HLC Team Report
ASSURANCE SECTION
ADVANCEMENT SECTION
ASSURANCE
SECTION
DRAFT
REPORT OF A COMPREHENSIVE EVALUATION
VISIT
FOR INITIAL ACCREDITATION
TO
GOD’S BIBLE SCHOOL AND COLLEGE
Cincinnati, Ohio
September 24-26, 2007
FOR
The Higher Learning Commission
A Commission of the North Central
Association of Colleges and Schools
EVALUATION
TEAM
Robert
Anderson, Assistant Dean of Faculty Development and Professor of Biology,
Wisconsin Lutheran College, Milwaukee, WI 53226
Joyce
Natzke, Professor of Education, Wisconsin Lutheran College, Milwaukee, WI 53226
William
Johnston, President, Iowa Wesleyan College, Mt. Pleasant, IA 52641
Carolyn
Tennant, Professor of English, North Central University, Minneapolis, MN 55404
(Chair)
Contents
I. Context and Nature of Visit
II. Commitment to Peer Review
III. Compliance with Federal Requirements
IV. Fulfillment of the Eligibility
Requirements
V. Fulfillment of the Criteria
a. Criterion
One
b. Criterion
Two
c. Criterion
Three
d. Criterion
Four
e. Criterion
Five
VI. Affiliation Status
VII. Additional Comments and Explanation (None)
I.
CONTEXT AND NATURE OF VISIT
A. Purpose
of Visit
The HLC Team
conducted a Comprehensive Visit to God’s Bible School and College (GBSC) for
the purpose of considering Initial Accreditation.
B. Organizational
Context
In 1900
God’s Bible School and College was founded at its present location on Mount
Auburn in Cincinnati, Ohio. Throughout its early years the institution granted
theological and Bible-study certificates. In 1936 the Ohio State Board of
Education provided authorization to GBSC to grant ThB and BA degrees. GBSC
formed a not-for-profit corporation and registered it with the state of Ohio on
June 1, 1963. In March 1999, the Ohio Board of Regents reauthorized GBSC to
offer AA and BA degrees for another ten years, through June 2008.
Among its
faculty was the esteemed Oswald Chambers who has written one of the most famous
and well-circulated devotional books ever published, My Utmost for His
Highest. GBSC has held
accreditation with the Association for Biblical Higher Education (ABHE) and was
reaffirmed for an additional ten years in spring, 2007.
The
majority of GBSC’s programs are oriented toward church-related ministries,
including preaching and pastoring, intercultural missions, church music,
ministry to children and families, and education ministries. In addition there
is a bachelor’s level teacher education program and a business program at the
AA level.
GBSC’s
long history has allowed the institution to become an anchor in its changing
urban neighborhood. It is well known for actively engaging with its community,
and it provides an educational niche for students among the Wesleyan and other
conservative, holiness denominations.
Since
gaining Candidacy Status with the Higher Learning Commission in 2005, God’s
Bible School and College has accomplished an unusual amount of work in
correcting concerns noted by the last Team. Its progress in numerous areas was
noted by the Team. This report documents the findings of the Team and provides
evidence to supports its recommendation for granting Initial Accreditation to
GBSC.
C. Unique
Aspects of Visit
None.
D. Sites
or Branch Campuses Visited
The HLC Team
visited the GBSC’s home campus in Cincinnati. There are no other sites.
E. Distance
Education Reviewed
God’s Bible
School and College hosts a special extension program called ADEP (Aldersgate
Distance Education Program) which began in 2001. This program is designed for
a special population of off-campus and generally older students, many of them
serving in the pastorate. Students come to campus for 2-4 days of classes and
then do the rest of their work through independent study and distance learning,
some of which may include DVDs. A small portion of this program is online.
There are currently 50 students in the program. The Team reviewed this program
and found it to be comparable to the on-campus program. Most of the courses
are taught by GBSC faculty.
F. Interactions
with Constituencies
Administration
1. President
2. Vice President, Academic Affairs
3. Vice President, Student Affairs
4. Vice President, Advancement
5. Director of Finances
6. Campus Administrator
Faculty
7. Chair of General Studies
8. Chair of Intercultural Studies and
World Missions
9. Chair of Ministerial Education
10.
Chair of Teacher
Education
11.
Chair of Music
12. Director of ADEP
13. Professional
Development Committee Chair
14. Adjunct Science
Faculty
15. Adjunct Education
Faculty
16. Science Lab
Instructor
Staff
17. Director of Institutional
Research
18. Registrar
19. Librarian
20. Business Manager
21. Admissions Director
22. Financial Aid
Director
23. Women’s Residence Hall
Director
24. Men’s Residence Hall
Director
25. Bookstore Manager
26. Food Service Manager
27. Intramural Sports
Committee Chair
28. Coordinator of
Information Technology
29. Editor of The
Revivalist
30. Campus
Pastor/Ministerial Education faculty
31. Secretarial Staff
members
Groups
32-43.
Twelve students
44-56.
Thirteen members of the Board of Trustees
57-61.
The Strategic Planning Committee
62-71.
The Assessment Committee
72-81.
The Administrative Committee
82-90.
The Academic Committee
91-105.
Constituencies Group
G. Principal
Documents, Materials, and Web Pages Reviewed
Academics
1. Academic Committee Minutes
2. Aldersgate Distance Education Program
ABHE Progress Report
3. Aldersgate schedule of courses and sample
CDs
4. ADEP survey
5. Course Evaluation Form
6. Divisional Meeting Minutes for General
Studies Division; Intercultural Studies and World Missions Division;
Ministerial Education Division; Music Division; Teacher Education Division
7. General Education Core Revision
8. A Guide for Music Majors, Music Division
9. Library Committee Minutes
10. Library Handbook
11. Cross-curricular Tracking Forms
Admissions/Enrollment/Retention
12. Admissions Handbook
13. Application for Graduation
14. Application Packet
15. Attrition Project Spreadsheets
16. College Administrators Roundtable 2006
Materials relating to Ethical Recruitment
17. Cross-functional Retention Team Meeting
Minutes/Committee Information
18. Enrollment/Demographic Reports including enrollment by major
Assessment of Student Learning and
Institutional Evaluation
19. Annual Assessment Report (Spring, 2007)
20. Assessment Committee Meeting Minutes
21. Assessment Week 2005
22. Assessment Week 2006
23. Assessment Week 2007
24. Character and Relational Skills Inventory
25. College Graduation Exit Survey
26. College Student Inventory (CSI)
Assessment and Data
27. Course Evaluation Forms and Faculty
Evaluation Forms
28. Discipleship Group Assessment Report
29. Divisional Materials from Assessment Week
2007
30. Divisional Objectives (revised) with
assessment information
31. Educated Christian Statement and
Materials
32. Institutional Objective Revisions
33. Internship Guidebook, Ministerial Education
Division
34. Music Division Assessment data and
instruments
35. New Student Orientation Evaluation
36. Other Assessment Data…surveys, etc.
37. Personnel Satisfaction Survey results
38. Portfolio Guides from divisions
39. Portfolio Requirements
40. Sample Portfolios for Assessment
41. Sample Rubrics
42. Schedule of Assessments
43. Schedule of Revisions
44. Spiritual Well-being Scale
45. UIE Mission/Objectives/Assessment
Compliance and Institutional
Requirements Materials
46. Articles of Incorporation, Amended
47. Ohio Authorization to Grant Degrees
(1936)
48. Ohio Board of Regents Certificate of
Reauthorization
49. Ohio Tax Exempt Form
50. Student Complaint Files
51. Third Party Comment
Faculty-related Materials
52. Course Evaluation Forms
53. Evaluation of VPAA
54. Faculty and staff evaluation forms
55. Faculty Credentials
56. Faculty Matrices
57. Faculty Peer Consultation Forms (Peer
Syllabi Review and Peer Classroom Evaluation)
58. Faculty Presentations and Publications
59. Faculty Promotion Guidelines
60. Faculty Week Seminar
61. Professional Development Forms
62. Professional Development Library Items
List
63. Professional Memberships 2006-2007
64. Sabbatical Leaves
65. Use of Faculty Evaluations
Financial
66. Audits from 2002-03, 2003-04, 2004-05 and
2005-06 (2006-07 audit has not yet been completed)
67. Analysis of Donations, fiscal years
2000-2007
68. Balance sheet, March 31, 2007 and
comments regarding balance sheet
69. Balance sheet/financial statement for
June 30, 2007
70. Budgeting Process
71. Budget Worksheets
72. Cash Flow Projections
73. ECFA “Seven Strands”
74. ECFA Site Visit Documentation
75. Financial Aid Policy Document (Revised
11/14/2006)
76. Financial Aid Brochure
77. Investment Policy Statement
78. IRS Tax Letter
79. Results of Operations…July 1, 2006-March
31, 2007 and also Results of Operations
June 30, 2007
80. Report of the Finance Department, May 28,
2007
Institutional Self-Study Materials
81. GBSC Catalog
82. GBSC Employee Handbook
83. GBSC Institutional Snapshot
84. GBSC Student Handbook (and brief list of
rules)
85. Last HLC Team’s report and correspondence
with the Commission
86. Self-study Report
Organization/Administration/Governance
87. Administrative Committee Minutes
88. Administrative Manual
89. Administrative Reports to the Board
90. All-school calendar
91. Board of Trustees Demographic Information
92. Board of Trustees Meeting Minutes
93. Information Technology
94. Organizational Chart
95. Organizational Meetings Schedule
96. President’s Job Description and other Job
Descriptions
Policies
97. Academic Freedom Policy
98. Continuing Education Policy
99. Diversity Statement
100. Gift acceptance policy
101. Intellectual Property Policy (draft)
PR Materials, Other Accreditation, and
Engagement
102. ABHE Reauthorization
103. ABHE Self-study
Kickoff Materials
104.
ABHE Team Report
105. Christian Service
106. Christian Service
Assessment
107. Copies of The
Revivalist
108. God’s Clock History Book, I Believe, and The Journey
109. Ministry Bylaws
110. New Student
Orientation Notebook/Schedule
111. Parks Plan for Mt.
Auburn area
112. PR Materials
113. Recruitment Materials
114. Web: God’s Bible
School and College Web Page
Strategic
Planning
115. Current Strategic
Plan (2005-2008)
116. First Annual Planning
Update
117. Master Plan for
2000-2005
118. Mission Documents
119. Planning Documents of
various kinds
120. Strategic Plan
Flowchart
121. Strategic Planning
Committee Minutes, 2005-2007
II. COMMITMENT TO PEER REVIEW
A. Comprehensiveness of the Self-Study
Process
The self-study
process was accomplished with a broad range of participation from faculty,
administration, staff, students and Board of Trustees. The self-study process
included attendance by seven people at the HLC annual meeting and the
pre-conference self-study workshop, the development of a steering committee,
summer work groups, the hiring of consultants, and bringing in their HLC staff
liaison, Mary Breslin. The institution was involved in a great deal of study
and discussion. Both self-study information as well as verification on campus
through study of documents and interviews indicated a comprehensive involvement
in the process. The self-study process also seemed to have a great deal of
support across the campus with reports from various constituencies on the value
and usefulness of what was learned.
One difficulty
arose, however, with the HLC Team in relationship to the self-study that was
provided. The self-study did not provide as much clear data and evidence of
certain components as this document could have included. In actuality, when the
Team got on campus, it was able to find much evidence that had not been
presented in the document itself. If the self-study had been the only part of
the process, it is possible that the Team’s final decision to recommend initial
accreditation would not have been forthcoming. However, as the visit days
progressed, the unveiling of more and more data provided clear and substantial
evidence in the minds of the Team to make a recommendation for accreditation.
On the other
hand, the above comments are not to be construed that the self-study was
entirely devoid of facts, data, and support. This also would not be accurate
since much evidence was indeed provided. However, the process for finding
evidence was of great necessity in recommending Initial Accreditation and kept
the Team busy in finding more and asking questions. The Team feels it was able
to do this process justice and is satisfied with its findings and final
conclusions.
B. Integrity
of the Self-Study Report
The self-study
was found to be accurate and credible. It noted areas that still needed to be
accomplished and indicated an appropriate self-awareness of where they were in
various processes such as assessment. Although even more evidence could have
been added to various components, nonetheless most of this evidence was readily
available in the Resource Room or elsewhere when the Team asked. The Resource
Room was well-organized and provided much documentation to assist the Team. A
staff member was assigned to meet Team needs at all times throughout the visit.
C. Adequacy
of Progress in Addressing Previously Identified Challenges
The Team
considers the response of the organization to the previously identified
challenges to be adequate. In many cases GBSC had done so much work in two
years on particular areas (such as Assessment and General Education), that it
impressed the Team and indicated that this was a hard-working community with
great commitment to the process of growth and development.
D. Notification
of Evaluation Visit and Solicitation of Third-Party Comment
Requirement
fulfilled. The Team reviewed the methods used by the College to notify the
public of its accreditation visit and to seek third party comments. These were
widespread and appropriate. The third party comments were all positive.
III. COMPLIANCE WITH FEDERAL
REQUIREMENTS
The
Team reviewed the required Title IV compliance areas and the student complaint
information.
IV. FULFILLMENT OF THE ELIGIBILITY REQUIREMENTS
1.
Legal status
of operations
God’s Bible School and College possesses
the appropriate legal authorization from the State of Ohio to grant two higher
education degrees (the AA and the BA) in the State of Ohio. On March 9, 1999,
the Ohio Board of Regents granted the College Institutional Reauthorization for
ten years through June 30, 2008. GBSC satisfies the requirements of its
current accrediting agency, the Association for Bible Higher Education (ABHE).
It is legally incorporated as a not-for-profit corporation in the State of
Ohio. The Articles of Incorporation were filed June 1, 1963 and were amended
on October 26, 1991, bringing GBSC into alignment with requirements for
not-for-profit entities in the state of Ohio.
2.
Publicly
stated Mission
God’s Bible School and College has
formally adopted a mission statement that is suitable to an institution of
higher learning and has shared it with the public through a number of
appropriate methods. The current mission statement was approved by the full
faculty May 18, 2003 and the full Board of Trustees May 26, 2003. The mission
is also framed and displayed at various high-traffic areas around campus and
has been placed on the College’s website.
3.
Students
enrolled in degree programs
God’s Bible School and College has been a
degree-granting institution since 1936 and grants Associate of Arts and
Bachelor of Arts degrees. Students are enrolled in all academic programs and
have graduated from these degree programs for many years.
4.
Governance and
administrative structures
Governing authority for God’s Bible
School and College is exercised by a duly constituted, self-perpetuating Board
of Trustees of up to 21 members (13 presently) that meets regularly to
establish and review the policies that direct institutional activities. The
Board is supportive of the Mission of the College and committed to its
continual improvement. The Board has appointed a CEO/President and other
administrative officers who evidence competence and whose responsibilities are
defined for the day-to-day operation of the College. The internal system of
governance, including committees, is appropriate for an institution of its
size.
5.
Relevance of
curriculum and College experience
GBSC’s students are being prepared to
function as ministers in a variety of church contexts. The College’s mission includes
providing higher education and preparing faithful servants. The various
divisions and units of the College as well as the curriculum have all been
linked to the mission. The GBSC students all participate in an active service learning
program. Interaction with students, alumni, and the community provided
convincing evidence that students are being equipped for lives of service in
the community, nation and the world.
6.
Qualified academic
personnel
God’s Bible School and College employs
appropriately credentialed full-time faculty who have earned degrees from
accredited institutions in the fields in which they teach. Each BA degree program at GBSC has a
minimum of one full-time faculty member. For the 285 students enrolled at
GBSC, there are eleven full-time faculty members, another ten who are full-time
employees at GBSC but also teach, and seven adjunct. Teacher-pupil ratio is 1:13.6
according to the College website. All full-time faculty members have master’s
degrees or doctorates, except one who has substantial experience in the field
and is working toward his degree. Several adjunct do not have graduate degrees
but they are teaching in areas which require specialized skills such as
children’s ministry and music, and in these cases the adjuncts evidence skills
and substantial experience commensurate with the course. Eighty-two percent of
the College courses are taught by full-time faculty. Recent focus on the
General Education curriculum and faculty has resulted in faculty with
appropriately related credentials and master’s or doctoral degrees.
7.
Learning resources
and support services
The learning resources including
technological support and the library are generally appropriate to support the
institution’s mission. The student development, counseling, financial aid,
service learning programs, intramurals, and other programs provide a solid base
of support services. Remedial and tutorial help, including a Writing Center
and a Student Learning Center (SLC), is coordinated through the office of
academic affairs. There is an open admission policy with special support through
the SLC for students at risk. A new Student One Stop (SOS) office was recently
implemented: a creative idea which allows students to make only one stop to
have their questions answered.
8.
Financial
capacity
GBSC is a voluntary member of the
Evangelical Council for Financial Accountability and complies with the stated
expectations of this group. The institution allocates appropriate funds in support
of the educational programs as evidenced in operating budget documents. The
College has eliminated its debt, built a cash reserve, and worked within a
balanced budget. The administration and financial officers have developed a
five-year projected budget that is based on historical data. Finances are
tracked and reports are generated monthly for budget originators.
9.
Program
requirements and learning outcomes
The God’s Bible School and College
Catalog provides evidence that the academic programs leading to degrees are
well-planned and consistent with the mission of the institution and
conventional standards of higher education. The requirements for each degree
program either meet or exceed those commonly accepted in higher education with
regard to number of courses and credit hours needed for graduation. The current
Catalog includes the GBSC Mission Statement, Statement of Doctrine, as well as
Statements of Institutional Goals and Objectives. There is also a divisional
mission statement for each division (newly revised in 2006-2007), a description
of each degree program, the objectives of each program defined in terms of
student achievement, and the list of course requirements. With work over the
last several years, there is now an alignment from the Mission Statement to a
new statement of the College’s “product,” the Educated Christian Statement, and
then in turn an alignment with institutional objectives, and then an alignment
with the divisional/programmatic objectives. Finally care is given to align
specific course objectives to this process. Each area of the College seems to
be able to indicate how it reflects the Mission Statement, and through
interviews it was determined that even the students are aware of this and
appreciate the clear focus and organization.
10.
Publicly
stated student policies
GBSC provides fair and accurate
information about the College and its programs for all interested
constituencies. Student policies are clearly delineated in the Student
Handbook which is widely disseminated. Information is updated regularly and is
available in various formats including the College Academic Catalog, the
website, and other College documents. Admissions requirements, credit
transfer, costs and refunds, financial aid, and the College’s accreditation
status are all published and readily available.
11.
Publicly
stated rights and responsibilities of students and employees
GBSC provides its internal constituents
with appropriate information concerning the policies and procedures that govern
life at God’s Bible School and College. These are available in the Academic
Catalog, the website, the Student Handbook, and the Employee Handbook. The
Employee’s Handbook includes institutional and employee policies, information
on employee responsibilities, details on benefits, among other pertinent
information.
12.
Strategic
planning (with emphasis on accreditation timeline)
Strategic planning has been taking place
since 1995 when the current president first arrived. It has institution-wide
input, includes board planning retreats, has been properly updated, has
included assessment and self-study findings, and is a viable, working system
for continued growth in the institution. The STAND plan is continually updated
and includes the planning of various units (UIE=Units of Institutional
Effectiveness.) Money has been linked to provide for needs and ideas which
come out of the UIE assessment reports during the Week of Assessment held
annually at the end of the College year.
The
Team verifies that the twelve Eligibility Requirements are met.
V. FULFILLMENT OF THE CRITERIA
CRITERION ONE:MISSION AND INTEGRITY. The
organization operates with integrity to ensure the fulfillment of its mission
through structures and processes that involve the board, administration,
faculty, staff, and students.
1.
Evidence that
Core Components are met
After
a careful review of the institution’s mission documents and multiple
publications/media through which it is conveyed it is evident that these
statements effectively convey the mission of the institution both externally
and internally. The Board of Trustees adopted an official mission statement
that reflected the institution’s mission and purpose in 1990. This statement
was updated during the 1990’s and revised again in 2003. The present statement
is a clear articulation of the institution’s commitment to higher education and
student learning in the context of the institution’s faith-based heritage. A
Vision Statement and the Core Values Statement complement and reinforce the
Mission Statement. Flowing from these is an Educated Christian Statement
followed by Institutional Objectives and Divisional/Programmatic Objectives.
This operational flow maintains the connection between the essentials of
student learning and the guiding mission of the institution. (Component 1a)
Based
on a review of mission related documents, interviews with administrators, board
members, faculty, and staff the institution clearly recognizes the diversity of
its internal and external constituencies. Like the church that it serves, the
institution is a broadly based faith community welcoming people from varying
ethnic, cultural, and spiritual backgrounds. The institution commits itself to
prepare students to minister “around the world.” The Educated Christian Statement
which is based on the mission, vision, and core values notes that part of
“loving others” involves engaging one’s community through civic involvement and
requires an understanding of the importance of cooperatively working with other
people. As the Team toured the residential areas near the campus, there was
clear physical evidence of the institution’s community involvement. The Team
also noted a wide variety of student and faculty initiatives to assist the
local inner city community. The institution has a long history of reaching out
to all parts of the community and in fact First Lady Eleanor Roosevelt in 1942 publicly
commended GBSC for bringing “from every corner of the city and outlying
neighborhoods underprivileged and handicapped children,” giving them “a
sumptuous Thanksgiving dinner and. . . warm clothing for the winter.” Based on
its core value statements, the institution seeks to model for and instill in
its students an attitude of love, respect, and concern for all human life,
regardless of race, ethnicity, moral, social, or educational standing. It was
noted that appreciation of diversity is one of the institution’s six cross-curricular
tenets which the institution seeks to address in courses throughout the curriculum.
(Core Component1b)
The mission of God’s Bible School and College
is clearly understood and supported by the broad range of constituents
associated with the College. Interviews with Board members, faculty, staff and
students made it abundantly clear that the College lives its mission on a daily
basis and utilizes its available resources to support that mission. The most
recent strategic plan, called the Strategic Thought and Action for New
Developments (STAND Plan) 2005-2008, commits itself to goals derived from the mission
and relegates available funds to those proposed actions. In a meeting with students
they clearly affirmed their support of the institutional Mission and the
exceptional educational experience they receive. (Component 1c)
Interviews with administrators and Board
of Trustees indicate that the administrative leadership demonstrates practical
experience in several fields and has the confidence of the Board of Trustees to
govern in a collaborative manner to achieve the goals set forth in the Mission
Statement. The Board of Trustees is supportive of GBSC and desirous to see it
grow and thrive in the future. Interviews with faculty representatives endorse
the role that faculty have in establishing curricular changes, their role in
governance, and their solid commitment to the Institutional Mission.
(Component 1d)
God’s
Bible School and College clearly demonstrates its efforts to uphold its
integrity and honor to its various constituencies. From its early historical
roots to the present, it has strongly maintained its mission and communicates its
core values through an accurate, transparent portrayal in their publication The
Revivalist. This magazine has been active
for more than a hundred years and serves as an avenue to openly describe and
present its vision, perspective, and accompanying activities to its
stakeholders. Such activities include serving the needs of the immediate
community/urban area surrounding the campus, as well as other areas of the
country and even international locations. Its musical groups, educational
students, and ministerial students have promoted that image throughout its
history, both as a religious endeavor and educational means to expand its
financial and enrollment base. The institution maintains an updated website
which clearly includes information about its history, mission, academic
programs, student life and the “outreach” activities of its various campus
groups. Review of third-party comments and investigation into student
complaints also has indicated wise, open and honest dealings with the public
and its students. Through conversations with community leaders and alumni, the Team
affirms that it is evident that GBSC has been successful in communicating that
integrity. (Core Component 1e)
2. Evidence that one or more specified Core
Components need organizational attention
The
College needs to continue its efforts to increase both ethnic and gender
diversity starting with the Board of Trustees and continuing into the
administration, faculty, and staff. (Component 1b)
3. Evidence that one or more specified Core
Components require Commission follow-up.
None
4. Evidence that one or more specified Core
Components are not met and require Commission follow-up. (Sanction or adverse
action may be warranted.)
None
Recommendation
of the Team
Criterion
One is met; no Commission follow-up is recommended.
CRITERION TWO: PREPARING FOR THE
FUTURE. The
organization’s allocation of resources and its processes for evaluation and
planning demonstrate its capacity to fulfill its mission, improve the quality
of its education, and respond to future challenges and opportunities.
1. Evidence
that Core Components are met
GBSC has done an
excellent job of preserving its heritage and mission. This was clearly shown
through a review of their publications as well as through interviews with
students, the constituencies group, and the Board of Trustees. Many students
report selecting GBSC because it has preserved its heritage so well and stated
that their parents also highly supported this aspect. (Component 2a)
GBSC has moved
on opportunities for enhancing its property development. They have purchased
numerous houses in the vicinity which are occupied by faculty and staff and
sometimes students. GBSC has recently purchased new land which allows for new
access to the College, making the entrance more visible and pleasant. It is
also in the process of renovating and expanding the men’s residence hall. Furthermore,
in the last two years it has developed, renovated or moved to larger quarters
six classrooms and labs, providing enhanced learning opportunities. Other
facilities have been recently upgraded including the science and computer labs
and the snack bar. Classroom resources such as an on-campus high school observation
classroom and a small chapel-classroom provide students with specialized
learning opportunities. (Component
2a)
In the past five years GBSC has taken
major strides to strengthen the finances of the institution. The debt which had
plagued the institution was paid off so that the College currently has no
long-term debt. In addition, the College established a reserve fund (Cash Flow
Fund) to be used primarily as a short-term institutional loan fund for cash
flow purposes. Operationally, the College illustrates a positive figure in the
Change in Net Assets as audited in 2005 and 2006, and the unaudited figures for
2007 (audit not yet available at the time of the Team visit) also illustrate a
positive balance. The establishment of a concerted and sustained fundraising
program is yielding both a short and long-term benefit to the College. Although
the institutional budget leaves little flexibility, it is currently sustaining
the financial support needed to underwrite the educational needs of the College.
(Component 2b)
At the last Team visit in 2005, GBSC had
just seen a 9% dip from its 20-year high enrollment of the previous year. This
has improved over the last two years with fall 2007 showing a 6% increase in
FTE since the last Team visit. The fall 2007 enrollment stands at 285
students, a 5% increase of head count over last year. Several factors and conscious
changes may have assisted in this increase of enrollment including some
retention efforts like the innovative, new SOS (Student One Stop) Office.
(Component2b)
Through interviews with the Strategic
Planning Committee, the administration and the Board of Trustees, the Team
found that GBSC is committed to solid planning for the future through its
deliberate formation of focused plans which seek to incorporate evaluation and
assessment information into the budgeting and strategic planning processes. Multiple
measures of assessment of student learning and institutional evaluation exist and
are utilized at GBSC. The strategic plans of 2000-2005 and “Strategic Thought
and Action for New Developments of 2005-2008” (STAND) sought inclusive input
from the board, community, faculty, staff, students, and alumni. These plans
are openly communicated, evaluated and assessed with foci in six areas:
financial health, staff development, technology development, facilities
improvements, growth initiatives, and mission impact. Additionally, GBSC
created the position of Director of Institutional Research and a committee on
assessment. This resulted in the development of “Units of Institutional
Effectiveness” (UIEs) in two categories: Those which support instruction and
those which support institutional maintenance and well-being. These plans
together have ultimately readied the institution for this step in initial
accreditation. (Component 2c)
Currently
all College units (UIEs or Units of Institutional Effectiveness) have mission
statements and objectives which correlate with the College mission statement.
Each UIE assesses its objectives annually and presents its findings in an
Assessment Week at the end of the school year. Plans and needs are presented
during Assessment Week and have been linked into new budgeting dollars. (Component
2d)
2. Evidence that one or more specified Core Components need organizational
attention
God’s Bible
School and College needs to mature in the systematic approach to environmental
scanning, in more clearly determining its current enrollment capacity, and in
utilizing creativity in curriculum development and innovation to respond in a
more nimble manner to curricular opportunities. The trends in retention and
admissions, including market analysis, need to be better utilized to provide
for strategic decision-making and even greater enrollment strength in the
future. (Component 2a)
The College needs
to continue to be vigilant in monitoring its budget, to provide additional support
for its personnel including salaries and benefits, and to provide greater
resources to enhance the general learning environment. (Component 2b)
3. Evidence
that one or more specified Core Components require Commission follow-up.
None.
4. Evidence
that one or more specified Core Components are not met and require Commission
follow-up. (Sanction or adverse action may be warranted.)
None
Recommendation of the Team
Criterion
Two is met; no Commission follow-up is recommended.
CRITERION THREE: STUDENT LEARNING AND
EFFECTIVE TEACHING. The
organization provides evidence of student learning and teaching effectiveness
that demonstrates it is fulfilling its educational mission.
1. Evidence that
Core Components are met
The
Team found that the scope of the assessment plan has characteristics of being pervasive:
top-down, bottom-up, cross-curricular, and cross-institutional. Membership in
the assessment committee represents all facets of life at GBSC, resulting in
assessment efforts that directly funnel back to student learning and clearly
show “buy-in” from members of GBSC. The assessment committee identified
“units” in all areas, such as academics and student life, which then developed
unit mission statements, objectives, and measurement processes. While the
assessment plan and process are young in implementation, early results have
already provided information for response, such as a need to establish
numerical admission or entrance requirements, pre-post assessments in courses,
and realignment of courses within programs. A major effort of the assessment
process was to evaluate the general education core components and then devise a
manner in which to determine the effectiveness of the centrality of mission
throughout the academic program and the co-curricular service activities. This
resulted in the formation of a capstone course, Senior Worldview Seminar. In
addition, at the divisional level, student interviews and portfolio review are
used to ascertain student comprehension. If an area seems not to have been
addressed sufficiently, changes in the instructional approach may be
implemented. Multiple measures of assessment and institutional evaluation have
been instituted. Assessment Week, held after the completion of the academic
year, is both a professional development experience and an opportunity to
review assessment efforts and data for administration, faculty and staff. GBSC
has clearly demonstrated a commitment to the improvement of student learning
through its assessment process, a process which is clearly understood by the
students as described in the meeting with student leaders. (Component 3a)
Faculty
interviews, discussions with the board of directors, meetings with the Vice
President for Academic Affairs and department chairs as well as review of
faculty meeting minutes and workshop agendas provided substantial evidence that
the institution fully supports effective teaching. Of particular note was the
passion for student learning that permeated all levels of the institution from
members of the board of trustees to the adjunct faculty. This passion drives
faculty to seek out innovative teaching practices and administrators to support
a variety of venues that evaluate and encourage effective teaching. Of the
full time faculty, 92% possess a master’s degree or higher and 38% have
doctorates. Of the current part-time and adjunct faculty, 75% have graduate
degrees and 21% have doctorates. Since the HLC Team Report of 2005 significant
improvement has been made in acquiring more qualified faculty in science, math,
history, and social science. Of particular note is the employment of an
adjunct professor who holds a PhD in zoology and works as a cancer researcher
at a nearby hospital and has 19 years of teaching experience. (Component 3b)
Through
workshops, seminars, evaluation of assessment results and participation in the Professional
and Organizational Development Network in Higher Education (POD) faculty learn
about innovative teaching and learning approaches. The Professional
Development Committee introduced a luncheon series called “Chew on This,” providing
opportunities for both staff and faculty to hear presentations by faculty
members. A faculty Peer Consultation program, in which faculty pairs review
each other’s syllabi and conduct classroom observations, allows faculty to give
and receive individual feedback on instructional effectiveness. Faculty training
for use of technology classrooms is also provided. In addition to coordinating
and facilitating on- campus opportunities for pedagogical improvement, the
institution demonstrates its commitment by providing funding for staff and
faculty to attend seminars and scholarly convocations. The institution’s
budget for this activity increased from $11,500 in FY 2005 to $40,000 in FY
2007. The College has committed in various ways to assisting faculty and even
prospective faculty in earning advanced degrees. (Component 3b)
Through
interviews and study of Resource Room materials, the Team noted that assessment
data and discussion of student learning in the annual Assessment Week seem to
be providing vibrant discussion and change to the curriculum. The College has
numerous surveys, assessment components, and evaluation measures from which it
is learning, growing, and making changes. (Component 3c)
Examination of classrooms, lab space, library and
documentation associated with evaluation of learning demonstrated that the
institution is providing sufficient learning resources to support effective
teaching and student learning. The R.G. Flexon Library houses approximately
42,000 items, including more than 200 periodicals. The library resources are
dramatically expanded by membership in the Southwest Ohio and Neighboring
Libraries Consortium which allows students to access over 70 academic, public,
school, and special libraries. Results from a Student Life Survey regarding
items concerning the library such as its resources and atmosphere for studying ranged
from 3.58 to 4.46 on a five point scale from 2000 -2006. (Component 3c)
GBSC has provided
a large amount of support for technology in the classroom which results in an
enriched learning environment. Interviews and observations evidenced a
significant amount of up-to-date technology in the institution. Other media
learning enhancements emphasize the College’s unique foci such as the use of a
six course spiral curriculum with video-taping for homiletics. Wireless
Internet access is available in several areas on campus, including the Miller Student
Center, Flexon Library, and outdoor areas where students tend to congregate. There
are seven electronic classrooms on the campus and four have been outfitted with
SMART Boards. These electronic
classrooms support the use of technology-based teaching tools as well as
enabling students to use technology in making presentations. The institution
has purchased web-based course management software that will allow faculty
significantly greater opportunities for interactive learning, easier online and
collaborative work, and inputting grades and other data directly into the
campus database. (Component 3c)
The institution operates a Student Learning Center (SLC) for
students who demonstrate a lack of skills needed for academic success. In
addition a writing lab supports students in developing and enhancing writing
skills through peer consultations. Lab clients are asked to complete a survey
related to their experience in the Lab and students report a high level of
satisfaction (Score is 4.67 on a 5-point scale). (Component 3c)
The institution provides opportunities that enhance
academic work in the classroom with learning experiences such as internships,
field experiences, and other field-related training. The convenience of the
Aldersgate Christian Academy on campus provides students in the elementary-education
track with opportunities within each methods class to teach “live” lessons,
with the methods instructor and class peers evaluating strengths and
weaknesses. The Intercultural Studies and World Missions Division require each
student to complete a six-week internship under a qualified missionary in
another country, inner-city missions, or Native American mission. In addition
the institution offers numerous types of service opportunities to students
through ministry activities in cross-cultural and multicultural environments. These
resources and opportunities provide an effective learning environment for the
students at this institution. (Component 3d)
2. Evidence that
one or more specified Core Components need organizational attention
Although courses
in existing programs are fully staffed, faculty are carrying overloads (the
normal teaching load is 14 credit hours per semester) and are required to teach
a very broad array of courses. Currently there are only eleven full-time
faculty supporting five program areas. As a result, the institution has a high
dependence on part-time and adjunct instructors. Although the part-time faculty
is defined as those who work full-time at the College and teach part-time, it
is still challenging to develop a culture of student learning and effective
teaching under these conditions. The institution should consider focusing
resources on reducing faculty loads and increasing the number of full-time
faculty. In addition the institution should consider developing a program to
integrate adjunct instructors into program planning and professional
development. (Component 3d)
3. Evidence
that one or more specified Core Components require Commission follow-up.
None.
4. Evidence
that one or more specified Core Components are not met and require Commission
follow-up. (Sanction or adverse action may be warranted.)
None.
Recommendation
of the Team
Criterion Three
is met; no Commission follow-up is recommended.
CRITERION FOUR: ACQUISITION,
DISCOVERY, AND APPLICATION OF KNOWLEDGE. The organization promotes a life of learning for its
faculty, administration, staff, and students by fostering and supporting inquiry,
creativity, practice, and social responsibility in ways consistent with its
mission.
1.
Evidence that
Core Components are met
Through
interviews with faculty, staff and administration, it became apparent members
of the GBSC family at all levels are very dedicated to lives of learning and
ministry. The recent increase in funding for faculty development (nearly
quadrupling from $11,500 to $40,000) indicates that GBSC is very serious about
supporting lives of learning. Faculty members have been granted sabbaticals for
pursuing writing projects. Two faculty members are currently receiving
institutional support, either in funding or a leave of absence, to pursue a doctorate,
and 66% of current part and full time faculty have pursued post-graduate education
either with released time or with the expenses underwritten in full or in part
by GBSC. Institutional support is also available for staff training. (Component
4a)
Interviews with
faculty, administration and students, the study of Resource Room documents,
and discussion with the Chair for General Studies, all indicate that GBSC has
invested a great deal of effort in shoring up its General Studies program. The
general education core has been increased to 43 credits. More classes have
been added, providing a greater depth, and more areas are covered both in
requirements and in elective opportunities. Faculty members (part-time and
adjunct) have been added with appropriate credentials and degrees. Discussions
with the faculty indicate an understanding of the importance of General
Education and a new vitality and support for this foundational student learning
opportunity. (Component 4b)
The
institution has demonstrated its commitment to preparation of its students for
contemporary society while maintaining its focus on religious values and
service in the church. This is viewed as a healthy tension for discussion as
noted in the minutes of the various committee and divisional meetings. Clearly
this College has established itself as a place that welcomes individuals from
diverse backgrounds and one that views its service in diverse settings as an
extension of its curriculum. Syllabi and program descriptions underscore that
emphasis. The Team found that the College has an impressive technological
infrastructure for its size and that it has just recently upgraded several
classrooms and student areas for Internet, special software programming and
SMART board hardware which enhance the curricular offerings and open new
possibilities for course delivery systems. Even though its student body
currently is small, its reach is extensive and the Team views the integration
of the revised curriculum and technology as a means to grow the student body
and its academic programs for GBSC. (Component 4c)
The student handbook, catalog and employee handbook as
well as recently drafted documents provide sufficient support for responsible
acquisition and application of knowledge. The 2005 self-study process produced
a policy containing guidelines for conducting institutional research. This
policy establishes control of research activities and is scheduled to be
included in the 2008-2010 Catalog and the next publication of the Student
Handbook. A draft document addressing intellectual property concerns has been
developed as well. Ethical instruction is addressed by established grievance
procedures for students in the Student Handbook. These procedures offer
students options for addressing concerns related to faculty/staff as well as
concerns related to institutional policies. The institution addresses
plagiarism in the Catalog, the Student Handbook, and in many course syllabi.
(Component 4d)
2. Evidence that one or more specified Core Components need organizational
attention
Although much
progress has been made in professional development, it would be beneficial in
demonstrating the value of a life of learning to publicly acknowledge more
often the academic achievements of students and faculty and to encourage
scholarly contributions to the academic body of knowledge in various areas of
study. (Component 4a)
GBSC needs to
continue to develop a culture of general education on campus, providing more
robust campus programming and opportunities in general studies, shoring up
library holdings in general studies, and considering ways of on-going quality
development of the entire student first-year experience to assist in retention.
(Component 4b)
3. Evidence
that one or more specified Core Components require Commission follow-up.
None.
4. Evidence
that one or more specified Core Components are not met and require Commission
follow-up. (Sanction or adverse action may be warranted.)
None.
Recommendation
of the Team
Criterion
Four is met; no Commission follow-up is recommended.
CRITERION
FIVE: ENGAGEMENT AND SERVICE. As
called for by its mission, the organization identifies its constituencies and
serves them in ways both value.
1. Evidence
that Core Components are met
GBSC has a Mission statement that commits
the institution to a specific course of action centered on ministry training
and preparation. The College seeks feedback from students, employers of alumni,
and alumni through the use of surveys to understand the College’s effectiveness
in preparing and responding to the needs of these constituents. Through its outreach
programs in the neighborhood and urban Cincinnati, the College sensitively
assists others in the form of social ministry. There is regular communication
between the constituent groups and the College which provides an environment of
trust and respect for all groups. (Component 5a)
GBSC has done a
commendable job of enhancing its historical commitment to its urban
neighborhood. Interviews with various constituencies evidence a high level of
regard from the community for the engagement of GBSC in numerous ways. There
were many stories provided of hiring good student workers, enjoying multiple
hours of volunteer service, and of GBSC’s making a major impact through
involvement and service in the community including working with the Chamber of
Commerce, joining on the fight against crack trafficking (FACT, an
award-winning program) and opening its doors for various community meetings.
Students are actively engaged in on-going, required service in places such as
prisons (where one student established an inmate choir), Kids’Clubs, feeding
the hungry, working in community “missions,” and multiple other types of
involvement. Various conferences and other events serve the church
constituencies including traveling musical groups, and students also serve in
overseas trips. (Component 5b)
Assessment
efforts describe a favorable evaluation of the College’s activities to connect
with all aspects of its community: internal and external. Advising programs
on campus address more than academics and receive high scores from the
students. Relationships with a variety of medical and counseling agencies have
allowed the College to address the physical, emotional and psychological needs
of its faculty, staff, and students, often times with the College providing the
funds for initial and diagnostic services. Agreements with these agencies have
resulted in reduced fees for individuals from GBSC if continued services are
needed. For years the College has been involved with providing food for the
body and soul in outreach opportunities in the downtown area; most recently
they have participated in a community group for the re-vitalization of Mt.
Auburn, the immediate area surrounding the College. This has resulted in
representatives from all community groups engaging, not only in dialogue, but
in plans and development efforts to rebuild the area in terms of physical
structures and social support agencies. The Team found that the College is
clearly poised at an opportune time and place to benefit from those efforts
because of long-standing connections of College and community. (Component 5c)
Although through its mission, GBSC has
always served the greater community, the College has made a concerted effort to
expand that service and has secured a higher profile in its role in Cincinnati.
Community members expressed their tremendous appreciation for the outreach that
is part of the nature and mission of GBSC and for the leadership that the College
has taken in improving the living environment in the neighborhood surrounding
GBSC and for the ministry and the direct involvement that GBSC students have in
addressing the real social challenges of urban life. Service learning is a
vital component of the GBSC student’s educational experience, and indeed this
long-standing commitment is exemplary. (Component 5d)
2.Evidence that one or more specified Core Components need organizational
attention
None.
3. Evidence
that one or more specified Core Components require Commission follow-up.
None.
4. Evidence
that one or more specified Core Components are not met and require Commission
follow-up. (Sanction or adverse action may be warranted.)
None.
Recommendation
of the Team
Criterion
Five is met; no Commission follow-up is recommended.
VI. STATEMENT
OF AFFILIATION STATUS
A. Affiliation
Status
Initial
Accreditation (2007)
Rationale for recommendation:
After
evaluating God’s Bible School and College in a comprehensive Team visit for
initial accreditation and reviewing evidence that was provided in the self-study
report, the resource room, and in College offices, as well as through
interviews with individuals and groups at GBSC, the Team has determined that
there is enough evidence to indicate that the College has met all of the five
criteria.
The
mission statement is clear and well supported. The College is well organized
for appropriate governance. Strategic moves have resulted in a more stable
financial picture with resources to support technology as well as facilities
and property development. A working strategic planning model has been
consistently developed over the last decade, promising to take the College
soundly into the future. The plan is both comprehensive and inclusive of all
units.
The
College supports student learning and teaching in both curricular and
co-curricular components. There is evidence of a strong commitment to
excellence in teaching and learning. The entire campus (including faculty,
students, staff, administration, and Board) has engaged in assessment and
evaluation with a combined vigor that is rare. It has resulted in a breadth
and depth of useful information that is not often seen, even in seasoned
assessment programs. Assessment and evaluation strategies are already
providing evidence of student learning and providing helpful data for program
development and change.
Evidence
is available that a life of learning is being promulgated through the
institutional programs and that there is support of intellectual and character
development. Significant new efforts to support faculty and staff development
are evident, and desire to participate is strong and broadly based. Technology
rich classrooms and other technological support have been developed throughout
most of the campus.
The
College took seriously the comments of the last Team regarding General
Education and as a result they have revamped the entire core, adding courses,
allowing for more electives, and providing for a qualified faculty. This has
produced a more vibrant General Education program which evidences a breadth and
depth that were previously lacking.
Throughout
the College’s history, numerous connections have been forged successfully with
the College’s constituencies. Community support is unusually high, garnered by
a wide group of GBSC people. There is a particularly strong student service
learning component which has produced a long and successful culture of service
to the community.
It
is the judgment of the Team that God’s Bible School and College has passed the
threshold necessary for accreditation. The Team therefore recommends that
God’s Bible School and College receive initial accreditation.
B. Nature
of Organization
1. Legal
status
Private, NFP
2. Degrees
awarded
AA, BA
C. Conditions
of Affiliation
1. Stipulation
on affiliation status
None
There are no
problem areas that demand a stipulation in the judgment of the Team.
2. Approval of degree sites
Prior Commission approval required.
3. Approval of distance education degree
Prior Commission approval required.
4. Reports required
Progress Report
None.
Since another comprehensive visit will be mandatory within five years as a result of initial accreditation, the Team does not recommend additional reports as being necessary. No area of the criteria was sufficiently weak to bring the Team to the decision that a report within that time frame was necessary.
Monitoring Report
None.
Since another comprehensive visit will be mandatory within five years as a result of initial accreditation, the Team does not recommend additional reports as being necessary. No area of the criteria was sufficiently weak to bring the Team to the decision that a report within that time frame was necessary.
Contingency Report
None.
Since another comprehensive visit will be mandatory within five years as a result of initial accreditation, the Team does not recommend additional reports as being necessary. No area of the criteria was sufficiently weak to bring the Team to the decision that a report within that time frame was necessary.
5. Other visits scheduled
None
The Team did not judge any area to be weak enough to merit a Focused Visit within the next five years.
6. Organization change request
None.
D. Commission Sanction or Adverse Action
None
E. Summary of commission review
Timing for next comprehensive visit (2012-2013)
Rationale for recommendation: A visit within five years is mandated after initial accreditation. God’s Bible School and College has shown sufficient strength in each of the criteria, not only so as to merit accreditation, but also to have the opportunity to continue to grow and develop in the next five years without siphoning energy for additional reports or visits.
VII. ADDITIONAL COMMENTS AND EXPLANATIONS
[Optional]
ADVANCEMENT SECTION
REPORT OF A COMPREHENSIVE EVALUATION VISIT
FOR INITIAL ACCREDITATION
TO
GOD’S BIBLE SCHOOL AND COLLEGE
Cincinnati, Ohio
September 24-26, 2007
FOR
The Higher Learning Commission
A Commission of the North Central Association of Colleges and Schools
EVALUATION TEAM
Robert Anderson, Assistant Dean of Faculty Development and Professor of Biology, Wisconsin
Lutheran College, Milwaukee, WI 53226
Joyce Natzke, Professor of Education, Wisconsin Lutheran College, Milwaukee, WI 53226
William Johnston, President, Iowa Wesleyan College, Mt. Pleasant, IA 52641
Carolyn Tennant, Professor of English, North Central University, Minneapolis, MN 55404 (Chair)
Contents
I. Overall Observations about the Organization
II. Consultations of the Team
A. Topic One.............................. Assessment
B. Topic Two...............................Development of Academic Culture
C. Topic Three…………………General Education
D. Topic Four..............................Strategic Planning
E. Topic Five................................Resources
F. Topic Six………………….....Enrollment and Retention
III. Recognition of Significant Accomplishments, Progress, and/or Practices
I. OVERALL OBSERVATIONS ABOUT THE ORGANIZATION
The process of working toward regional accreditation with the Higher Learning Commission has appeared to be a very positive one for God’s Bible School and College. Numerous people and groups vocalized their appreciation of the process and their awareness that it has strengthened their institution.
GBSC has worked hard to address the overall concerns of the Team which visited in September, 2005 and recommended Candidacy Status. The school has become a lot more focused on improvement and the use of information from assessment and evaluation. It has become more sophisticated in its strategic planning process and seems to be more self-aware and more desirous of important strategic moves. It has also developed a stronger General Education program, both in its offerings and in its faculty.
The Team is recommending that God’s Bible School and College receive initial accreditation because of the growth it has observed. It also senses that this is an important time for GBSC. It seems poised to move ahead, and the Team recommends that it consider some strategic moves at this time which could further increase its enrollment and propel it into the future.
II. CONSULTATIONS OF THE TEAM
Assessment
As noted in the Assurance Section, GBSC has a comprehensive assessment plan and process, but it is one that needs to be realized throughout the institution. Currently the structure covers all aspects of the institution and envelopes the instructional and non-instructional sides through the establishment of “Units of Institutional Effectiveness” (UIEs); however, not all UIEs have completed assessment plans.
One area, in particular, that needs to develop the components outlined in the UIE format is the Aldersgate Distance Education Program (ADEP); this program seeks to meet the needs of the non-traditional student by providing distance learning and intensive, on-campus learning blocks. It was unclear to the Team what the true impact of these learners is in terms of retention and learning outcomes. In interviews, individuals suggested that as many as 18 to 20 % of the student body is identified in this program. Because GBSC has identified a future emphasis on the use of technology to extend its enrollment base and academic offerings, the ADEP Unit must accelerate its efforts and investigate the “best practices” assessment considerations for on-line programs.
Course-embedded assessment is an obvious priority of the institution and gets at the heart and most direct means of student learning. While the syllabi show the alignment of the UIE objectives to the respective courses, the actual tasks and assessments that meet those objectives are not identified in every course. The assessment plan calls for pre and post assessment, but junctures at which these occur are not delineated in every UIE.
The assessment plan attempts to provide multiple means of assessment, which are both direct and indirect measures of student learning and satisfaction. Given the size of the student body, it might be wise to focus the efforts on a few key instruments for total student body assessment and then identify instruments which can provide feedback on the development of the specific knowledge bases and skills in the major areas. Then it would be prudent to maintain those instruments over time so that comparative and longitudinal data would be richer for analysis and decision making. It also appears that the list of assessments may be too ambitious to maintain, especially given the limited number of faculty and staff available to work with the instruments, organize the data, and analyze the results.
The connection of assessment instruments to the writing requirement and Writing Across the Curriculum is an important one because it does allow the assessment to be much more direct and locally developed. However, the assessment rubric of that writing needs to be carefully aligned with the objectives of that academic UIE. Additionally those who score these writing samples need systematic training in holistic scoring, and deliberate efforts should be taken to reduce scorer bias and determine inter-rater reliability.
The challenge with every assessment program is the appropriate accumulation of data. It is apparent from the list and schedule of assessment activities, whether annual, biennial or triennial, that quite an accumulation of data could occur. It is imperative that data be organized in a more formal method that respective stakeholders can use to sort, analyze, interpret and evaluate that data so that its usefulness is apparent for decision-making. The results of those efforts should be clearly linked to major decision making across campus since GBSC has incorporated all aspects of the campus into its effectiveness planning. Additionally, GBSC should maximize the opportunity to post electronically the assessment results and reports as a means for transparency in accountability.
Finally, the feedback loop needs to be clearly designed and delineated so that every process and procedure is linked in and through an assessment lens as a means to inform decision making and improve teaching and student learning. This loop should serve as a roadmap which links methods, results and feedback into a longitudinal running history of how assessment has made a difference at God’s Bible School and College.
Development of Academic Culture
The institution could benefit from further development of a culture of academic inquiry. For example, the existing work that students and faculty are engaged in with the local community could provide many opportunities for research and subsequent publication. In association with course work students taking a “problem based learning” approach could engage in meaningful academic research. As students develop literature search skills it would be important for the library staff to direct students toward texts of appropriate level for effective academic study.
Another area that could be shored up in promoting academic quality is continuing to bring down the faculty load from 15 to 14 credit (11 for divisional chairs) per semester. They are aware that 12 credits is typical in most college settings. Also, faculty often need to have other jobs in order to make ends meet financially, thus siphoning off energy from academic endeavors.
Given that faculty and staff have different needs in terms of employment policies and procedures it would also be beneficial to develop a faculty handbook separate from the general employee handbook.
A final suggestion related to academic culture is to consider as a group how the College would define academic quality. The concept of “dashboard indicators” which has been mentioned on campus already would be a good place to start this process. What is the goal in the academic areas including such indicators as graduation rate, retention rate, student-teacher ratio, freshmen class size, percent of freshmen courses taught by full-time instructors, percent of adjunct instructors, numbers of advisees, percent of all classes over 40, and other such information. These sorts of data were not readily available on campus or differing figures were given. A greater awareness of such data would be helpful in making academic quality decisions.
General Education
The General Education program has been strengthened considerably over the last few years. GBSC is encouraged to keep up this emphasis and advancement. It may well help in retaining freshmen, many of whom plan to come for one year but may be convinced to stay if their experience is stellar. (See Enrollment section below for more discussion).
Although support for General Education has been garnered from both faculty and students, the concept of General Education needs to become more a part of the culture of the school. People need to work at articulating its importance to the students and parents….of explaining, for example, how general education at GBSC is different from that of a community College. Passion for General Education and what it can do for the individual student needs to permeate the institution even more.
The Team also recommends that the Library become a part of this emphasis. More books, journals, and other resources in General Education need to be purchased. Supplementary information which will make General Education exciting and interesting should be available for research papers. Students should become familiar during their freshmen year with the quality of academic material in all disciplines and be stretched in their reading and research skills. The fact that General Education is supported by many part-time (defined as full-time employees teaching part-time) and adjunct teachers may mean that they will need to be more purposefully included in decisions for library acquisitions and purchase of instructional supplies and support resources.
Strategic Planning
The processes of strategic planning have certainly been growing and developing over the last decade, and GBSC seems to see the process…and appropriately so….as a viable and changing process which is useful.
The Team feels that there are several areas that would assist GBSC in growth in the area of planning. It appears that GBSC is not always self-aware of the reasons for its enrollment shifts. Though the cause-effect relationships are sometimes difficult to infer, more discussion regarding reasons and more evaluation data from the freshman class would be helpful. Concentration on retention could be helpful in enrollment and therefore assist in the finances for this tuition-driven school.
The Team asked various groups what their capacity was and answers were either vague or slow in coming. An overall discussion of capacity would be helpful with some institution-wide goals and some strategic thinking by all UIEs as to how they might participate.
GBSC could do even more environmental scanning. In some ways the institution is rather insular, and the Team would like to encourage GBSC to gain a broader view of academia. Although it is greatly connected to its community and church, it would be helpful for GBSC to find ways to connect strategically with other academic institutions. It should develop an aspiration peer group of schools which will challenge it to continue to advance.
Additionally, GBSC personnel should consider using its professional development monies to attend even more academic conferences. Though the church conferences are important in this type of school, expanding even further the academic connections would be beneficial for GBSC. GBSC faculty undoubtedly has research and papers and contributions of various kinds to make in the fields of academics. One example is in service learning. The long-standing historical context in which GBSC has functioned puts far ahead of many institutions in its development of service connections. What they are learning in the urban context would well be turned in useful research presentations/writing.
The Team would like to note that the institution might well be at a place historically where it could make some well-planned and strategic moves regarding its curriculum which would be designed to draw more students. With some unique combinations and investigation of career needs, GBSC should seriously consider identifying some niche majors that support the religious mission and service aspect of the College and which also address the academic preparation for a contemporary, diverse society. The student growth would help to provide the resources necessary to continue to grow in quality in its various programs. The Team should not be construed to be suggesting that the College change its Mission and move into liberal arts, however, there are many possible curricular additions that would be within the Mission purview of GBSC.
Resources
The Team applauds the effort of GBSC to increase institutional financial resources through the establishment of the advancement office and formalizing many fund raising efforts. The College needs to continue to expand this effort in order to begin to address the low salaries for employees, providing options for employee retirement plans, and continuing to carry out expenses associated with implementing the strategic plan.
Though the salaries and benefits for personnel are very low, the Team recognizes that the provision for housing, utilities, and food is a substantial portion of most peoples’ needs.
Additionally, the health insurance which is paid for by the College appears to be meeting the needs of the employees according to their reports. The College has now instituted the opportunity for employees to contribute to a retirement account, though it is still not making contributions to this as an institution. Many faculty work at outside jobs (e.g., pastoring a church) and are thereby able to make ends meet. However, with a typical 15 credit load (which the school has been lowering to 14 or 13 in recent months), the faculty is undoubtedly hard pressed. Attention needs to continue to be made to these important needs of personnel. The recent move of the College to provide annual bonuses is a good step in the right direction.
Additionally, since GBSC is rather unique in that it provides housing and some meals for most of its employees, the Team recommends that the College consider, on an annual basis, reporting the total financial package to each employee including salary, housing, meals, health care, bonuses and any other items that add to the financial benefit of the employee or his/her family.
Another unique aspect of GBSC is its historical roots with the Aldersgate Christian Academy. This program is a major service to the community and is viewed very positively by the community. It also serves as a positive learning lab for the teacher education program. Though the programs appear to operate under appropriate financial differentiations and in many cases the shared resources and space are positive for both, this interdependence could create a problem for one side or the other if there were an enrollment or economic downturn. Though both are stable at this time and the demise of neither seems to be imminent, the inter-reliance should continue to be considered and addressed. As the College grows, it needs to find additional ways to create a more definitive separation of the two entities in order to ensure that the baccalaureate program is receiving the necessary personnel and space to support the academic program.
Growing the endowment is an excellent way to provide annual funds that assist the institution in financially difficult times. The College is encouraged to make a concerted effort through its fundraising activities to seek funds to grow the endowment along with annual gifts to address budgetary needs.
The Team was pleased to meet many of the Board members and several new members of the Board. The Team encourages the College to seek additional Board members who have the same passion for the Mission of the institution along with experience that can provide expertise to the administration in strategic planning, gifting, marketing and financial management in addition to having all Board members provide annual gift support. The Board may have up to 21 members but presently there are only thirteen. Raising the Board numbers may well provide for additional gift opportunities.
Enrollment and Retention
Enrollment has hovered around the 270-285 mark, and it appears as though the College could grow its enrollment without needing to alter many facilities or add significant number of staff. The College is encouraged to focus on a future enrollment goal that grows the College, thus resulting in the enhancement of finances of the institution. The College needs to continue to develop a refined and coordinated admissions and recruiting program, provide professional training and growth opportunities for the admissions staff, and develop an enrollment marketing plan for the institution. GBSC currently depends on specific congregations, and more recently, home schooled students as prospective students to attend the College. Although GBSC attracts a specific group of students the College has not built a broad feeder system or begun to market directly to the younger prospective students.
The creation of the Student One Stop office (SOS) has been very well received, and the institution is to be credited for the implementation of this student retention effort. Regarding other support services, it appears that GBSC has been able to handle several students with disabilities by rearranging its classes and services. The College’s size presently allows for this sort of personal support and attention. However, the lack of elevators in the old buildings and other accessibility challenges needs to be addressed as the College grows.
GBSC currently attracts three general groups of students: 1) those who plan to attend for a year and become more grounded in the Bible, 2) those who seek a two-year degree, and 3) those who plan to obtain a baccalaureate degree. The College should collect data on each of these groups, track their performance and retention, and begin to establish goals for both admissions and retention as it relates to each group. Through discussions with administration, faculty, and the Board of Trustees, the Team generally felt that the College needs to recruit more students who desire to achieve a baccalaureate degree. Doing so may increase retention, grow the enrollment, and provide additional financial resources for the College.
Additionally the Team recommends that the College focus on the first year experience. Since many students apparently come to GBSC planning to stay only one or two years and then transfer or return home, that first year is critical. It may be the only experience of GBSC that many students receive, and the College is encouraged to think through what is presently happening during that first year so that it provides for enthusiastic students, many of whom may change their original intentions and stay longer. Isolated first year survey information and evaluative measures would be helpful in allowing the College to gauge how well it is doing for this particular group of students and to improve in needed areas of its program, both academically and in student services.
III. RECOGNITION OF SIGNIFICANT ACCOMPLISHMENTS, PROGRESS, AND/OR PRACTICES
It appears to the Team that GBSC has enjoyed and grown from the process of working toward initial accreditation with the Higher Learning Commission. There is a great deal of support on the campus verbalized from numerous arenas regarding the usefulness of the process. The College took seriously the concerns and suggestions of the last Team and accomplished a great deal in the last two years. The process appears to have propelled the College into some fresh thinking and new quality improvement endeavors.
As an example, God’s Bible School and College has made significant progress in the short time that it has worked on Assessment. It has developed a true culture of assessment, the breadth and buy-in for which is unusual in higher education. The institution seems truly energized by the process. The Assessment Week in which everybody participates at the end of the school year is a positive, aggressive idea for getting everybody involved. All units of the institution participate with both assessment of student learning being a strength as well as institutional evaluation. Though the feedback loop is still in the process of being closed because the program is relatively new, the Team would like to commend the institution for its significant progress in this area. If progress continues, it could well be a model for others to observe.
The Team was also impressed with the new retention effort called SOS (Student One Stop). This is a novel idea which promises to bear a lot of fruit.
GBSC has been widely involved in its community and is a strong, positive force for good. The various constituencies of GBSC evidence strong support for the school and a great appreciation for its service and engagement. This is widespread, and it is truly impacting the community in which GBSC has been located for over one hundred years.
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