The culture of accreditation, and certainly the culture of the Southern Association, is a commitment to continuous improvement. We don't expect to be perfect, but we do expect to know what "good academic practices" are, to strive to implement them at every point in the institution, and to be honest about the degree to which we have achieved our goals.
The first principle of accreditation is institutional integrity. That means we are not trying to cut corners or let deficiencies slide, let alone cheat in our commitment to our mission and goals. We are committed to doing the best we can and to being honest about it.
In fact, a culture of continuous improvement admits that we are not perfect, demonstrates that we know what good academic practices are, and seeks to improve whenever and wherever possible. To do so, we are also committed to researching and assessing our outcomes to honestly determine how we are doing. After we conduct a thorough assessment, we will draw conclusions that will help us do better, and we will develop a plan to improve. Then we will agree on specific actions steps and assign specific people to be responsible for those steps. In the end, we will assess how well we did with those action steps and plan to make further improvements. Etc., etc.
This process is significantly different from my former context in Christian ministry. I certainly did my best to plan, but the process was not always that systematic. Instead of looking for ways to improve I'm afraid it was more often a matter of "spinning" the truth to look as good as possible. In fact, we would refer to this process as "evangelastically speaking." In higher education it is not about looking good, it is about finding ways to continuously improve.
Thursday, September 20, 2007
Thursday, September 13, 2007
Accreditation! Who Needs It?
The issue of accreditation is the great unknown to most people - parents and students alike. What is it? Why is it so important? Do we really need it?
To begin with, accreditation provides a network of educational institutions that decides to be accountable to one another. It is a "collegium" in the best sense of the word. (Some would call it an academic club.) Membership in the collegium is based on a commitment to institutional integrity and to good academic practices. The goal is to serve students as best as possible.
Instead of accrediting educational institutions, the U.S. and State governments have chosen to let private, voluntary agencies do it. The goal of accrediting agencies is to improve the quality of education at member institutions, and to assure the public that those institutions meet established standards. If an accrediting agency is recognized by the U.S. Department of Education, it opens up the door to grants and other forms of financial assistance.
There are three kinds of accrediting agencies:
1. National Agencies accredit specific types of institutions no matter where they are located. Beacon University is accredited by the Transnational Association of Christian Colleges and Schools (TRACS). Obviously the uniqueness of TRACS is that it accredits only Christian institutions.
2. Regional Agencies, who accredit institutions in certain regions. There are six regionals, including the Southern Association of Colleges and Schools (SACS). SACS was founded in 1895 and serves 11 southern states, including the State of Georgia. The regional agency seeks to represent the best interests of the institutions in a certain region; membership makes available additional benefits to students who live in that region, and as a result, all the students who attend a member school.
3. Professional Agencies, who accredit professional programs within an institution. For example, the Association of Theological Schools (ATS) accredits seminary programs. There are professional agencies for counseling programs, business programs, etc. Professional accreditation adds an additional layer to the quality and accountability of professional programs, resulting in specific vocational benefits to students who graduate from those programs.
Our current membership in TRACS has provided very important services to the institution and benefits to our students. TRACS is a partner and friend to Beacon and we highly value our membership.
Beacon University is currently in the process of applying for membership to the Southern Association of Colleges and Schools. SACS has the reputation of being the most rigorous of the six regional agencies, however, membership in SACS will bring BU to a whole new level of excellence.
In the process of applying for membership we will need to dialogue about key issues along the way. Membership in SACS will be a group effort and a group adventure with multiplied group benefits. Stay tuned!
To begin with, accreditation provides a network of educational institutions that decides to be accountable to one another. It is a "collegium" in the best sense of the word. (Some would call it an academic club.) Membership in the collegium is based on a commitment to institutional integrity and to good academic practices. The goal is to serve students as best as possible.
Instead of accrediting educational institutions, the U.S. and State governments have chosen to let private, voluntary agencies do it. The goal of accrediting agencies is to improve the quality of education at member institutions, and to assure the public that those institutions meet established standards. If an accrediting agency is recognized by the U.S. Department of Education, it opens up the door to grants and other forms of financial assistance.
There are three kinds of accrediting agencies:
1. National Agencies accredit specific types of institutions no matter where they are located. Beacon University is accredited by the Transnational Association of Christian Colleges and Schools (TRACS). Obviously the uniqueness of TRACS is that it accredits only Christian institutions.
2. Regional Agencies, who accredit institutions in certain regions. There are six regionals, including the Southern Association of Colleges and Schools (SACS). SACS was founded in 1895 and serves 11 southern states, including the State of Georgia. The regional agency seeks to represent the best interests of the institutions in a certain region; membership makes available additional benefits to students who live in that region, and as a result, all the students who attend a member school.
3. Professional Agencies, who accredit professional programs within an institution. For example, the Association of Theological Schools (ATS) accredits seminary programs. There are professional agencies for counseling programs, business programs, etc. Professional accreditation adds an additional layer to the quality and accountability of professional programs, resulting in specific vocational benefits to students who graduate from those programs.
Our current membership in TRACS has provided very important services to the institution and benefits to our students. TRACS is a partner and friend to Beacon and we highly value our membership.
Beacon University is currently in the process of applying for membership to the Southern Association of Colleges and Schools. SACS has the reputation of being the most rigorous of the six regional agencies, however, membership in SACS will bring BU to a whole new level of excellence.
In the process of applying for membership we will need to dialogue about key issues along the way. Membership in SACS will be a group effort and a group adventure with multiplied group benefits. Stay tuned!
Monday, August 27, 2007
A Commitment To Student Learning
As a University student in the '60's and '70's (yes, I'm dating myself) I had a very different learning experience than students have today. From the beginning of the idea of a University in the 12th century, it was very much a professor-centered system. Fortunate young scholars were given the opportunity to spend personal time with a professor/master and to glean the golden nuggets that fell from his lips. The system was designed to advance the cause of professors while allowing scholars the possibility of learning something, if they proved to be worthy.
In the last several years the focus has moved from learning at the feet of a professor to a commitment to student learning as the first principle of higher education. Universities exist to foster student achievement, to facilitate student learning, to do whatever is necessary to prepare young scholars to be successful, productive members of society. Universities exist to serve students. Any evaluation of a University must, therefore, focus on whether or not student learning has been the goal and the outcome of every aspect of the institution, every step along the way.
In fact, the most recent language used by State and the US Departments of Education, as well as accrediting agencies, refers to "student consumers." That does not mean that, "the student is always right," but it does mean that if an institution promises to deliver a certain educational "product," they must be able to demonstrate that they have succeeded in doing so. It also means that post-secondary schools are to focus on student learning outcomes that directly contribute to the success of that student's life.
This value and this goal is certainly true for Beacon University. Beacon is all about our students. Our passion is to serve students so well, they can go from here and make a signficant difference in the world. It is certainly true that our able faculty are primarily motivated by a love for Beacon students and a desire to see them thrive in all of life.
And it's not just academic affairs. The support administration and staff of Beacon are also committed to serving students, to making students a success. Faculty and staff alike are accountable to how well they serve students, and to how effectively they achieve student learning in every class, in every aspect of the institution. We do what we do for our students - and we love it!
In the last several years the focus has moved from learning at the feet of a professor to a commitment to student learning as the first principle of higher education. Universities exist to foster student achievement, to facilitate student learning, to do whatever is necessary to prepare young scholars to be successful, productive members of society. Universities exist to serve students. Any evaluation of a University must, therefore, focus on whether or not student learning has been the goal and the outcome of every aspect of the institution, every step along the way.
In fact, the most recent language used by State and the US Departments of Education, as well as accrediting agencies, refers to "student consumers." That does not mean that, "the student is always right," but it does mean that if an institution promises to deliver a certain educational "product," they must be able to demonstrate that they have succeeded in doing so. It also means that post-secondary schools are to focus on student learning outcomes that directly contribute to the success of that student's life.
This value and this goal is certainly true for Beacon University. Beacon is all about our students. Our passion is to serve students so well, they can go from here and make a signficant difference in the world. It is certainly true that our able faculty are primarily motivated by a love for Beacon students and a desire to see them thrive in all of life.
And it's not just academic affairs. The support administration and staff of Beacon are also committed to serving students, to making students a success. Faculty and staff alike are accountable to how well they serve students, and to how effectively they achieve student learning in every class, in every aspect of the institution. We do what we do for our students - and we love it!
Thursday, August 9, 2007
The Integration of Faith and Learning
One of the core operative principles of a Christian liberal arts university is the integration of faith and learning.
"Liberal Arts" often refers to specific areas of study, e.g., social sciences, natural sciences, fine arts, literature, and the humanities. "Liberal Arts" also refers to a certain philosophy of education. One university describes a liberal arts education this way:
1. An institutional ethos and tradition which places a greater value on developing a set of intellectual arts, than professional or vocational skills.
2. Curricular and environmental structures that work in combination to create coherence and integrity in students' intellectual experiences.
3. An institutional ethos and tradition which places a strong value on student-student and student-faculty interactions both in and out of the classroom.
The question is: How can an institution of higher learning be consistently both Christian and liberal arts? The answer: A consistent and thorough integration of faith and learning is required at every point. This integration is required in the philosophy and content approach of both faculty and students. Every course must be seen through the grid of Scripture and a biblical worldview.
A Christian liberal arts university is not just a place where classes are opened in prayer and Scripture is occasionally quoted. Nor is it a place where Christian dogma is the primary content of every class. A Christian liberal arts university is a place where teachers and students have learned to see all of life from a biblical perspective. Because they have learned to think "Christianly," they are able to see all subject matter clearly and adequately. They are also in an excellent position to appropriate values and priorities from their study.
My favorite example of the integration of faith and learning comes from the Bible book of Daniel. The young Jewish prince Daniel was taken captive to Babylon and enrolled in their educational program. The Babylonian emperor (Nebuchadnezzar) even changed his name from Daniel (God Is Judge) to Belteshazzar (Bel Is Protector) to try to change his very identity. Instead, Daniel resisted Babylonian assimilation and maintained his identity and integrity. Did that hurt his performance at the Babylonian University? Not only did it not hinder his learning, "The king talked with them, and he found none equal to Daniel" (1:19). In fact, "In every matter of wisdom and understanding about which the king questioned them, he found them ten times better than all" (1:20). Daniel was more excellent in every way than his fellow students.
Beacon University is committed to the development of a consistent and thorough-going integration of faith and learning in every teacher, every student, every program, and every course. As a result, we expect that our students will be more excellent than their counterparts in their chosen professional field.
"Liberal Arts" often refers to specific areas of study, e.g., social sciences, natural sciences, fine arts, literature, and the humanities. "Liberal Arts" also refers to a certain philosophy of education. One university describes a liberal arts education this way:
1. An institutional ethos and tradition which places a greater value on developing a set of intellectual arts, than professional or vocational skills.
2. Curricular and environmental structures that work in combination to create coherence and integrity in students' intellectual experiences.
3. An institutional ethos and tradition which places a strong value on student-student and student-faculty interactions both in and out of the classroom.
The question is: How can an institution of higher learning be consistently both Christian and liberal arts? The answer: A consistent and thorough integration of faith and learning is required at every point. This integration is required in the philosophy and content approach of both faculty and students. Every course must be seen through the grid of Scripture and a biblical worldview.
A Christian liberal arts university is not just a place where classes are opened in prayer and Scripture is occasionally quoted. Nor is it a place where Christian dogma is the primary content of every class. A Christian liberal arts university is a place where teachers and students have learned to see all of life from a biblical perspective. Because they have learned to think "Christianly," they are able to see all subject matter clearly and adequately. They are also in an excellent position to appropriate values and priorities from their study.
My favorite example of the integration of faith and learning comes from the Bible book of Daniel. The young Jewish prince Daniel was taken captive to Babylon and enrolled in their educational program. The Babylonian emperor (Nebuchadnezzar) even changed his name from Daniel (God Is Judge) to Belteshazzar (Bel Is Protector) to try to change his very identity. Instead, Daniel resisted Babylonian assimilation and maintained his identity and integrity. Did that hurt his performance at the Babylonian University? Not only did it not hinder his learning, "The king talked with them, and he found none equal to Daniel" (1:19). In fact, "In every matter of wisdom and understanding about which the king questioned them, he found them ten times better than all" (1:20). Daniel was more excellent in every way than his fellow students.
Beacon University is committed to the development of a consistent and thorough-going integration of faith and learning in every teacher, every student, every program, and every course. As a result, we expect that our students will be more excellent than their counterparts in their chosen professional field.
Tuesday, June 26, 2007
Beacon University: A nondenominational Christian liberal arts university
BEACON UNIVERSITY IS NOT A BIBLE COLLEGE!
However, it's roots are in ministry training. Dr. Ronald Cottle founded the Christian Life School of Theology in 1983 as a church-based ministry training program. Earlier, the Florida Beacon College and Seminary had been established in 1947 in St. Petersburg, Florida. In 1993, Dr. Cottle purchased Florida Beacon and moved it to Columbus, Georgia, changing its name to Beacon College & Graduate School. The focus was still on ministry training.
However, Beacon began to change very rapidly. In 2000, full accreditation was granted by the Transnational Association of Christian Colleges and Schools (TRACS). During the 2003-04 school year additional programs were added in the areas of Leadership Studies and Human Services and the name of the institution was changed to Beacon University. During this last school year (2006-07) graduate programs in these two new areas were added and we have just graduated our first students with an MA in Organizational Leadership & Management.
The future growth of Beacon University will be in additional liberal arts programs. So, although we do have Biblical studies programs and even seminary programs (through the doctoral level), we are much more than a Bible College or seminary.
As a nondenominational Christian liberal arts university our mission has broadened to include the training of people for pivotal leadership roles in society as a whole. While we will always have excellent Christian faculty who teach from a biblical worldview, our curriculum will be liberal arts.
However, it's roots are in ministry training. Dr. Ronald Cottle founded the Christian Life School of Theology in 1983 as a church-based ministry training program. Earlier, the Florida Beacon College and Seminary had been established in 1947 in St. Petersburg, Florida. In 1993, Dr. Cottle purchased Florida Beacon and moved it to Columbus, Georgia, changing its name to Beacon College & Graduate School. The focus was still on ministry training.
However, Beacon began to change very rapidly. In 2000, full accreditation was granted by the Transnational Association of Christian Colleges and Schools (TRACS). During the 2003-04 school year additional programs were added in the areas of Leadership Studies and Human Services and the name of the institution was changed to Beacon University. During this last school year (2006-07) graduate programs in these two new areas were added and we have just graduated our first students with an MA in Organizational Leadership & Management.
The future growth of Beacon University will be in additional liberal arts programs. So, although we do have Biblical studies programs and even seminary programs (through the doctoral level), we are much more than a Bible College or seminary.
As a nondenominational Christian liberal arts university our mission has broadened to include the training of people for pivotal leadership roles in society as a whole. While we will always have excellent Christian faculty who teach from a biblical worldview, our curriculum will be liberal arts.
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