Phillips Theological Seminary
Tulsa, Oklahoma

STATEMENT OF EDUCATIONAL EFFECTIVENESS

In order to assess the overall effectiveness of our educational programs, the faculty and staff of Phillips Theological Seminary utilize statistical information derived from several different sources. Our data interpretations and final assessments are directed toward the maintenance of a culture of improvement at PTS, toward our continuing efforts to ensure the fulfillment of our institutional mission. Accordingly, the brief statistical report on educational effectiveness provided here—highlighting graduation rates, faculty assessments of graduating student portfolios, graduating student questionnaire evaluations, and ministerial appointment rates—should be of interest to prospective students, potential donors, and friends of the school, though it is not presented as sufficiently detailed for framing comparisons with other seminaries.

GRADUATION RATES

PTS tracks graduation rates for all degree programs, both at the master’s and doctoral levels. A ten-year review, from July 1, 2002, to June 30, 2012, for example, shows that a total of 497 students enrolled in the 82 semester-hour Master of Divinity program, including 38 students (8%) who first matriculated in another academic program at PTS before transferring to the MDiv; and 90 students (18%) who are still in program.  Of the 407 MDiv students no longer enrolled, 24 students (5%) transferred to another PTS degree program; and 243 (60%) graduated with the MDiv degree, which on average has taken 4.5 years to complete.  

A review of the 48 semester-hour Master of Arts in Ministry and Culture (MAMC) degree shows that a total of 81 students enrolled in the program over the same period, including 29 students (36%) who first matriculated in another academic program at PTS before transferring to the MAMC; and 8 students (10%) who are still in program. Of the 73 MAMC students no longer enrolled in the program, 19 students (26%) transferred to another PTS degree program; and 31 (42%) graduated with the MAMC degree, which on average has taken 3.3 years to complete.  

A review of the 48 semester-hour Master of Theological Studies (MTS) degree shows that a total of 41 students enrolled in the program over the same period, including 11 students (27%) who first matriculated in another academic program at PTS before transferring to the MTS; and 5 students (12%) who are still in program. Of the 36 MTS students no longer enrolled, 12 students (33%) transferred to another PTS degree program; and 13 (36%) graduated with the MTS degree, which on average has taken 4.3 years to complete.

A review of the 32 semester-hour Doctor of Ministry (DMin) degree program shows that a total of 77 students enrolled in the program over the same period, including 31 students (40.3%) who are still in program. Of the 46 DMin students no longer enrolled in program, 20 (43%) graduated with the DMin degree, which on average has taken 4.2 years to complete.

FACULTY ASSESSMENTS OF GRADUATING STUDENT PORTFOLIOS

For more than a decade, the PTS faculty has utilized a student portfolio process to help students think about their own learning goals and to assess their theological education in relation to their vocational aspirations and gifts for leadership in church and society. However, in recent years, acknowledging the value of the students’ self-assessments, based on the materials collected through the portfolio process, the faculty has also initiated a parallel process in which they, as advisers, rate their advisees’ integrated achievement of their degree program goals, recognizing the portfolios’ value for institutional evaluation as well as self-assessment. The process is still being refined, but the following description will suggest the ratings provided by the faculty advisers to advance the required conversation with their student advisees.

MDiv students have three reviews: (a) 30 semester-hour review: Introduction; (b) 60 semester-hour review: Insight; and (c) Exit review: Integration. Each advisor is asked to make a judgment concerning the extent to which students have integrated their studies across the curriculum in ways that demonstrate the achievement of the learning goals of their academic program. The scale currently employed is shown below, with the results from 20 MDiv graduating students from 2011-2012.

EXIT INTERVIEW – INTEGRATION .  

• Well Demonstrated: (15 MDiv students)
  Based on the evidence in the student's portfolio, s/he has well demonstrated and clearly communicated thoughtful integration of intellectual content and academic skills related to this program goal with other disciplines in his/her seminary studies.
   
• Consistently Demonstrated: (4 MDiv students)
  Based on the evidence in the student's portfolio, s/he has consistently demonstrated and adequately communicated growing integration of intellectual content and academic skills    related to this program goal with other disciplines in his/her seminary studies.
• Occasionally Demonstrated: (1 MDiv students)
  Based on the evidence in the student's portfolio, s/he has at points demonstrated and occasionally communicated an emerging integration of intellectual content and academic skills related to this program goal with other disciplines in his/her seminary studies.
• Not Demonstrated: (0 MDiv students)
  Based on the evidence in the student's portfolio, s/he has not yet demonstrated integration of intellectual content and academic skills related to this program goal with other disciplines in his/her seminary studies.

GRADUATING STUDENT QUESTIONNAIRE EVALUATIONS

In addition to the faculty’s careful assessments of student-maintained portfolios of their academic work, students also have three opportunities to reflect on and share their evaluations of their educational experience at PTS. Perhaps the most important of these opportunities is that presented by the Graduating Student Questionnaire, distributed through the Commission on Accreditation of the Association of Theological Schools in the U.S. and Canada (ATS).

We track student responses over time to a number of questions using a 5-point Lickert scale:  1 (strongly disagree); 2 (disagree); 3 (neutral),   4 (agree); 5 (strongly agree).   Statistical responses to the following illustrative types of questions may be analyzed in relation to different degree programs and gender.

1. I have been satisfied with my academic experience in the MDiv program at PTS.
   2007-2008: 4.6;   2008-2009: 4.5;   2009-2010: 4.3;   2010-2011: 4.8;   2011-2012: 4.2.
2. Faculty were supportive and understanding.
   2007-2008: 4.6;   2008-2009: 4.6;   2009-2010: 4.2;   2010-2011: 4.8;   2011-2012: 4.3.
3. I have grown spiritually.
   2007-2008: 4.5;   2008-2009: 4.6;   2009-2010: 4.3;   2010-2011: 4.8;   2011-2012: 4.1.
4. I have been able to integrate the theology and practice of ministry.
   2007-2008: 4.6;   2008-2009: 4.6;   2009-2010: 4.3;   2010-2011: 4.7;   2011-2012: 4.6.
5. If I had to do it over, I would still come here.
   2007-2008: 4.8;   2008-2009: 4.5;   2009-2010: 4.3;   2010-2011: 4.8;   2011-2012: 4.5.

MINISTERIAL APPOINTMENT RATES

Phillips Theological Seminary offers theological education dedicated to learning the way of Jesus in order to cultivate vital communities, vital conversations, and the public good. While the school’s historic mission has focused on clergy education, it has expanded its purpose to provide a broad range of educational opportunities for church and society. At the same time, churches retain the right and responsibility to determine the appropriate qualifications for ordained and licensed ministry, to assess the fitness for ministry of individual candidates, and to credential persons for ministerial leadership.

Furthermore, in keeping with the polity of the Christian Church (Disciples of Christ), the ecumenically-minded Protestant denomination with which the theological school is affiliated, Phillips Theological Seminary does not carry responsibilities for actually “placing” graduates in positions of ministerial service. Nevertheless, the faculty and staff of PTS is concerned that those who seek “vocational positions,” during their years of graduate studies or upon degree completion, receive calls to the kind of ministerial appointments for which they had prepared. In fact, many of our students are second-career students who serve in significant positions of pastoral leadership throughout their seminary careers, which explains the high percentages of “vocational placements” which our graduating students regularly report. For example, the following chart shows, over the last five years, the percentages of graduating PTS seniors who had already been offered a position by the time of their graduation: