Impact of EMU Educational programs
EMU Students from Virginia
About 43 percent of full-time undergraduates are from Virginia1 , with the vast majority of those students coming from the Shenandoah Valley . Overall, 41% of EMU students are Virginia residents, and 51% of Virginia students are from the Shenandoah Valley . These students come from a variety of religious backgrounds, representing 42 different religions and Christian denominations. Overall, just over half of EMU students are Mennonite; however, less than 32% of students from the Shenandoah Valley are Mennonite.2
EMU Graduates in the Helping Professions
Fifty-seven percent of EMU graduates over the last five years have found employment in the helping professions. An annual survey conducted six months after graduation3 indicates 26% of graduates from the last five years teach, 14% are in health-related fields (nursing, medical technology, etc.) and 17% are employed in social service (social workers, mission workers, mediators, etc.). An additional 5% of graduates pursue advanced medical degrees (2% are in medical school with the remainder in other health sciences including veterinary, physical therapy, pharmacy, etc.)
The Nursing program graduates an average of 22 nurses each year and has maintained a reputation for the excellent preparation of graduates. Over the past five years, an average of 88 % of EMU nursing graduates passed their State Boards on the first try, which is above the average for graduates of baccalaureate nursing programs in VA.4 Employer survey data tells us that EMU–trained nurses are exceptional for their communication skills, critical thinking skills, life-long learning skills, and their self-confident, caring, holistic approach to nursing.5
The Sociology/Social Work Department graduates an average of 16 majors each year6. Field supervisors report that EMU social work students are very well-prepared for their practica with local social work agencies7. Particular strengths cited include relating to clients with empathy, honesty and concern, listening effectively, respect for others and responsiveness to feedback. Similarly, supervisors from the local agencies state that EMU social work students are well prepared for demonstrating social work values and ethics, verbal communication, and have the ability to work with clients of different racial and socioeconomic backgrounds8.
Likewise, EMU social work majors consistently rate their field experiences in local agencies as a positive learning experience9.Overall scores on the Area Concentration Achievement Tests have consistently been at or above the 70 th percentile compared to the national sample over the last four years; EMU students score consistently high in the areas of policy, practice and human behavior10. Many students stay in the area to work with local agencies including the Refugee Resettlement Office, the Harrisonburg-Rockingham Community Services Board, the Community Mediation Center and the Rockingham County Social Services Department. Social Work faculty are also involved in the local community. For example, the Social Work program director chaired the Virginia Social Work Education Consortium and initiated a local community organization providing service to Hispanic residents. Other faculty serve on local agency boards and provide presentations in the community11.EMU is one of only four private schools in Virginia to be accredited by the National Council for Accreditation of Teacher Education (NCATE). Accredited since 1971, EMU was recently granted continued accreditation through 2012. Nationally, only 700 out of 1,200 teacher preparation institutions are NCATE accredited.
EMU produces an average of 42 teachers annually12, and many of these graduates are contributing to local schools in important ways. Myron Blosser, a teacher in local school systems for more than 20 years, received state and national honors in the field of biology and is recognized as the founder/director of an innovative “Coast-to-Coast” program, a month-long, cross-country program focused on environmental issues for high school students13. Another EMU education graduate, Craig Martin, employed as a teacher and basketball coach at Stuarts Draft High School, was recently honored by a local television station (WHSV) with the “Golden Apple Award” The “Golden Apple Award” honors area teachers for excellence in their field. In April 2004, special education teaching student, Jesse Rodriguez, was one of two students who won the Virginia Association of Colleges for Teacher Education (VACTE) award. Members of the selection committee noted that a key reason for Rodriguez’ award was his desire to analyze his own effectiveness as a teacher14. These are but a few of the examples of the ways in which EMU education students and graduates impact the local community.
EMU teachers also perform well on the state licensing examination. The 2003-2004 EMU pass rate for the Praxis exams was 100% compared with an average of 98% for the state of Virginia15. The quality of the EMU education program is also evident from the excellent placement rates for graduates.16 Over the last ten years 88% of elementary education graduates and 87% of secondary education graduates found teaching jobs the fall after graduation. Surveys of school administrators who have worked with EMU graduates, characterize them as well prepared in all areas, noting their ability to establish rapport with children, to plan instruction that meets the needs of all children, and their ability to communicate effectively and work as a member of a team. EMU graduates are also praised for their dedication and high ethical standards17.
The Master of Arts in Education program, established in 1996, is also having an important impact on the quality of education in the valley. In addition to 140 graduates from the Masters program18, many teachers have come to EMU for classes and seminars in literacy, conflict mediation and many other topics. A total of 575 teachers participated in courses or seminars over the past year.19
A study by EMU Advancement staff in the fall of 200220 indicates that approximately 502 EMU graduates work in the helping professions in the Shenandoah Valley: 30 private school teachers, 208 public school teachers, 24 college and university faculty at institutions other than EMU, and 240 medical professionals. Alumni records from 2005 indicate that EMU graduates working in the state of Virginia include 311 educators, 302 medical professionals, 280 business persons, 106 ministers or church-related workers, 97 psychology or social services professionals, as well as other professionals.
EMU sponsors three additional masters programs in conflict transformation, business administration, and counseling. Over the last five years, the 190 graduates of these programs have also had an impact on the number of professionals available locally in related fields.
The Conflict Analysis and Transformation Program, renamed the “Center for Justice and Peacebuilding (CJP)” at the celebration of their tenth anniversary, prepares students from around the world to become reflective peacebuilders, equipping them “to understand conflict and to engage in action to transform it”.21 The CJP programs bring people to Harrisonburg from all parts of the world and from diverse religious and ethnic backgrounds. In 2000 the program was honored as the first Fulbright program in conflict studies. Grants have allowed CJP practitioners to work with victims of the bombings in Oklahoma City and Nairobi , Kenya and on trauma awareness and recovery with pastors and lay leaders affected by the September-11 bombings through the Seminars in Trauma Awareness and Recovery (STAR) program.22 The Institute for Justice and Peacebuilding, established in 2001, addresses local, national and international issues, including racism and diversity training for city and community leaders in Virginia, several projects relating to victim/advocate and restorative justice in the U.S., and restorative justice in Russia.23
The Center for Justice and Peacebuilding is one example of a way in which EMU influences not only the local community, but also the world. It is one of five faith-based stand-alone, residential graduate programs in conflict and peace studies. The Center welcomes people of all faiths from places such as the Middle East , Indonesia , Kenya , Afghanistan , South Asia , Bosnia , Burma , Ireland , and many other areas from around the world. One of the Center programs, the Summer Peacebuilding Institute (SPI), provides important opportunities for international dialogue about peacebuilding. In 2004 the United States Institute for Peace granted money for an International Peacebuilding Institute to be held during SPI. As a result, 182 participants traveled to Harrisonburg from 45 different Asian, African, Carribean and South Pacific countries. Events such as this not only have an economic impact on the community, but also involve local citizens and organzations.
Center faculty also consult with institutions world-wide to assist in creating centers for training and strengthening peacebuilding efforts in New Zealand, Colombia, Nairobi, Galilee, Fiji, Indonesia, Sri Lanka, Sierra Leone, Jordan, Egypt, Switzerland, and the Philippines. The influence of the Center is also felt through Institute for Justice and Peacebuilding projects in 38 countries; the 1500 Summer Peacebuilding Institute alumni from 83 countries; 159 graduate alumni in 50 countries; and three peacebuilding centers located outside of North America. Domestic graduates of the programs work locally, throughout the United States , and worldwide in service positions, relief organizations, and mediation.24
The master of arts in counseling program prepares graduates for practice with individuals, couples and families in the context of both church and community. The program is accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP). Dr. Carol L. Bobby, executive director of CACREP, wrote that the program “deserve[s] to be commended for the work …completed throughout the accreditation process. This is indeed a worthy achievement.”25 The program provides training within the context of the Mennonite tradition of mutual caring and community building that emphasizes both individual adjustment and just social structures.26
The Seminary offers a variety of master’s level programs to prepare pastors and lay leaders for work in churches and faith-based institutions. In the Anabaptist tradition, the Seminary takes a participatory approach to equipping leaders incorporating global perspectives and welcoming persons from a variety of faith traditions. In addition to the 141 persons who are currently enrolled in degree programs, 319 lay leaders and pastors attended the most recent School for Leadership Training, most of whom were from the local area.
The Clinical Pastoral Education (CPE) program, one of two programs in the country, is currently in its sixth year. Students enrolled in CPE provide pastoral care at Rockingham Memorial Hospital (RMH) and in several area retirement communities. In the summer of 2005, seven students served as chaplain interns for ten weeks, providing more than 1,000 hours of pastoral care at RMH and more than 500 hours of ministry time divided among the Virginia Mennonite Retirement Community (VMRC), Sunnyside Presbyterian Retirement Community and Bridgewater Retirement Community. Throughout the current 2005-06 school year, eight students are providing weekly ministries at RMH and at VMRC. Similar numbers of students have participated in CPE each year. In this way the seminary, through the CPE program, impacts the community.27
The newest graduate program at EMU is the master in business administration. After a review of local needs, the program was designed to be convenient for local business people who wish to further their education and improve their business skills without interrupting their careers. “In addition to studying the traditional business disciplines, EMU's MBA core program goes ‘beyond the briefcase’ to look at issues and questions regarding the proper role of business in society, as well as the role of faith in business.”28 The first cohort graduated in spring 2003.
Other Professional Programs
Business and economics is a growing department at EMU, with an average of 13% of all students majoring in this field over the past five years. Throughout the last four years the Students in Free Enterprise (SIFE) organization has been awarded three regional championships and one runner-up. In addition, the club has been awarded numerous regional awards and a small grant for their projects. These projects include the implementation of a coffeehouse, dvd rental, assisting local entrepreneurs with business plans, and financial workshops for young mothers, college students, and local high school students.
EMU’s pre-professional health sciences program also has a strong record of providing students with the curriculum and experiences necessary for further studies. Eighty-three percent of EMU alumni who applied to medical school over the past five years were accepted, compared to a national average of 47% in 2004. One hundred percent of applicants to other graduate and professional health programs over the past five years were accepted.29
1 Factbook page 4-3
2 Data taken from the AS400 for 2004-05
3 Data based on Career Services survey reported in Factbook 2005-06, page 3-12, Occupational Distribution of Traditional Undergraduates receiving Bachelor and Associate Degrees.
4 Factbook 2004-20005, page 3-16, Percentage of Nursing Graduates Passing State Boards, VA data from Nursing Dept. aggregated from NCLEX reports, 1999-2004.
5 Evaluation Team Report on the Accreditation Review of the Baccalaureate Degree in Nursing Program, November 2003, Commission on Collegiate Nursing Education, p. 19.
6 Factbooks 2004-2005 and 2005-06, page 3-13, years 2000-2004, “Traditional Undergraduates Working or Studying in a Field Related to the Major”.
7 Field instructors’ evaluations rated EMU students 4.1 to 4.9 on a 5 point scale where 4=good mastery level, and 5=excellent mastery level.
8 Agency supervisors’ evaluations rated EMU students 3.8 to 4.8 on a 5 point scale where 3=prepared, 4=well prepared, and 5= greatly prepared. Their narrative comments also supported that EMU students are very well-prepared for their practicum experience.
9 Self-study Report for Reaffirmation of the Eastern Mennonite University Baccalaureate Social Work Program, Table 5.
10 Self-study Report for Reaffirmation of the Eastern Mennonite University Baccalaureate Social Work Program Table 1-A, Area Concentration Achievement Test (ACAT) Results for Curriculum Areas by Year Percentile Rankings (External Comparisons), 2001-02 through 2004-2005.
11 Comments from the accreditation site visit of the Council on Social Work Education, September, 2005.
12 Calculated on the basis of Factbook 2005-2006 data, Placement of Teaching Graduates, page 3-15. Data collected by the Education Dept. for the years 2000-2004.
13 Daily News Record , March 28, 2002, page 9, “Biology Teacher Recognized”, by Jeff Mellot
14 Retrieved from the EMU Education Department website at http://www.emu.edu/news/index.php/863.
15 Eastern Mennonite University Title II Report, Academic year 2003-2004, Table C2: Aggregate and Summary Institution-Level Pass-Rate Data: Regular Teacher Preparation Program,2003-2004, SCHEV.
16 Calculated on the basis of Factbook 2004-2005 data, Placement of Education Completers, page 3-15. Data collected by the Education Dept. for the years 1994-2004.
17 Education Dept. survey of employers, Administrators’ comments from First year and Fifth year follow-up on classes of 2002 – 2005.
18 Factbook 2005-2006, page 6-7, includes graduates from 1998-2005.
19Annual Unduplicated Headcount, Factbook 2001-2002, page 1-10.
20 Study was conducted by Carol Lown in the Advancement Division fall 2002.
21 CTP Impact, Jan. 2002. page 1
22 STAR webpage, http://www.emu.edu/ctp/star-project.html
23 Annual Report, Conflict Transformation Program, 2000-2001, pages 1-2.
24 Conflict Transformation Program Administration Report, March 2005
