TRINITY CHRISTIAN COLLEGE

Transcription

1 SECTION I: INSTITUTIONAL CONTEXT Mission Statement The mission of Trinity Christian College is to provide Biblically informed liberal arts education in the Reformed tradition. Our heritage is the historic Christian faith as it was reshaped in the Reformation, and our fundamental basis of governance and instruction is the infallible Word of God as interpreted by the Reformed standards. The Reformed world view affirms the Biblical truths that creation is the work of God, that our world has fallen into sin, and that redemption is possible only through the gracious work of Christ. From these beliefs arise the convictions that those who teach and learn are called to be coworkers with Christ in subjecting all cultural activities to the reign of God, and that genuine education must involve the whole person as a thinking, feeling, and believing creature. In all programs, including the liberal arts and sciences, professional and pre-professional preparation, we strive to offer the highest quality of instruction to prepare students for excellence in further study and careers beyond Trinity. We seek to graduate students who are well equipped to bring the discipline of rigorous academic work into their chosen vocations and the practice of Christ-like service toward others into their personal and public lives. All programs are grounded on a core of foundational studies that address the enduring issues and questions of human experience and teach students to explore and apply the implications of a Reformed world-and-life view to all areas of learning, living, and working. Students are encouraged to evaluate their lives in relationship to God, to others, and to all of creation. Since we view vocation as a divine calling, we offer in addition to traditional liberal arts and sciences a variety of professional majors, and all professional programs include experiential application in off-campus field education or internships. We actively encourage students to take advantage of the cultural and professional opportunities of the Chicago area and to gain a better understanding of contemporary urban issues. Our focus is upon those students whose needs, strengths, and goals correlate with our strengths as an independent Christian liberal arts college of Reformed character. Our principal student population will be those of traditional college age, with a large proportion living on campus. A secondary population will be served by programs designed for non-traditional adult learners and graduate students. Although we expect to grow in numbers, we also seek growth in pursuit of academic quality and not simply growth for its own sake. In keeping with a philosophy of education that is based on these principles, all members of the academic community -- faculty, staff, and students -- endeavor to provide an educational environment of Christian integrity and love that enhances and supports the entire learning experience. We seek committed Christian faculty members who strive to grow continuously in their faith and Christian perspective on learning, who demonstrate effective teaching skills, who commit themselves to foster the total development of students as individuals, and who practice scholarship as a contribution to the education of a larger constituency. Because our mission in Christian higher education recognizes no racial or cultural boundaries, we consciously seek to develop a multi-racial, multi-national, and multi-denominational student body. The major criteria for admission are academic potential, an explicit desire to participate in the unique Trinity experience, and a readiness to be an active member of a community based on the Biblical requirements of justice, humility, and love. 1 of 16

2 Environmental Analysis Factors influencing the institution and how these factors affect the institution s ability to address the six policy areas of The Illinois Commitment Economic and Technological Factors: Changes in financial aid and increases in borrowing rates challenge the ability of students to attend college. Impact: Pressure to keep college affordable. (Policy Area Three) Trinity increased the number of scholarships for minority students, needy students, and those with high ability and kept the tuition increase below 5%. The knowledge and use of technology is a necessity; changing technology is complex and security issues abound. Impact: Increased opportunities to prepare future teachers (Policy Area Two) Future teachers prepare their own electronic portfolio and take a specific course to learn how to use technology in the teaching/learning process. The use of technology is incorporated into required professional education courses. Pressure to change teaching technology through increased use of computers in the classroom and wireless technology. (Policy Area One) Students enrolled in the Adult Studies Business program receive a wireless laptop, the use of which is incorporated into their instruction. Increased demand for international education, specifically the Semester In Spain and Chicago Semester programs Demographic and Cultural Factors: North American population growth is projected to be in the Southwest and primarily in immigrant and non-caucasian categories. Impact: Increased need for diversity awareness and training. (Policy Areas Three and Four) Trinity hired a Director of Ethnic Diversity, sponsored a First Monday Diversity Lecture Series, and increased scholarships for minority students. Increased need for diversity faculty and staff. (Policy Area Four) Trinity adopted Diversity in Employment policy and monitoring procedure. Increased demand for foreign language and culture studies. Trinity offers a Semester in Spain program and has a major in Spanish and Spanish education. The assumptions of what a secular society looks like will continue to challenge institutions that act on religious conviction. The changing values and 2 of 16

3 expectations of a new generation both confront the perspectives offered and help define the distinctions of faith-based higher education. Impact: Need for Trinity to refine its definition of Christian perspective beyond traditionally Reformed outlook. Changing Expectations within higher education: Education is viewed as a lifelong endeavor and the bachelor s degree is often considered the minimum educational requirement. The value of higher education needs to be demonstrated to future students, enrolled students, families, and the community. Impact: Need to prepare students for life-long learning and the likelihood of a mix of career experience and graduate or professional schooling outside the traditional post-graduate experience. (Policy Area Six) Trinity s Cooper Career Center assists current students and graduates with job-searching suggestions Trinity s assessment plan (Policy Area Five) is designed to survey current students, alumni, and employers and to use that information to improve curriculum and the overall college experience. There is an increased openness to non-traditional educational paths and programs. As the number of traditional aged student peaks and as the composition of that group becomes more diverse, colleges and universities are more openly competing for students. Impact: Continued need to develop degree-completion programs for adults, especially in areas of need such as K-12 educators and English as a Second Language (ESL). (Policy Area Two) Trinity has received permission from the Illinois State Board of Education to offer certification approval in ESL, which will include field experiences in surrounding K-12 schools. Trinity will offer its degreecompletion program for teachers at a new site in the northwest suburbs. Increased need to identify persistence and retention rates of traditional and degree completion students. (Policy Area Four) Trinity s Enrollment Management Committee identif ied areas that influence persistence, which were incorporated into the subsequent year s strategic plan tactics. 3 of 16

4 SECTION II: PROGRESS POLICY AREA ONE: Higher education will help Illinois sustain strong economic growth through its teaching, service, and research activities. COMMON INSTITUTIONAL INDICATORS Percent of undergraduate degree/certificate recipients either employed or enrolled in further education within one year of graduation Number Employed and/or Enrolled Number of Survey Respondents Percent Employed and/or Enrolled % a) Institutional goal(s) for this indicator: Not required for the 2005 report. b) Brief interpretation of institutional performance and related implications: Not required for the 2005 report. MISSION-SPECIFIC INDICATORS Provide the following information for mission-specific indicators developed by the institution pertaining to Policy Area One: Identification of the mission-specific indicator and its relationship to the institution s mission; Performance goal; Data for the three most recent years ( , , ), if applicable; and A brief description/interpretation of performance and related implications. Not required for the 2005 report. 4 of 16

5 POLICY AREA TWO: Higher education will join elementary and secondary education to improve teaching and learning at all levels. Fiscal Year 2005 Accomplishments The Center for Special Education was formally dedicated. This center is a partnership between Trinity and Elim Christian Services, a local facility for the developmentally challenged. The mission of the Center is to recruit, prepare, and strengthen current and future teachers for working with students with disabilities. Trinity established formal partnerships with Fieldcrest Elementary School and Roseland Christian School for field experiences for Trinity students in connection with the Teaching Reading course. Trinity partnered with District 127 to provide Trinity students to work in their After School program. Trinity initiated an internship program with Rehoboth Christian School in Rehoboth, New Mexico, providing an opportunity for several Trinity student teachers to do their student teaching in the Rehoboth area each spring. Fiscal Year 2006 Plans Trinity will broaden its connections with both Fieldcrest Elementary School and District 127 so that Trinity students in the Technology in Education course may work with teachers in these schools to develop multimedia projects that they use with their students. Trinity will expand the internship program with Rehoboth NM so that more Trinity students take advantage of this opportunity. Trinity will provide a January Interim course of field experience in high need K-12 schools for all freshmen considering a career in education. Fiscal Year 2006 Challenges Transportation is a continuing challenge for off-campus programs. The January Interim will require considerable organizational work to secure K-12 partners and orient college personnel to supervise. 5 of 16

6 COMMON INSTITUTIONAL INDICATORS Annual number of undergraduate students completing requirements for initial teacher certification by certificate area [Double-click on the table below to enter data.] Certificate Area Early Childhood Education Elementary Education Secondary Education K-12 Education Special Education *Note: these numbers include both traditional and Adult Studies programs. a) Institutional goal(s) for this indicator: To continue offering strong programs in teacher education as a major distinctive of Trinity Christian College To offer Adult Studies programs that lead to teacher certification for working adults. (This accounts for the substantial increase in graduates for ) To continue strengthening the special education program, specifically through the new Center for Special Education, which aims to work with area schools and recruit more students into special education. To fully utilize the cooperative resources available in this area, in particular Elim Christian Services, a facility for the developmentally challenged. To strengthen and develop additional partnerships with area P-12 schools. b) Brief interpretation of institutional performance and related implications: The challenge in teacher education today is greatly influenced by the national legislation No Child Left Behind. This has led to increased demand for more qualified teachers, more accountability and assessment in the classroom, and a renewed emphasis on early childhood education. For the immediate future, the prospects for teacher demand continue to be positive for all Illinois colleges and universit ies. 6 of 16

7 MISSION-SPECIFIC INDICATORS The institution shall provide the following information: Identification of each mission-specific indicator; Data for the three most recent years ( , , ), if applicable; and A brief description/interpretation of institutional performance and related implications. Teacher education represents a substantial portion of the Trinity program. The total number of teacher education graduates in the traditional program show the following percentages of the total traditional Trinity student body over the three years represented above: Traditional Students Only Majors: Elementary Education 21% 24% 24% K-12 8% 8% 6% Secondary 6% 5% 7% Percent of total graduates 35% 38% 38% Teacher education programs for traditional-aged students at Trinity have grown substantially over the past decade, doubling from 19% of total grads in This is consistent with national and statewide trends, as teachers retire and schools upgrade their programs with more specialized offerings and smaller classes. This trend has begun to level off especially in the Social Sciences, English, and Elementary Education. Special Education, Bilingual/ESL, Math, and Science continue to be high need areas for teachers. The Adult Studies program in teacher education has added substantial numbers of graduates to the numbers shown above, and an even greater number of certificate-only students. This trend will likely level off in the next few years, but we anticipate a continuing need for Adult Studies programs for teacher certification. 7 of 16

8 POLICY AREA THREE: No Illinois citizen will be denied an opportunity for a college education because of financial need. Fiscal Year 2005 Accomplishments In fiscal , the Board of Trustees approved an increase in the tuition discount rate from 25.25% to 26.25%. A third staff person was added to the financial aid office to provide more one-on-one financial aid counseling for continuing students. Fiscal Year 2006 Plans It is a significant goal of the financial aid office in fiscal to obtain new software for processing financial aid and integrating data with the other offices on campus such as admissions and the business office. In we will increase scholarship available to what we call "second-tier" students, those receiving academic awards whose gpa's are in the range. Fiscal Year 2006 Challenges A continuing challenge is presented by the State of Illinois decreasing support for Illinois students. This is seen in the more restricted applicability of the MAP grant. We urge the State to consider restoring the broader funding coverage of the MAP to former levels. The rapidly increasing cost of higher education is making the opportunity for a college degree a decreasingly realistic hope for middle-income level students. In addition to decreases in State assistance, the federal government is moving into a third year without any increase in important federal financial aid programs, especially the PELL grant, upon whic h so many Trinity students relied in the past. MISSION-SPECIFIC INDICATORS Provide the following information for mission-specific indicators developed by the institution pertaining to Policy Area Three: Identification of the mission-specific indicator and its relationship to the institution s mission; Performance goal; Data for the three most recent years ( , , ), if applicable; and A brief description/interpretation of performance and related implications. Trinity has made every effort, as a private institution, to provide institutionally funded financial aid to needy students. Currently, financial aid programs are funded at a level surpassing 26% of total tuition income. 8 of 16

9 POLICY AREA FOUR: Illinois will increase the number and diversity of citizens completing training and education programs. Fiscal Year 2005 Accomplishments Provide an overview of the key institutional achievements during fiscal year 2005 that demonstrate the institution s progress in addressing this policy area. Non-English speakers In the past year, Trinity gained approval to offer a certification program in education for teachers of English as a Second Language (ESL). This was in response to the great need for ESL teachers in the public schools of Illinois. Transfer Students As a participant in the Illinois Articulation Initiative, Trinity continues to facilitate student transfers to the College and offers support to encourage success. The percentage of total students and total graduates who entered as transfer students over the past three years shows a slight increase: Retention Transfer Students as Percentage of Total Total Student Population 24% 23% 24% Total Graduates 45% 46% Trinity has set specific goals and taken deliberate steps to increase the retention of continuing students and graduation rates of all students. This has led to some successes in the past three years for continuing students: Freshman Retention Rates Freshman to Sophomore Retention, Fall to Fall for 1 st Time, Full-Time, Degree- Seeking Students Fall Fall Fall % 79% 77% 9 of 16

10 Handicapped Access In the past year, a ramp was constructed to provide handicap access to one of the older buildings on campus. This provides wheel chair access to the registrar's office, provost's office, academic support offices, and related academic services. Fiscal Year 2006 Plans Describe a few of the highest priority actions the institution intends to pursue in fiscal year 2006 that will help to achieve this policy area. Employed Adults To complement and expand upon the Adult Studies programs already in place on campus, Trinity requested and received permission from IBHE to offer degree-completion programs in the West Suburban region. Programs will be offered in Addison, IL, in partnership with College of DuPage (COD), beginning in the fall of Partnerships In addition to the partnership with COD, Trinity has entered into a partnership agreement with a sister institution, the Community Christian College of Redlands, CA, to offer a degree-completion program on their campus beginning in early 2006, pending final approval from the Higher Learning Commission of NCA. Fiscal Year 2006 Challenges Describe any potential challenges that may impact the institution s ability to successfully address this policy area in fiscal year Retention Trinity has set specific goals and taken deliberate steps to increase the graduation rates of students. However, the trend line for the past three years is not encouraging. A challenge for 2006 is to develop specific ways and means of addressing attrition issues. 6-Year Graduate Rates 6-Year Graduation Rate Percentage for 1 st Time, Full- Time, Degree-Seeking Students Entered Fall 1996 Entered Fall 1997 Entered Fall % 60% 57% 10 of 16

11 COMMON INSTITUTIONAL INDICATORS Completions by race/ethnicity and gender Source: IPEDS Degrees Conferred Survey. [Supporting data is available on the IBHE website.] Institutions are not required to submit additional data. a) Institutional goal(s) for this indicator: Trinity has adopted a substantial statement on diversity, which can be viewed on the College Web site: Included in that statement are the following pertinent goal statements: Trinity s commitment to diversity will be evident in the appointment of faculty, staff, and administrators who have a Reformed, Christian perspective. We believe that a diverse body of staff, faculty, and administrators is foundational to sustaining an academic community. We will: o implement the Plan for Diversity in Employment ; o provide a welcoming environment for diversity by contextually explaining the college s perspective and history, and by acknowledging the value of a diverse administration, faculty, and staff. Trinity s commitment to diversity will be evident in the academic and residential community on our campus. We believe that the community in which we live and learn must reflect the diversity of creation. We will: o request that potential contribution to diversity be a high criterion for the selection of visiting lecturers, chapel speakers, seminars, films, and artistic or other intellectual presentations and performances; o provide opportunities for diversity through coursework, residence hall programs, and campus cultural events; o continue to provide academic support services; o ensure that all students have equal opportunities for participation in campus events, athletics, and co-curricular activities; o work towards a policy to redress ethnic and racial discrimination complaints. Trinity s commitment to diversity will be evident in student recruitment and admissions. We believe that the students recruited to Trinity must give evidence to the diverse society in which we live. We will: o continue to utilize the Greater Chicago Leadership Scholarship and seek means to fund additional scholarships to attract a diverse student body; o review aspects of recruitment so that we articulate and support recruitment efforts in schools, communities, and churches that lead to enrollment of students from underrepresented minority groups; 11 of 16

12 o create a group of pastors who will advise and serve as liaisons; o establish a group of parents of our current and former minority students who will serve as liaisons and provide support. Trinity s commitment to diversity will be evident in our place in the larger community: We believe that Trinity, as an institution of higher learning, must promote the unity of God s family. We will: o find ways to promote ethnic and racial reconciliation in our general society by intentionally addressing issues of difference, inclusion, and appreciation; o invite the general public to our multicultural or specific ethnic events and feature such events in our official college publications and website releases. Trinity s commitment to diversity will be evident its efforts to review actions on an annual basis. We believe that accountability and evaluation are important aspects of this plan. We will: o request that the director of ethnic diversity provide an annual written review submitted to the president through the provost that includes: a summary of actions consistent with the Commitment to Campus Diversity, a review of search processes, a summary of campus events, a review of adequacy of academic services, a record of complaints with notation of actions taken, and a review of recruitment and admissions procedures. The ethnic diversity committee will continue to submit an annual report of its actions to the provost. b) Brief interpretation of institutional performance and related implications: The performance indicators for diversity are multi-faceted, since some aspects of diversity are not readily apparent from ethnic or other categories. For example, the recruitment effort at Trinity is quite successful in bringing numbers of diverse students to campus, including ethnic, cultural, social, and religious diversity. But the retention of some cultural/religiously diverse groups is poor compared. For example, Caucasian students from the supporting churches and private Christian schools persist at a much higher rate than those from nonsupporting churches and graduates of public schools. Therefore, the College is committed to changing on-campus climate to ensure a more affirming and supportive community to help students of all sorts of diversity succeed in their academic career at this College. 12 of 16

13 MISSION-SPECIFIC INDICATORS Provide the following information for mission-specific indicators developed by the institution pertaining to Policy Area Four: Identification of the mission-specific indicator and its relationship to the institution s mission; Performance goal; Data for the three most recent years ( , , ), if applicable; and A brief description/interpretation of performance and related implications. Ethnic Minorities Trinity is committed to establishing a multi-racial, multi-national, and multi-denominational student body. With regard to ethnicity, the percentage of non-caucasian students among the traditional, oncampus student population continues on a slight increase. However, a study of the tables below will show that this successful recruitment effort is diminished by a very poor retention effort: Race/National Minority Origin as Percentage of Total Total Traditional Students Non-Caucasian Minorities 13.2% 12.7% 15.1% Total First-Time, Full-Time, Degree-Seeking Non-Caucasian Minorities 13.7% 12.3% 16.0% 6-Year Graduate Rates of 1 st Time, Full-Time, Degree-Seeking Students Entered Fall 1996 Entered Fall 1997 Entered Fall Year Graduation Rate: White Non-Hispanic 55% 66% 65% 6-Year Graduation Rate: Black Non-Hispanic 20% 10% 13% The challenge for Trinity is to identify and remedy the obstacles that lead to the attrition of culturally and racially diverse students, in order to improve retention of those whom the College is clearly successful at recruiting. That challenge requires changes in campus institutional culture, attitudes, and behaviors, as well as substantial increases in student services to assist minority students in making the transition to a suburban, largely white, middle/upper-class college culture. 13 of 16

14 POLICY AREA FIVE: Illinois colleges and universities will be accountable for providing high quality academic programs and the systematic assessment of student learning outcomes while holding students to ever higher expectations for learning and growth. COMMON INSTITUTIONAL INDICATORS Extent to which institutional quality and effectiveness are recognized by graduates through alumni surveys Option 2: If your institution participated in NSSE (2004), please provide the Senior survey results for the following questions: Questions from The College Student Report 2004 NSSE To what extent has your experience at this institution contributed to your knowledge, skills, and personal development in the following areas? (Q11) Acquiring job or work-related knowledge and skills Trinity Seniors: 3.33 Thinking critically and analytically Trinity Seniors: 3.32 Understanding people of other racial and ethnic backgrounds Trinity Seniors: 2.36 Developing a personal code of values and ethics Trinity Seniors: 3.04 Contributing to the welfare of your community Trinity Seniors: 2.46 How would you evaluate your entire educational experience at this institution? (Q13) Trinity Seniors: 3.11 If you could start over again, would you go to the same institution you are now attending? (Q14) Trinity Seniors: of 16

15 Pass rates on professional/occupational licensure examinations relative to national averages Pass Rates (%) Field Examination Inst l Nat l Inst l Nat l Inst l Nat l Law Illinois Bar Exam: N/A N/A N/A N/A N/A N/A First-Time Takers, Summer Medicine U.S. Medical Exam, Step 2 N/A N/A N/A N/A N/A N/A Dentistry National Dental Board Exam, Part II N/A N/A N/A N/A N/A N/A Nursing National Council Licensure Exam, RN 100% 87% 90% 87% 95% 85% a) Institutional goal(s) for this indicator: Not required for the 2005 report b) Brief interpretation of institutional performance and related implications: Not required for the 2005 report MISSION-SPECIFIC INDICATORS Provide the following information for mission-specific indicators developed by the institution pertaining to Policy Area Five: Identification of the mission-specific indicator and its relationship to the institution s mission; Performance goal; Data for the three most recent years ( , , ), if applicable; and A brief description/interpretation of performance and related implications. Not required for the 2005 report 15 of 16

16 POLICY AREA SIX: Illinois colleges and universities will continually improve productivity, cost-effectiveness, and accountability. COMMON INSTITUTIONAL INDICATORS Percent of first-time, full-time degree-seeking freshmen who complete their degree within 150 percent of catalog time Source: IPEDS Graduation Rate Survey. [Supporting data is available on the IBHE website.] Institutions are not required to submit additional data. a) Institutional goal(s) for this indicator: Not required for the 2005 report b) Brief interpretation of institutional performance and related implications: Not required for the 2005 report MISSION-SPECIFIC INDICATORS Provide the following information for mission-specific indicators developed by the institution pertaining to Policy Area Six: Identification of the mission-specific indicator and its relationship to the institution s mission; Performance goal; Data for the three most recent years ( , , ), if applicable; and A brief description/interpretation of performance and related implications. Not required for the 2005 report 05.Performance Report Trinity Christian College.doc 16 of 16