Church in Titusville, New Jersey, is working with youth. The church hasn’t had a youth group for several years, but over the summer Enzler worked with his co-pastor to establish one.

“Some of them asked if they could read Scripture during a service, and we got them involved,” he says. “I really believe that the habits and faith they foster now is critical. Being able to walk alongside the youth and minister to them directly is really rewarding.”

In addition to traditional placements in congregations, students are looking for God at work in the world and imagining “nontraditional” forms of ministry like working on a sustainable farm, writing a religious column for a magazine, or serving in an administrative role at a nonprofit organization.

Rebecca Gilmer ’18 MDiv completed her field education at the Academy of Integrated Christian Studies in Aizawl, Mizoram in India, where she taught theological English. She says the experience broadened her understanding of people from India and affirmed her ability to communicate across cultures.

The field education program is one of the Seminary’s hallmarks—giving students an opportunity to step out of their comfort zones and into leadership roles to test their calls. Depending on the degree program, most students complete two field education placements. Year after year, students consistently say field education is one of the most formative aspects of their experience.

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FARMINARY

Faith on the Farm On a typical day at Princeton Seminary’s 21-acre Farminary, students can be seen clad in boots and overalls gently turning rich, dark compost with shovels. Although this isn’t the traditional seminary classroom setting, this is where learning happens. Formerly a Christmas tree farm, the Farminary overlooks a pond and includes a 60-foot by 40-foot garden plot and a barn that is used for discussion and a place for sharing meals.

The Farminary is a place where theological education is integrated with small-scale sustainable agriculture to train faith leaders who are conversant in the areas of ecology, sustainability, and food justice. It is designed to train students to challenge society’s 24–7 culture of productivity by following a different rhythm, one that is governed by the seasons and Sabbath.

“The project’s main goal is to form leaders by cultivating agrarian sensibilities within them like paying attention to the seasons, understanding the interconnectedness of life and death, and becoming comfortable with failure,” says Nate Stucky, director of the Farminary Project.

Students from across the country and around the world enroll at the Seminary specifically because they want to be involved with the Farminary. They are seeking a community of Christian faith where they can explore their pedagogical imagination and connect the ecological with the theological.

Volunteers lay down newspaper as a ground cover before planting new seeds for vegetables/plants.

For more on the Farminary, visit ptsem.edu/farminary.

Jacqueline Lapsley, associate professor of Old Testament, who taught Text and Terrain at the Farminary, says, “If students are doing the same work in the classroom, they are more likely to have a romantic view of the Old Testament texts we are reading.

But when they are working on the farm—their knees hurt, there’s dirt under their fingernails, and sweat is dripping down their 19

Faith on the Farm

foreheads—it’s easier to relate to the texts as we talk about the earth, creation, and our relationship to the land.”

The Farminary is a place where students also grow as seminarians and leaders. “Students with different stories, from different theological backgrounds, and from different walks of life come together at the Farminary to understand their beliefs, themselves, and God in a deeper way,” says Pearl Quick ’20 MDiv/MACEF, student farm assistant.

“As students work together in the gardens or share meals, space opens up for humanizing conversations,” Stucky added. “There’s an opportunity to process the content of the curriculum.”

Lapsley agrees. “The setting changes the relationship between faculty and students,” she says. “The kind of conversations we have on the farm are just different. Students have a lot of questions—both practical and vocational. They want to know how what we are reading will relate to what they’ll be doing out in the world.”

In addition to addressing vocational questions and explanations about the texts, the farm also provides a forum for theological reflection on pressing contemporary topics like sustainability, water, climate change, food justice, environmental justice, racial justice, and food sovereignty.

The 2017–18 academic year marks the introduction of the Certificate in Theology, Ecology, and Faith Formation, which is open to all master’s-level students. The program trains students to recognize the connections between theology and current ecological issues and how to respond to those challenges.

Beyond the Seminary community, the Farminary provides an opportunity for community building. For example, Mercer Street Friends brings spoiled produce from their food bank to the farm’s compost pile—saving the organization money and putting food back into the ecological cycle.

During the summer, students from Shiloh Community Development Corporation’s Junior Chef program used the Farminary’s produce and space to prepare a meal for community members. This year also marked the third Just Food Conference at the farm and the second time the Farminary shared its harvest with members of the community through a CSA (Community Supported Agriculture) program.

Looking to the future, Stucky envisions adding bees, livestock, and new courses to the curriculum.

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ALUMNI: EUGENE CHO ‘95 MDIV

Entrepreneur, Philanthropist, Pastor, Author, Father Pastor, author, and founder of a nonprofit, Eugene Cho ’95 MDiv received the 2017 Distinguished Alumnus Award for his entrepreneurial work as a renowned antipoverty activist and social justice advocate.

Cho, founder and lead pastor of Quest Church in Seattle, Washington, says he has always acknowledged that he’s a self-starter and has an entrepreneurial spirit.

“I realized that church planting was one way I could be faithful to my gifts,” he says.

and gender,” he says. “It gives me a deeper glimpse into the whole gospel for the whole world.”

In addition to pastoring Quest Church, Cho is also the founder of One Day’s Wages (ODW), a nonprofit organization that works to alleviate extreme global poverty.

In 2001, Quest began as a small “People matter and they shouldn’t group who met in Cho’s living be condemned because of where room, but today it is a thriving they live,” he says. “Part of multiethnic congregation that believing in the whole gospel is welcomes 1,000 community members for worship each Sunday. believing that God loves justice.”

“I have a greater understanding of who God is because of the diverse body of Christ that surrounds me in language, culture, ethnicity,

Founding ODW is just one of the ways Cho is living out the gospel locally in Seattle, but also globally.

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Entrepreneur, Philanthropist, Pastor, Author, Father

“We are called to acknowledge the humanity of each and every person,” he says. “There is something powerful about looking the brokenhearted, the marginalized, and the suffering in the eyes and saying, ‘I see you.’

When we forget the humanity of others, we end up reducing people into projects and God never intended people to be the church’s projects.”

For three years, Cho and his family cut corners and made substantial lifestyle changes to save $68,000, his yearly salary at the time, as startup funds for ODW. Reflecting on what it was like for him and his family to downsize and simplify their lifestyle, he says, “it became very deep and personal, especially when it came to my kids not being able to play sports or take piano lessons.”

But looking back, Cho says those three years were only a microcosm of his life and he learned so much about his marriage, his faith, and who he is. “It was a good reminder that we live in a world of excess,” he says.

“We all love justice until there’s a personal cost.”

He reflected on the premise behind his book Overrated: Are We More in Love with the Idea of Changing the World Than Actually Changing the World? (David C. Cook, 2014) and says his book is his confession as a pastor. He acknowledged that he didn’t realize how much he and his family would have to sacrifice to start ODW. “We all love justice until there’s a personal cost,” he says. In Overrated, he shows how it is possible to move from talk to action.

“In writing my book, I realized that I was putting words to feelings that people really resonate with. I ask questions about our motivation for doing justice that speaks to our integrity and is central to us as followers of Christ,” he says.

Cho offers advice to others who are interested in making a change in the world: “Sometimes we are under the impression that God has called us to do great things. But, what if God has called us to do simple, mundane, or boring things? Will you still do those things with love, faith, and joy?”

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“People matter, and they shouldn’t be condemned because of where they live.

Part of believing in the whole gospel is believing that God loves justice.”

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ALUMNI: ELIZ ABETH DIAS ‘11 MDIV

Truth Telling: Journalism at Its Very Best Acclaimed journalist Elizabeth Dias ’11 MDiv was named national faith and values correspondent at The New York Times in March 2018. Formerly the religion and politics correspondent at TIME Magazine, she was awarded the first Alumni Association Executive Council Service Award for embodying the mission of the Seminary, creatively using her gifts, and seeking to expand the Kingdom of God through her particular vocation.

“Journalism, at its very best, is about truth-telling,” according to Dias. Her cover stories include TIME’s 2013 Person of the Year, Pope Francis; “The Latino Reformation,” an investigation into growing Latino evangelical churches in the United States; “After Trayvon,” an exploration of race relations in the U.S.; and “Finding God in the Dark,” a profile of acclaimed preacher Barbara Brown Taylor.

She regularly writes political and cultural features on American spirituality, covering subjects from the Supreme Court’s religiousliberty cases and Rick Warren’s

all-church diet program to Hillary Clinton’s faith background.

“People ask: ‘Gosh, what’s it like to meet the pope, or the Dalai Lama, or the president or whomever?” she says. “But the stories that have meant the most to me are the ones when nobody else but me knows who this person is,” she adds, referencing the children she spoke to while working on the Latino reformation story.

“There is an equality and a sort of leveling that I realize about people when I interview someone,” says Dias, “I can interview an undocumented family and I can interview

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“People ask: ‘Gosh, what’s it like to meet the Pope, or the Dalai Lama, or the President, or whomever?

But the stories that have meant the most to me are the ones when nobody else but me knows who this person is.”

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the Dalai Lama and tell both of their stories, but it’s the act of doing that and giving dignity and voice to them—that is journalism at its noblest.”

Telling the Truth: Journalism at Its Very Best

Dias, who speaks five languages—English, Arabic, French, Hebrew, and Spanish—has served in numerous leadership roles both in the Episcopal Church and in media organizations, and is the editor of What Did Jesus Ask? Christian Leaders Reflect on His Questions of Faith (TIME, 2015).

In 2017, she was awarded the first Princeton Theological Seminary Alumni Association Executive Council Service Award for embodying the mission of the Seminary, creatively using her gifts, and seeking to expand the Kingdom of God through her particular vocation.

“Journalism has been an amazing avenue to learn about people and to tell stories, and—at its best— to help speak insight and truth into the world.”

Dias is originally from Phoenix, Arizona, but spent time growing up in Germany and Canada. She earned a bachelor’s degree in religious studies at Wheaton College. She joined TIME in 2009 as an intern at the magazine’s Washington bureau. She reported from the New York City office while completing her studies at the Seminary and then returned to Washington as a reporter in 2011 to cover national news, immigration, and the 2012 presidential race. She was named a correspondent in April 2014, and won the 2014 Supple Religion Feature Writer of the Year Award.

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FACULT Y

Conversations with New Faculty Our faculty has expertise across traditional theological disciplines and in dialogue with secular disciplines and contemporary concerns. Many of the faculty belong to churches of the Reformed tradition and work from its dynamic theological heritage; yet others represent a wide variety of Christian traditions, providing a richly ecumenical dialogue.

Princeton Seminary’s faculty is committed to uniting academic study with service to the church. Our professors are world-renowned scholars who are actively engaged in research and publication. They are also committed servants of the church and frequently teach and preach in congregations. They understand that the life of the mind is central to the life of faith.

Four new faculty members joined the community in 2017–2018.

Left Column

Right Column

Dr. Keri L. Day

Dr. Mary K. Farag

Associate Professor of Constructive Theology and African American Religion Dr. Hanna Reichel

Associate Professor of Reformed Theology

Assistant Professor of Early Christian Studies Dr. Dirk J. Smit

Rimmer and Ruth deVries Professor of Reformed Theology and Public Life

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Dr. Keri L. Day With research and teaching interests in constructive theology, feminist studies, and global economics, Dr. Day uses a wide range of methodological approaches in her work.

How does your academic work speak to the contemporary world?

My work helps religious and political leaders see how economic and political injustices deeply affect people of color around the world. It invites churches to see that the heart of the gospel is responding to such injustices with a liberating word of hope.

Why is it important for current and future church leaders to study womanist and feminist theology?

Womanist and feminist theology remain central not only to exploring the question of race and gender within theological construction, but also to unearthing different and often marginalized theological epistemologies and practices that are oriented toward justice, love, and flourishing.

Conversations about racial, gender, and class justice need to be privileged within the life of churches if churches are to truly minister and be in solidarity with vulnerable and oppressed populations.

Womanist and feminist traditions remain indispensable, inviting church leaders to embody a prophetic critique of our current political moment characterized by virulent racist, sexist, and xenophobic rhetoric and policy.

What unique perspective do you bring to Princeton Seminary?

I invite students to always remember that thinking theologically is about thinking at the margins of society. As a black woman who comes from a Pentecostal tradition, I am hopeful that my social location and identity will help students see the importance of diversity in the community and in its dialogue about God. What is one thing you hope your students will take away from your classes?

That theology is ultimately about the work of fashioning beloved communities. To love God means to love your neighbor. Nothing more, nothing less.

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Dr. Mary K. Farag With interests in the diversity of Christian witness in text, image, and material culture, Dr. Farag focuses her research on the history of Christianity in early and late antiquity.

What do you enjoy most about the Seminary’s community?

I value how caring community members are to one another and how there is a culture of appreciation. We give thanks to God for one another.

How does your academic work inform your faith, and how does your faith inform your academic work?

I believe that faith and scholarship mutually enrich one another. Scholarship challenges us to grow in the knowledge and wisdom of God. Faith guides us to meet every challenge with hope and trust in God. What spiritual practice nurtures your faith?

I try to let “Lord have mercy” be my mind’s utterance as often as possible during the day. God’s mercy can encourage us to become more disciplined in our discipleship, and also reminds us that we are human and dependent on God. What is one thing you hope your students will take away from your classes?

I hope my students will learn that humility is the key to seeking the truth in love and speaking the truth in love.

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Dr. Hanna Reichel Dr. Reichel’s theological interests include Christology, scriptural hermeneutics, political theology, constructive theology, poststructuralist theory, and the theology of Karl Barth. She considers Barth a great resource for post-modern theology that points toward timeless truths and shared modern values.

What drew you to Princeton Seminary?

I am fascinated by Princeton Theological Seminary’s combined commitment to both faith and scholarship. It is a modern example of “Fides Quaerens Intellectum,” faith seeking understanding. Rigorous scholarship is more than intellectual gymnastics. It is pursued in order to strengthen individuals and communities of faith. Deep faith strives for clarity and understanding and does not draw from naïve beliefs or fundamentalist convictions.

What unique take on Barth do you bring to the Princeton Seminary community?

I am particularly intrigued by his unapologetic focus on Jesus Christ, by his antisystematic coherence, and by his hypercritical (and, more than anything, self-critical) stance, and his relentless way of beginning again and again with the beginning.

What impact do you hope your work will have?

I do my work because I feel a deep need to better understand God and God’s work in our world as well as a longing for a more just and humane society. My research and teaching are expressions of this aspiration and of my conviction to share it and pursue it within the community. If my work is able to incite in others a similar joy for understanding and living a justice-seeking life then I’ll consider my work fruitful.

How will your classes prepare students to be Christian leaders?

I don’t know if we should strive for “leadership” all of the time. After all, our initial calling is to be followers, not leaders—disciples, not masters.

The best leaders are not those who want to lead, but those who have found out where to go and take others with them. We should focus more on asking what it means to be “Christian,” to be Christ-followers, and on asking how we are able to articulate that and translate it into action in the different spaces we inhabit. We may become true witnesses regardless of our qualities and opportunities of leadership.

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Dr. Dirk J. Smit Dr. Smit is a leader in public theology in church life in South Africa and in the ecumenical world. He has written extensively, in both English and Afrikaans, on the legacy of the Reformed tradition and its relevance to contemporary theological, social, and political questions.

Can you share a little about your experience in public theology?

In South Africa, Reformed churches were deeply involved in many spheres of public life. Together with colleagues and students, I have been active in public theology, and I have been part of the work of the Beyers Naudé Centre for Public Theology. In the circles of public theology, but also through the ecumenical church, I have taken part in many projects addressing contemporary global challenges for faith and for societies in general.

What is your area of study and what impact do you hope it will make on the church and society?

I am a systematic theologian. Early in my career, I taught ethics at the University of the Western Cape. I was teaching during the years of political and church struggle against apartheid. While at Princeton Seminary, I intend to concentrate on the role of the Reformed faith in public life, given the diverse intellectual traditions within the Reformed tradition and the complex nature of our contemporary global world.

How will your students be equipped to participate in the church’s public witness?

Equipping students for the church’s public witness is indeed at the heart of my teaching. This includes teaching students to understand contemporary public life in our global world, to understand the passion, power, and problems of the Reformed tradition, and to recognize the rich and diverse nature of witness in today’s world.

What’s struck you most in your first few months at Princeton Seminary?

Having taught in various university settings—at the University of the Western Cape, the Stellenbosch University, but also for semesters as a visiting professor at the Universities of Marburg and Heidelberg—I find Princeton Seminary’s residential community and strong sense of belonging to be new, supportive, and enriching. The residential community, daily worship, and spiritual life are unique to the Seminary and differ from my experiences at secular universities.

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“Fifteen new faculty appointments in the past f ive years have brought new voices into the conversation from all over the world. This is part of what makes Princeton Seminary so remarkable.”

Rev. Jeffrey V. O’Grady ’88 MDiv Princeton Theological Seminary Board Chair

FACULT Y

Faculty by Department* Biblical Studies Dale C. Allison Jr., PhD

Richard J. Dearborn Professor of New Testament (Presbyterian)

Frederick William “Chip” Dobbs-Allsopp, PhD

Professor of Old Testament (Presbyterian)

Frederick and Margaret L. Weyerhaeuser Associate Professor of New Testament (Cooperative Baptist Fellowship)

Associate Professor of Old Testament, and Director of the Center for Theology, Women, and Gender Studies (Presbyterian)

C. Clifton Black II, PhD

Dennis T. Olson, PhD

Otto A. Piper Professor of Biblical Theology (Methodist)

Charles T. Haley Professor of Old Testament Theology (Lutheran)

Lisa M. Bowens, PhD

George Lewis Parsenios, PhD

James H. Charlesworth, PhD, LHD (Hon.)

George L. Collord Professor of New Testament Language and Literature (Methodist) Heath D. Dewrell, PhD

Assistant Professor of Old Testament (Episcopal)

*Full-time ranked faculty, 2016–2017

Jacqueline E. Lapsley, PhD

Eric D. Barreto, PhD

Assistant Professor of New Testament (Pentecostal)

View full faculty profiles online at ptsem.edu/faculty.

Associate Professor of New Testament (Greek Orthodox) Brian Rainey, PhD

Assistant Professor of Old Testament (Episcopal) Mark S. Smith, PhD

Helena Professor of Old Testament Language and Exegesis (Roman Catholic)

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Faculty by Department

History & Ecumenics

Practical Theology

Afeosemime “AFe” Adogame, PhD

M. Craig Barnes, PhD, LHD (Hon.)

Maxwell M. Upson Professor in Christianity and Society (Anglican)

President and Professor of Pastoral Ministry (Presbyterian) Michael A. Brothers, PhD

Kenneth G. Appold, PhD, Dr.theol.habil.

James Hastings Nichols Professor of Reformation History (Lutheran) Raimundo César Barreto Jr., PhD

Assistant Professor of World Christianity (American Baptist Churches USA) James C. Deming, PhD

Associate Professor of Modern European Church History (Presbyterian) Mary K. Farag, PhD

Assistant Professor of Early Christian Studies (Orthodox) Elsie Anne McKee, PhD

Archibald Alexander Professor of Reformation Studies and the History of Worship (Presbyterian) Paul E. Rorem, PhD

Benjamin B. Warfield Professor of Medieval Church History (Lutheran) Richard Fox Young, PhD

Elmer K. and Ethel R. Timby Associate Professor of the History of Religions (Presbyterian)

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Associate Professor of Speech Communication in Ministry (Presbyterian) Sally A. Brown, PhD

Elizabeth M. Engle Associate Professor of Preaching and Worship, and Director of the Joe R. Engle Institute of Preaching, Chair and Director of Masters’ Studies (Presbyterian) Kenda Creasy Dean, PhD

Mary D. Synnott Professor of Youth, Church, and Culture (Methodist) Robert C. Dykstra, PhD

Charlotte W. Newcombe Professor of Pastoral Theology (Presbyterian) Nancy Lammers Gross, PhD

Arthur Sarell Rudd Associate Professor of Speech Communication in Ministry (Presbyterian)

Faculty by the Numbers

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62%

1:11

Faculty Members

Faculty are Ordained Ministers

Faculty to Student Ratio

Deborah van Deusen Hunsinger, PhD

Charlotte W. Newcombe Professor of Pastoral Theology (Presbyterian) James F. Kay, PhD

Gordon S. Mikoski, PhD

Associate Professor of Christian Education, Chair and Director of PhD Studies (Presbyterian)

Dean and Vice President of Academic Affairs and Joe R. Engle Professor of Homiletics and Liturgics (Lutheran)

Margarita A. Mooney, PhD

Cleophus J. LaRue Jr., PhD, DD (Hon.)

Richard R. Osmer, PhD

Francis Landey Patton Professor of Homiletics (National Baptist)

Ralph B. and Helen S. Ashenfelter Professor of Mission and Evangelism (Presbyterian)

Bo Karen Lee, PhD

Sonia E. Waters, PhD

Associate Professor of Spiritual Theology and Christian Formation (Presbyterian)

Associate Professor of Congregational Studies (Roman Catholic)

Assistant Professor of Pastoral Theology (Episcopal)

Gerald C. Liu, PhD

Assistant Professor of Worship and Preaching (United Methodist)

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Faculty by Department

Theology John R. Bowlin, PhD

Robert L. Stuart Professor of Philosophy and Christian Ethics (Presbyterian) Keri L. Day, PhD

Charles Hodge Professor of Systematic Theology, and Director of the Center for Barth Studies (Presbyterian) Hanna Reichel, ThD

Associate Professor of Constructive Theology and African American Religion (Pentecostal)

Associate Professor of Reformed Theology (Lutheran)

Nancy J. Duff, PhD

Rimmer and Ruth deVries Professor of Reformed Theology and Public Life (Reformed)

L. Gordon Graham, PhD, FRSE

Maxwell M. Upson Professor of Theology and Culture (Presbyterian)

Stephen Colwell Associate Professor of Christian Ethics (Presbyterian) Henry Luce III Professor of Philosophy and the Arts (Episcopal) George Hunsinger, PhD

Hazel Thompson McCord Professor of Systematic Theology (Presbyterian) William Stacy Johnson, PhD, JD, DD (Hon.)

Arthur M. Adams Professor of Systematic Theology (Presbyterian)

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Bruce L. McCormack, PhD, Dr.Theol. (Hon.)

Dirk J. Smit, Dr.Theol., PhD (Hon.)

Mark Lewis Taylor, PhD

Books Published by Faculty in 2016–17 Academic Year

Eric D. Barreto with Matthew L. Skinner and Steve Walton eds.:, Reading Acts in the Discourses of Masculinity and Politics

Nancy Lammers Gross with Arthur Sarell Rudd Women’s Voices and the Practice of Preaching (Wm. B. Eerdmans Publishing Company, 2017)

(Bloomsbury T&T Clark, 2017)

Lisa M. Bowens An Apostle in Battle: Paul and Spiritual Warfare in 2 Corinthians 12:1–10 (Mohr Siebeck, 2017)

John R. Bowlin Tolerance Among the Virtues

(Princeton University Press, 2016)

George Hunsinger ed.: Karl Barth and Radical Politics, Second Edition

(Wipf and Stock Publishers, 2017)

Gordon S. Mikoski with Kathleen A. Cahalan and Edward Foley eds.:, Integrating Work in Theological Education (Pickwick Publications, 2017)

Heath Dewrell Child Sacrifice in Ancient Israel (Eisenbrauns, 2017)

Mark S. Smith Where the Gods Are: Spatial Dimensions of Anthropomorphism in the Biblical World (The Anchor Yale Bible Reference Library) (Yale University Press, 2016)

L. Gordon Graham Philosophy, Art, and Religion: Understanding Faith and Creativity (Cambridge Studies in Religion, Philosophy, and Society)

Richard Fox Young ed.: Mirage: A Sri Lankan Dalit Novel

(Kumaran Book House, 2016)

(Cambridge University Press, 2017)

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PTS Community

52 Denominations of the Christian church

2017 Graduates by the numbers

43%

12+ Languages

church ministry

spoken on campus

35%

16 Countries

ministry not in a church

represented in the student body

22% further academic study

44 States and 1 territory represented in the student body

Academics 6 degree programs 254 courses offered, 59 new courses introduced

11 research centers and initiatives advance learning and scholarship 50 students participated in international travel courses

P.O. Box 821, 64 Mercer Street Princeton, NJ 08542 ptsem.edu | 609.921.8300