Institutional Report for NCATE
I. Institutional Overview
Our age requires a language of integration and of mystery, philosophies and theologies rooted in assimilation, teaching that the cultivation of one's intellect and of one's aesthetic sensibilities are consistent with the cultivation of one's soul. Happily, we have what we need right here and now - the heritage of monastic humanism as it has been passed to us, in this country, through our Benedictine colleges. Stability and transformation, community and individual -- these are the essential themes and the creative tensions of an introduction to the College of Saint Benedict and Saint John’s University. They provide the underlying dynamic of these institutions.
Mary Lyons, President, College of Saint Benedict
A Sense of Place
The College of Saint Benedict and Saint John’s University, two liberal arts colleges located within five miles of each other in central Minnesota, draw upon the history and values of the monastic communities that nourish them to work toward a common educational mission. They trace their origins to separate roots of the same Benedictine monasticism that has flourished for more than 1500 years.
The Saint John’s University of today began in 1857 with a charter issued by Minnesota’s territorial legislature recognizing Saint John’s Seminary as a “scientific, educational, and ecclesiastical institution” and The Order of Saint Benedict as its corporate sponsor. This charter recognized the work of six members of that Order, guided by Father Demetrius di Marogna, who constructed a log hut on the banks of the Mississippi at Saint Cloud that would become the first school in the newly formed county of Stearns.
During its first school year Saint John’s Seminary enrolled five students. Hoffman (1907) reported that as many as 20 might have been enrolled at one time during the next few years. The growing school moved ten miles west to its present location in 1866 near what would become the village of Collegeville. Among those early alumni of Saint John’s before 1867, Joseph Duerr and Conrad Marschall served as two of Minnesota’s earliest teachers.
A revised charter issued in 1883 formally established the institution as Saint John’s University. Buildings and enrollment grew, but slowly. Father Hilary Thimmesh, OSB, a former president of the University, concluded that by 1922…
The college was very small and shared faculty and premises with students in the newly-named preparatory school. Several of the 22 members of the faculty taught prep classes as well as college classes, yet the catalog listed 132 college courses in 25 disciplines ranging from astronomy to speech education. Even though students typically registered for six courses a semester, classes must have been very small and the professors greatly extended if all or even most of the advertised offerings were actually taught, but the college was now on track for its surprising development in the next decade. (Renner, p.26).
Changes in curriculum and in the leadership of the University would fuel that development. Monks returning from doctoral study shared a renewed vision of a liberal arts college that enriched both the intellectual and liturgical life of Saint John’s. As America prepared to enter World War II, Thimmesh concludes “enrollment had grown to 450 and the faculty to 55, including ten laymen. Saint John’s had become an exciting place to work and study (Renner, p. 26).
From this root, the University and monastic community have worked together to provide students with the vision of a liberating education that encouraged its founders and sustained its supporters for 144 years. Yet today’s story of Saint John’s is not complete without recalling the formation and evolution of its partner in the modern evolution of that image.
The monastic community that would later found The College of Saint Benedict also traces its beginning to 1857 with the arrival six Benedictine women in the village of Saint Cloud. They were guided by the vision of Mother Benedicta Riepp, whose passion to serve America’s newly arriving Catholic immigrants took them to Minnesota from their home at Saint Mary’s in Pennsylvania. Three of these first Benedictine women, including Mother Willibalda Scherbauer, who would become the first prioress of the new Minnesota foundation, had already made the journey to Pennsylvania from their home at Saint Walburga’s Abbey in Eichstatt, Bavaria. Growing with this newly formed territory, these women and the hundreds who would later join them in lives of prayer, work, and service would overcome the poverty and sickness of this unsettled place to establish the foundations for educational and health care systems that still flourish. Two hundred of the spiritual descendents of these first Benedictine women now live in the monastery that adjoins the college founded and sustained by their community.
Sister Emmanuel Renner OSB, a past president of the College, recalled that…
The College of Saint Benedict grew out of Saint Benedict's Academy, a Catholic boarding school for girls founded in 1880 by Benedictine sisters who came to Minnesota in 1857. As early as 1905 the Benedictine community began to plan for the establishment of a college, to educate the sisters in their own fast-growing community and Catholic girls. The college opened in 1913 with six students in a lower division program. In 1918 it offered its first bachelors degrees. By 1932 the bulletin listed an impressive number of courses in the departments of religion, philosophy, history and the social sciences, English language and literature, psychology and education, Latin, French, and German, biology, chemistry and physics, mathematics, and music. That year, with 166 students and 40 faculty, the college applied to North Central Association for accreditation and received it. The NCA report praised Saint Benedict's for its standards of scholarship and its atmosphere of culture and refinement. Sister Claire Lynch, the academic dean from 1932-1940, established a Board of Lay Advisors in 1934, which continued until 1961, when the college was separately incorporated under a predominantly lay Board of Trustees (1997, p. 30-31).
In 1968 that Board elected the College’s first lay president. That year marked as well the beginning of systematic cooperation between Saint Benedict’s and Saint John’s, setting in motion changes that would define how the two colleges would work together without merging into a single institution. Building on earlier experiences admitting students from each college to selected courses, Saint Benedict’s and Saint John’s began work toward a common class schedule that would allow students time to travel between campuses.
Both colleges soon opened their campuses and curricula to each other’s students. Academic departments began discussions that would lead all to move to become “joint” within two decades. When the two colleges agreed to set aside their respective general education programs in favor of a new, shared core curriculum on 16 November 1986, full academic collaboration was assured.
Recognizing the significance of this curricular evolution, a joint committee of the two colleges’ governing boards met to explore other cooperative ventures. Soon thereafter, the presidents of the two institutions began to describe this emerging relationship as one in which their respective “coordinate colleges” were learning to work in “a condition of permanent interdependence.” Each institution’s governing board affirmed commitment to institutional coordination in 1993 and again in 1996.
When they did so, those board members recognized both the successful academic as well as administrative union initiated by the development of a common library system in 1980 and reflected in an increasing number of joint administrative posts from 1992 onward. Since 1996 these two colleges have been served by a common chief academic officer and by deans whose responsibilities include guiding academic programs housed on both campuses.
Saint John’s University President Dietrich Reinhart, OSB, recalling the coordinate relationship that has evolved between Saint John's and the College of Saint Benedict, observed that…
The vision guiding coordinate planning does not emerge from a vacuum. Rather, it springs from a thorough understanding and appreciation of a distinctive history, tradition and mission. But, perhaps most importantly, it is embodied in the hearts and minds of the community - faculty, students, administrators, staff and members of the monastery - the very fabric and fiber of these academic institutions.
The current academic catalog published jointly by the two colleges informs prospective students that they will find both institutions…
Have a common curriculum, identical degree requirements, and a single academic calendar. All academic departments are joint, and classes are offered throughout the day on both campuses. The academic program is coordinated by the Provost for Academic Affairs, who is assisted by the undergraduate deans on each campus. In addition, there is one admission office, a joint registrar’s office, a combined library system, joint academic computing services, and a myriad of joint student activities and clubs. The two campuses are linked by a free bus service throughout the day and late into the night (Academic Catalog 2000-2001, p. 3).
The transformation is nearly complete. The Summary Institutional Profile that concludes this section introduces each college through a review of student, faculty, and fiscal indicators.
A Sense of Purpose
Saint John’s University strives to provide its students with a “liberal arts education in the Catholic university tradition” for all its students.
In reaching for this aim, the University “seeks to preserve the wellsprings of human culture, to deepen understanding of human interdependence, and to prepare students for full, integrated lives of thought, action, and love.”
Working toward these goals requires that the University “relate teaching, learning, and scholarship to residential life of the campus, community worship, and programs of service.”
These mission activities are in turn realized through “the Benedictine practices of community life, prayer, hospitality, and the search for wisdom.”
They are further sustained by the University’s “historic commitments to the well-being of diverse human communities, the formation of leaders in successive generations, and the ongoing renewal of the Church”
(Academic Catalog, p. 8).
The College of Saint Benedict aims to provide its students with “the very best residential liberal arts education in the Catholic university tradition.”
The College works toward this aim to “foster integrated learning, exceptional leadership for change, and wisdom for a lifetime.”
The College pledges to work toward these goals through six mission commitments “offered in partnership with Saint John’s University, providing a laboratory where women and men can achieve new respect and genuine partnerships with each other” through…
A “unified liberal arts curriculum which expands the traditional knowledge base to include women’s experience and promotes teaching methods that facilitate women’s learning.”
This unified curriculum reflects the influence of an “integrative environment for learning which emphasizes the quality of women’s learning by recognizing the interdependence of women’s personal and cognitive development.”
The College emphasizes students’ personal growth by celebrating women and providing “a culture that explicitly values women, allowing the student to see herself as a person of value.”
Students will experience “Benedictine values grounded in a women’s monastic community” where women play “active church roles” which together encourage a woman’s “faith and spiritual life.”
The College pledges to provide its students with opportunities to “observe and practice leadership and service” that help women “have confidence in their power to contribute to their community and to become agents for change.”
These commitments together offer women “the capacity to make their place in the world and ensure success in their careers and their lives.” (Academic Catalog, pp. 5-6).
Both colleges, recalling their shared heritage in Benedictine monasticism and in the Catholic faith, plan their future guided by their coordinate mission and values. Working together, they aim to secure for their students “the very best residential liberal arts education in the Catholic university tradition.”
This aim is in turn organized around three goals: fostering students’ development of “integrated learning, exceptional leadership for change, and wisdom for a lifetime.”
Their shared mission, aim, and goals guide the college’s efforts to provide “a unified liberal arts curriculum which focuses on questions important to the human condition, demands clear thinking and communicating, and calls forth new knowledge for the betterment of humankind.
The colleges pledge to provide “an integrated environment for learning which stresses intellectual challenge, open inquiry, collaborative scholarship, and artistic creativity.
Their students will experience “an emphasis on personal growth of women and men which incorporates new knowledge about the significance of gender into opportunities for leadership and service.”
Men and women who pursue this liberating education will witness the Benedictine emphasis on “attentive listening to the voice of God, awareness of the meaning of one’s existence, and the formation of community built on respect for individual persons.”
Those who join this community of learners have the opportunity to enter into “a heritage of leadership and service” that promotes peace, justice, and the common good”
(Academic Catalog, p. 4).
Sister Emmanuel and Father Hilary, reflecting on the ways in which the two colleges’ individual and corporate missions have evolved, conclude that…
Throughout the history of our two Catholic colleges we have taken seriously our commitment to a liberal education, which nurtures a fruitful dialogue between our faith and our culture. And we have maintained our commitment to remain authentic Catholic colleges, building a faith community dedicated to the search for truth, a respect for the dignity of all persons, and a love of God and one another. We continue, with hope and faith, on our journey…" (Renner, p. 46).
Responding to the common mission that guides the College of Saint Benedict and Saint John’s University, the Department of Education jointly sponsored by these two colleges aims “to prepare exemplary teachers who have a strong liberal arts background, exemplify Benedictine values, and make professional decisions which can help all students achieve their full potential as persons and as responsible world citizens in a democratic society” (Education Department Conceptual Model, p. 5).
Focused by this aim,the mission of the Department of Education is…
To provide exemplary teacher preparation within the framework provided by the Minnesota Standards of Effective Practice for Teachers. In congruence with the joint mission of the College of Saint Benedict and Saint John’s University, we seek to provide this preparation within a liberal arts context in ways that are consistent with the Catholic and Benedictine traditions.
Building on our theme of “Teacher as Decision-Maker,” we seek to prepare teachers who will make informed, ethical classroom decisions that foster their students’ learning.
In doing so, “we seek to prepare teachers who possess a rich and diverse background of coursework and experiences that stress intellectual challenge, open inquiry, collaborative scholarship, and that promote clear thinking.”
In addition to a rich, liberal arts experience, it is our mission to provide students with the knowledge and skills necessary to make effective classroom decisions.
Consistent with our Catholic and Benedictine values, we seek to develop teachers who have a commitment to service and to building a classroom community which respects all persons. (Conceptual Model, p. 5-6).
Students enrolled by the colleges and prepared for licensure by Minnesota’s Board of Teaching reflect this mission and aim as they work toward the Education Department’s program goals. The knowledge, skills, and values that are acquired and affirmed through candidates’ pursuit of these goals strengthen the decisions they make as they plan, implement, and evaluate their practice (Conceptual Model, p. 2). The department’s goals are guided by the Standards of Effective Practice for Teachers, licensure standards set by Minnesota’s Board of Teaching (1999). The 10 terminal and 120 enabling standards in this collection were derived from guidelines developed by the Interstate New Teacher Assessment and Support Consortium.
Staff. The Department of Education’s administrative and faculty offices are located on the campus of the College of Saint Benedict. This unit employs fifteen faculty members in permanent positions, who together represent 14.2 full time equivalent positions. The unit also invites eleven adjunct faculty members, seven who teach in area schools, to share in its mission by teaching on behalf of permanent faculty on sabbatical or leave and by offering selected sections of its courses. The unit employs experienced elementary (5) and secondary (2) educators as clinical supervisors who assist the Directors of Elementary and Secondary Student Teaching to provide candidates with this most important clinical experience. The unit is supported by the skill, knowledge, and forbearance of its two administrative and five student staff members.
Students. The following table reveals students’ affiliation as either elementary level majors and secondary level (k-12; 5-12) minors. It is derived from records of those students who declare their intentions during their first or second year as well as those who have applied for acceptance as candidates
Table 1.1 Students Pursuing Licensure
|Class||Elementary Majors||Secondary Minors|
Theory of the Program
What do candidates encounter as they prepare for licensure as elementary and secondary teachers through study and practice in the unit’s programs? Over the past several years The College of Saint Benedict has enrolled about 500 women each fall as first year students. Saint John’s University, five miles away, has enrolled nearly as many young men in each year’s first year class. A typical first year class of nearly 1000 students enrolling in both colleges will include as many as 300 who upon their matriculation declare their interest in becoming teachers. Perhaps 200 of these matriculants will pursue this desire by enrolling courses intended to help them discern the strength of their call to this profession. As many as 100 may complete a program of study leading them to licensure.
Pre-Acceptance. Those who persist in their desire to prepare for a teaching career will complete a series of seven foundation courses offering from one to four credit hours each. A four-credit- hour course meets every other day for 70 minutes during a six-day cycle. A typical semester of 16 weeks will include 12 such cycles, offering about 34 class meetings. Students usually complete a total of 16 credit hours each semester.
Six of these foundation courses offer prospective candidates opportunities to explore and acquire “professional” knowledge of the role of schools in society, characteristics and needs of exceptional learners, theories and patterns of human development, current educational issues, and educational ethics (Professional Standards, p. 56). One of the seven offers prospective candidates opportunities to know and be assessed on aspects of “pedagogical knowledge” about assessment and teaching (p. 55). Foundation courses thus offer prospective candidates a context for subsequent course work and field experiences. Since the unit’s conversion to a “standards-based teacher preparation curriculum,” these foundation courses also provide opportunities to know, apply, and be assessed upon some of those standards.
As they begin to acquire this foundation of knowledge about schools, learners, and ways of teaching, college students seeking the Education Department’s acceptance as candidates for licensure also complete a required “pre-admission clinical.” This field experience offers one or two credits for nearly three weeks of daily work with children in area K-12 schools.
Students who enroll in a pre-admission clinical are guided through that experience by skilled mentor teachers and supported by the unit’s faculty. Prospective candidates discover what a life of teaching in public or parochial school might offer. Mentor teachers observer and critique prospective candidates on several dimensions, including indicators of their dispositions for this role. Students also judge their own suitability for teaching through a guided reflection on the nature and effects of their work in these classrooms.
Those seeking acceptance as candidates also have opportunities to affirm their use of the academic skills that they will need for further study. The unit uses two basic skills examinations developed by the Educational Testing Service. The Pre-Professional Skills Test, required of teachers licensed in Minnesota by that state’s licensure agency, must have been attempted at least once prior to one’s acceptance as a candidate. As the unit may not use PPST results as criteria for accepting students as candidates for licensure, the unit also requires prospective candidates to complete the Academic Profile and a related writing sample to confirm their suitability for the unit’s curriculum. Students with low scores of (Level 1 or below) on this criterion-referenced test of reading, writing, and using mathematics must select and complete a program of remedial study to resolve their deficient performance. Those whose test results place them at “Level 2” or “Level 3” demonstrate academic skills equal to the demands they will face in the next phases of the unit’s program.
The third examination, a locally developed “Speech Adequacy Test,” confirms the public speaking skills of prospective candidates who have not refined those skills in a previous course. Like the pre-acceptance field experience and the first foundation courses, these tests are used to verify the suitability of a prospective candidate for further study upon her or his acceptance as a candidate for licensure.
General Education. The unit’s mission, embedded within the shared mission of the two colleges, calls students and their faculty to a life of the mind balanced with a life of service. As students progress through their pre-acceptance curriculum of foundation courses, field experiences, and academic skills examinations, they also complete courses designed for the colleges’ Core Curriculum. All first year students complete a two-semester Symposium offering them opportunities to refine their communication skills in classes enrolling no more than 18. During their second and third years of Core study, students will complete courses in the natural sciences, humanities, and social sciences. All fourth-year students complete a Senior Seminar focused on a discussion of core values found in lives of learning and service. When they finish the general education portion of their college work, most students will have completed nearly one-half of the 124 credit hours required for graduation. The unit supports this broadly designed general education experience. Most faculty believe that our Core Curriculum offers prospective teachers an opportunity to acquire and begin to refine a larger body of knowledge, skills, and values they will later prepare to share with others.
Acceptance to Candidacy. Having completed their pre-acceptance requirements, candidates’ pathways toward licensure differ according to the grade level they elect to emphasize. Those seeking secondary licensure acquire “content knowledge” (Professional Standards, p. 53) through a series of eight to ten courses designed to offer opportunities to know, apply, and be assessed on the subject matter of their major area of study as specified by Minnesota’s content standards for licensure.
Secondary (5-12/K-12) Methods. Depending on their major, secondary students also complete from two to three methods courses as part of an education minor. These courses offer “pedagogical content knowledge” (Professional Standards, p. 54) through opportunities to know, apply and be assessed on Minnesota’s Standards of Effective Practice for Teachers. Candidates are thus prepared for licensure to teach grades five through twelve in their majors. Candidates majoring in art, music, and world languages, however, are licensed for teaching their specialization to students in kindergarten through grade twelve. Methods courses include a field experience offering limited opportunities to teach students in the area of licensure.
Those seeking elementary licensure follow a more complex path. Candidates who prepare as elementary generalists for licensure in kindergarten through grade six also select a “specialty” in a content area to teach to children enrolled in grades five through eight. Most complete five courses totaling 20 credit hours to support their specialty. Faculty teaching in disciplines appropriate for these specialties are guided by the State’s content standards to provide candidates with opportunities to know, apply, and be assessed as required by Minnesota’s Board of Teaching.
Elementary Methods. Elementary candidates build on the “professional knowledge” provided in foundation courses with “content” knowledge in music (2 credit hours), art (2), children’s literature (4), theater (2), science (8) and mathematics (8). These candidates also complete a series of teaching methods courses which offer “pedagogical content knowledge” in physical education K-6 (1 credit hour), art K-6 (2), social studies K-6 (4), mathematics K-6 (4), science K-6 (4), reading, writing, and language K-6 (4), middle level literacy 5-8 (2), and one course in “middle level learners” suited to the candidates’ specialty (2). Candidates who focus on learning to teach a foreign language complete a K-8 language methods course (4). These methods courses include field experiences offering limited opportunities for elementary level candidates to plan and teach students in their areas of licensure.
While the seven “standards-based” foundation courses refine candidates’ professional knowledge and introduce basic pedagogical knowledge, their work in one or more disciplines contributes to their growing understanding of the knowledge, skills, and values that form a “standards-based” body of content knowledge. Methods courses provide opportunities to draw upon this growing body of content knowledge to form a core of “pedagogical content knowledge” to inform later teaching. Candidates thus have an initial framework of knowledge, skills, and values offering them guidance on what to teach and on how to teach.
Clinical Practice. Sixteen weeks of closely supervised student teaching, divided into two eight week clinical assignments (one in each of two grade levels) offers candidates teaching experiences that lead to the refinement of their pedagogical content knowledge. Student teaching thus becomes a focused “capstone” experience that helps candidates integrate their accumulating knowledge of what to teach with their growing knowledge of how to teach through structured opportunities to share content and practice skills with school children. Formative assessments of candidates offered by their cooperating and supervising teachers provide guidance on how, and how well, Minnesota’s Standards of Effective Practice for Teachers, relevant content standards, and Minnesota’s Profile of Learning (K-12) standards are revealed in candidates’ teaching. Explicit documentation of candidates’ success in helping school children learn provides a frame of reference for this review and subsequent self-reflection. Following a successful student teaching experience, candidates are recommended for licensure and for careers as educators.
Programs. All teacher preparation programs recommending candidates for licensure as teachers in Minnesota must be approved by the Board of Teaching, a division of Minnesota’s Department of Children, Families, and Learning. After 1 September 2001, all such teaching licenses will reflect explicit preparation for teaching at the “middle level,” defined as grades five through eight. In this way the Board of Teaching hopes to provide an adequate pool of candidates for teaching middle level learners in grades five through eight.
Approved programs thus recommend candidates for elementary licensure who, as generalists, are prepared to teach grades kindergarten through six who are also prepared to teach a “specialty” area to students enrolled in grades five through eight. Approved programs also recommend candidates for secondary licensure who are prepared to teach their area of specialization to students in grades nine through twelve and to middle level learners in grades five through eight. Additionally, licensure programs in the visual arts, vocal and instrumental music, and foreign languages and cultures prepare candidates to instruct students in kindergarten through grade twelve. Tables I.2 and I.3 reflect this distinction between the unit’s elementary and secondary programs.
Table I.2. Elementary Education (K-6) Major with a Grade 5-8 Specialty
|Students||Review Agency||Report Submitted||Status|
|K-6 Elementary Education with 5-8 Communication Arts Specialty||BA||Initial||99||49||State||Yes||Approved
|K-6 Elementary Education with 5-8 Mathematics Specialty||BA||Initial||95||24||State||Yes||Approved
|K-6 Elementary Education with 5-8 General Science Specialty||BA||Initial||99||6||State||Yes||Approved
|K-6 Elementary Education with 5-8 Social Studies Specialty||BA||Initial||107||34||State||Yes||Approved
|K-6 Elementary Education with 5-8 World Languages Specialty: French||BA||Initial||109||0||State||Yes||Initial Review|
|K-6 Elementary Education with 5-8 World Languages Specialty: German||BA||Initial||109||0||State||Yes||Initial Review|
|K-6 Elementary Education with 5-8 World Languages Specialty: Spanish||BA||Initial||109||9||State||Yes||Initial Review|
Table I.3. Secondary Major with an Education Minor
|Programs||Award Level||Program Level||Credit Hours Major / Ed||Number of Students||Review Agency||Program Report Submitted||Status|
|K-12 Art||BA||Initial||45 / 42||12||State||Yes||Approved
|K-12 Instrumental Music||BA||Initial||48 / 44||14||State||Yes||Approved
|K-12 Vocal Music||BA||Initial||48 / 44||26||State||Yes||Approved
|5-12 Communication Arts and Literature||BA||Initial||44 / 44||34||State||Yes||Approved Mar 2001|
|5-12 Mathematics||BA||Initial||40 / 44||19||State||Yes||Approved Mar 2001|
|K-12 World Languages and Cultures: French||BA||Initial||37 / 46||3||State||Yes||Initial Review|
|K-12 World Languages and Cultures: German||BA||Initial||37 / 46||1||State||Yes||Approved
|K-12 World Languages and Cultures: Spanish||BA||Initial||37 / 46||12||State||Yes||Approved Dec 2000|
|5-12 Natural Science with 9-12 Biology||BA||Initial||52 / 44||12||State||Yes||Approved Dec 2000|
|5-12 Natural Science with 9-12 Chemistry||BA||Initial||6||State||Yes||Approved
|5-12 Natural Science with 9-12 Physics||BA||Initial||1||State||Yes||Approved
|5-12 Social Science: Economics Focus||BA||Initial||48 / 44||0||State||Yes||Approved Nov 2000|
|5-12 Social Science: History Focus||BA||Initial||53||State||Yes||Approved Nov 2000|
|5-12 Social Science: Political Science Focus||BA||Initial||2||State||Yes||Approved Nov 2000|
|5-12 Theology||BA||32 / 44||2||No||Not Applicable|
Table I.5 Summary Institutional Profile 1999-2000
|Saint Benedict's||Saint John's||CSB/SJU|
|Percent Enrolled Full-Time||98%||97%||97%|
|Enrollment by Race/Ethnicity|
|Percent Living On-Campus||74%||78%||76%|
|New Entering Students|
|Mean High School Rank||81%||75%|
|Mean High School GPA||3.67||3.53|
|First-to-Second Year Persistence||89%||92%|
|Four-Year Completion Rate (1995 NES)||68%||67%|
|Degrees Conferred (1998-99)||426||374|
|Mean Class Size|
|FTE Students-to-Faculty||13.5 to 1|
|% Faculty Full-Time||83%||88%||86%|
|% Full-Time Faculty with Tenure||64%||58%||61%|
|Average Faculty Salary by Rank (1999-2000)|
|Tuition and Fees (1999-2000)||$16,441||$16,441|
|Average Tuition Discount (FY 1999)||33.3%||30.3%|
|Unrestricted Revenue Profile (FY 1999)|
|All Other Income||$2,728,733||$11,731,075||$14,459,808|
|Unrestricted Expenditure Profile (FY 1999)|
|Staffing (Fall 1999)|
|Endowment Market Value (FY 1999)||$16,875,636||$97,986,438|
|Total Resources per Student (FY 1999)||$16,254||$58,109|
Academic catalog 2000 – 20001. (2000) Saint Joseph, MN: The College of Saint Benedict and Saint John’s University.
Education department conceptual model: Teacher as decision-maker. (2000). Saint Joseph, MN: The College of Saint Benedict and Saint John’s University.
Hoffmann, A. (1907) Saint John’s university: A sketch of its history, 1857 – 1907. Unpublished manuscript. Collegeville, MN.: Saint John’s University Archives. (http://www.csbsju.edu/sjuarchives/info/hoffmann/chap-1.html)
Minnesota rules: Standards of effective practice for teachers 8710.2000. 1999. Roseville, MN: Department of Children, Families, and Learning, Minnesota Board of Teaching.
Professional standards for the accreditation of schools, colleges, and departments of education. (2001). Washington, DC: National Council for Accreditation of Teacher Education.
Renner, E. and Thimmesh, H. (1997). Faith and learning at the College of Saint Benedict and Saint John’s University. In R.T. Hughes and W.B. Adrian, (Eds.) Models for Christian higher education: Strategies for the twenty-first century. Grand Rapids, MI: Erdmans.