Theological Field Education

Vancouver School of Theology’s initiative, “Theological Field Education at VST: Leaders for a New Day,” will reimagine and enhance Theological Field Education (TFE) through a multi-year funded by a Pathway’s grant. This project will focus on research, enhanced partnerships, targeted consultations, and new curriculum design. VST seeks to strengthen its TFE program as part of its competency-based curriculum, engage networks of flourishing congregations, and credential mentors and supervisors.

Steven Chambers, project director of Vancouver School of Theology’s field education pathways project, shares insights into the initiative’s progress.

Briefly describe the project.

Our goal is to review, revise, and enhance our theological field education program. We’ve recognized for several years that VST’s field education program has not received any attention. Through this initiative, we aim to strengthen two degrees with field education components.

What have you learned so far?

In the early stages of the grant period, we conducted a review and quickly realized the need to increase the level of support, encouragement, and nurturing for the mentors involved in the program. This emerged as a key area of improvement.

We also recognized that field education can sometimes present a financial challenge for students. While it is a requirement to complete it without paying a registration fee, it demands a lot of their time, which could otherwise be spent working. This could put them at a financial disadvantage, so we wanted to address that concern.

We recognized that we are preparing leaders for the church, and this grant has given us the opportunity to revise our relationship with the church, strengthening the connection between the school and the three main denominations we connect with. We realized there were several things we could do to enhance that relationship with those denominations more effectively.

We also wanted to reevaluate the course stream that complements the field education. While students gain hands-on experience at a site with a supervisor, there are also courses that prepare them for that setting. We began exploring whether other courses could further enrich the learning experience in TFE by integrating more on-site learning opportunities. As a result, we are expanding the course stream associated with field education.

What has surprised you along the way?

One of the key surprises came when we brought together about 35 of our most recent supervisors for a consultation. We prepared a solid program and provided them with valuable input.

What we heard in return was, “Thank you for doing this. Thank you for connecting with us and making us feel more connected to the school.” There was a strong sense of “You noticed us.” It was good for the supervisors to feel a deeper connection to the school.

It may seem like a small gesture to notice people and invite them to a consultation, but we realized it was very important.

We are working toward establishing a more regular rhythm of consultations that bring supervisors in more closely to the school. We asked if they were interested in pursuing an official certificate of supervision for the school, but they didn’t feel that was their main interest. Instead, they want to keep learning, build a closer relationship with the school, and feel more connected to it. They also want to know who to turn to if they have questions. Their curiosity and commitment to doing well by the students they are mentoring stood out as a key priority. That’s one of the most significant things we’ve learned: the importance of building relationships.

What have been a few of your successes?

Our consultation with the supervisors is certainly a success.  

We’re also developing a website, linked to our main site, specifically for field education, with a focus on supervisors. We hope this subsidiary site becomes a hub of communication and resources, a place to share stories and inspiration, and a source of the most current information they need. Additionally, it will offer support them for their work. This initiative would not have been possible within the school’s regular field education budget, but with this grant, we are able to make it a reality.

Another success has been the revision of courses that accompany field education. We introduced the idea of developing “hub courses” as an experimental approach. These hub courses would provide electives in the curriculum, taking place on-site, with students ecumenically gathered there. They would follow the action-reflection model that underpins the pedagogy of field education.

One of these experiments took place in Kelowna, called “Where Theology Meets the Soil.” This course offered the students with hands-on learning in organic farming, theological reflection, prayer and conversation, all rooted in the local faith community. It was held in partnership with an Anglican church that had developed a farm garden. The course followed a residential model, so the students all lived together. We ran that program in July with three degree students and three non-degree students, and used funds from the grant to heavily subsidize the course. We were learning whether this hub model would be beneficial for students, and if it’s something we want to continue.

Our feeling is that it really is something that will work. This was an exciting course; the students had very significant experiences. We’d like to use this hub model in other ways.

For instance, what if we did an experimental church plant where students could work together? They would learn the fundamentals, engage with resource people, reflect on the early days of church planting, and discover was like for them.

Our goal is to provide, in the elective part of the curriculum, field education-oriented courses allowing students to integrate what they’re learning in other parts of the curriculum. They can go into an elective course onsite, and use the field education methodology, which can bring many elements of their education together. That’s an exciting piece that has emerged through this project.

What aspects of the project are you hopeful about?

Our biggest hope is that we will achieve a thorough review and revitalization of the program. We envision the program becoming so significant and vital within the school that students will choose to come to the school, not only for the exceptional courses and faculty, but because they recognize the vital role this program plays in their education and formation.

What are you learning that could help other schools?

We didn’t begin this with an intent to do something extraordinary. While we could have looked at enhancing online education, which is already doing well.

Our focus was on asking how we could make this part of the curriculum better—more effective, more vibrant, and more impactful. We took what was already there and asked, “How can we improve this? How can we deepen and enrich it?”