In past blog posts in this series, you’ve heard from Winebrenner staff on topics such as The Power of Networking, Partnerships and Collaboration, Innovative Administration, and Teaching Excellence and ICS. Each of these writers has connected their area of focus in the Winebrenner organization to the concept of Innovation. Assessment, the process of gathering and using evidence to evaluate student learning and the educational effectiveness of the organization, may not sound like an area where innovation is at play.
However, theological education institutions are increasingly embracing innovation to address challenges such as technology advancements and the changing needs of students and other collaborative partners. Distance learning models, curricula to meet the challenges of the 21st-century church, and technology platforms that offer multiple contact points are among the strategies that many schools, including Winebrenner, are exploring.
Sometimes, we imagine innovation as work at the cutting edge, where free-thinking mavericks develop new and exciting options. It’s the work of generating and implementing new ideas, models, services, or creative solutions. And this is undoubtedly true! Innovation is critical to the future of theological education as we continue to adapt to the present and future needs of those we seek to equip as leaders in service of God’s Kingdom.
But assessment is also a critical tool for fostering growth in theological education. It asks the question, “How well does the new model, service, idea, or solution meet the needs it was designed to address?” Innovation asks, “What shall we do?” Assessment asks, “How well are we doing it?
At Winebrenner, innovation and assessment work together to ensure that innovative ideas are evaluated in terms of their impact on equipping students with life-long skills, practical competencies, breadth, and depth of knowledge while ensuring flexibility and student-centered approaches. By prioritizing meaningful assessment practices, institutions ensure their programs remain relevant and practical.
What does the work of assessing innovation look like at Winebrenner? At a high level, the annual Statement of Educational Effectiveness is a snapshot of organizational success in equipping leaders. It provides transparent data on the success of each of our graduate and doctoral programs. Within the organization’s work, assessment provides feedback on the success of specific courses, programs, services, and structures of the organization through various tools that collect direct and indirect data. Much of this data is collected directly from students in survey tools, course evaluations or indirectly through evaluating student success in each course and program.
At a more granular level, Winebrenner’s work of assessment is evaluated on a regular cycle by its accrediting agencies, The Association of Theological Schools (ATS), The Higher Learning Commission (HLC), and program-specific Council for the Accreditation of Counseling and Related Educational Programs (CACREP). On a recurring cycle, each agency reviews the organization’s overall effectiveness and provides ongoing accreditation status. Recently, ATS provided Winebrenner with a ten-year accreditation status based on a review conducted in October 2024. In May, Winebrenner will receive an evaluation team from HLC and, within the next year, a team from CACREP.
Innovation is an essential skill and focus for ongoing effectiveness in theological education. It ensures that Winebrenner continues to develop new opportunities for its students and collaborative partners. Assessment ensures that these opportunities provide the highest possible quality and effectiveness for those innovative offerings.
- Dr. Kathryn Helleman, Director of the Doctor of Ministry Program