Our Mission
Graduating courageous ambassadors for Christ who make an eternal impact wherever they go.
We live in a world where objective Truth is not popular. We believe that every Christ-follower should have the opportunity to be educated with God’s Word as the standard. Grace Christian University exists to teach, train, and equip students to be courageous ambassadors for Christ amidst a world of confusion and compromise.
Christian Educational Experience
Grace Christian University seeks to develop passionate servants of Jesus Christ by personally educating students in an educational program that 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 to serve the needs of church and society.
OUR CORE VALUES
Bible Centered
Grace Theology
Ministry Focused
Transformational Relationships
OUR VISION
To be a vibrant Biblical University exalting Jesus Christ, preparing culturally intelligent students for diverse careers in the global marketplace.
OUR STATEMENT OF FAITH
A statement of the doctrinal position to which the Board, Administration, and Faculty of Grace Christian University are committed.
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.
Learning Objectives
Equipping students to make an eternal impact in life, ministry, and beyond.
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.
Knowing
Graduates will integrate knowledge of God’s word and God’s general revelation in creation resulting in a broad understanding of human life.
Being
Graduates will demonstrate character formed by the Bible and the Spirit of God.
Doing
Graduates will implement the skills needed for living and working in the world.
Serving
Students will serve others in their churches, careers, and communities.
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School of Music, Worship, and Technology
| 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 |
School of Arts and Sciences
| 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; Organized Points: On-campus – 91% at 93% or better; Duel enrollment – 91% at 93% or better; Transition Points: On-campus – 86% at 93% or better; Duel enrollment – 91% 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. |
School of Biblical Studies
| 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 |
School of Social Sciences and Human Services
| 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%; |
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 |
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):
- Transformational Relationships matter (i.e. Retention)
- Considering moving Research Stats to earlier in the curriculum d/t focus on APA style, peer-reviewed, academic research (i.e. ProQuest)
- 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):
- Considering a textbook and some structured classroom time for internship course
- Faculty may submit mileage for possible reimbursement.
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School of Business
| 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 |
Student Affairs
| 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.