About Grace

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About Grace

Christian Educational Experience

Grace Christian University seeks to develop passionate servants of Jesus Christ by personally educating students in an educational program which emphasizes the integration of biblical truth, ministry experience, and character transformation. This emphasis pervades the entire campus as the College strives to cultivate a caring learning community where Jesus Christ is exalted and students are equipped for serving the needs of church and society.

Our Mission Icon

OUR MISSION

Graduating Godly Individuals Prepared to Serve Christ in Church and Society.

Core Values Icon

OUR CORE VALUES

Bible Centered

Grace Theology

Ministry Focused

Transformational Relationships

Our Vision Icon

OUR VISION

To be a vibrant Biblical University exalting Jesus Christ, preparing culturally intelligent students for diverse careers in the global marketplace.

Statement of Faith Icon

STATEMENT OF FAITH

A statement of the doctrinal position to which the Board, Administration, and Faculty of Grace Christian University are committed.

Female student in class reading

VARIETY OF DEGREES

Each degree program at Grace Christian University consists of three major components: general education courses, biblical and theological studies, and a vocational major.

  • In each area of study, students are exposed to essential concepts and skills for their major.
  • They are equipped through instruction and significant learning experiences.
  • They are empowered as graduates to utilize this knowledge and skills in their future employment and service.
Closeup of male student reading bible

Learning Objectives

Grace Christian University follows a three-year cycle of assessment of four measurable institutional and numerous program learning objectives (currently identified in the catalog and elsewhere on the university website as “outcomes”). The results of this assessment are reported here as student outcomes. The outcomes reported below cover the academic semesters Fall 2018 through Spring 2021 organized by school. Outcomes that have been discontinued during the past three years are not included in the tables below.

Institutional Outcomes Assessment: Note that some assessments double as Institutional Outcomes Assessments and Program Learning Assessments.

Graduates will integrate knowledge of God’s word and God’s general revelation in creation resulting in a broad understanding of human life.

Graduates will demonstrate character formed by the Bible and the Spirit of God.

Graduates will implement the skills needed for living and working in the world.

Students will serve others in their churches, careers, and communities.

Academic Program Learning by School

Timing of Assessment Program/ PLO Student Pop. Outcome Target Outcome Results Action Plan if Needed Timing of Reassessment
Fall 2018 (doubles as program learning assessment). Knowing,

Doing

MWT 80 avg. 79.71 avg. Improve note/chord reading
Fall 2018 B.M. Worship Arts/ Musicianship 80 avg. 79.71 avg. Improve note/chord reading
Spring 2019 (doubles as program learning assessment). Knowing,

Doing

End of first year in the MWT program No target set Placement test = 29.92 avg.; Post-test after one year = 75.08 avg. Not needed Not needed
Spring 2019 B.M. Worship Arts/ Musicianship End of first year in the program No target set Placement test = 29.92 avg.; Post-test after one year = 75.08 avg. Not needed Not needed
Fall 2019 Knowing, Doing 10 On-campus students in MWT 323 (served for some skills as a pre-test) 75% competency or better Baseline established: MIDI = 86%; Effects = 50%; Automation = 10%;

Editing = 20%; Mix & Pan = 0%; File Mngmnt = 70%

Assess Automation, Editing, and Mixing/ Panning in MWT 324 Planned Spring 2020 but not completed due to COVID-19 outbreak. New reassessment date to be determined.
Fall 2019 B.M. Worship Arts/ Technology 10 On-campus students in MWT 323 (served for some skills as a pre-test) 75% com-petency or better Baseline established: MIDI = 86%; Effects = 50%; Automation = 10%;

Editing = 20%; Mix & Pan = 0%; File Mngmnt = 70%

Assess Automation, Editing, and Mixing/ Panning in MWT 324 Planned Spring 2020 but not completed due to COVID-19 outbreak. New reassessment date to be determined.
Spring 2020 Knowing,

Doing

4 On-campus student in MWT 252 None set 86% out of 100% for the assessed video skills. Due to the small pool this positive result is not robust enough to make definitive conclusions. Not needed Not needed
Spring 2020 B.M. Worship Arts/ Technology 4 On-campus student in MWT 252 None set 86% out of 100% for the assessed video skills. Due to the small pool this positive result is not robust enough to make definitive conclusions. Not needed Not needed
Spring 2021 B.M. Worship Arts/ Worship Students leading worship Student self-evaluations and instructor evaluations were compared on a scale of 1-4 Worship and Experience rated high by both groups;

Leadership was rated lower by instructors than by students; Communication was identified by both as an area needing work.

Evaluations of this sort will be implemented into more courses and opportunities in order to get a broader picture of learning in these areas Baseline was established; longitudinal data can now be mined; pre- and post-testing now possible because there is a new set of worship leaders each year
Timing of Assessment Program/ PLO Student Pop. Outcome Target Outcome Results Action Plan if Needed Timing of Reassessment
2018/19 academic year (doubles as program learning assessment). Knowing,

Doing

On-campus students in EN 101 None set All scores are based on a 5 point scale: Context/Purpose of Writing 3.13; Content Development 3.05;

Genre and Disciplinary Conventions 3.05;

Control of Syntax and Mechanics 2.89; Sources and Evidence 2.44.

Improve instruction in all categories with a focus on the weaker categories. 2019/20 academic year (6 On-campus artifacts, 20 Online students): 20Context/ Purpose of Writing 2.68; Content Development 2.52;

Genre and Disciplinary Conventions 2.67;

Control of Syntax and Mechanics 2.76; Sources and Evidence 2.67. Improvement was demonstrated in the weakest area. Content development will be a new focus. A new assessment of these outcomes is planned for 2022/23.

2018/19 aca-demic year Arts and Sciences core: A2, A3, A4 (corresponds to assessment of K3, K4, D1 in the IO table). On-campus in EN 101 None set All scores are based on a 5-point scale: Context/Purpose of Writing 3.13; Content Development 3.05;

Genre and Disciplinary Conventions 3.05;

Control of Syntax and Mechanics 2.89; Sources and Evidence 2.44.

Improve instruction in all categories with a focus on the weaker categories. 2019/20 academic year (6 On-campus artifacts, 20 Online students): based on a 5-point scale: Context/ Purpose of Writing 2.68; Content Development 2.52;

Genre and Disciplinary Conventions 2.67;

Control of Syntax and Mechanics 2.76; Sources and Evidence 2.67. Improvement was demonstrated in the weakest area. Content development will be a new focus. A new assessment of these outcomes is planned for 2022/23.

2020/21 A&S Core/ Understanding Civilizations On-campus and Online students 75% of students at 75% or higher for each skill assessed On-campus: 87.5% at 75% or higher with 37.5% at 100%; Online: 75% at 75% or higher with 12.5% at 100% Not needed but qualitative differences were noted between the two population groups and can be addressed Not needed
2020/21 A&S Core/ Organization for Communication On-campus and Dual enrollment student/ also disaggregated by gender 75% of students at 75% or higher for each skill assessed Identifiable Points: On-campus – 86% at 93% or better; Duel enrollment 91% at 93% or better;

Male – 73% at 93% or better;

Female – 80% at 93% or better

 

Organized Points: On-campus – 91% at 93% or better; Duel enrollment – 91% at 93% or better;

Male – 87% at 93% or better;

Female – 85% at 93% or better

 

Transition Points: On-campus – 86% at 93% or better; Duel enrollment –  91% at 93% or better;

Male – 87% at 93% or better;

Female – 85% at 93% or better

Not needed Not needed
2020/21 A&S Core/Crisis Communication On-campus Upperclassmen by Gender 75% of students at 75% or higher for each skill assessed 90% of 12 students scored 75% or better on the content score;

66% of 3 Males scored 75% or better on the content score;

100% of 9 Females scored 75% or better on the content score

The low number of males does not demand an action plan, however, a 3-fold action plan is being considered out of the desire for general improvement Not applicable
2020/21 Serving Online CQ pre- and post-test (ca. 6 mos. apart) CQ Drive: 72 to 69;

CQ Knowledge: 37  to 41;

CQ Strategy: 73 to 80;

CQ Action: 64 to 68

The pre-test course is being moved to earlier in the program with other courses between the pre-test and post-test emphasizing CQ Exact timing to be determined but presumably Spring/ Summer 2022
2020/21 Serving On-campus CQ pre- and post-test (most around 2 years between) CQ Drive: 67 to 74;

CQ Knowledge: 47  to 52;

CQ Strategy: 69 to 73;

CQ Action: 52 to 62

Continue tracking but no specific action plan required. Each year.
Timing of Assessment Program/ PLO Student Pop. Outcome Target Outcome Results Action Plan if Needed Timing of Reassessment
Fall 2018 Serving 24 On-campus in BIBL 302(11 face-to-face; 13 online) 2.5 rubric avg. Score is based on a 4-point scale: 2.15 Inclusion of culture assignment Spring 2019; 38 On-campus in BIBL 309 (16 face-to-face; 22 online); improvement to 2.65 rubric avg.
2019/20 Knowing,

Being

Online Graduate None set; 4 point scale rubric Biblical Understanding = 3.10 avg;

Critical Evaluation = 3.00 avg;

Application = 2.83 avg

Not needed Not needed
2019/20 MA Min/ Dispensational Theology Online Graduate None set; 4 point scale rubric Biblical Understanding = 3.10 avg;

Critical Evaluation = 3.00 avg;

Application = 2.83 avg

Not needed Not needed
2019/20 Knowing,

Being

On-campus None set; 4 point scale rubric Biblical Understanding = 2.75 avg;

Critical Evaluation = 2.81 avg;

Application = 2.79 avg

The BS On Campus program has only the one class in DT. Possibly increase the DT focus in TH 213 and TH 316 or other places in the curriculum in which we could bolster this emphasis. No reassessment date has yet been set.
2019/20 On-campus BS Biblical Studies/ Dispensa-tional Theology On-campus None set; 4 point scale rubric Biblical Understanding = 2.75 avg;

Critical Evaluation = 2.81 avg;

Application = 2.79 avg

The BS On Campus program has only the one class in DT. Possibly increase the DT focus in TH 213 and TH 316 or other places in the curriculum in which we could bolster this emphasis. No reassessment date has yet been set.
2019/20 Knowing,

Being

Online None set; 4 point scale rubric Biblical Understanding = 3.00 avg;

Critical Evaluation = 3.38 avg;

Application = 3.17 avg

Not needed Not needed
2019/20 Online BS Lead&Min/ Dispensational Theology Online None set; 4 point scale rubric Biblical Understanding = 3.00 avg;

Critical Evaluation = 3.38 avg;

Application = 3.17 avg

Not needed Not needed
2019/20 Knowing,

Being

Online None set; 4 point scale rubric Biblical Understanding = 2.59 avg;

Critical Evaluation = 2.60 avg;

Application = 2.00 avg

Not needed since it is assumed that at the associates level, scores will be somewhat lower. Not needed
2019/20 Online AA Lead&Min/ Dispensational Theology Online None set; 4 point scale rubric Biblical Understanding = 2.59 avg;

Critical Evaluation = 2.60 avg;

Application = 2.00 avg

Not needed since it is assumed that at the associates level, scores will be somewhat lower. Not needed
2020/21 Knowing, Serving Graduate 75% in each category Accurate Understanding = 76%;

Clear Philosophy of Cultural Engagement = 85%;

Practical and Biblical Cultural Engagement = 76%

Not needed; new assessment planned in three years based on revised PLOs. Not needed
2020/21 MA Min/Cultural Engagement Graduate 75% in each category Accurate Understanding = 76%;

Clear Philosophy of Cultural Engagement = 85%;

Practical and Biblical Cultural Engagement = 76%

Not needed; new assessment planned in three years based on revised PLOs. Not needed
2020/21 Online BS Lead&Min/ Apply practical principles and strategies for effective ministry practice in a team environment. Online Upper-classmen; sub-category of Military students disaggregated 75% in both categories of the rubric Identification of Needed Skills = 90.9% (Military = 100%);

Identification of Tools Needed for Training = 63.63% (Military = 75%)

General action plan is still to be determined. Because there were only 4 military evaluations available, this will continue to be tracked for the next year or so
2020/21 Bible and Theology Core/Spiritual Formation forthcoming
Timing of Assessment Program/ PLO Student Pop. Outcome Target Outcome Results Action Plan if Needed Timing of Reassessment
2018/19 All School Programs/ Use of Psychology Skills On-Campus Students in Fall and Spring Counseling Courses Pre- and post-test using the Counselor Self-Efficacy Scale (CSES) Post-test showed no significant improvement, but students expressed increased confidence

 

Determination to seek other instruments for assessment that would be useful in smaller classes. Not applicable
2018/19 BS Human Services; BS Psychology; BS Criminal Justice/ Theoretical Frameworks On-Campus Upper-level Students 100% of students will earn a grade of 70% or higher; 90% will earn a grade of 85% or

higher.

100% of 31 students who completed the work earned a grade of 88% or higher. Not needed PS 456 is offered residentially and online on a rotating basis. Assessment in the online course is needed.
2020/21 Serving Online students in HS capstone course 70% of students earning an 80% or higher 41 students earned 80% or higher on the CQ assignment Not needed Not needed
2020/21 AA Human Services; AA Psychology; AA Criminal Justice/CQ Assessment Online students in capstone course 70% of students earning an 80% or higher 41 students earned 80% or higher on the CQ assignment Not needed Not needed
2020/21 AA Criminal Justice/ 17 online students; 13 on-campus students 75% Total of 30 students: 86% scored higher than 80%; 83% scored higher than 90%

 

88% of online student scored higher than 80%;

85% of on-campus student scored higher than 80%.

Not needed Not needed

Indirect assessment:

Spring 2019: Social Science and Human Services Focus Group

The overall theme was positive with students reporting the classes and preparation as significant, especially noting the internship where skills were applied in a real setting with clients.

Spring 2020: Social Science and Human Services Focus Group

Strengths: Coursework interesting, professors, guest speakers from the field, choices of assignments

Weaknesses: Better communication on internship planning

Action Points (Faculty):

  1. Transformational Relationships matter (i.e. Retention)
  2. Considering moving Research Stats to earlier in the curriculum d/t focus on APA style, peer-reviewed, academic research (i.e. ProQuest)
  3. Continue bringing in external speakers (i.e. HS professionals, Alumni) to expose students to various perspectives and opportunities.

Spring 2019: Humans Services Internship Evaluation

Strengths: Over 114 experiential internship hours at a variety of organizations; well-received, reinforcing internship readings and discussion boards

Weaknesses: More opportunities with faculty and supervisors to discuss expectations; no course textbook; mileage for site visits not reimbursed

Action Points (Faculty):

  1. Considering a textbook and some structured classroom time for internship course
  2. Faculty may submit mileage for possible reimbursement.
Timing of Assessment Program/ PLO Student Pop. Outcome Target Outcome Results Action Plan if Needed Timing of Reassessment
2018/19 BS Business/ Strategic Thinking On-Campus Business Upperclassmen None set; 20 points available per student Used AAC&U Critical Thinking Rubric

 

60% scored 16 or higher

More emphasis (assignments) needs to be added on the process of critical thinking. Planned assessment for Spring 2020 fell out because of pandemic; date for new reassessment needs to be set.
2019/20 BS Business/ Business Acumen On-Campus Students in Accounting Course 75% at good or better 74% of 27 students rated at good or better; over half were rated excellent A four-part action plan related to this assessment and an in-house student experience survey was implemented Timing for reassessment is still to be determined
2020/21 BS Business/ Business as Mission On-Campus Students in BUS 295 75% able to articulate critical thinking in business as a mission 80% were rated able but over half needed better scriptural support for their articulation Emphasis in course work on scriptural support Timing for reassessment is still to be determined
Timing of Assessment IO Student Pop. Outcome Target Outcome Results Action Plan if Needed Timing of Reassessment
2019/20 Knowing Students in Leadership Roles Pre-test/post-test 1) Students scored themselves lower pre-year and post-year on “Y3: When something seems like it might be difficult, I try it even though I might not succeed.” There is an opportunity to build opportunities for students to pursue meaningful challenges. 2) The questions on which the highest number of students experienced growth were “Who I am in public matches who I am in private” and “I am intentional about sharing my faith with others.” More students appear to be experiencing growth in these areas than any other. 3) The “O” scores (“Others are impacted”) showed the lowest growth, and one O question had the highest number of students who demonstrated a lower self-assessment: “I am able to speak the truth in love to others, even when it’s difficult.” Several things can be taken away from the data in this survey, but the three identified results can be used to shape teachings for 2020/2021: The reassessment could not be carried out due to the COVID-19 pandemic.

Spring 2021

The student affairs department seeks to create chapel programming with maximum student engagement and impact, and hopes to complete chapel programming for the 2021-2022 school year with minimal disruption from COVID-19 precautions. On May 18, 2021, the Student Affairs team completed an assessment with several students to gauge their satisfaction and consider adjustments to chapel programming to increase engagement in the coming year. The instrument used in this assessment is attached, as well as data from their responses. Eleven students participated in an in-person discussion after filling out a brief survey. They were asked to share two highlights of responses they felt most strongly about.

Themes and corresponding responses/actions:

  • Students appear to widely agree that they want a reduced chapel attendance requirement.
    • In response, student affairs will look for opportunities to give students more choice in their attendance to allow them to skip some daily chapels. The student affairs team will increase chapel attendance opportunities to include more lunchtime, afternoon, or evening chapel attendance opportunities. The student affairs team will ask student government and other student groups to meet a set quota each semester to increase these opportunities. The student affairs team is unlikely to significantly reduce the number of scans required for each student.
  • Multiple students gave suggestions for improvements in chapel programming that could increase their engagement and interest. These included more engaging speakers who are less likely to lecture. The “lecture” approach to chapel teaching may not appeal to some students because many spend the morning sessions before and after chapel in class. Students also requested to hear more preaching and testimonies from peers, as well as more testimonies from staff.
    • In response, student affairs will find increased opportunities for staff to share their testimonies. Additionally, communication with prospective speakers will be adjusted to discourage them from lecturing, but to seek ways to be more engaging. Additionally, Wednesday chapel formatting will be adjusted to emphasize student involvement through prayer, action, service, conversation, and others. Student affairs will continue to evaluate options for Wednesday chapel programming.
  • Some students requested more involvement in the decision-making process for chapel.
    • In response, student affairs will facilitate the creation of a student chapel team, empowering them to make decisions about formatting for Wednesday chapels and other chapel experiences.
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