Educational Effectiveness

Statement of Educational Effectiveness

The Association of Theological Schools requires its member institutions to publish a statement of educational effectiveness.

In a questionnaire given upon completion of their studies graduating students of Newman Theological College in 2017-2018 indicated:

  • During the course of their studies, the percentage of our graduates who took academic leave for a term or more was: 32.3%.
  • The percentage of our M.Div. graduates who began their program in 2012 was: 0% and 62.5% of M.Div. graduates began their program in 2014.
  • Most graduates at our school brought the following educational debt with them: None. The percentage that came with a debt load of $60,000 or more was: 0%. Most graduates at our school incurred the following amount of new educational debt during seminary: None. The percentage that had a debt load of $10,000 or less at the time of their graduation was: 0%. Our graduates most frequently estimated their monthly payment for educational debt as: None. The percentage that had a monthly payment of $349 or less was: 0%.
  • The three most important sources of income for our graduates included “Spouse’s work”, "Off-campus work, “Savings” and "Scholarship/grant."
  • The number of hours per week our M.Div. students worked this year was: 77.8% for “No paying job” and 22.2% for ”more than 20 hours per week.”
  • Students were asked to measure their personal growth during study. The three top areas in which our graduates felt they were stronger were: "Respect for my own religious tradition," “Self-discipline and Focus,” and “Trust in God.”
  • Graduates were asked to indicate their satisfaction with educational effectiveness in facilitation of skills related to their future work. The top three areas for M.Div. graduates at our school were: “Knowledge of church polity/canon law,” and “Knowledge of church doctrine and history”, “Knowledge of Christian philosophy and ethics” and “Ability to think theologically”
  • Graduates cited the following as the three most important influences on their educational experience at our institution: "Interaction with students”, "Personal life experiences, “Chapel/worship”, and Experiences in ministry”.
  • The percentage of our M.Div. students who rated their field education or internship experience important or very important was: 77.7%.
  • For these students the weakest effect of field education/internship was: "Greater vocational clarity", and “Greater interest in future ministry”.
  • When asked how satisfied they had been with a variety of college services and academic resources, the top two rated choices of our graduates were: "Class size," and “Upkeep of campus”, and “Adequacy of library collection.”
  • A list of seventeen statements was presented to graduates to explore their satisfaction with their college experience. The four most important sources were: “Faculty were supportive and understanding”, “I have felt accepted within this school community”, “I have grown spiritually”, “My faith is stronger than when I came”, “My personal faith has been respected”, and “Individuals of other faith traditions have been respected”