By: Jason G. Duesing
When it comes to discussing the building of a faculty at a confessional seminary and college, a vast vocabulary arises. For Midwestern Seminary and Spurgeon College, the words assembling and developing have been vital because the faculty here has always been strong.
The faculty hired between 1995-2012 are, in my mind, the heroes of our institutional story. These quality instructors carried out their work during a time of institutional challenge. Due to the faithfulness of these men and women, students received a quality and enriched education, and many churches were strengthened as a result.
When Jason K. Allen arrived as president, he made clear that his key plan to revitalize the seminary was to retain and recruit faculty for the Church. Rather than recoiling, the faculty rejoiced. As he later said, “Who you hire will determine the institution you lead and the type of graduates it will produce.” This streamlined vision allowed the faculty to run in the direction they were trained, not having to chase trends and fads. The for the Church vision simplified things and allowed the faculty to prune the curriculum and replant degree programs, often in their entirety. Faculty members were encouraged to dream and think, and changes for the Church were empowered.
Thus, the assembling of new faculty came more often due to enrollment growth and out of desire to complement and support the existing faculty. Additions were made in areas to support a rapidly expanding doctoral program, as well as to communicate to our constituencies where Midwestern Seminary and Spurgeon College were headed. Addition after addition showed that the seminary and college were now a place where people wanted to come to serve.
Besides assembling new faculty, internal clarity was needed in terms of how faculty could continue to develop and progress in their profession. Before this time, there was ambiguity as to how a junior faculty member could succeed, gain promotion, and earn a sabbatical. Senior faculty were unsure whether they were appreciated, still needed, or could finally be free and encouraged to write, not just teach as many classes as possible.
Thus, care and attention were given to reestablishing and abiding by simple policies and procedures for faculty service. Annual evaluations and opportunities for faculty development were instituted to discuss not only where a faculty member stood, but also where they wanted to go and what they wanted to do.
In time, both new faculty and longstanding faculty joyfully embraced the DNA that serving at Midwestern Seminary and Spurgeon College meant serving for the Church and for the Kingdom.
The Midwestern and Spurgeon Faculty DNA
From this era of assembly and development came a clear picture of what comprises the DNA of a Midwestern Seminary and Spurgeon College faculty member. President Allen enumerated certain qualities in a 2018 article, “What I Look for When Hiring Faculty,” that gave a helpful description.
Midwestern and Spurgeon faculty have:
- Confessional Integrity
- Personal Piety
- Mission Buy-in
- Ministry Ambition
- Love of Students
- Institutional Projection
- Cheerfulness & Collegiality
- Value Added Contributions
Yet, even though this list depicted the qualities of the faculty assembled and developed at Midwestern and Spurgeon, as President Allen put it, “Ultimately, you hire people, not prototypes. It’s not fair to expect perfection, but it is fair to expect fidelity, integrity, and the pursuit of excellence.” Thus, the full story of the genesis of this faculty’s DNA over the last decade is that it was built upon a culture of caring for faculty as people and working to create an environment in which those people can flourish.
Faculty are a unique people group—and, lightheartedly, I do emphasize the word unique. I say that not only because I am a faculty member, but also as a way of humanizing that which is often thought of as impersonal and institutional. Faculty are human beings, not walking databases. Theological educators are brothers and sisters in Christ, not props for the institution. As such, assembling and developing a faculty with certain qualities starts by seeing them as such.
Faculty are people who love learning and books, teaching and thinking. Faculty who are Christian theological educators love God, and the contribution they make helps others prepare to fulfill God’s calling on their lives. Yet, while carrying out their calling and profession, they are fathers and mothers, sons and daughters. They need friends and fellowship. They need the local church and pastors. They get sick, have bad days and good days, have fears and ambitions, and, at the end of the day, want students to succeed and want to contribute to advancing the gospel.
Therefore, when it came to assembling and developing a faculty at Midwestern Seminary and Spurgeon College, care had to be given for the people group called faculty while shaping expectations and revitalizing faculty DNA and culture. If there is a secret to our faculty culture, that is it.
Assembling and Developing the Faculty of the Future
As Midwestern and Spurgeon enter a second decade for the Church and for the Kingdom, we continue to look to assemble and develop faculty. One way we do this is in the ongoing development of Ph.D. students—seeking to share with them the Midwestern and Spurgeon faculty DNA as a part of their studies. So, no matter where they may find employment, they are equipped with a knowledge of what comprises quality and healthy faculty service.
When asked by Ph.D. students what we look for in a prospective faculty member, I relay a summary of the faculty DNA qualities above and then give them this list of virtues to cultivate so they might grow into that kind of a faculty member.
The virtue of a heart for God and the gospel. How an institution assesses a prospective faculty member’s personal piety comes through discussing the centrality of God and the gospel in one’s life and thought. Thoughtful answers to these questions allow the institution to see how one processes essential doctrines versus non-essential doctrines as well as the priority and care for personal holiness and spiritual disciplines.
The virtue of publications and academic presentations. How an institution assesses a prospective faculty member’s scholarship is best done with actual, not aspirational, material. This is not to say that there are no positions for recent graduates with few publications, but any kind of completed written work, whether book reviews or paper presentations, is useful in showing where the prospective faculty member is headed as a scholar. Further, a track record of regular contributions can convey self-discipline, hunger for the work, and ingenuity.
The virtue of friends, personal and professional. How an institution assesses how a prospective faculty member might fit interpersonally and professionally is strengthened by contact with knowledgeable and credible friends. There are many useful types of friendships and contacts the prospective faculty member can share: professional friends that can speak to work ethic and collegiality, ministry friends that can elaborate on Christian living, and personal friends who can share about integrity and family life. Oftentimes, friendships form informal networks that make connections with an institution at several touch points and can serve the prospective faculty member well.
The virtue of understanding how institutions work. How an institution assesses a prospective faculty member’s contribution to more than academics begins when a faculty member shares a broader understanding of institutional life. Experiential or competent knowledge of the student recruitment process, how budgets work, and general organizational systems are all items of extra value for a prospective faculty member.
The virtue of collegiality. How an institution assesses a prospective faculty member’s ability to serve and function as a part of a faculty starts with general temperament and interpersonal communication. Even the smallest or more casual comments convey whether a prospective faculty member carries natural joy, is hopeful or pessimistic, veers toward cynicism, or delights too much in polemics.
The virtue of a willingness to serve. How an institution assesses a prospective faculty member’s humility and self-understanding comes through when presented opportunities for service. Is the prospective faculty member willing to consider administrative roles, start as an adjunct, or with part-time faculty service? Approaching an institution with realistic expectations and a willingness to start where needed conveys a great deal about how that prospective faculty member will handle greater opportunities or responsibilities.
The virtue of an online presence. How an institution learns more about a prospective faculty member first comes through a review of their online activity. This informal review can lead to the rejection of the application of a well-credentialed individual because of a problematic online presence. However, a mature and genuine use of some social media or a personal website often serves to incarnate an application, helping an institution determine if they would like to take further steps to get to know the individual.
The virtue of patience. How an institution assesses the prospective faculty member’s ability to trust God, and those to whom he or she will report, is seen in how patient the prospective faculty member is during the interview process. God’s ways are not always our ways; and openings, budget allocations, and delays in communication can often lead to frustration. Patience in the present, prior to employment, shows a willingness to trust God and the institution in the future.
Faculty For the Church and For the Kingdom
As President Allen says, faculty determine the direction of the institution and what types of graduates that institution will produce, which in turn affects the health of the local churches the institution serves
Indeed, one of the blessings of celebrating 10 years of President Allen’s for the Church and for the Kingdom visions is to look back and see how Midwestern Seminary and Spurgeon College’s faculty have contributed to and benefited from relationships with local churches as the churches carry out their Great Commission task. This is, after all, the greatest marker of success in assembling and developing a faculty. By God’s grace, may it continue for another decade and beyond.
