In keeping with our mission, Taylor Seminary is committed to developing Christ-minded leaders who make a difference in the world. In keeping with our commitment to the standards of the Association of Theological Schools (ATS), we set out objectives for our degree programs and measure our effectiveness in serving our students with excellence.
Taylor Seminary has just conducted a survey of some current students and its graduates of the last five years, and some of the survey results provide our most current and quantitative measurements of the seminary’s educational effectiveness.
Satisfaction with the Educational Process
To obtain the most informed data available, the surveys were sent to:
- Students who have attended in the last five years (most of whom would have hopefully experienced our revised programs and delivery systems), have completed a minimum of nine credit hours, and all who have taken online and offsite courses in the last five years (because their numbers are relatively small); and
- Alumni who graduated in the last five years.
Those sections of the survey most directly related to the educational (teaching and learning) process reveal the following for current students.
|THE SURVEY QUESTIONS OR STATEMENTS||PERCENTAGE THAT AGREED OR STRONGLY AGREED|
|The objectives for the program in which I am registered are meeting my educational needs.||95.50%|
|I am satisfied with the degree to which the courses I am taking at Taylor Seminary are increasing my understanding of:|
|o The Bible||91%|
|o Christian theology & church history||97.50%|
|o The society in which I expect to minister||88.90%|
|I am satisfied with the degree to which the courses I am taking at Taylor Seminary are helping me:|
|o Grow spiritually||95.50%|
|o Develop moral integrity||90.60%|
|o Mature emotionally||84%|
|o Formulate a distinctly Christian worldview||93.1|
|Taylor Seminary supports and encourages the participation of women:|
|o In classroom discussion||91%|
|o In student government||84% (9% don’t know)|
|o In chapel programs||77.2% (15.9% don’t know)|
|o In ministry leadership||72.7% (15.9% don’t know)|
|Taylor Seminary supports and encourages the participation of ethnic minorities|
|o In classroom discussion||79.9% (11.1% don’t know)|
|o In student government||63.6 % (25% don’t know)|
|o In chapel programs||63.5% (25% don’t know)|
|o In ministry leadership||63.5% (22.7% don’t know)|
|Instructional methods are sensitive to the varied cultural contexts of the students||84.30%|
|Instructional methods are sensitive to the varied faith communities of the students||88.50%|
|Instructional methods are sensitive to the varied learning styles of students||73.20%|
|My seminary education is effective in each of the following areas of study:|
|o Providing a comprehensive understanding of theology, biblical studies & church history||95.50%|
|o Providing an understanding of the cultural contexts of ministry||91%|
|o Providing development in personal and spiritual formation||95.50%|
|o Cultivating capacity for ministerial and and public leadership||93.30%|
|o Integrating materials from the various theological disciplines, field education and personal experience||84.40%|
|The extracurricular programs of Taylor Seminary:|
|o Encourage spiritual growth||71.1 % (20% not applicable)|
|o Develop ministerial skills||62.1% (24.4% not applicable)|
|On-line courses provide an effective mode of teaching and learning||73.2% (11.1% not applicable)|
|Weekend courses provide an effective mode of teaching and learning||73.2% (13.3 don’t know)|
|One-week courses provide an effective mode of teaching and learning||73.3% (15.5% not applicable)|
|I received the needed technical support to negotiate these courses||70.5 % (13.3% not applicable)|
When the alumni of the past five years were asked: “If you were looking for employment, how long did it take after graduation for you to obtain your first paid ministry position,” they responded:
- 40.6% I was already working when I graduated from seminary
- 25% I did not pursue a paid professional position
- 18.7% Less than six months
- 6.2% One to two years
- 6.2% I have not attained a paid professional position
- 3.1% Longer than two years
Graduation Percentage Rate
Based on the number of students that entered the following programs since 2005, minus those who dropped out and those who are still with us, the percentage that have graduated are as follows: the M.Div. 43%; the MTS 66%; and the MA 100%. Why there is such a difference between these degree programs is something that we are still attempting to analyze.
Retention Rates in all Programs
TAYLOR SEMINARY RETENTION DATA
The lower retention rate for the fall of 2012 is not a final figure. Since these numbers were produced in September, additional students have continued to register for one week intensive modules that are offered in October and November. January Intersession courses will also be included in the final numbers for the Fall Semester 2012.
An analysis of these data would require at least two to three times the space needed to present the data itself. My impression is that these reports are to be relatively brief. Therefore, we are just letting the data speak for itself and trust that meets the requirements of this report.