Alissa Wise′s journey to rabbinical school began with social activism that included antipoverty work and tenant organizing in New York City. Learn more...
Ari Hendin
Ari Hendin was raised non-Jewish and worked as a psychologist in private practice. Learn more...
Brian Fink
RRC student Brian Fink is only in his 20s, but he already has had a lifetime of experience in social justice work. He sees some parallels between outreach to the homeless and rabbinic chaplaincy. Learn more...
David Teutsch, Ph.D.
His background as a rabbi and his expertise in organizational ethics uniquely qualify David Teutsch to counsel organizations on leadership and ethical issues. Learn more...
Hevrutah and the Bet Midrash
The story of the great Rabbi Yochanan and his beloved study partner, Resh Laqish, illustrates the value of hevrutah, a partnered approach to text study practiced at RRC. Learn more...
Isabel de Koninck
Isabel de Koninck, a second-year rabbinical student at RRC, is not only a talented student, but also an accomplished athlete. Learn more...
Jacob J. Staub, Ph.D.
Jacob J. Staub, Ph.D., has been instrumental in bringing the discipline of spiritual direction to RRC. Learn more...
Jarah Greenfield
In the summer of 2005, Jarah Greenfield found herself in the middle of a hot-button debate on government-sanctioned torture, a controversy that pitted the Bush administration against members of Congress on both sides of the aisle. Learn more...
Joel Hecker, Ph.D.
Joel Hecker, Ph.D., a scholar of kabbalah who teaches Jewish mysticsm at RRC, believes in "a nuanced way of thinking about the accessibility of God." Learn more...
Lori Hope Lefkovitz, Ph.D.
Lori Hope Lefkovitz, Ph.D., is fond of telling her students that the most important work we do in the present is to discover the story that we need to tell about our past. Learn more...
Marsha Silberstein
Step by step, for the first 40-some years of her life, Dr. Marsha Silberstein, an anesthesiologist, followed a steady and very successful course. But somewhere in the back of her mind, she always wanted to be a rabbi. Learn more...
Nancy Fuchs-Kreimer, Ph.D.
When the emir of Qatar decided to invite Jews for the first time to an international conference of Christians and Muslims, Nancy Fuchs-Kreimer received the call. Learn more...
Darby Leigh
The New York Times called him "a virtuoso of an exuberant actor." Alternative rock musician Perry Farrell invited him to perform on stage with the band Jane′s Addiction. Learn more...
Rabbi Dayle A. Friedman
How can we meet the spiritual needs of Jewish people facing transitions, frailty and loss? Rabbi Dayle A. Friedman, a U.S. pioneer in the field of spiritual care for the elderly, recently posed that question in a new context --Israel. Learn more...
Helen Plotkin
Helen Plotkin, who speaks Mandarin Chinese, sees a natural flow between her interest in ancient Chinese texts and her love of Jewish texts. Learn more...
Rabbi Ira Stone
"If we all know what's good, why don't we do it?" This question goes beyond the rhetorical for Rabbi Ira Stone, a congregational leader, RRC adjunct professor, poet and Mussar scholar. Learn more...
Rabbi Kevin Bernstein
He was a veterinarian before he came to RRC. Now he uses his surgical skills in other ways. Learn more...
Rabbi Me'irah Iliinsky
As a child, Me'irah Iliinsky drew pictures of dancers in her mother's ballet studio. Today, she uses verses from the Torah for artistic inspiration. See her work Learn more...
Rabbi Michal Woll
Rabbi Michal Woll had been a bioengineer and a physical therapist. Yet she knew she was on her way to something else. Learn more...
Rabbi Nancy Epstein
Long before Rabbi Nancy Epstein began studies at RRC, she had accumulated a wealth of Jewish experience. Learn more...
Rabbi Shira Stutman
Rabbi Shira Stutman entered RRC after a year of travel through Southeast Asia and South America, not knowing that she would bear two children and bury her father while studying for the rabbinate. Learn more...
Rabbi Vivie Mayer
At age 15, when Vivie Mayer first thought about becoming a rabbi, she assumed it would be impossible. Little did she know that she would one day lead a congregation and then teach other rabbis. Learn more...
S. Tamar Kamionkowski, Ph.D.
When Tamar Kamionkowski, Ph.D., came to RRC in 1996 as an adjunct professor, she was immediately attracted to the caliber of the students Learn more...
Sarra Lev, Ph.D.
Sarra Lev hears her motherīs voice when she teaches her Talmud class Learn more...
Steven Goldstein
Why would a lawyer and Emmy award-winning television producer decide to become a rabbinical student? Learn more...
As an RRC student, you learn from an exceptional group of thinkers. You benefit from an eclectic mix of scholarly perspectives-including feminist analysis, traditional historical inquiry, sociological approaches and literary criticism.
Among our faculty members, diverse personal, intellectual and professional backgrounds and many shades of Jewish religious observance and theological belief sit side by side. Our teachers create a culture rare in academia-one that emphasizes validation, not competition.
They are passionate about scholarship and about teaching. Compelling conversations in our classrooms and meaningful relationships between our faculty and our students are what make RRC unique.
At RRC you learn from the best, whether you are studying Bible; rabbinics; Jewish history, theology and philosophy, or liturgy; human relations; Hebrew and Jewish literature; education; or community service. Because our teachers are drawn from many different backgrounds, we can offer outstanding expertise in a wide array of fields.
View Faculty Index & bios
By design, our teachers engage with our students on multiple levels. We study Torah with traditional intensity, but also see the texts as catalysts for new ideas.
Our teachers use a dynamic mix of lecture, group discussion and hands-on learning. They gear the method to the material, and to their students' experience level, needs and interests. More about our teaching methods …
Low Student-Faculty Ratio
Among RRC's greatest strengths is the priority we put on high quality student-faculty interactions. We ensure this by maintaining a low student-to-faculty ratio (less than 5-to-1), which promotes active learning and inspired teaching.