U
nion Theological Seminary in the City of New York was founded in 1836 and incorporated in 1839 under a charter granted by the Legislature of the State of New York. Its programs are registered by the New York State Education Department.
Union Theological Seminary is accredited by the Commission on Accrediting of the Association of Theological Schools. The following degree programs are approved: M.Div., M.A., S.T.M., Ph.D. In addition, Union is accredited by the Middle States Commission on Higher Education.
To view Union Theological Seminary’s Title IX Policy, click here.
To view Union Theological Seminary’s Anti-Discrimination and Harassment Policy, click here.
Accreditation
Commission on Accrediting of the Association of Theological Schools
10 Summit Park Drive
Pittsburgh, PA 15275-1103
412-788-6505
www.ats.edu
Middle States Commission on Higher Education
3624 Market Street
Philadelphia, PA 19104
267-284–5000
www.msche.org
Please Note: An evaluation committee from the Middle States Commission on Higher Education will visit Union Theological Seminary October 14 – 17, in order to review the schools qualifications for re-accreditation. Comments regarding Union should be sent to info@msche.org prior to the visit in order to be consider by the evaluation committee.
FINANCIAL AID
For information regarding tuition costs, financial aid eligibility, types of loans, and withdrawals, please consult the Financial Aid page.
Annual Security
& Fire Safety Reports
Institutions of higher education are required by federal law to publicly disclose campus crime and fire statistics. Your personal safety and the security of the campus community are of vital concern to Union Theological Seminary. The annual security report is available below. The report includes statistics for the most recent three-year period concerning reported crimes that occurred on campus, in certain off-campus buildings or property owned or controlled by Union, and on public property within or immediately adjacent to and accessible from the campus. It also includes the previous year’s fire statistics of incidents in dormitories. This site also contains links to information regarding the local law enforcement department (26th precinct), and more on Union’s policies concerning campus security and the reporting of any crimes which may occur on the campus is forthcoming.
Related Link: http://maps.nyc.gov/crime/
1. 2017 Campus Safety and Security Survey (Clery Report)
Student's Right to Know (Consumer Information)
Contact Information for Assistance in Obtaining Institutional or Financial Aid Information
- Institutional Information: Beth Bidlack, Associate Dean of Academic Affairs (bbidlack@utsnyc.edu)
- Financial Aid Information (Title IV): Melissa Desravines (finaid@utsnyc.edu)
- Financial Aid Information (scholarships): Mary Beth Reilly (mreilly@uts.columbia.edu)
General Institutional Information
- Mission and Vision
- Academic Programs
- Financial Aid Information
- FERPA
- Services for Students with Disabilities: Services are handled via the Associate Dean for Student Affairs’ office, Student Handbook, pp. 19-22
- Student Diversity: Student Handbook, Policy of Non-Discrimination, p. 80 Also, our College Navigator entry
- Price of Attendance
- Refund Policy for Financial Aid: See R2T4 policy and Student Handbook, pp. 14-15
- Textbook Information: Union does not have a bookstore and encourages students to find textbooks at a low cost via a local bookstore or via Amazon.com. Required readings for courses are found on course reserve at the Burke Library, which is part of the Columbia University Libraries system
- Educational Programs
- Faculty
- Transfer of Credit Policy (no articulation agreements)
- Accreditation
- Plagiarism Policy (Copyright Infringement): Student Handbook, pp. 11-12
- Computer Use and File Sharing: Student Handbook, Community Expectations, pp. 80-90
- Privacy Policy
- Student Activities (Student Senate): Student Handbook, pp. 91-101
- Career and Job Placement Services: Coordinated via the Field Education Office and Associate Dean for Student Affairs’ Office. Student newsletter with job openings sent weekly during academic year and monthly in summer.
Student Financial Assistance
Institutional and other types of aid
Student Handbook, pp. 31-36
2. Federal Student Financial Aid Penalties for Drug Law Violations: Student Handbook, pp. 24-30
3. Student Loan Information
- Initial Loan Counseling for Student Borrowers
- Exit Counseling for Student Borrowers
- Institutional Code of Conduct for Educational Loans: Student Handbook, pp. 31-36
Health & Safety
- Drug and Alcohol Abuse Prevention Program: Student Handbook, pp. 24-30
- Vaccination Policies: part of orientation
- Campus Security Policies, Crime Statistics and Crime Log: Student Handbook, pp. 45-76
- Annual security and fire safety reports
- Fire Safety Policies, Fire Statistics and Fire Log (On-Campus Housing Facilities): Student Handbook, pp. 45-76 Student Handbook
Student Outcomes
- Graduation Rates:
- Graduation Rate by Degree Program 2017
- MDiv (degree completed within 6 years): 93.75%
- MA (degree completed within 4 years): 75% (some of our MA students change to the MDiv degree)
- STM (degree completed within 2 years): 83.33%
- PhD (degree completed within 8 years): 33.33% (some of our PhD students need more than 8 years to complete their degree)
- Years to Completion for 2017 graduates
| MDiv | MA | STM | PhD | |
| <2 | 0 | 1 | 4 | 1 |
| 2 to <3 | 2 | 16 | 1 | 0 |
| 3 to <4 | 26 | 1 | 0 | 2 |
| 4 to <5 | 7 | 0 | 0 | 1 |
| 5 to <6 | 2 | 1 | 0 | 1 |
| 6+ | 0 | 0 | 0 | 4 |
3. Job Placement Rates for Graduates 2015/2016
| MDiv | MA | STM | PhD | |
| Vocational Placement | 51% | 20% | 43% | 86% |
| Non-Vocational Placement | 22% | 35% | 0 | 0 |
| Further Study | <1% | 20% | 43% | 0 |
| Seeking Placement | 0 | 0 | 14% | 0 |
| Other | 0 | 0 | 0 | 0 |
| Unknown | 17% | 25% | 0 | 14% |
Student Learning Outcomes
M.Div.
| Entrance Questionnaire (2015) | MPR SAS (2017) | MRP FR (2017) | FSAS (2018) | FAR (2018) | |
| Learning Outcomes | |||||
| The student demonstrates an … | n=46 | n=40 | n=40 | n=37 | n=38 |
| 1.1. Ability to identify, describe, analyze, and interpret biblical texts in their literary, historical, and multi-religious contexts. | 2.63 | 3.6 | 3.65 | 3.95 | 4.08 |
| 1.2. Ability to identify, to describe, and to discuss significant periods, persons, and developments in the history of the Christian traditions(s). | 2.39 | 3.17 | 3.38 | 3.76 | 4.11 |
| 1.3. Ability to recognize, explain, and to critically evaluate major theological themes, issues, and perspectives in Christian thought. | 2.67 | 3.65 | 3.47 | 4.19 | 4.05 |
| 2.1. Awareness of and ability to substantively engage the thought and practices of other religious traditions [in reflection on the texts, history, theology or practices of the Christian tradition(s)]. | 2.59 | 3.17 | 2.95 | 3.95 | 4.24 |
| 3.1. Ability to work with persons of diverse backgrounds, to learn from differences, and to articulate one’s own cultural and social perspectives with acknowledgment of their limitations. | 3.98 | 3.98 | 3.79 | 4.54 | 4.32 |
| 3.2. Ability to articulate contextually informed and world-engaged theological perspectives. | 2.67 | 3.55 | 3.26 | 4.16 | 4.05 |
| 3.3. Ability to analyze and address contemporary ethical Issues from Christian and Interreligious perspectives. | 2.96 | 3.33 | 2.87 | 4.22 | 4.03 |
| 4.1. Ability to incorporate the arts, cultural diversity, international and/or socio-economic dimensions of New York City into theological reflection. | 2.7 | 3.35 | 3.1 | 3.84 | 3.53 |
| 5.1. Familiar with, informed about, and able to utilize traditional and contemporary forms of prayer, worship, and spiritual practices from Christian and /or other faith traditions for personal spiritual growth. | 3.41 | 3.75 | 3.33 | 4.08 | 3.68 |
| 6.1. Familiar with, informed about, and able to utilize traditional and contemporary forms of prayer, worship, and spiritual practices from Christian and/or other faith traditions for the spiritual formation of others | 2.78 | 3.25 | 3 | 3.84 | 3.75 |
| 7.1. Development of a vision of professional identity that is connected to the student’s abilities, aspirations, and faith tradition. | 3.22 | 3.67 | 3.35 | 4.3 | 4.21 |
| 7.2 Development of a theologically and professionally informed model and style of ministry within particular ministerial contexts | 2.39 | 3.25 | 3.08 | 4.27 | 4.11 |
| 8.1. Development of interpersonal insight and an ability to listen actively, communicate effectively, and to interact with others with honesty, empathy, compassion, and respect. | 3.98 | 4.08 | 3.79 | 4.51 | 4.34 |
| 9.1. Ability to represent and lead a community or organization in and through public and communal contexts such as worship, preaching, congregational pastoral care, advocacy, teaching, written communication, and/or public speaking. | 2.98 | 3.42 | 3.18 | 4.24 | 4.05 |
| 10.1. Ability to make accessible for particular congregations and communities interpretations of sacred texts that are based on the application of sound exegetical methods and principles. | 2.26 | 3.2 | 2.95 | 3.95 | 3.97 |
M.A.
| Entrance Questionnaire (2016) | FSAS (2018) | FAR (2018) | ||
| Goals | Learning Outcomes | |||
| RELIGIOUS HERITAGE | The student demonstrates an … | n=23 | n=15 | n=16 |
| 1. To develop a broad, critical understanding of Christian Traditions in their scriptural foundations, historical developments, and theological perspectives. | 1.1. Ability to identify, describe, analyze, and interpret biblical texts in their literary, historical, and multi-religious contexts. | 2.74 | 3.93 | 3.75 |
| 1.2. Ability to identify, to describe, and to discuss significant periods, persons, and developments in the history of the Christian traditions(s). | 2.52 | 3.6 | 3.44 | |
| 1.3. Ability to recognize, explain, and to critically evaluate major theological themes, issues, and perspectives in Christian thought. | 2.83 | n/a | 3.31 | |
| 2. To cultivate inter-religious awareness and deepen understanding of the Christian heritage through substantive engagement with the thought and practices of traditions other than Christianity | 2.1. Awareness of and ability to substantively engage the thought and practices of other religious traditions [in reflection on the texts, history, theology or practices of the Christian tradition(s)]. | 2.48 | 3.73 | 3.63 |
| CULTURAL CONTEXT | ||||
| 3. To develop competencies in understanding social and cultural contexts that are significant for contemporary theology, the life of the church, and the promotion of justice in the world. | 3.1. Ability to work with persons of diverse backgrounds, to learn from differences, and to articulate one’s own cultural and social perspectives with acknowledgement of their limitations. | 3.83 | 4.47 | 4.13 |
| 3.2. Ability to articulate contextually informed and world-engaged theological perspectives. | 3 | 3.93 | 4 | |
| 3.3. Ability to analyze and address contemporary ethical Issues from Christian and Interreligious perspectives. | 3.09 | 4.27 | 4.13 | |
| 4. To enrich theological work by incorporating the arts and cultural diversity of New York City. | 4.1. Ability to incorporate the arts, cultural diversity, international and/or socio-economic dimensions of New York City into theological reflection. | 2.22 | 3.33 | 3.25 |
| SPECIALIZED COMPETENCY | ||||
| 5. To attain competency in the student’s chosen concentration in preparation for further graduate studies, teaching, or for application in public, organizational, and non-academic contexts. | 5.1 Ability to identify, describe, discuss, employ, communicate, and apply the sources, norms, methods, substantive content, and literature of the student’s chosen theological discipline | 2.61 | 4.47 | 4.19 |
| 5.2 Capacity to integrate specialized competency in the student’s chosen concentration within theological reflection that is both informed by and applicable to contemporary issues and contexts | n/a | n/a | n/a | |
| 6. To attain competency in academic research and writing skills. | 6.1 Ability to locate and to utilize relevant primary and secondary sources and relevant data for critical and constructive work in the student’s chosen concentration. | 2.91 | 4.27 | 4 |
| 6.2 Ability to write a thesis-driven essay within the student’s chosen concentration that is clearly written, cogently argued, and sufficiently substantiated with properly cited references to scholarly resources | 3 | 4.53 | 4 | |
| 7. [track 1] To attain proficiency in a modern language (and in the case of the biblical concentration, a working knowledge of Hebrew and/or Greek). Required language varies by discipline so difficult to measure on assessment instruments; data reflected on student transcripts | 7.1 Ability to read and accurately translate texts in French, German, or Spanish (and for biblical studies concentrators, in Hebrew or Greek) | n/a | n/a | n/a |
STM
| FAR 2016 | FSAS 2017 | FAR 2017 | FSAS 2018 | FAR 2018 | |
| n=4 | n=6 | n=5 | n=9 | n=10 | |
| To what degree do you believe that you have achieved an advanced level of knowledge and understanding in your area of focused study? | 3.5 | 3.6 | 3 | 3.56 | 3.5 |
| Rate your ability to read and accurately translate texts in each of the following languages; required languages vary by discipline; student transcripts include data re. languages | n/a | n/a | n/a | n/a | n/a |
| FAR=Final Assessment Report (completed by advisor) | |||||
| FSAS=final self-assessment survey (completed by student) | |||||
Key
1=insufficient evidence
2=minimal degree
3=moderate degree
4=high degree
5=very high degree
Voter Registration
- Voter Registration: In New York, voter registration is completed through the New York Board of Elections and the New York Department of Motor Vehicles
Privacy Policy
Use of Links
Throughout our Web pages, we provide links to other servers which may contain information of interest to our readers. We take no responsibility for, and exercise no control over, the organizations, views, or accuracy of the information contained on other servers.
Use of Text & Images
If you would like to publish information that you find on our Web site, please send your request to online@uts.columbia.edu. Where text or images are posted on our site with the permission of the original copyright holder, a copyright statement appears at the bottom of the page.
Accessibilty
This Web site is designed to be accessible to visitors with disabilities, and to comply with federal guidelines concerning accessibility. We welcome your comments. If you have suggestions on how to make the site more accessible, please contact us at online@uts.columbia.edu.
Privacy Policy
We have created this statement in order to demonstrate our firm commitment to your privacy. We do not collect personally identifying information about you when you visit our site, unless you choose to provide such information to us. Providing such information is strictly voluntary. This policy is your guide to how we will handle information we learn about you from your visit to our Web site.
Reading or Downloading
We collect and store only the following information about you: the name of the domain from which you access the Internet (for example, aol.com, if you are connecting from an America Online account, or princeton.edu if you are connecting from Princeton University’s domain); the date and time you access our site; and the Internet address of the Web site from which you linked to our site.
We use the information we collect to measure the number of visitors to the different sections of our site, and to help us make our site more useful to visitors.
Online Profile Updates & Donations
If you complete the Profile update form and share your personally identifying information, this information will be use only to provide you with more target content. We may use your contact information to send further information about our organization or to contact you when necessary. You may opt-out of receiving future mailings; see the “Opt Out” section below.
Sending Email
You also may decide to send us personally identifying information, for example, in an electronic mail message containing a question or comment, or by filling out a Web form that provides us this information. We use personally identifying information from email primarily to respond to your requests. We may forward your e-mail to other employees who are better able to answer you questions. We may also use your email to contact you in the future about our programs that may be of interest.
We want to be very clear: We will not obtain personally identifying information about you when you visit our site, unless you choose to provide such information to us. Providing such information is strictly voluntary. Except as might be required by law, we do not share any information we receive with any outside parties.
If you sign up for one of our email lists, we’ll only send you the kinds of information you’ve requested. We won’t share your name or email address with any outside parties.
Kids & Privacy
For children who visit our site, special rules apply. We do not request personal information about children, such as first and last name or street address and city. When kids send email to us, their online contact information (email address) is not used to re-contact them and is not maintained in retrievable form.
Opting Out or Changing Contact Info
Our site provides users the opportunity to opt-out of receiving communications from through a special online form. You may choose to receive only specific communications or none at all. You may also update your contact information previously provided to us through another online form. You can not remove yourself from our database, but you can prevent unwanted communication.
Questions?
If you have any questions about this privacy statement, the practices of this site, or your dealings with this Web site, you can contact us at online@uts.columbia.edu.
