Torch, Spring 1986

Paradoxically, Cedarville College began the greatest period of its growth in 1979. In the last six years, enrollment grew 53 percent. We aggressively sought students and spread the word about the quality of Christian education available at our school. These efforts continue and this fall we recorded our seventh record enrollment - 1,817 students - a modest increase over last year. I believe the key to our growth and stability is our commitment to mission. Today, as never before, it is crucial for a school to know who it is and what it is trying to accomplish. This gives direction, sets priorities, and even defines constituencies. The mission of Cedarville College is to offer its students an education consistent with biblical truth. Flowing out of mission is strategic planning, long espoused by the business sector but only recently embraced by higher education. It is outside-in planning, attuned to the external conditions as well as internal strengths and traditions . It is a state of mind - a way of addressing and making important institutional decisions on a daily basis. This kind of planning drives Cedarville College. The goal for our strategic planning is to develop and maintain a position for our institution. The phrase that best summarizes our distinctive niche is "academic quality and spiritual fervor - a dynamic balance involving the head and the heart." The growth and stability of Cedarville College during these declining years in higher education is a direct result of the increasing degree to which students, parents, and donors recognize what our college is all about. Perhaps there will never be another "golden age" quite like the last one. However, I judge that Cedarville College is still on a growth curve, but of a different kind. While our enrollment is stable, our greatest growth is in articulation of our mission, emphasis on strategic planning, qual ity of academics, and fervency of our spiritual commitment. This is my answer to why Cedarville remains strong and stable in a time of recession in higher education. 5