The Berkeley School of Theology’s Pathways for Tomorrow initiative, “Making Theological Education Accessible, Affordable, and Accelerated,” aims to enhance the school’s ability to attract and equip new generations of Christian pastors and congregational leaders for ministry.

Project director LeAnn Snow-Flesher, Vice President of Academics & Dean of the Faculty, and Professor of Biblical Interpretation, shares insights into the initiative’s objectives and key learnings.

Briefly describe the project.

This initiative was designed to ensure “an education in belonging,” particularly for leaders of color, by implementing culturally responsive, human-centered pedagogies that value the training, expertise, and social context that each student brings. It creates affordable, efficient pathways for theological, intercultural, and innovative leadership training across every level of education – from bachelor’s to master’s and doctoral programs. Key components include a BA Equivalency program developed to make theological education accessible for leaders in communities that have traditionally been underserved, a competency-based Doctor of Ministry program that accelerates progress by granting advanced standing without additional costs, and a focused Asian American/Pacific Islander Initiative supported by targeted grants.

In addition, the project is expanding its reach through the creation of certificate programs in intercultural leadership and innovation, highlighted by the hiring of a Director for Intercultural Leadership Training. This role is crucial for embedding intercultural competence throughout the institution. Furthermore, a consultant is being considered to optimize campus space for long-term sustainability, ensuring that available resources are used innovatively and strategically. Overall, the initiative leverages the three A’s – making theological education accessible, affordable, and accelerated – to build a dynamic, inclusive educational environment that adapts to the needs of diverse communities.

What have you learned so far?

So far, several key learnings have emerged from this initiative. First, while the BA Equivalency program has been an important step toward making theological education more accessible, recruitment and retention remain significant challenges, primarily due to financial barriers and life circumstances. Even with affordable tuition, many students struggle to pay their bills, leading to enrollment declines despite their strong academic performance and commitment to the program. This has highlighted the need for additional financial support strategies, such as financial literacy training or more flexible payment options, to ensure that motivated students can continue their education without disruption.

The competency-based Doctor of Ministry (DMin) program has been well-received by both students and faculty, but shifting faculty mindsets toward more creative approaches to competency assessment has been a gradual process. Encouraging faculty to move beyond traditional classroom structures and recognize a wider range of learning experiences – such as teaching, fieldwork, and real-world application – has been essential for the program’s success. Innovative practices, such as allowing DMin students to teach in the BA Equivalency program and count that experience toward their own competencies, have proven to be a win-win approach. However, these shifts require ongoing advocacy and cultural change within the institution, emphasizing the need for theological education to evolve in response to students’ diverse backgrounds, experiences, and learning styles.

What has surprised you along the way?

One unexpected challenge has been the retention rate in the BA Equivalency program, particularly due to financial barriers. While the program is designed to be affordable, many students still struggle with costs, which has led to higher-than-anticipated attrition rates. This has prompted deeper conversations about financial accessibility, and I anticipate pushing back on the administration to explore more sustainable funding solutions. Another surprise has been the hesitation among faculty to embrace more creative, out-of-the-box teaching methods. While I naturally approach problem-solving with innovation, I’ve realized that shifting institutional mindsets takes time and persistent encouragement.

Additionally, recruitment for the innovation and intercultural leadership training has been more challenging than expected. While there is clear interest and enthusiasm, converting that into actual participation remains difficult. Many express excitement about the opportunity, yet commitment to formal training in these areas lags behind. I’m still reflecting on how to break through this resistance and create stronger engagement, whether through new incentives, restructured programs, or different outreach strategies.

What have been a few of your successes?

One of the key successes of the initiative has been the launch and expansion of the BA Equivalency program, particularly in making theological education more accessible to Latino church leaders. The program’s affordability and flexibility have allowed many to pursue advanced theological studies, and the addition of a Spanish-language master's program has been a significant milestone. The first cohort of seven students, supported by a 75% tuition grant, demonstrates the growing demand for theological education in diverse linguistic and cultural contexts.

Another major success has been the competency-based Doctor of Ministry (DMin) program, which has accelerated students' progress by recognizing prior learning and real-world experience. This not only makes the program more cost-effective but also ensures that practitioners in ministry can advance without unnecessary redundancy. Additionally, the intercultural leadership training initiative is gaining traction, despite initial challenges, with faculty and staff engaging in cultural intelligence assessments and actively working toward a more interculturally competent institution. These successes reflect the initiative’s broader impact in making theological education more inclusive, responsive, and sustainable.

What aspects of the project are you hopeful about?

I am hopeful that the goals of this initiative will be fully realized. The progress we’ve made so far, despite the challenges, reassures me that we are on the right track. Yes, it takes time, patience, and strategic planning, but I can see the momentum building. I don’t lie awake at night wondering if it’s going to happen – I see it unfolding step by step. The key challenge ahead is student recruitment, but I believe that with the right outreach, support systems, and financial strategies, we can continue to bring in more students who will thrive in these programs.

I’m also encouraged by the abundance of faculty resources available through the Graduate Theological Union (GTU) consortium. The academic environment we’re part of provides a rich network of scholars and PhD students eager to contribute, ensuring that we always have strong educators ready to support our mission. The next step is not just about bringing in students but also creating a lasting institutional culture that supports innovation and new ways of thinking. That means helping faculty step outside traditional teaching models and ensuring that administrative leaders, including our CFO, align financial sustainability with the broader vision. I’m hopeful that through ongoing conversations, strategic planning, and a commitment to adaptability, we will continue building a thriving, inclusive, and innovative theological education program.

What are you learning that could help other schools?

Other schools looking to implement similar initiatives can learn valuable lessons from our experience. One key takeaway is the importance of fostering an institutional culture that supports innovation. Faculty and administration often default to traditional ways of thinking, and introducing new approaches requires patience, persistence, and strategic communication. Schools must create spaces for ongoing conversations about change, helping faculty and leadership see the value of new models while ensuring they don’t feel overwhelmed. It’s essential to align financial decision-makers, like CFOs, with the institution’s mission so that financial concerns don’t hinder necessary innovation. Without mission-driven financial leadership, even the most well-conceived initiatives can stall.

Additionally, recruitment remains a significant challenge, even when interest is high. Schools should think beyond traditional marketing and focus on proactive outreach, financial literacy support, and flexible program structures to meet students where they are. Creating programs that recognize prior learning and professional experience – such as competency-based education – can reduce costs and time-to-degree, making theological education more attainable. Institutions must also embrace creativity in program design, hiring, and faculty engagement, ensuring they are responsive to the evolving needs of students. By taking these lessons to heart, schools can build sustainable, inclusive, and innovative theological education programs that truly serve their communities.