Dr. Hoard is a licensed counselor in Kansas, Missouri, and Indiana and holds a doctoral degree in Counselor Education and Supervision from Regent University. He is presently a psychoanalytic psychotherapy candidate in the Greater Kansas City Psychoanalytic Institute and has received specialized training and credentialing in working with adolescents with sexual behavior problems. He was appointed by the state of Kansas鈥� Secretary of Corrections to the state鈥檚 Multi-Disciplinary Team, which is responsible for evaluating potential sexually violent predators. He has provided mental health counseling and clinical supervision in the United States, Ukraine, and Turkey. His research and scholarly work primarily focuses on the intersection of perpetration trauma, sexuality, white-body supremacy, and adolescent mental health.

鈥淧aul connected well with students and staff throughout the interview process and revealed a very creative style in engaging scholarship and integrative thinking,鈥� said Dr. J. Derek McNeil, President of 天美视频. 鈥淚 am deeply grateful for the energy and experience he will bring to our school.鈥�

Dr. Hoard, as a鈥渢hird-culture鈥� kid who spent much of his childhood in Turkey, will bring a unique perspective and set of experiences to our school. His therapeutic work with sex offenders will also add a different perspective on trauma that will be unique to the faculty. He has expressed an investment in justice and healing, which has given him a growing desire to engage the complex dynamics of the society within the classroom.

鈥淎s a new faculty member, I am eager to experience and engage the unique culture of 天美视频; to find how my voice will resonate with the rhythms of the community and the many opportunities to listen and learn from students, staff, and faculty,鈥� said Dr. Hoard.

Paul, his wife Mary, and three children will be moving from Kansas City, Kansas to make the Pacific Northwest their new home.

Learn more about Dr. Paul Hoard.

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Our mission and values have guided us as we have listened to the needs of our learning community and sought to discern the future of our graduate degree programs. We train people to be competent in the study of text, soul, and culture in order to serve God and neighbor through transforming relationships. While the pandemic has brought immeasurable changes, loss, and disruption, it has also taught us much about the needs of graduate students and the opportunities for new modalities that allow for contextual distance and residential learning that are more integrated with the lives and communities where our students live.

鈥淭he changes that we are making are not merely driven by crisis; instead, they are significant transitions that will change much of what we are familiar with, while inviting us to explore and co-create new ways of training people in an ever deepening understanding of what is needed to serve God and neighbor through the fields of theology and psychology,鈥� said Dr. J. Derek McNeil, President of 天美视频. 鈥淲e have always been a community composed of learners from a variety of contexts, cultures, and places. As we lean into what鈥檚 next, we seek to deepen and widen our understanding of who we are and learn to carry out our mission in partnership with learners as they are embedded in their own contexts.鈥�

Low-residency programs are a model of higher education that involve periodic in-person intensive gatherings with online coursework in between those gatherings. Students can remain in their home location and travel to our Seattle-based residencies for on-campus gatherings a few times per year. Students in low-residency programs will continue to have access to our campus in Seattle to meet for study groups, use the library and study spaces, and meet with faculty for office hours and may choose to participate in student life online and on-campus.

鈥淚n the last 15 months, we learned much about how to deliver high-quality relational and contextual education to students online. We’re pleased to welcome a wider range of students into our learning communities, and we know how important it is to be together as a learning community in the same physical space to learn together in an embodied way. The low-residency model allows for the best of both,鈥� said Dr. Misty Anne Winzenried, Associate Dean of Teaching and Learning.

[UPDATE July 19, 2021] ATS (Association of Theological Schools), one of our accrediting agencies, has approved our petition to provide comprehensive distance education. Students should check the school’s COVID-19 response for updates on campus safety measures beginning with the fall term.

Current students are encouraged to connect with the Academics team for specific information and program requirements.

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As this academic year has progressed, the faculty and staff at 天美视频 have been in a season of preparation regarding how learning in graduate programs will be delivered post-pandemic. Over the next few months, we will be publishing updates regarding changes to the graduate programs as we move into the future. Two important updates at this stage are:

1. Formation is one of our core values. Much of the relational and formative experience of our students is inherent in on-campus student life and academic study. We have also come to value our learning being accessible and have been energized by new students who reside outside of the Seattle area able to access education at 天美视频 for the first time. Among the work that we have been doing is reviewing options for our graduate programs that align with our commitments to both formation and accessibility.
2. We will be filing a petition by April 1 with ATS (Association of Theological Schools), our national accrediting body, for approval to provide distance education post-pandemic and will hear word on their approval of our application by mid-to-late June. Approval of this petition will give us the opportunity to offer education to those who do not live within commuting distance in the Seattle area. We have received approval from NWCCU (Northwest Commission on Colleges and Universities), our regional accreditors, to provide distance education post-pandemic. While we have not yet finalized how our programs will be offered to students learning at a distance, filing this petition to ATS is an important step in the process.

鈥淎t the core of our pedagogy, our practice, and our hope is a G-d that is with us. I believe we have been called to such a time as this, even as we face change and unknown. As we make space for gratitude in the midst of our grief, we focus in on our calling and resist losing our mission to the despair of our times. I believe there is still work for us to do鈥攅specially in this time of polarizing energies鈥攍oving G-d and neighbor through transforming relationships.鈥� said President J. Derek McNeil in a communication to students, faculty, staff, and alumni.

Departments from across the institution have worked diligently this year to make distance education and student life accessible for all. The Library staff is ensuring students are able to access resources necessary for coursework, and the IT department is available via an online help desk for students in need of technical support. Members of the Office of Students & Alumni continue providing a variety of opportunities for students and alumni to connect virtually, maintaining the school鈥檚 emphasis on building relationships and vocational formation.

鈥淚 have been grateful and inspired by the courage of our faculty and our students as we shifted to online learning out of necessity due to COVID-19. It has confirmed for us that we’re able to provide good, quality remote learning that aligns with our mission. Our values for relationships and for the integration of psychology and theology remain at the heart of this endeavor.鈥� said Dr. Misty Anne Winzenried, Associate Dean of Teaching and Learning.

The school continues to follow guidance from Washington State and King County, which has not yet provided a clear date to be able to re-open campus.

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Video Transcript

What is a group interview for grad school? What questions are you likely to be asked? And why would a school do a group interview in the first place?

My name is Ben Oldham. I’m the Director of Enrollment at the 天美视频 of Theology and Psychology, and I’m here to answer your questions about group interviews and more.

So, what is a group interview at 天美视频 and why do we ask you to do it?

At 天美视频, when we conduct group interviews, it is different than what you have likely experienced in the corporate world.

Group interviews for 天美视频 are not competitive. A lot of my personal experience in doing group interviews applying for a job is that there are five of us in a room competing for one or two positions. That鈥檚 not the case at all for us. In our group interviews, we want to understand who you understand yourself to be.

Your group interview will be comprised of yourself, your interview facilitator, and four or five others who are applying to one of our degree programs. Your interview facilitator will introduce themselves, will give you a chance to get to know each other, and then they’ll prompt a conversation. Regardless of the prompt, all we ask in the group interview is that you bring yourself and the authenticity of who you are.

At the core of who we are at 天美视频 of Theology and Psychology is that we are a relational learning community. We take who you are seriously. We want to hear you relate to others. We want to hear how well you are able to listen to another person. We want to be able to understand how you engage others who are different from you are, whether that is a difference of race, ethnicity, gender, sexual orientation, age, ability, socioeconomic status, political belief, or theological belief.

We want to know that you are able to listen deeply to another human being and are willing to be changed by them. In short, we鈥檙e wanting to hear how well you understand yourself in relation to others. Whether you’re training to be a therapist, a pastor, or a practitioner in another field, we believe that the greatest efficacy that you will have as an agent of change is who you are.

What are you likely to be asked in a group interview?

Your interview facilitator may prompt conversation with a quote that’s important to them. The interview facilitator may choose a prompt of a recent national or political event. Your facilitator may choose a single word to prompt conversation. That word may be something like, 鈥渂ody.鈥�

Why would a graduate school do group interviews?

So, now you know what a group interview is. You know what questions are likely to be asked. But why would a grad school do group interviews instead of one on one interviews? At 天美视频, the group interview process relates right back to our pedagogy. Our pedagogy at its core is relational.

Our core values at the 天美视频 are . When we speak of formation, we are asking you, who you are forming to be? Who do you know yourself to be, and who is shaping that formation? We believe that who you are matters. Who you are matters not only in your relationships with others and in your self-understanding, but it matters in your practice.

In the end, through our group interview, you will experience what it is like to be a . If you want your graduate study to include the kind of deep listening that our group interview requires, then head to www.theseattleschool.edu. We would love to connect with you, get to know you, and ultimately see you apply.

Visit our Applying for School page to learn more about the application process at 天美视频.聽

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Delirious, we stumble over the crest and onto what feels like another planet. There is no other way to describe this first glimpse of The Enchantments than otherworldly. Suffice it to say, there is a reason that I submit myself willingly to such physical and mental agony to be in that place. I have yet to find anywhere like it, and they lay hidden in the very mountains that I am now observing, the same mountains that watched over me as a child in the Leavenworth Valley. I completed my first through-hike in 2016 and have returned every year since. It鈥檚 as if I didn鈥檛 have a choice. I would beg my sister to never let me do this again while on the punishing ascent of Asgaard and be choosing which month would be best the following year by the time we were in the parking lot waiting for our uncle with melon as a treat for our struggle.

But this year was different.

We hiked mostly in silence. My sister stopped and took in views longer than normal. I was antsy, hiked ahead, waited, and looked around quickly.I just wanted to go home, to be done.

I realized that we were saying goodbye.

We dropped out of the Core Zone and started our descent, expertly navigating the trail and avoiding the accumulated mistakes of past years鈥� mishaps and wanderings. We plunked ourselves down for our ritual of whiskey, gummy candy, and lightening our pack of remaining snacks before the grueling plunge back to the valley floor.

鈥淒o you want to do this again next year?鈥� she asked in between gummys.
鈥淵ou know, I鈥檝e been thinking that I鈥檓 done,鈥� I replied as I sipped whiskey.

We were ending.

Of course, we told each other we would return again one day, but in our silences, we had come to a mutual understanding that something was different. There are myriad of reasons why this year was the last for a while: the high amount of traffic on the trail, the familiarity of the sights, the absence of mistakes, and therefore, challenges. Personally, too, my mind was no longer challenged in the same way. The past had absolutely been a physical challenge, but also a mental one as I learned to quiet my mind through the 14 hours and get back into my body. I looked forward to this time to reset every year鈥擨 needed it. This time, though, I was just present to what was around me.I had come home to my mind.

As I sit now, I realize that I had thought that this meant the mountain had nothing left to teach me. I had learned my lessons, I had passed the test.

But this, now, is the final lesson: To leave, to end, to finish, to say goodbye.

It seems no coincidence that in the same year that I end with The Enchantments I am also ending my time as a student. I am no longer being called back to the mountain in the same way that I am no longer being called back to the red brick building. Or, if it is a calling, I am refusing to go (sorry, John Muir, but I鈥檒l keep listening) because I know how important it is to end now.

In my final month in the building, I had written an essay about endings. I meant to submit it to the blog; it was a eulogy to my time as a student and employee at the school. I wrote about how frantic I had become at the end, trying to prepare for the future after school while missing out on what was in front of me. I was antsy, like I had been in the Enchantments, just wanting to skip to what was next and avoid the pain in front of me. The way forward, as I learned in the mountains, was to slow down and be present to the wonder around me. So then I wrote about how I would see groups of friends together around the old coffee-maker altar (how many times have we fellowshipped there?) and how I would have a jolt of awareness that this would no longer exist in a few months. It was ending. I was leaning into savoring the precious moments I had left.

We all know what happens next: COVID-19. We have all collectively had the breath knocked out of us in our particular griefs that have opened up from this pandemic. I feel speechless and gasping still, all of the words I had wanted to say feel empty and painful. The old essay is full of hope and goodness and poetry. It is not wrong, but it is no longer representative of what this particular ending means to me, to many of us.

So instead, like I do every summer, I return to the mountain which remains steadfast and faithful in a way only nature can right now. If I can summit that mountain in search of beauty despite the pain, I know I can end my time as a student and the plethora of endings and meanings that come with that simple act. And I can say: thank you. Thank you for allowing me to tread on your sacred and fragile terrain so that I may become whole again. Thank you for letting me fall in love with the world and myself again. Thank you for teaching me about my strength. Thank you for allowing me to curse you and stomp on you and still be welcomed into holy places. Thank you for being my prayer when I could no longer pray. In the words of the President of 天美视频, 鈥淭hank you, thank you, thank you.鈥�

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鈥淚n this season, we are all grieving our ability to be together, and we are anxious to return to campus. This is a season of much uncertainty, and even when we are able to re-open our campus, not all of our returning students, incoming students, and participants may be comfortable traveling to school or be physically and financially able to relocate to Seattle. We are first committed to your safety and also with providing a rich and quality education that reduces the barriers to access the learning experience,鈥� said President J. Derek McNeil in communication to staff and faculty.

In addition to moving all classes online for Fall Term, there will also be the option for incoming students in all three graduate degree programs to complete their entire first year online. The Certificate in Resilient Service, in addition to The Allender Center鈥檚 and II, , and , will also be offered online this academic year.

鈥淲e do not come to this decision lightly. While we grieve not being together, we know that students needed clarity in this season. Having Fall term classes online allows students to make good choices on behalf of their education and allows us to focus on developing a robust virtual campus to support the community, connection, and belonging that are at the core of who we are as a learning community,鈥� said Dr. Misty Anne Winzenried, Associate Dean of Teaching and Learning.

The school continues to follow guidance from the Governor鈥檚 office regarding Washington State鈥檚 , which has not yet provided a clear date to be able to re-open campus. In the meantime, the school is actively preparing for community events and gatherings that can be held remotely, while also creating opportunities for some small group in-person engagement with social distancing when we are able to do so safely.

鈥淲e have a commitment to welcoming our students, faculty, and staff back on campus as soon as we are safely able to do so. We are important to each other, and I recognize there is a sense of loss in these decisions. In this season, we are surviving to thrive. I have deep trust in our ability to do this together,鈥� said President McNeil.

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My answer is both simple and complicated.

The simple answer is that I think that studying at the intersection of theology and trauma is a generative place to re-imagine redemption, reconciliation, and healing. The more complicated answer is that trauma (in its multifarious forms) lingers and manifests in unpredictable ways in the brain, body, and relationships. This can be extremely problematic for one鈥檚 neat and tidy theological system.

Systematic theologians attempt to make sense of life by isolating and working on particular questions and issues. This process requires abstraction of life into theory. This theory then helps to refocus one鈥檚 focus or approach to real life questions, yet it can be difficult to get back to application (or practice) in the everyday if reflective space is not purposefully given or sought out.

Unfortunately, theology can sometimes leave us in our heads, while ignoring the realities of life.

Trauma, on the other hand, requires a practical application. It connects us to real life, often because we have personal experience. Trauma causes humans, in general, to reevaluate how one makes sense of the world. This reevaluation is inherently religious, regardless of one鈥檚 creed or faith, because it frames how one makes meaning out of the crazy chaos of life. We can tell stories, make movies, write books, and reframe our stories of trauma and sorrow, but the reality is that one鈥檚 brain, body, and community most likely will never function well or be the same again.

Trauma blurs all of our categories. It requires something of our neat and tidy abstractions because it breaks in and intrudes on the daily. Trauma turns our linear existence into chaotic and sometimes surrealist perceptions of life.

In short, trauma holds us accountable to the embodied reality of human existence. Pat answers ring hollow in the light of trauma. It requires new questions, nuanced approaches, improvised responses, and a 鈥渘ew imaginary鈥� (as Grace Janzten says). If we are to respond well to the challenge of trauma, then we have to reevaluate our core theological commitments and practices. I believe that this improvisational stance toward life, faith, and healing (we could even say faith, hope, and love) is the core theological task for today鈥檚 world.

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Our application process, from the moment you express interest in a program to submitting your completed application, is thoughtfully designed to engage you as a whole person. We want to walk alongside you as you prepare to make this next step in your education journey.

So, to give you some insight into our unique process, here are some of the things we think every student applying to one of our graduate or training programs should know.

Relationships are Key

You can think of our admissions team as your advocates or navigators as you begin the application process. Each member of our team has a genuine desire to get to know you as a fellow human, beyond the accolades and statements of success on your resum茅 or CV.

From the first moment of your first call or email with one of our team members, be true to yourself. We want to hear what you are truly passionate about, what stirs your heart. During a phone call, you may find yourself discussing your passion for art or music, social justice, or community engagement, along with why you are interested in counseling psychology or a Master of Divinity.

Engage the World Around You

Along with a personal statement essay, you鈥檒l notice a prompt asking you to engage with a cultural artifact. Oftentimes the word 鈥榓rtifact鈥� conjures images of an ancient civilization or archeological site. At 天美视频, we look at artifacts a bit differently. Instead of taking a step into the past, we want you to engage the world as it is. Our artifacts are more modern pieces, often a movie or media experience, that tell a story of a cultural moment. As you engage the artifact of your choosing, some questions we recommend asking yourself are:

What am I feeling in my body?

What assumptions do I carry about this artifact?

Why did I choose to engage this particular piece?

Our essay prompts are also purposed to give you a window into what an assignment might look like in one of your courses at 天美视频. This way, you will have a better understanding of what to expect when you step into the classroom for the first time.

Have Good Conversations

One of the more unique aspects of our graduate admissions process is our group interviews. This may be unlike any other higher education interview you鈥檝e experienced. Our desire is that you catch a glimpse of how you may engage as a student within the walls of our building. This means that after arriving for the interview, you鈥檒l find yourself placed in a small group with other prospective students, often with differing backgrounds and perspectives. Each group interview is facilitated by one of our community members as they guide your group through a conversation.

Our application processes are thoughtful, relational, and accessible. We look forward to getting to know more of your story and vocational direction while also offering you a robust experience of our mission and community. Click here to begin your application, or if you have any lingering questions, please email us at admissions@theseattleschool.edu.

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The 鈥�&鈥� in our name is essential to who we are 鈥� we train therapists in our counseling psychology program, but through a distinctively theological lens. We offer programs in and , but with attention to the . Our distinctiveness is, in part, a result of our commitment to keep the fields of theology, biblical studies, and psychology in conversation.

What is Interdisciplinary Learning?

In order to understand interdisciplinary learning, we have to understand what we mean by disciplines 鈥� that is, the academic disciplines. It鈥檚 easy to think about disciplines as static institutions, but academic disciplines themselves are far from monolithic and unified.

Disciplines are complex, multi-layered, and dynamic. Most important, they are made up of people: scholars investigating questions, teaching students, contributing to knowledge, and advancing their fields. A more helpful way of thinking about disciplines is to think about them as communities with a set of shared (but sometimes contested) questions, objects of study, practices, epistemologies, methodologies, and vocabularies. ¹

Interdisciplinary learning first involves adopting what Rebecca Nowacek calls 鈥渕eta-disciplinary awareness鈥� ² 鈥� that is, an ability to see the disciplines as disciplines, examining their assumptions and biases and frameworks, and paying attention to what the disciplines help us see and what they might not. The metaphor I like to use is that of a pair of glasses: if the disciplines are a pair of glasses you might put on to examine an object of study or a question, then metadisciplinary awareness asks us to pay attention to the glasses themselves: What are they made of? How do they 鈥渨ork?鈥� How were they formed, or how did they come to be the way they are? What do they help us see, and what might they obscure?

Interdisciplinary learning, then, recognizes that most of the interesting problems in the world are complex enough that a single perspective isn鈥檛 enough to help us fully see and understand them. We need many voices, and many perspectives, to get a full picture of a person, a phenomenon, an idea, or a problem.

Interdisciplinarity is collaborative at its core, recognizing that one perspective is insufficient for fully understanding a situation; we see and understand better when we work together. Interdisciplinary learning is more than just studying multiple academic disciplines side by side鈥搕hat would be Multidisciplinarity learning, the side by side use of disciplinary understandings without integration. The key to bringing various disciplines together in Interdisciplinarity is integration.

Metaphors can prove useful in understanding what makes Interdisciplinary learning different from other kinds of frameworks. A bowl of fruit could be helpful to think of when thinking about multidisciplinarity. There, each individual fruit sits on its own — peaches are discernable as peaches, bananas as bananas. But Interdisciplinary integration is a lot like a smoothie — fruits come together to create something new, a blended creation where each distinctive fruit is harder to discern. Instead what you have is a delicious, cohesive mixture. Another metaphor we can use is that of a bridge. Interdisciplinarity can be bridge building in the sense that a bridge connects two points (in this case knowledge from two or more disciplines) that would otherwise remain separate.

Why is Interdisciplinary Learning Important at 天美视频 of Theology & Psychology?

The challenges we face in our world are complex and multifaceted. We are complex and multifaceted, and we are understanding that reality more and more deeply as we walk about our neighborhoods, engage in relationships, and participate in our local and global communities. The world needs leaders, thinkers, pastors, artists, and therapists who can approach their work in multifaceted and complex ways. At 天美视频 of Theology & Psychology, we embrace this approach in our name, in our programs, and in our curriculum.

Interdisciplinary learning at 天美视频 means that our faculty have deep expertise in their own fields, but also dexterity in conversations with experts in other fields. Our faculty work together on curriculum and committees, teach together, and even share offices across disciplinary boundaries. What results are generative conversations, consideration of multiple viewpoints and perspectives, and innovative collaboration and curiosity.

Interdisciplinary learning at 天美视频 means that students choose a degree program that meets their vocational needs, but programs are complemented by coursework in the other programs, including a Common Curriculum that invites students to move between the fields of theology and psychology.

Our offers opportunities for encounter, translation, and integration. Interdisciplinary Learning at 天美视频 encompasses all of these things at different points along the journey. Sometimes that means that students might encounter disciplinary questions, ideas, or ways of thinking that help them see the world from a different vantage point. Other times this means that students may find themselves translating what happens across various courses into new language as they make sense of the theological and psychological ways of engaging the world.

Ultimately, we hope the aim is integration, that as our students encounter coursework in the various disciplines, they begin to develop a critical understanding of what each discipline affords and constrains. That is, what it allows us to see and do, as well as its limitations. It is a way of weaving together a multifaceted way of engaging one鈥檚 vocation that draws from the theological and the psychological.

“Given the complexity of today鈥檚 world, we need thinkers and do-ers who understand that complexity. The Interdisciplinary approach offered at 天美视频 prepares students to create holistic solutions by weaving together disciplinary insights as well as both contextual and systemic thinking. As students explore text, soul, and culture, through various methodological frameworks, they come to see their own work as integral to the multi-dimensional fabric of social transformation.” Dr. Jennifer Fernandez

Resources

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鈥淲e are elated that this hard work has come to a good end. It is a sign of our collective commitment to grow, develop, and mature as an institution,鈥� said Dr. J. Derek McNeil, President and Provost. 鈥淭his is a significant milestone, one that has been twelve years in the making.鈥�

The journey toward accreditation began in 2015 when NWCCU approved 天美视频 as an Applicant for Candidacy. As a candidate, the school underwent a rigorous review process and multi-day site visits by the accrediting body, culminating in a final visit in the Fall of 2019. The site team, led by Dr. Linda Samek, Provost, George Fox University, left this last visit with affirming commendations and insights for continued growth.

鈥淭he accreditation process was for us, a very useful and rewarding experience,鈥� said Cheryl Goodwin, Director of Institutional Assessment and Library Services. 鈥淚t made us reflect on our teaching and assessment, challenged us to be self-critical, and gave us extremely valuable guidance to improve our students鈥� educational experience. It is a testament to the dedication of our faculty, staff, students, and alumni who have worked tirelessly in pursuit of accreditation as an important step in the fulfillment of our mission of serving God and neighbor.鈥�

Throughout this process, key members of the institution worked tirelessly to create an Interim Candidacy Self Evaluation Report and ensure all recommendations from the evaluation team were met in a timely manner. The Candidacy stage, as noted in an earlier press release, allows an institution to clarify the institution鈥檚 capacity for long-term impact. 天美视频 achieved accreditation in approximately a year and a half, well ahead of the average Candidacy period of two to four years.

鈥淣WCCU is committed to an accreditation process that adds value to institutions while contributing to public accountability, and we thank you for your continued support of this process,鈥� said Dr. Sonny Ramaswamy, NWCCU President, acknowledging the school鈥檚 achievement.

In their official letter of action, the Commission commended 天美视频 for:

• Its committed, caring, and high-quality faculty and staff.
• The integration of theology and psychology and its deep embodiment of the integrative experience through the holistic student education process as offered by faculty and staff, including the active and relational follow up with alumni.
• Highly committed and well-qualified administrators and trustees who demonstrated steadiness and took on additional responsibilities, all with a keen focus on mission fulfillment.

鈥淎ccreditation through the Northwest Commission on Colleges and Universities marks 天美视频 as an institution that has successfully engaged in a rigorous evaluation process alongside other quality institutions in our region. We are grateful for the years of hard work by our accreditation team, faculty, and staff, and for the maturity and growth that the process has ignited for us as an institution,鈥� said Misty Anne Winzenried, PhD, Associate Dean of Teaching and Learning.

In his announcement to faculty, staff, and students President McNeil stated: 鈥淚t is with great hope and expectation that we look to the future of 天美视频. To the upcoming graduates who will be among the first to culminate their degree with this distinction, and to partnerships that we will build with other institutions and organizations across the Pacific Northwest. We have much to offer, and much to learn and receive.鈥�

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