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Chapter Seven Engagement and Service by phf13063

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									Chapter Seven

    Engagement and Service




                       Criterion Committee 5
                       Chair, Mark Bird, ADEP Director
                       Vice Chair, Richard Miles, VP Student Affairs
                           Betty Jo Cochran, ADEP Coordinator
                           Don Davison, Director of Public Relations
                           Robbie England, Board Representative
                           Steve Klotz, Part-Time College Instructor
                           Brennan Muir, Student Representative
                           Andy Parriman, Dean of Men
                           Dixie Parriman, School Nurse



Chapter 7 – Criterion 5: Engagement and Service                        141
                         Criterion Five: Engagement and Service
                             As called for by its mission, God’s Bible School and College
                             identifies its constituencies and serves them in ways both value.

                         Introduction
                         GBSC’s mission has been discussed at length previously in this study. In
                         conjunction with other mission documents discussed in Chapter 3, the Mission
                         Statement identifies the institution’s primary constituency as Bible-committed,
                         Wesleyan, evangelical Christians. This chapter will identify and examine
                         specific constituencies, explore how the institution engages and serves these
                         constituencies, and identify the means used to evaluate the success and value
                         of GBSC’s engagement and service.
                         The constituents of the institution include the internal constituencies of
                         students, staff, and faculty. This campus family interacts regularly in the
                                        educational environment, both within and beyond the classroom.
                                        Also critical are GBSC’s external constituents, including
                                        churches, parachurch organizations, alumni, and the local
                                        community. As an evangelistic and missionary-training institu-
                                        tion, GBSC has held and continues to hold a global vision. This
                                        global mission is expressed in the Alumni Association’s motto,
                                        “The sun never sets on the students of God’s Bible School.”
                                        Christian evangelism and service to people’s needs, temporal as
                                        well as spiritual, are key reasons for GBSC’s existence.
A group of former GBSC   As previous chapters in this study have demonstrated, the institution’s com-
students sing in the     mitment to a specialized mission of ministry training has consistently driven
Alumni Choir during
Homecoming 2006          GBSC since its inception in 1900: this mission focuses on preparing profes-
                         sional ministers, lay ministers, and volunteers for Christian ministry. The
                         institution remains faithfully committed to this purpose, which is evident in
                         GBSC’s ongoing commitments to its constituencies.
                         Among the strengths of the institution’s engagement and service is the
                         Mission Statement’s correlation with GBSC’s academic programs. Not only
                         does the institution align its programs with the mission, but graduates also
                         fulfill the mission in their chosen vocations, as evidenced in results from the
                         2004 Alumni Survey. Using a 6-point Likert scale with 6 indicating strong
                         agreement and 1 indicating strong disagreement, alumni rated the extent that
                         their college major closely related to their vocational goal at 4.33. The same
                         survey indicates that forty percent of the responding alumni are in full-time
                         Christian ministry, with an additional fifteen percent in part-time ministry
                         along with full-time secular employment, and this does not include alumni
                         involved in church ministries in their own time. Thus the institution’s commit-
                         ment to service finds enactment not only in its programs and through its
                         personnel, but also in the lives its graduates lead, creating an ongoing, rolling,
                         rising tide of engaged, committed, dedicated Christian service.



                         142                                    GBSC Self-Study for HLC – July 2007
Core Component 5a: Constituent-Based Learning
    God’s Bible School and College learns from the constituencies it
    serves and analyzes its capacity to serve their needs and
    expectations.

Component Overview
GBSC’s Mission Statement, programs of study, community ministry, and the
chosen vocations of alumni help to identify the institution’s constituencies.
Surveys of alumni and their employers indicate the institution’s desire to learn
from key external constituencies. Interaction with students – whether in
large assemblies, in small focus groups, or in individual encounters – provides
information from this critical constituency. In response to constituent needs,
the institution seeks to provide all services within its capacity.

Mission-Based Commitments
GBSC’s Mission Statement commits it to a fairly narrow,
specific course of action. In order to serve its constituents –
broadly named in the Mission Statement as the Church – the
institution provides higher education. But the remainder of the
Mission Statement qualifies the higher education provided: this
is higher education intended to train “faithful servants” who
will “proclaim Jesus Christ and spread scriptural holiness
around the world.”
In its efforts to identify and meet constituent needs, the institution restricts     The Mission Statement has been
                                                                                     giving direction to the institution
itself to commitments to those that are mission related. As President Avery has      since 1900
told the alumni, GBSC will not become a “liberal arts college”; it will remain a
Bible college, centered on ministry training and preparation. This is not, of
course, to reject general education or academic breadth. It simply indicates the
institution’s intention to be bound to its commitments and service by its mission.

Proactive Constituent Engagement
To determine constituent needs, GBSC reaches out to several key constitu-
encies. From this, the institution can both assess its current success in
serving constituents and can also plan future changes and initiatives. This
discussion addresses three constituent groups: alumni, employers of alumni,
and current students.
Alumni. GBSC continues efforts to survey alumni to gather wide-ranging
information; alumni surveys are conducted triennially, with the most recent
data from the Summer 2004 administration. The survey solicits information
from alumni concerning the institution generally, as well as information
specific to alumni fields of study and vocations. Complete 2004 data are
available (AA-7).
Survey results from 2004 did not indicate a need for any widespread,
institutional changes. At the divisional/programmatic level, small concerns



Chapter 7 – Criterion 5: Engagement and Service                              143
                                        arose in specific areas of preparation. As discussed in Chapter 6, concerns
                                        in Ministerial Education and Music had already been addressed prior to
                                        these results, as faculty in the divisions perceived the same needs, in some
                                        cases due to interaction with current students.
                                        Employers of Alumni. In concert with alumni surveys, GBSC surveys
                                        individuals who employ and supervise alumni, as discussed in Chapter 6.
                                        These surveys are also triennial. In this way the institution seeks to acquire
                                        additional assessment of the education it provides, especially those aspects of
                                        education that relate to practical application of knowledge. While alumni
Richard Miles                           surveys allow graduates to reflect upon their experiences and to analyze the
Chair, Assessment Committee             effectiveness of their preparation, the Employer Survey provides a measure
                                        of the institution’s performance as demonstrated in alumni performance.
“Before the Employer Survey was
sent out in 2005, the division chairs   The most recent alumni-employer survey was completed in 2005 (data
helped update it and the VP for
Advancement helped determine the
                                        available in AA-7). However, few employers responded to the survey. While
target pool.”                           the results were so minimal as to be statistically insignificant, results were
                                        very positive. The only negative result indicated that one ISWM graduate
                                        lacked sufficient “people skills,” and ISWM data also noted some difficulty in
                                        adjusting to “culture shock” in another country. The ISWM curriculum now
                                        includes courses designed to address field-adaptation experiences and cultural
                                        challenges. And although not a response to this survey, the institution’s new
                                        character assessment, the CRSI, includes character areas relevant to interac-
                                        tion with others, which should help students develop ability in this area.
                                        The institution needs to take action to ensure that more employers respond to
                                        the next survey, in the summer of 2008. Part of this may be a matter of better
                                        alumni tracking so as to identify a larger employer population.
                                        Students. GBSC seeks response and input from students not only after
                                        graduation, but also during their time in college. To elicit such information, the
                                        institution has held student focus groups to evaluate various aspects of
                                        institutional life.
                                                    Additionally, the institution annually administers the Noel-Levitz
                                                    College Student Inventory to freshmen during NSO, which includes
              Students taking a                     student evaluation of various institutional aspects. In Spring 2007, the
                                                    institution first administered a companion instrument, the Student
              standardized
                                                    Satisfaction Inventory. GBSC is participating in a benchmarking
              test???????                           study among a number of ABHE-member institutions using these
                                                    two assessments. While benchmarking data is not yet available, the
                                                    institution anticipates future benefits from this information, beyond the
                                                    benefits provided by the CSI/SSI results themselves. Each spring for
                                                    several years, the institution’s own Student Life Survey has asked
                 Students taking the    students to evaluate a number of personnel, offices, and attributes of the
                 Student Life Survey    institution. Currently, data from these instruments is not disseminated efficiently;
                                        better dissemination could enable greater institutional responsiveness. The
                                        institution, through the Assessment Committee, will develop better dissemination
                                        methods – a need discussed previously in this self-study.



                                        144                                     GBSC Self-Study for HLC – July 2007
Learning from the student constituency is not simply something that occurs
formally in a “for-the-record” manner. Student-institution interaction is an
ongoing, continual, and vital part of campus life. During NSO and Chapels,
the President consistently informs students as to his personal interest in them
and the accessibility of his office to discuss students’ concerns. Two “town
meetings” are scheduled per year for the President, Student Affairs person-
nel, and other staff members to listen to student concerns. Recent changes
that have been brought about as a result of the town meetings include a
revision of the study-hour policy and the addition and updating of snack
machines in the dorms.

Focused Responses
In evaluating constituent input, the institution keeps its focus on mission
fulfillment. Not all constituent responses are germane to the institution’s
purpose. Even some legitimate constituent needs cannot be sufficiently
addressed by the institution, because they are outside the scope of GBSC’s
purpose. This is a case of sacrificing the good in order to aim for the best:
GBSC seeks to excel in fulfilling its unique mission, rather than try to meet
every apparent need. This discussion presents a few areas in which the
institution carefully shapes its response to constituent concerns because of its
mission-focused operation.
While seeking to serve the conservative holiness
movement with its higher-education programs, GBSC
limits the range of its degree programs. The institution’s
focus is on ministry – vocational and otherwise – not
simply general higher education. Consequently, some
academic programs of interest to potential students are
not offered and will not be: GBSC does not present
itself as providing pre-professional training for law or
medicine, or providing technical and scientific training,
etc. Certainly, GBSC’s theological movement has
students interested in vocations outside the institution’s                            When President Avery talks with
programs. Seeking to meet the needs of as many students as possible, GBSC             prospective students, he assures
responds to these students by providing two options. Students who wish to             them that GBSC is committed to
receive a grounding in biblical education before pursuing a secular, vocational       its historical mission and
course of study are advised to consider three possible programs:                      theological position

        AA in Bible/Theology: This provides a significant foundation in scriptural
        and doctrinal knowledge, along with some general education.
        AA in General Studies: On the other hand, this degree provides a broad
        general education, with 15 hours of core Bible/theology coursework.
        AA in General Business: Students interested in Business fields may matricu-
        late into this program, which joins general education and Bible/theology
        coursework with foundational Business courses. As with the AA in General
        Studies, the intent is to enable students to pursue additional studies
        elsewhere.




Chapter 7 – Criterion 5: Engagement and Service                                145
                               Current students sometimes express interest in additional cocurricular or
                               extracurricular programs and activities, such as increased intramurals, drama
                               activities, etc. The institution’s limited resources – physical, human, etc. –
                                             preclude significant expansion in such student-life activities. Since
                                             the institution lacks capacity to meet these student interests,
                                             students are encouraged to develop programs on their own.
                                             When possible, the institution has sought to find people outside the
                                             institution who are willing to help students; this happened in
                                             creation of a Drama Team in AY 2006-2007. Also, when possible
                                             the institution will provide resources to help, such as space for the
                                             Drama Team to rehearse and time in chapel services for drama
                                             performances.
GBSC drama team                While seeking to meet constituent needs and address their concerns, GBSC
presenting the life story of   maintains its priorities: the mission comes first. Consequently, good programs
missionary Lottie Moon at
VIP Day 2007
                               and activities that would benefit constituents often are not initiated. Rather,
                               the institution’s limited resources are focused on mission-central cocurricular
                               and extracurricular activities, along with the academic.

                               Core Component 5b: Constituent Engagement
                                   God’s Bible School and College has the capacity and the
                                   commitment to engage with its identified constituencies and
                                   communities.

                               Component Overview
                               GBSC has a long history of service to its constituencies. Indeed, this has
                               been a fundamental part of a GBSC education, for service is institutionalized
                               in the Christian Service program in which all students participate. Joined to
                               institutional willingness to engage in service to constituencies is a well-
                               developed capacity for such service. So strong are these aspects of GBSC
                               that students have ownership of many ministries, along with the opportunity to
                               initiate new programs. Of course, GBSC also welcomes reciprocal involve-
                               ment by its constituencies, opening campus to a variety of people and groups
                               for a variety of purposes. The current strategic plan, the STAND Plan,
                               emphasizes ongoing engagement with constituencies; future planning efforts
                               will continue this, as service is central to GBSC’s mission.
                               In considering the institution’s achievement of this core component, the
                               discussion may best be organized not by topic, but by constituency. Conse-
                               quently, consideration will first be given to institutional engagement with the
                               community and with the Church world. Finally, student engagement through
                               the institution’s strong Christian Service program will be addressed.

                               Community Engagement
                               God’s Bible School and College seeks to acquaint its community with the
                               institution’s mission, as well as its continued commitment to that mission.
                               One method of doing so is by engaging the Greater Cincinnati and Mt.



                               146                                    GBSC Self-Study for HLC – July 2007
Auburn communities. GBSC is an organizational member of the Mt. Auburn
Chamber of Commerce. In that role, the school has enjoyed positive interac-
tion with our immediate community, hosting the following organizations on
campus: Christ Hospital, Bible Methodist Foreign Missionary Board, Cincin-
nati Police, Coldwell Banker West Shell Realty, Dorian Development,
Hamilton County Mental Health Board, Holy Name Catholic Church, Mt.
Auburn Community Council, Mt. Auburn Baptist Church, Mt. Auburn Presby-
terian Church, Prospect Hill Association, and PsychTemps, Inc.
The VP for Advancement (VPA) has connected the college with the commu-
nity by serving in the following roles:
        Chair, Business Development Committee, Mt. Auburn Chamber of Commerce
        Member, Design Committee for the new Taft Elementary School (the only
        public elementary school in the Uptown area)
        Member, Community Advisory Board, Christ Hospital
        Charter Board Member, Uptown Faith-based Development Group (an
        organization of pastors and religious leaders seeking to provide affordable
        workforce housing in the Uptown area, including Mt. Auburn)
        Member, Greater Cincinnati Chamber of Commerce

Community leaders are brought to campus for both private and public
meetings. Examples of those visiting campus for private meetings include
David Lazarus of Federated Department Stores; Joe Busken of Busken
Bakery; Linda Jergens from the Jergens Foundation; Cincinnati civic leader
Mary Richards; former Cincinnati Mayor Charlie Winburn; Susan
Croushore, Senior VP / Christ Hospital; Tony Brown, CEO / Uptown Con-
sortium (a group that funds projects and development in the Uptown, com-
prising Health Alliance, Tri-Health, Christ Hospital, the University of Cincin-
nati, and the Cincinnati Zoo).
Community, civic, church, and parachurch leaders also address students, staff,
and faculty in public assemblies. These speakers seek to acquaint the
students with themselves, their topics, and their organizations. The assem-
blies, in turn, acquaint various segments of the civic and church communities
with the institution and its students. A number of these speakers are listed
later in this chapter.                                                                J. Kenneth Blackwell
                                                                                      Former Ohio Secretary of State
GBSC also reaches past the religious dimension of the college to engage the
                                                                                      “At a time in our history when
local community by opening its facilities for community meetings. In addition         there are forces that are trying
to the Mt. Auburn Chamber of Commerce organizations noted above, other                to run God, faith and religion out
examples include Fighting Against Crack Trafficking (FACT), which began as            of the public square . . . you, in
an anti-drug rally. For several years following the rally (1996), GBSC was the        fact, are educated intellectually,
meeting place for the FACT anti-drug effort and opened its facilities for             you’re inspired spiritually within
                                                                                      the walls of this chapel and this
training sessions conducted by the Cincinnati Police. The campus has served           great institution.”
as the host location for the Martin Luther King, Jr. Elementary Academy
music fundraising program. Additionally, GBSC serves as a polling location for
the community during election years. Other examples are listed in the discus-
sion of component 5d, below.



Chapter 7 – Criterion 5: Engagement and Service                                 147
                               GBSC sees this ongoing community interaction as an important element of
                               institutional health. These engagements increase the institution’s exposure to
                               varied constituencies. In turn, this frequently results in increased financial
                               support. As critical as financial health is, the benefits to students are perhaps
                               even more important. These encounters provide vocational opportunities for
                               students, acquainting prospective employers with the strengths of GBSC’s
                               student body; they increase students’ understanding of the institution’s
                               community; and they open a window on the world through which students can
                               better understand the needs of the world they are being prepared to serve.

                               Church-World Engagement
                               Institutional representatives proactively engage church-related constituents
                               away from campus. As discussed in Chapter 6, faculty and staff of GBSC
                                                 regularly preach, lecture, and minister through music in
                                                 churches, schools, and parachurch organizations. Some
                                                 GBSC personnel are in high demand as preachers and
                                                 speakers in churches, conventions, and camp meetings.
                                                 Faculty, staff, and students regularly engage churches in
                                                 the local community, serving as pastors and associate
                                                 pastors, teaching weekly Bible studies, serving as church
                                                 music ministers or in children’s ministry. The institution’s
                                                 President and VPSA have both served in mediation roles
                                                 with churches.
President Avery and students   Beyond the local and national communities, the institution is engaged in
ministering in the Wesleyan    ministry internationally. For the period of 2004 – 2007, groups traveled to
Holiness Church in West Bay,
Grand Cayman                   Israel, Egypt, Northern Ireland, Grand Cayman, Papua New Guinea, Guam,
                               Kenya, the Philippines, South Africa, Zambia, Lesotho, Ukraine, Mexico,
                               Guatemala, and Canada. In June 2005, the President and a team of ministerial
                               faculty conducted a pastors’ conference in Nairobi, Kenya, by invitation of
                               Nairobi pastors. A prime example of a GBSC international missions trip is the
                               June 2005 medical missions team to the Philippines, a partnership between
                               GBSC and physicians from St. Luke Hospital in Manila. The team, which
                               served over 1,700 people in a two-week period, was comprised of students,
                               including student nurses, fifteen Philippine physicians, and one dentist.
                               More recently, the GBSC student body was again represented in an early
                               2007 Philippines medical mission. The executive assistant to the President
                               conducted a March 2007 South African trip with six students. A Spring 2007
                               ministry and teaching trip to Ukraine was conducted by the President and
                               VPSA. Field experiences such as these provide valuable opportunities for
                               multicultural training. Engaging the institution’s constituencies is mutually
                               beneficial, with the school both ministering and learning.
                               Mentioned throughout this study, God’s Revivalist, published since July of
                               1888, is the oldest continuously published religious periodical under the
                               same name. Currently, the institution mails more than 10,000 copies to
                               alumni and to others representing a broad spectrum of religious society. This



                               148                                   GBSC Self-Study for HLC – July 2007
publication has had a strong influence on holiness denominations throughout
its history and remains influential. The contents include editorials of special
interest to churches in the Wesleyan and Methodist traditions
and other relevant articles, including answers to readers’ Bible
and counseling-related questions, sermon outlines, Bible studies,
devotional material, religious news, and more.
Twelve members of the faculty and staff wrote The Journey:
Biblical Principles for Teens Taking the High Road, a book
for young people that teaches Christian principles for living. A
second book, entitled I Believe, has been published as well and
responds to the demand for materials that teach youth and
adults basic biblical doctrine. GBSC faculty have also authored
other books and articles that address issues of concern to its                     Larry Smith
constituents, a list of which may be found in Chapter 6.                           God’s Revivalist Editor
The institution regularly holds seminars and other special events on such          “The Revivalist has been the
topics as personal finances, pre-marriage issues, marriage and family issues,      institution’s most significant
                                                                                   representative and
adolescent issues, study skills, leadership, multi-cultural and international
                                                                                   public relations tool since 1900. Its
understanding, worldview development, ethics and moral decision-making             columns have faithfully kept
skills, and relationship skills and conflict resolution. These seminars for        the school’s constituency informed
students supplement topics already included in the curriculum. While the           of its academic program, faculty
Student Affairs budget finances the assemblies as training sessions for the        composition, student enrollment,
                                                                                   varied ministry, and campus
institution’s students, the institution also sees in them an opportunity to in-
                                                                                   activity.”
crease engagement with constituencies. The Student Life Committee has
proposed that these seminars be recorded, to be made available at minimal
cost to churches, parachurch organizations, and the general public; some
recordings, primarily audio, have been made available.

The Christian Service Program
GBSC has a longstanding commitment to engaging the local community
through the Christian Service (CS) ministries. These ministries, also men-
tioned previously in this study, are designed to evangelize, disciple, educate,
and encourage. The ministries cover a broad range of activities and are
discussed here in the context of community relations.
A number of the most popular CS ministries focus on providing service to the
institution’s community. Inner-city chapels, operated by students, provide
opportunities to preach, evangelize, disciple, feed the hungry, and provide
fellowship for residents of inner-city Cincinnati. Children’s ministries called
“Kids’ Klubs” meet weekly in four locations. Personal-witnessing teams
circulate throughout the institution’s immediate community, evangelizing and
seeking to help area residents with personal needs.
Students and staff engage those incarcerated in the Hamilton County Justice
System each week in various facilities; this includes work with both adult and
bound-over juvenile inmates. Two GBSC employees serve as chaplains at
the Hamilton County Justice Center and mentor the institution’s students
involved in this outreach. Students in the jail ministry also meet twice monthly


Chapter 7 – Criterion 5: Engagement and Service                              149
                             with inmates in a county drug-rehabilitation center. The director of GBSC’s
                             jail ministry reports a successful reduction of recidivism. During his over 20-
                             year prison ministry at GBSC, he has tracked over 200 professed converts
                             released from maximum security who were arrest-free for a minimum of two
                             years after their release. This compares quite favorably with data reported
                                                             by the U.S. Bureau of Justice Statistics in 2002
                                                             (the most recent available), which indicated
                                                             that the national recidivism rate for all released
                                                             prisoners was 67.5% (within 3 years of
                                                             release). The jail-ministry director and two
                                                             student participants have received the Faith in
                                                             Action Award for their work in jail ministry.
                                                             The Council of Christian Communions of
                                                             Greater Cincinnati (CCCGC), an organization
                                                             committed to ecumenical and interfaith pro-
                                                             grams, presents this award. Additionally, one
                                                             student was honored by the CCCGC for using
                                                             her GBSC music-major training to establish an
Student Kim Easley (l) and   inmate choir at the Hamilton County Justice Center. The choir performed at
Floyd Hyatt (r) with the
                             the request of Sheriff Simon Leis at the dedication of the new jail chapel. It
inmate choir Kim formed
                             also produced a recording under the student’s direction. An example of a dual
                             connection with the community is GBSC’s partnership with Answers in
                             Genesis (AiG) in the jail ministry. AiG, a greater-Cincinnati ministry located in
                             Hebron, KY, joins GBSC’s jail-ministry team once a month, teaching the
                             fundamentals of the Christian life. This collaboration not only connects the
                             college with another greater-Cincinnati ministry but does so in the context of
                             reaching the incarcerated community as well.
                             Another program engaging the local community is the Teens of Power School
                             (TOPS). TOPS is an education ministry envisioned, operated, and marketed
                             by GBSC students in order to bring change into the lives and minds of inner-
                             city teens. TOPS students are tutored on the institution’s campus and
                             mentored by GBSC students in life skills, academics, and music. TOPS
                             offers tuition to inner-city students to attend Aldersgate Christian Academy
                             (ACA), located on the GBSC campus. Scholarships have been funded from a
                             variety of sources. Among these are churches in which the TOPS youth
                             music ensemble performs, GBSC’s year-end camp meeting, and individual
                             donors. TOPS is an example of focusing four of our constituencies on one
                             initiative:
                                     The larger church community provides a venue for youth ministry and
                                     financial support.
                                     Recent alumni lead this inner-city ministry by pastoring and mentoring.
                                     Inner-city teens from the institution’s community are being trained in
                                     leadership skills.
                                     Current GBSC students gain valuable service experience.




                             150                                     GBSC Self-Study for HLC – July 2007
A board, comprised of college faculty and GBSC alumni, oversees the
operation of this ministry. TOPS is officially operated under the auspices of
Main Street Chapel and utilizes space there and also in the institution’s on-site
academy. The equipment, staffing, and funds for TOPS tuition scholarships
are raised through donations. Hearts of Praise, a TOPS-related vocal group
associated with Main Street Chapel, holds services in area churches to help
raise the necessary funds for TOPS’s operational budget.



Core Component 5c: Responsiveness
    God’s Bible School and College demonstrates its responsiveness
    to those constituencies that depend on it for service.

Component Overview
GBSC seeks to include its constituencies in its operations, from logistics and
procedures to development and delivery of academic training. Internal
constituents, both employees and students, are called upon by the institution to
provide input into decision-making processes, as well as to evaluate existing
programs and operations – the institution values this input, demonstrating this
valuation by taking action based on constituent response. External constituen-
cies, comprising the community and the greater Church world, are valued for
their broadening influence in students’ education, as well as for their assis-
tance in assessing the outcomes of GBSC’s programs.
While this discussion focuses on systems and processes for responding to
constituencies, the discussion of component 5d will present assessment data
to demonstrate the success of the institution’s constituent responses.

Internal Constituents: Employees
Key to any institution’s success are its employees.
GBSC has been blessed throughout its history with
dedicated, able, sacrificial employees who have consid-
ered their work for the institution to be a ministry, a
valuable service to God and His Church. Indeed, faculty
and staff are a top reason students choose to attend and
remain at GBSC, as discussed later in this chapter.
Uniquely, GBSC’s employees become members of the
institution’s alumni after two years of service to the                              Employee family enjoying a
school. Understanding the historic importance of the alumni highlights the          staff and faculty gathering
value of including employees. Until a recent change in the institution’s
constitution and bylaws, the Board of Trustees was elected by the alumni.
Thus, giving employees membership in the alumni organization gave them a
role in the operational governance of the institution. While the constitutional
change has de-emphasized the alumni organization as a whole, inclusion of
employees continues to demonstrate an institutional valuing of this critical
constituency.


Chapter 7 – Criterion 5: Engagement and Service                             151
                             Administrative processes are, consequent to this emphasis on employee
                             importance, designed to respond to and work cooperatively with GBSC’s
                             departments and personnel. The “step-up” process is used to generate
                             institutional improvements from the “bottom up,” rather than simply “force
                             feeding” from the “top down.” Each division is responsible to develop its own
                             procedures and policies, reviewing changes that affect its areas of responsi-
                             bility. The same is true of staff departments, such as the Business Office and
                             Campus Administrator’s Office. When a project touches several departments,
                             a cross-section of employees serves on committees to develop and recom-
                             mend changes: examples of this are the Assessment Committee and the
                             Professional Development Committee.
                             This review-and-response process has produced tangible – and valuable –
                             results. Some of these are the formulation of the Employee Handbook; the
                             institution’s financial budget; and GBSC’s current strategic plan, the STAND
                             Plan. The same process is used to review and improve procedures such as
                             academic registration and assessment. Providing tangible evidence of the
                             institution’s commitment to “bottom-up” processes, cash awards are offered
                             to faculty, staff, and students for providing suggestions that are adopted as
                             operating procedure.
                             In Spring 2007, the institution conducted its first Personnel Satisfaction Survey
                             (PSS), as discussed previously. The PSS revealed widespread personnel
                             support for the institution and satisfaction with their work and work environ-
                             ments, with some personnel expressing appreciation for the PSS itself and the
                             opportunity to give feedback. As mentioned earlier in this study, the PSS did
                             identify three areas open to improvements, and the administration quickly
                             moved to begin responding to these concerns in the areas of workload,
                             communication, and salary/benefits. The administration has announced plans
                             to continue efforts at improvement in these areas when personnel return to
                             campus in Fall 2007.

                                                 Internal Constituents: Students
                                                 GBSC’s culture of student-centered learning means that
                                                 departments and personnel are expected to encourage
                                                 students to express their needs and concerns, to listen
                                                 actively to those needs and concerns, and to act to assist
                                                 students in resolving concerns and needs. Different
                                                 components of the institution have specific responsibilities
                                                 to ensure that students’ needs are met and that their
                                                 concerns are addressed.
Student Affairs staff are    The Department of Student Affairs consists of the VPSA, the resident
always available for         directors for women and for men, resident assistants for each floor in the
help, even grilling at the   residence halls, and an office administrative assistant. All members of the
GBSC picnic (VPSA            department share the responsibility to supervise, assist, and counsel students.
Richard Miles pictured)
                             The institutional grievance procedure is included in the Student Handbook,
                             and during the fall NSO, students are given instructions on how to follow the



                             152                                   GBSC Self-Study for HLC – July 2007
procedure if it is needed. As has been noted previously in this study, no
grievances have been filed in the tenure (10 years) of the current VPSA, a
testimony to Student Affairs staff’s ability to resolve problems before they                      Anonymous students
become too serious. Members of the Student Affairs staff are continually                          Graduate Exit Survey Responses
available to the students for supervision, assistance, and counsel. Counseling                    What are the most beneficial
referrals, along with financial assistance, are offered to students who have                      aspects of GBSC? . . .
counseling needs beyond the institution’s ability to meet.                                        “The opportunity to be mentored
                                                                                                  by some great men and women.”
Academic divisions, of course, interact with students continually, especially in                  “Great education with very kind,
the classroom. The other key site for faculty-student interaction occurs in                       caring professors.”
academic advising. In addition to biennial advising meetings, division chairs                     “The strong biblical emphasis and
and faculty assist and advise students during regular office hours. The VPAA                      integration into all classes is great.
                                                                                                  Also, the Christian Service
has emphasized to faculty the importance of their expressing personal                             experience really helps a person
interest in and concern for their students, reinforcing to faculty the impor-                     grow and learn to minister.”
tance of the “ministry” side of their work. Graduate Exit Survey results
indicate that faculty support of students is an institutional strength (5-point
scale, with 1=strongly disagree and 5=strongly agree).
                                                                             2007 2006
    The faculty in my program were concerned with ......................... 4.50 .... 4.50
    my intellectual and academic development
    The faculty in my program were concerned with ........................... 4.41 ..... 4.55
    my spiritual and personal development
    There was opportunity to interact with the faculty ....................... 4.09 ..... 3.95
    in my program outside of class
    The faculty in my program had adequate office hours .................. 4.00 ..... 3.87
    Faculty members treated students with respect ............................ 4.38 ..... 4.32
    The faculty made me feel comfortable expressing my views .......... 4.41 ..... 4.13
    My academic advisors were helpful in the selection of ................. 4.09 ..... 4.32
    courses and other academic matters

Academic divisions respond in tangible ways to student interests and con-
cerns. When the General Studies Division’s BA in Children’s Ministry was
eliminated because of low enrollment and lack of vocational opportunities in
children’s ministry, the division developed the Church and Family Ministry
degree to meet the needs of students who do not plan to enter full-time
ministry but who are seeking training in Bible and theology along with other
fields. This degree offers flexibility for students, as students may select two
cognates on which to focus their studies. In response to student requests for
further specialization in additional ministry opportunities, the Ministerial
Education Division added Urban Ministry, Youth Ministry, and Pastoral
Counseling tracks, in addition to the Pastoral Ministries track.
In addition to divisional interaction, the institution interacts with and responds to
students through support offices. The Business, Financial Aid, and Registrar’s
Offices are open to students during publicized office hours, so that students may
not only make appointments to meet with personnel, but may also interact with
these offices on a “drop-in” basis. The Student One Stop Office is also open as
a place where students can go with any question or problem and receive help.


Chapter 7 – Criterion 5: Engagement and Service                                             153
                         Student Government (SG) leaders, annually elected by the student body, meet
                         weekly to contribute, on a formal basis, a student perspective to the
                         institution’s operation. Further, SG committees (worship, recreation, and
                         campus improvement) have a role in enhancing the institution’s mission. The
                         SG president is invited to join in the scheduled Student Affairs staff meetings
                         to gain insight into that office’s operation and decision-making, as well as to
                         represent the perspectives of the student body. Not only does the institution
                         desire to learn and respond to student concerns, but the institution also wants
                         students to value the institution’s policies, practices, and requirements: involv-
                         ing student leaders in processes furthers this.
                         The institution regularly and substantially assists students financially, respond-
                         ing to their concerns about college affordability. Over the last three years,
                         funded aid in the amount of $208,636.95 have been awarded by the institution
                         to students with financial needs.
                             AY                             Inst’l Aid
                             2006-07 ......................... $75,602
                             2005-06 ......................... $61,733
                             2004-05 ......................... $71,302

                         In addition to these scholarships, GBSC provides additional institutional
                         financial aid to students through discounts and other unfunded aid programs.
                         In AY 2006-2007, for example, a total of $261,677 in unfunded aid was
                         provided to students; $250,975, in 2005-2006.
                                            To identify student needs, the following surveys are adminis-
     Lisa Profitt at work                   tered annually:
                                                      New Student Orientation Survey
                                                      Noel-Levitz College Student Inventory
                                                      Student Life Survey
                                                      Noel-Levitz Student Satisfaction Inventory

                                       The institution has learned from these assessments and has
                                       implemented changes to address student concerns. But as
Financial Aid Director   noted previously in this study, the institution needs to develop better, more
Lisa Profitt works       timely methods of data dissemination in order to enable quicker responses.
hard to make sure
students’ financial      Some student needs must be noticed by the institution, whether students raise
needs are met            the issue or not. An example of this is student academic need, a common
                         challenge in providing higher education. The institution responds to student
                         academic difficulties and deficiencies through several means.
                                  The Student Learning Center (SLC) is available for those needing academic
                                  assistance. In an attempt to ensure the success of GBSC’s students,
                                  students on academic probation and those having two academic alerts within
                                  a semester are assigned to the Student Learning Center. Recently, the SLC
                                  has been strengthened by implementation of a more structured program for
                                  students assigned to attend; this is being assessed through the UIE system
                                  discussed previously in this study.



                         154                                             GBSC Self-Study for HLC – July 2007
        Additionally, in Fall 2006 the institution implemented SS 101: Introduction to
        Collegiate Study; as discussed previously, this course seeks to assist first-
        year and at-risk students in achieving success at GBSC. After this initial
        offering, the instructor used a student focus group to identify course
        improvements to be implemented in Fall 2007.
        Also in Fall 2006, the institution’s Writing Lab was opened, providing peer
        consultations for all stages of the writing process; in its inaugural year, only
        a few clients returned surveys, but existing assessment data demonstrates
        strong satisfaction among students using the Writing Lab (AA-7).
        The Music Division also uses peer tutoring for music theory.

Another concern students sometimes have relates to the transferability
of academic credit. Indeed, one reason GBSC is pursuing accredita-
tion through the Higher Learning Commission is to assist students with
this exact issue. Currently, the VPAA assists students transferring
from GBSC and those entering graduate work in order to ensure
successful enrollment in other institutions. The VPAA retains corre-
spondence from the University of Cincinnati (dating from 2000) to
provide assurances of the validity of GBSC’s academic program. Dr.
Randy Bell of the Association for Biblical Higher Education has also
assisted in validating GBSC’s academic program. As necessary,
personal phone calls are also made to other institutions to assist
students in transferring credits. The institution seeks to ensure its students are         “Thanks so much for your work.
treated fairly in transferring. GBSC endeavors to treat incoming transfer                  IUPUI said they re-evaluated
                                                                                           my transcripts and posted all
students fairly as well. Academic divisions perform transcript evaluation for              appropriate credit!” – Jeren Miles
transfer students, ensuring students’ credits are properly credited toward their
GBSC degree programs. In keeping with CHEA guidelines, GBSC does not
reject transfer credits based solely on the source of the accreditation.
Continued responsiveness to students informs two important elements of the
STAND Plan (see STAND Plan Chart, ARCH-4). Tactic 13 calls for the
development of a “one-stop” student center. The Student One Stop office was
implemented during the Fall 2006 semester. Initial results of implementation
are good, with students indicating (on the Student Satisfaction Inventory) high
satisfaction (5.66 out of 7). Indeed, the SSI asks students to rate both their
satisfaction and the importance they place on institutional features, and the
Student One Stop had higher satisfaction even than importance (5.63) (SA-4).
Placement is the subject of STAND Plan tactic 14, which lays plans to
implement a career development day, along with other programs, to improve
students’ ability to form relationships with potential employers. This has not
yet been achieved, but a Career Day has been scheduled for Fall 2007
(calendar available in AA-8).

External Constituents: Community
GBSC seeks to respond to the community not only institutionally, but also
individually by keeping the students informed about community concerns and
issues. The institution seeks to provide valuable interaction with the local
community in two ways. First, GBSC brings community concerns onto


Chapter 7 – Criterion 5: Engagement and Service                                     155
                                 campus by inviting community leaders to campus for face-to-face meetings
                                 with institutional personnel and students. Second, GBSC personnel regularly
                                 attend community meetings; not only does this involve the institution, through
                                 its personnel, in the community, but it also ensures that an awareness of the
                                 surrounding community is a part of GBSC’s institutional culture.
                                 A variety of speakers have contributed to the institution’s learning from the
                                 community. Government leaders have been represented by then Ohio
                                 Secretary of State Kenneth Blackwell and Cincinnati Councilman Sam
                                 Malone, who have addressed student assemblies. Cincinnati Enquirer
                                 columnist Peter Bronson addressed the students on another occasion. Gaylon
                                 Jones of City Cure Ministries spoke to the student body, providing a local
                                 African American’s perspective on racial tension in the city after the April
                                 2001 civil unrest. Guest speakers have also addressed sexual abuse (Angela
                                 Shelton), sexual addiction (Steve Gallagher), and ethics in the corporate
                                 world (Stephanie Smith of the Fifth Third Foundation). Other invited guests
                                 have included Judge David E. Grossman; Anthony Munoz, NFL Hall of
                                 Fame member and head of the Anthony Munoz Foundation; Ken Ham of
                                 Answers in Genesis; Al Beasley, a member of the Hamilton County probation
                                 department and radio talk-show host; and Dr. Tim Barber, who administered
                                 the Myers-Briggs Type Indicator and discussed what students could learn
                                 from the results and how they could improve their lives with this knowledge.
                                 In the local community, students and personnel work with other community
                                 members on the annual clean-up day, and the institution provides vehicles and
                                 machinery for this project. GBSC is a participant in the “Keep Cincinnati
                                 Beautiful” initiative, and the college adopted two city street locations to keep
NFL Hall of Fame member          clean. The fact that many GBSC personnel live immediately around the
Anthony Munoz spoke to the       campus strengthens the institution’s vision of itself as a vital part of the
student body about sharing his   community, and it endeavors to provide leadership in making the neighborhood
testimony
                                 a safe and attractive community.
                                 The institution further seeks to engage the local community by civic participa-
                                 tion. Three institution personnel have served on the Mt. Auburn Community
                                 Council, including service as its president and vice president. GBSC’s VPAA
                                 has served as president of the board of Neighborhood Health Care, Inc., a
                                 board member of Liberty Bible Academy, a board member of the Mt. Auburn
                                 Good Housing Foundation, and a Mt. Auburn representative on the Memorial
                                 Community Center Board. The VPA currently serves in a number of capaci-
                                 ties, as listed above.
                                 The College Choir was invited for two consecutive years to perform at the
                                 Cincinnati YMCA Annual Recognition Banquet and also accepted the
                                 mayor’s invitation to perform at the Tower Place Mall for two consecutive
                                 years. Additionally, the Choir performed by invitation at the Cincinnati
                                 observances of the National Day of Prayer, held on the steps of the Hamilton
                                 County Courthouse. Larry Smith, faculty member and God’s Revivalist
                                 editor, was asked to participate in the 2005 event by offering a prayer,
                                 specifically focusing on the country’s educational institutions.


                                 156                                   GBSC Self-Study for HLC – July 2007
In Spring 2006, the College Choir’s annual oratorio performance – in this
case, Handel’s Messiah – was held in an off-campus location,
in downtown Cincinnati’s Covenant First Presbyterian Church.
This presentation received very positive feedback from non-
institutional attendees.

External Constituents: Church World
GBSC commits to serve the Church by training skilled Chris-
tian clergy, teachers, music ministers, missionaries, office and
business personnel, and other Christian workers and lay
ministers. Surveys, conventions, and face-to-face meetings
provide data for GBSC to respond to the needs of churches and parachurch
                                                                                                                             Choir performing Handel’s
ministries, key elements of the institution’s external constituencies.                                                       Messiah at Convenant First
                                                                                                                             Presbyterian Church
Employers of ministerial and missions graduates were surveyed in 1990 and
1995, using a 4-point scale, with 4 indicating strong agreement and 1 strong
disagreement. The results reveal the following:
                                                                                                   1990            1995
    Knowledgable in the field of study .................................................... 3.6              ........ 3.75
    Efficient in communication skills (i.e. preaching, teaching) ............... 3.5                         ........ 3.77
    Spiritually healthy .............................................................................. 3.7   ........ 4.00
    Interpersonal relationships/skills ....................................................... 3.5           ........ 3.77
    Submissive to authority and respectful of supervisees ..................... 3.6                          ........ 4.00
    Balanced life of work, family, church, etc ........................................... 3.5               ........ 3.55
    Good Bible knowledge and effective application ............................... 3.6                       ........ 3.62
    Good leadership skills ........................................................................ 3.0      ........ 3.50

As has been discussed above, GBSC is committed to continued – actually,
more thorough – surveying of alumni employers, on a triennial basis. A
careful monitoring of results will help to ensure that the institution has the
information necessary to respond adequately to the Church constituency.
GBSC sponsors a Missionary Convention to acquaint students with ministry
opportunities within various missionary organizations, to expose students to
organizations offering missionary vocational opportunities, and to give students
further education into the needs and the requirements for service in ministries
to these various national and international areas. The convention provides an
important opportunity for constituent representatives to have intense, focused
interaction with GBSC’s students.
A more recent program is the annual Aldersgate Forum, focusing on pastoral
issues. In Spring 2006 and 2007 semesters, the forum brought pastors and
church leaders to campus to interact with administrators and faculty, as well
as some upper-level students. This keeps GBSC personnel and students
current on Church-world issues and concerns, and also allows the institution
to serve Christian workers with advice and support.
The Aldersgate Distance Education Program (ADEP), begun in the fall of
2001, was created to respond to the needs of non-traditional students, many



Chapter 7 – Criterion 5: Engagement and Service                                                                   157
                 already established in a ministry vocation, who desire to complete their
                 religious education. GBSC responded to the needs of these older adults who
                 require alternate and flexible programs to complete degrees and who do not
                                     wish to move their families or resign their vocational
                                     positions. ADEP provides an educational alternative
                                     through one-week on-campus intensive class sessions
                                     (block sessions) and through independent-study courses,
                                     which often use recorded class lectures on audio CDs or
                                     DVD. This program grew out of a perceived constituent
                                     need. ADEP expresses the institution’s heartbeat: to train
                                     faithful servants, even when this requires nontraditional
                                     means of delivery to reach potential or, often, current
                                     Christian workers.
                                     The STAND Plan calls for exploration of developing a
                                     master’s-level program in the Division of Ministerial
                                     Education; this exploratory work is already well under-
                                     way. While the ADEP program serves the Church world
                                     by enabling degree completion, a graduate program would
ADEP materials   further serve this constituency by enabling pursuit of advanced education and
                 training. Currently, none of the conservative-holiness educational institutions
                 offers graduate work. GBSC seeks to open a new frontier for the heart of its
                 religious constituency, offering advanced work in an educational setting
                 thoroughly compatible with constituents’ theological positions.



                 Core Component 5d: Constituent Valuation
                     Internal and external constituencies value the services God’s
                     Bible School and College provides.

                 Component Overview
                 The constituents of GBSC provide essential evaluations of the institution’s
                 services. Primary constituent evaluations derive from students, alumni, and
                 the community. GBSC is committed to assuring that its constituents value the
                 services provided by the institution, as the following discussion makes clear.
                 While the previous section addressed ways in which the institution responds
                 to constituent concerns and needs, this section will provide corresponding data
                 assessing the institution’s success in responding.

                 Internal Constituents: Employees
                 As previously discussed, the institution first administered the Personnel
                 Satisfaction Survey (PSS) in Spring 2007. Results indicate broad support
                 among employees for the institution, as well as broad satisfaction with their
                 jobs. Below are some key indicators, with a 5-point scale from 1=strongly
                 disagree to 5=strongly agree (full results available in PERS-4). (Note: in



                 158                                   GBSC Self-Study for HLC – July 2007
common usage, those familiar with the institution tend to use the abbreviation
“GBS” rather than “GBSC”; the text of the survey followed this convention,
hence the shorter abbreviation’s use below.)
    4.49    In general, I enjoy my job
    3.94    I feel valued and appreciated by GBS
    3.91    I would recommend GBS for employment
    4.55    I would recommend GBS for college education
    4.20    The administration provides strong leadership
    4.07    GBS supports my professional development
    4.12    A healthy Christian corporate culture exists at GBS
    4.30    My work environment provides a proper atmosphere for
            spiritual formation

Averaging all items on the PSS (and compensating for reverse –
negative – items), the overall average was 3.89. While, as
discussed earlier, PSS results indicate room for improvement in compensation,                          VPSA Richard Miles is pleased
                                                                                                       with the students’ contribution to the
communication, and workload, results also demonstrate that employees value                             assessment effort
the institution, its atmosphere, and their roles in it.

Internal Constituents: Students
Annual assessments seek data on the value that students place on the services
provided by the institution. Data collected from those assessments provide the
following evaluations of the success of the institution’s service to its students.
Overall, a clear picture of general satisfaction emerges. While the institution
clearly has room to improve in certain areas, GBSC’s students rate most
aspects of the institution highly.
College Student Inventory. The Noel-Levitz College Student Inventory
(CSI), given to incoming students during each fall’s NSO, primarily aims to
give institutions information as to how
                                        70.0
they can better serve a new class of
students, but it also provides informa- 60.0
tion as to what aspects of an institu-  50.0
tion the students value. The CSI
                                        40.0
results demonstrate that incoming                                                                              65.9
                                                                                                        65.0
students value a broad range of         30.0                       55.7
                                                                        58.9 56.5 58.3   58.6   61.2
                                                                                                                      52.9
                                               45.2 44.0 47.4 45.4
GBSC’s attributes.                      20.0
To be investigated is the decline in      10.0
new students’ initial impression of the
                                           0.0
institution. This scale has steadily
                                                90 93 94 95 96 98 00 01 02 03 04 05 06
improved since 1990, over 20 points
(on a percentile scale, with 50 the national norm). This year’s rating dropped
from last year’s high of 65.9 to 52.9. As the following chart shows, this is the
lowest initial impression since 1995. Obviously, one year does not set a trend,
but this bears continued monitoring.




Chapter 7 – Criterion 5: Engagement and Service                                    159
                                      For the initial impression, new students are asked to rate aspects of the
                                      school on a 7-point satisfaction scale with 7 indicating the greatest satisfac-
                                      tion. The initial impression of faculty regularly rates the highest and did so
                                      again in Fall 2006 (6.3). Buildings and grounds (6.0), social life (5.9), and
                                      the overall student body (5.8) consistently receive the next highest ratings.
Some picture that                     GBSC’s traditionally lowest satisfaction ranking, that for location, increased
illustrates our well-                 from 4.9 to 5.4 in 2005, but dropped again to 4.8 in 2006. If this year does
manicured campus                      not prove to be an aberration in further CSI scoring, revised marketing ideas
                                      and further attention to community improvement and involvement will
                                      require further study.
                                      Ratings relevant to a number of institutional attributes are provided below.
                                      The decline in ratings across the board explains the drop in overall impression
                                      presented above. It also suggests that the decrease in initial impression may
    The institution is proud of its   be more a factor of this particular class of students, rather than any institu-
    well-manicured campus             tional changes, since the lower ratings are universal.
                                                                                                             2006            2005
                                          Faculty ............................................................. 6.3 ........... 6.5
                                          Buildings and grounds .................................... 6.0 ........... 6.3
                                          Social life .......................................................... 5.9 ........... 6.0
                                          Student body ................................................... 5.8 ........... 6.0
                                          Shopping facilities ........................................... 5.8 ........... 6.1
                                          Academic offerings .......................................... 5.6 ........... 5.7
                                          Living arrangements………… .......................... 5.6 ........... 6.0
                                          Entertainment ................................................... 5.2 ........... 6.0
                                          Cost of tuition, housing, food ......................... 5.1 ........... 5.4
                                          Food ................................................................ 5.1 ........... 5.3
                                          Adequacy of financial aid ................................ 5.3 ........... 5.6
                                          Location ........................................................... 4.8 ........... 5.2

                                      Student Life Survey. The institution’s own Student Life Survey (SLS),
                                      administered each spring, provides a partial spring “bookend” corresponding
                                      to the CSI’s information from new students (the other part of the spring
                                      “bookend” is realized in the SSI, discussed below). SLS results demonstrate
                                      that students value a wide range of GBSC’s services. Students’ opinions on
                                      the survey are reported on a 7-point scale, with 7=very satisfied. (Prior to
                                      Spring 2007, the SLS had used a 5-point scale, but the scale was altered in
                                      order to correspond exactly with the SSI scale. Scores from 2006 and 2000
                                      have been converted to the 7-point scale).
                                      Students highly valued the personnel of the institution, as indicated by SLS
                                      results. While there was an overall decrease in Spring 2007, nearly all results
                                      are above 5 (“somewhat satisfied”). While a single year’s decrease, as with
                                      initial impression on the CSI, does not indicated a trend, the SLS results also
                                      bear watching and possible follow-up.
                                      Selected results from 2007 are presented below. Items marked as ** indicate
                                      discontinued questions (items which are measured on the SSI and therefore
                                      were removed from the SLS).


                                      160                                                       GBSC Self-Study for HLC – July 2007
Students rated Student Affairs services as follows:
                                                                    2007        2006         2000
    VP for Student Affairs .................................... 6.44 ....... 6.65 ...... 6.45
    Dean of Women ............................................. 6.38 ....... 6.73 ...... 5.78
    Student Council ............................................. 5.05 ....... 6.73 ...... 5.78
    Resident Assistants ....................................... 5.93 ....... 6.30 ...... 6.23
    Dean of Men .................................................. 5.88 ....... 5.84 ...... 5.71
    Nursing services ............................................ 5.99 ....... 6.02 ...... 5.33
    Enforcement of rules & discipline .................. 5.37 ....... 5.81 ...... 5.96
    Social life & dating policy .............................. 5.31 ....... 5.70 ...... 5.89
    Recreational facilities ..................................... 4.86 ....... 5.42 ...... 5.43
    Weekend activities ......................................... 5.13 ....... 5.29 ...... 4.56
    Residence hall environment ........................... 5.16 ....... 5.40 ...... 4.90
    Snack bar ....................................................... 5.44 ....... 5.67 ..... N/A
    Overall Student Affairs average ................... 5.57 ....... 5.90 ...... 5.57

Christian-life factors were rated as follows:
                                                             2007        2006         2000
    Spiritual Atmosphere ..................................... 5.45 ....... 5.91 ...... 5.43
    Chapel/Spiritual enrichment ........................... 5.74 ....... 6.29 ..... N/A
    Christian Service Program .............................. 5.45 ....... 5.73 ...... 5.77
    Average for Christian Life ............................. 5.55 ....... 5.97 ...... 5.60

Auxiliary services rated as follows:
                                                                   2007        2006         2000          Some campus
    Campus security .............................................. ** ....... 5.94 ...... 5.59            security picture
    Bookstore ...................................................... 5.61 ....... 6.06 ..... N/A
    Cleanliness of campus ................................... 5.76 ....... 6.03 ...... 5.66
    Response by maintenance ............................. 5.42 ....... 5.43 ...... 4.69
    Average for Auxiliary Services ...................... 5.60 ....... 5.87 ...... 5.31

Finance-related services demonstrated strong improvement between
2000 and 2006. Both offices are now assessed through the SSI.                                                   GBSC security
                                                          2007        2006         2000
    Finance office and personnel ........................... ** ....... 6.27 ...... 5.81
    Financial aid and personnel ............................. ** ....... 6.22 ...... 5.71
    Average for Financial Services ..................... N/A ....... 6.24 ...... 5.77

Academic services had a significantly improved favorable rating in every
category between 2000 and 2006; many of these areas are now assessed via
the SSI:
                                                                      2007        2006         2000
    Academic Affairs Office services ................... 5.97 ...... N/A ..... N/A
    Admissions, registrar, personnel ..................... ** ....... 5.88 ...... 5.24
    Faculty/academic expectations ........................ ** ....... 6.12 ...... 5.08
    Library ............................................................. ** ....... 6.22 ...... 5.01
    Student Learning Center ................................ 5.07 ....... 5.94 ...... 4.27
    Average Academic Services ......................... 5.52 ....... 6.04 ...... 4.90



Chapter 7 – Criterion 5: Engagement and Service                                                         161
                                While the Assessment Committee has noted the general decline in SLS
                                ratings, several factors have kept the committee from recommending any
                                changes at this time. These factors are in addition to the fairly high level of
                                the scores: almost all ratings are above 5.00, “somewhat satisfied,” suggesting
                                that student satisfaction is generally good. In addition, the committee noted
                                these factors:
                                        The change from a 5- to a 7-point scale affects ratings in ways that cannot be
                                        compensated by a simple conversion of previous data. The 7-point scale
                                        adds degrees of agreement (“somewhat satisfied,” along with “satisfied” and
                                        “very satisfied”) that the 5-point scale did not have; consequently, students
                                        who may simply have indicated satisfaction before can now qualify this, in
                                        effect lowering the ratings.
                                        The 5-point scale did not measure student satisfaction; rather, it asked
                                        students the degree of their agreement with a series of statements. This
                                        change also could reduce ratings.
                                        Finally, the previous SLS asked students their agreement with positively
                                        worded statements (e.g., “The Dean of Men does an adequate job”). This
                                        positive wording, along with the word adequate, which seems to set a
                                        minimal standard, could also increase ratings, as even a dissatisfied student
                                        could “agree” that some campus aspect is “adequate.”

                                Consequently, while previous SLS data is presented for comparison, the
                                Assessment Committee does not view the score decline as critical at this
                                point. Rather, future years’ scores will be watched closely to determine if
                                Spring 2007 scores represent a “calibration” to the new instrument or do
                                indeed indicate a need for changes.
                                          Student Satisfaction Inventory. In Spring 2007, the institution
                                          first administered the Noel-Levitz Student Satisfaction Inventory. In
                                          using both the CSI and SSI, GBSC joins a number of other ABHE
            Picture of Assess-
                                          member institutions, all participating in a Noel-Levitz/Christian
            ment Committee at             Consulting benchmarking study to provide comparative data among
            work                          Bible colleges. The institution anticipates helpful information as this
                                          comparative data becomes available, since preliminary analysis
                                          presented at ABHE’s Annual Meeting suggest that the student
                                          population in Bible colleges values different institutional character-
                                          istics from those valued at non-Bible colleges.
The Assessment Committee is     Complete SSI results are available in SA-4. These initial results indicate a
pleased with the way data is    number of institutional strengths, identified in the Noel-Levitz report (strengths
being used to make informed
decisions concerning planning
                                are items of high student importance and high student satisfaction). The table
                                below provides information on these areas, with GBSC students’ satisfaction
                                rating and the same rating from students at all 4-year private colleges using
                                the same SSI form (reported by Noel-Levitz to include 322,048 respondents).
                                Satisfaction is measured on a 7-point scale, from very unsatisfied to very
                                satisfied. Items without comparative data are items added to the SSI by
                                GBSC. Items are ordered in descending order of student importance, which is
                                not reported on this list:



                                162                                      GBSC Self-Study for HLC – July 2007
   GBSC All              Item
    5.92 ..... 5.51 .... The content of courses within my major is valuable
    6.10 ..... 5.48 .... The campus is safe and secure for all students
    5.99 ..... 5.40 .... The quality of instruction I receive in most of my classes
                         is excellent
    6.13 ... 5.46 .... My academic advisor is knowledgeable about requirements
                         in my major
    6.18 ... N/A .... Professors in my division treat me with respect
    6.11 ... 5.39 .... The campus staff are caring and helpful
    6.13 .... N/A .... Professors in my division are interested in hearing my questions
    5.90 ..... 4.74 .... Tuition paid is a worthwhile investment
    6.23 .... N/A .... I am happy to recommend my division to others
    6.39 ..... 5.55 .... On the whole, the campus is well-maintained
    6.14 .... N/A .... Christian Service opportunities were available allowing me
                         to develop my ministry skills
    6.06 .... N/A .... Professors in my division really care about me
    5.88 ..... 5.51 .... Faculty are usually available to students outside of class
    5.81 ..... 5.38 .... My advisor is available when I need help

The Noel-Levitz report also identifies areas of challenge to the institution (high
student importance and satisfaction in the lowest quartile of the institution’s
satisfaction scores). These include the following, presented as above:
    GBSC All             Item
    4.94 ..... 4.51 .... Living conditions in the residence halls are comfortable
    5.50 ... 4.90 .... I am able to register for classes I need with few conflicts
    5.51 ... 5.14 .... There are sufficient courses within my program of study
                         available each term
    5.18 ..... 5.15 .... Faculty are fair and unbiased in their treatment of individual
                         students
    5.42 ..... 5.71 .... This campus provides online access to services I need
    4.98 ... 4.79 .... Security staff respond quickly to calls for assistance
    4.97 ... 5.06 .... Faculty provide timely feedback about my academic progress
    5.22 ... 4.96 .... Student disciplinary procedures are fair
    5.42 ... 5.06 .... Students are free to express their ideas on this campus
    5.42 .... N/A .... Disciplinary procedures contain a healthy balance between
                         restoration and consequential punishment
    5.04 ..... 4.08 .... There is an adequate selection of food available on campus

In consideration of these results, the institution is, first, pleased to note that
there are more strengths than challenges revealed by the SSI. Additionally,
only two of the challenges had satisfaction scores below the national com-
parative score – indeed, in some cases the GBSC score was significantly
higher than the national score, suggesting that these are areas in which
students have high expectations that most institutions struggle to meet (regis-
tration conflicts, discipline, food selection).
Beyond this, the institution welcomes this valuable information into areas open
to improvement. Meeting to discuss these results, the Assessment Committee
identified items that are already being addressed, areas that do not need to be
addressed at this time, and areas that will be addressed in Fall 2007.


Chapter 7 – Criterion 5: Engagement and Service                                       163
                               Areas Already Being Addressed. In planning for some time and now
                               scheduled for completion by Spring 2008, the men’s residence hall will be
                                               expanded. While the women’s residence hall has sufficient
                                               room for all residents, with many having private rooms, the
                                               men’s hall has become overcrowded. This expansion should
                                               address the challenge with comfortable living conditions.
                                                Currently, GBSC provides very few online services. This will
                                                change with implementation of CAMS Enterprise, discussed
                                                elsewhere in this study, scheduled for the summer of 2007.
                                                CAMS Enterprise will provide online enrollment, reducing
                                                paperwork and time in the course-registration process.
                                                Additionally, the system will enable faculty to maintain
Dean of Men Andy Parriman      course sites with course documents and other opportunities, including elec-
occupies his office in Phase   tronic grade books. Another feature beneficial to students will be online
One of the men’s residence
hall expansion project         degree audits, reports that will show students how they are progressing
                               toward degree completion. This last feature addresses another concern raised
                               by the SSI: while not identified in the report as an institutional challenge, the
                               Assessment Committee was concerned that “I receive ongoing feedback
                               about progress toward my academic goals” had lower satisfaction than the
                               national norm; degree audit will help with this.
                               Areas That Do Not Need to Be Addressed at This Time. Two “chal-
                               lenge” items relate to student discipline. Noting that GBSC’s scores are
                               higher than national averages, the Assessment Committee also took into
                               consideration two points on this issue. First, Spring 2007 had a higher number
                               of disciplinary incidents than other recent semesters; this likely increased
                               students’ perceived importance of these SSI items – and importance is a
                               factor in determining institutional challenges. Second, GBSC’s Student Affairs
                               Department takes confidentiality very seriously: few personnel on campus
                               know about discipline issues, even about expulsions. This is deliberate, in
                               order to protect students’ rights and reputations. But this can also create
                               misunderstandings among the student population, as the institution cannot
                               explain its actions in disciplinary cases. Rather than seeking to make changes
                               at this point, the institution will continue to monitor these items on future
                               assessments.
                               In considering the reported challenge with security responses, it is important
                               to note that GBSC has virtually no crime on campus: in the last 3 reporting
                               years, a single robbery is the only crime, and that was theft from a residence
                               hall room, not a confrontational robbery. This is reflected in students’ high
                               satisfaction with campus safety and security, as reflected in the report (see
                               above). This seeming contradiction in the SSI results can be explained by
                               particular campus security duty at GBSC: unlocking doors for students as
                               needed. In AY 2006-2007, there were some complaints about slow response
                               to these requests; the VPSA addressed this concern by discussing complaints
                               with the security guard in question. Consequently, this does not seem to be a
                               significant challenge for the institution.



                               164                                   GBSC Self-Study for HLC – July 2007
Areas That Will Be Addressed. The Assessment Committee identified
three items as issues that should be addressed in Fall 2007: faculty fairness,
timely feedback from faculty, and feedback on academic progress. The
third item was not listed by Noel-Levitz as a challenge, but, as mentioned
above, the institution wants to address it since it scored below the national
norm. The VPAA has committed to address all three of these areas during
Faculty Week 2007, preceding the Fall 2007 semester. It is important,
though, that these three areas of concern be seen in light of the very
positive scores related to faculty, presented in the “strengths” section
above. The Academic Committee needs to study these results to determine
how best to address the three challenges while maintaining the strengths
also identified.
Divisional Interviews. Each division conducts student interviews, except
for the ISWM Division, which plans to implement interviews in AY 2007-
2008. One variety of interview, the exit interview, has already been discussed
in Chapter 6. While interviews have been developed especially to monitor
student growth, development, and achievement, they also provide a structured
but open-ended opportunity to obtain students’ valuations of the institution and
its programs.
During interviews, students’ perceptions of the institution’s
educational programs are elicited to help determine the
effectiveness of teaching, curricula, and program structures.
These interviews allow divisional faculty to develop their own                  Picture of Philip
perceptions of the success of divisional programs by asking                     Brown with a
strategically significant and substantive questions to evaluate                 ministerial
each division’s success in reaching stated goals. Student
                                                                                student
interviews are conducted on the following schedule:
       Ministerial Ed Division interviews all sophomores, juniors,
       and graduating seniors.
       Music Division interviews all sophomores, juniors, and graduating seniors.         “The Ministerial year-end student
       TE Division interviews all freshmen, sophomores, juniors, and seniors.             interviews involve summative
                                                                                          and formative assessment for
       General Studies interviews graduating BA students; the division plans to
                                                                                          both the students and the faculty.
       begin interviewing graduating AA students as well.                                 Students’ knowledge, values,
       Intercultural Studies and World Missions is developing an exit interview to        and articulation skills are
       begin in AY 2007-2008.                                                             assessed. The cumulative
                                                                                          performance of the students
Currently, divisions maintain their own interview records and data. But results           provides the faculty an invaluable
from interviews were included in divisional presentations during Assessment               assessment of its effectiveness.”
Week 2007, and interview results were mentioned as guiding divisions as they              – Dr. Philip Brown (r)
planned changes for the future (see AA-18).
Graduate Exit Surveys. Discussed above, each spring graduates are asked
to complete an exit survey. Several results from this survey indicate that
students value services provided by the institution. Scores below are on a 5-
point scale, with 1=strongly disagree and 5=strongly agree (complete data is
available in AA-7).



Chapter 7 – Criterion 5: Engagement and Service                                165
    2007 2006 Item
    4.35 ..... 4.31 .... My program has prepared me for employment and/or ministry
    4.00 ..... 3.94 .... My program has prepared me for graduate school
    4.44 ..... 4.42 .... My program was intellectually challenging and stimulating
    4.47 ..... 4.25 .... The courses that were part of my major were valuable to me
    4.21 ..... 4.13 .... The courses that I took outside of my major were valuable to me
    4.29 ..... 4.14 .... The overall quality of the program was exceptional
    4.35 ..... 4.35 .... I would recommend my program to prospective students
    3.97 ..... 4.08 .... Student Affairs services (counseling, dean staff, etc.) were
                         adequate enough to meet my social/personal needs
    3.84 ..... 4.18 .... The financial assistance (Financial Aid Office) was adequate
                         enough to meet my financial needs

Additionally, the survey asks students to rate their growth in several areas due
to their time at GBSC.
    2007 2006           Item
    4.00 ... 3.95 ..... Writing skills
    4.18 ... 4.32 ..... Oral communication
    4.12 ... 4.34 ..... Critical thinking
    4.41 ... 4.58 ..... Development of Christian worldview
    3.47 ... 3.79 ..... Use of technology
    4.26 ... 4.15 ..... Worship/devotional life
    4.21 ... 4.42 ..... Personal ethics
    4.29 ... 4.42 ..... Moral values

Survey results demonstrate that GBSC’s students place significant value on
the institution’s services.

External Constituents: Community
Currently, GBSC does not engage in any formal assessment of community
valuation. While the institution should consider implementing such assess-
ment as it begins its new strategic-planning endeavor, GBSC does have a
sound history of good community relations. This is largely seen through
interaction and community support rather than formal assessment instru-
ments or programs.
Community leaders and institutions value GBSC as a part of its community as
evidenced by their support for GBSC’s remaining a part of the Mt. Auburn
community. Fifth Third Bank representative Laura J. Baumann encouraged
GBSC to remain in the inner city. Fifth Third Bank supported this opinion by
awarding funds to assist the renovation of the historic Oswald Chambers
Room in the institution’s Administration Building. The bank has also awarded
financial-aid funding to the institution through the Charles E. Schell Founda-
tion, an interest- and penalty-free student-loan program.
Other external-constituency support for the institution was offered by
community leaders who attended GBSC’s Centenary Celebration in 2000.
Participants in the celebration and Centenary Committee members included
the following:



166                                       GBSC Self-Study for HLC – July 2007
        Mr. Phil Heimlich, Cincinnati City Council
        The Honorable J. Kenneth Blackwell, Ohio Secretary of State
        Ms. Jeanette Cissell, Cincinnati City Council
        Ms. Rebecca Kelley, esq., Greater Cincinnati Urban League
        Ms. Pauline Van der Haer, Chair of the Mt. Auburn Community Council

By their participation, these members of the community signified that they
value GBSC, its mission, and its role in the community.
Previously in this chapter, information was provided concerning community
leaders and some organizations that have visited the institution and used its
facilities. Here is presented a fuller list of entities that have made use of
GBSC facilities.
        MLK Elementary Academy held a fundraising concert on campus.
        An anti-drug rally, discussed above, was held at GBSC in 1997, as well as on-
        campus follow-up meetings.
        The Cincinnati Chapter of the International Association of Administrative
        Professionals (IAAP) held regular board meetings on campus in 2004-2005,
        when the president of the chapter was an administrative assistant at GBSC.
        A Cincinnati Neighborhood Garden Club community garden is located on
        property provided, free of charge, by GBSC.
        A voting poll location for the tenth precinct is located in the Miller-Deets
        Student Center gymnasium.
        Annual CPR certification training is conducted by institutional personnel on
        campus for the community.
        The new Answers in Genesis educational DVD series was recorded on
        campus in 2004.
        The Hunter Safety Course has been taught at GBSC for 20 years.
        The ACT examination is offered on the campus.

Seeking to supplement this strong culture of community
cooperation and interaction, GBSC plans to create a survey
instrument to determine the reasons contributors support the                    Campmeeting crowd
institution. While this has apparent practical value, such an                   milling around
instrument should also provide data concerning what specific                    outside
aspects and what services of the institution are most meaning-
ful to constituents.
Interaction with the community, as with other constituencies, is a two-way
                                                                                        GBSC will soon be assessing
activity. GBSC is proud of its contributions to the community, of the services          what institutional services are
it provides to its neighbors. Reciprocally, by acceptance of services, by               most meaningful to its
participation in institutional events, by inclusion of the institution in community     constitutents
activities, members of the community have shown that they value what
GBSC represents, what GBSC has done, and what GBSC continues to do as
it seeks to fulfill its mission.

External Constituents: Church World
In addition to community leaders, religious leaders also participated in the
institution’s Centenary Celebration, demonstrating their regard for GBSC and
the service it provides to the Church world:


Chapter 7 – Criterion 5: Engagement and Service                                 167
                              Representatives from the Oswald Chambers Society in England
                              Dr. Edwin Kilbourne of the Oriental Missionary Society International
                              Representatives from the Seoul Central Theological Seminary, Korea

                      Additionally, GBSC has served as host to religious organizations.
                              Regional Accelerated Christian Education (ACE) student convention and
                              competition utilized the campus for two years.
                              The Youth Challenge youth conference began at GBSC (1995) and was held
                              at the institution until 1997, when the event moved to a larger facility.

                      A key external, Church-world constituency is represented by the institution’s
                      own alumni. Alumni Surveys, previously discussed, have been and remain a
The historic Oswald   key element of the institution’s tracking of alumni valuation.
Chambers Room
                      The surveys provide strong evidence that alumni highly value GBSC’s
                      fulfillment of its mission. According to the last three alumni surveys, the
                      alumni recommend potential students to the institution.
                                                                                       1990 1995           2004
                          Recommended by pastor alumnus/a ............................. 15% .... 17% ...... 20%
                          Recommended by parent/relative alumnus/a ............... 25% .... 52% ...... 41%
                          Recommended by friend alumnus/a .............................. 23% .... 31% ...... 36%

                      Additionally, the 2004 survey revealed that fully 92% of alumni responding
                      would choose to attend GBSC were they now choosing a college to attend.
                      Other data from the alumni surveys are discussed elsewhere in this study, and
                      the overall picture provided by the surveys is clear: alumni greatly value
                      GBSC and its services, both to them and to other constituencies.
                      Beyond surveying alumni themselves, the institution seeks to survey alumni
                      employers. This is done through identifying common employers of graduates
                      and asking them to complete a survey. The Employer Survey conducted in the
                      summer of 2005 was hampered by few responses; the next Employer Survey,
                      scheduled for the summer of 2008, needs to target a larger pool and to
                      encourage responses in order to receive more input. While these results are
                      based, then, on minimal data, they are still encouraging. A few key indicators
                      from the results are presented below. While these results were discussed
                      previously in this study in terms of division-specific information, especially, the
                      focus here is on overall valuation of alumni. Scores below are on a 4-point
                      scale, with 1=disagree strongly and 4=agree strongly (complete results are
                      available in AA-7).
                          3.69   Exhibits knowledge in field of study
                          3.33   Works well with people
                          3.58   Spiritually settled and faithful
                          3.56   Exhibits a balanced life
                          3.65   Overall satisfaction with GBSC graduates

                      This final item is key in assessing employer evaluation, as it suggests how open
                      employers are to hiring future GBSC graduates. This high rating indicates that
                      common alumni employers value the institution’s graduates quite highly.


                      168                                          GBSC Self-Study for HLC – July 2007
Perhaps few things can indicate support more than financial contributions.
GBSC’s donations come from the Church world, and the financial support the
institution receives from supporters provides strong evidence of the value
placed on GBSC by its constituents. Donations account for forty percent of
the institution’s total operating budget of $3,616,596.88 (see financial
statement ending June 30, 2004, ARCH-5).
    General Donations ............................... $1,231,110
    Donated Student Fund ............................... 72,714
    Phonathon ................................................ 105,669
    Scholarship Account .................................. 51,038
    Total Donations ................................ $1,460,531

Conclusion
GBSC’s story has been and continues to be one of service and engagement.
For more than 60 years, the poor children of Cincinnati were brought to the
campus on public transportation, served free Thanksgiving
dinners, and provided with clothing purchased from money
raised by the institution’s students. Following World War II,
when military jeeps were in excess, President M. G. Standley               A Thanksgiving
purchased a number of these jeeps, sending out missionary                  picture shot
teams called “GIs of the Cross” throughout various parts of                ...
the U.S., the Caribbean, and India. Other historical endeav-               and change captian
ors included evangelistic campaigns in Cincinnati’s Music
Hall, Salvation Boat cruises to the poor “shanty towns” along
the Ohio River, the Every Creature Campaign in Japan, the
George Street Mission, Hope Cottage for unwed mothers, and
the Orphanage located on a 200-acre farm. GBSC has been,
and still is, committed to ministries that lessen human suffering as they offer         An early Thanksgiving
temporal and eternal hope through the Christian faith.                                  Dinner

Charles Cowman, founder of the largest Wesleyan missionary organization,
the Oriental Missionary Society, began his missionary work while a student at
GBSC. The beginning of the Pilgrim Holiness Church (now the Wesleyan
Church) is also tied to a meeting held on the campus of GBSC. As then, so
now, GBSC seeks to remain in the vanguard of the Church’s progress,
preparing servants to minister in various capacities at home and abroad.
In recent years, the institution has made strides in increasing its monitoring of
constituent needs so as to address them as much as its capacity allows. While
there is room for additional structured assessment, the institution’s sensitivity
to constituents is strong and will remain so.
GBSC continues its historical commitment to engage and serve its internal
and external constituents. Increasing assessment of all constituencies, which
can in turn drive strong future planning efforts, will ensure that this commit-
ment remains sensitive to the needs of the institution’s students, alumni,
community, and Church world.



Chapter 7 – Criterion 5: Engagement and Service                                169
170   GBSC Self-Study for HLC – July 2007

								
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