FACT BOOK

2023 - 2024

Compiled by the Office of Institutional Research and Assessment

www.berea.edu/ira/institutional-data-reports/
 FACT BOOK

INTRODUCTION

To Our Readers:

We are pleased to present this year’s Berea College Fact Book. Its purpose is to provide current
and accurate information pertaining to the College, its students, faculty and staff, programs,
facilities, and activities.

Much of the information included in the Fact Book is provided by various College offices. The
assistance and cooperation we receive from individuals in these offices is very much appreciated.

This year, we would like to draw your attention to new additions to the book:

• Updated Student Labor section

• A new page, Hutchins Library: Special Collections and Archives, added to the Facilities,
Library, and Technology Resources section
• A new page, Natural Resources Highlights, added to the Sustainability section.

Please let us know how we can improve it. For more details and other reports, visit our website
at www.berea.edu/ira/datareports

Clara Labus Chapman, Director

Ariana Meatchem, Student Coordinator of the Fact Book

Berea College
Office of Institutional Research and Assessment
Lincoln Hall, Room 310
CPO 2177
Berea, Kentucky 40404
(859) 985-3790
Table of Contents
 TABLE OF CONTENTS
Page
GENERAL INFORMATION

The Great Commitments of Berea College (Mission of the College) ............................................ 1

Workplace Expectations ................................................................................................................ 2
Accreditation ................................................................................................................................. 3
Institutional Memberships ............................................................................................................. 4
Academic Information (Programs of Study)................................................................................... 6
The Student Labor Program .......................................................................................................... 7
The Convocation Program ............................................................................................................. 8

GOVERNANCE AND ADMINISTRATION

Board of Trustees .......................................................................................................................... 9

Administrative Organization Chart ................................................................................................. 10
Administrative Committee Members .............................................................................................. 11
Academic Division Chairpersons, Department Chairpersons, and Directors ............................... 12
Campus Governance ..................................................................................................................... 13
Faculty Council and Committee Structure ..................................................................................... 14

FACULTY AND STAFF (includes Highlights page)

Teaching Faculty by:

Rank, Status, and Student-to-Faculty Ratio............................................................................ 17
Length of Service at Berea by Birth Sex ................................................................................. 18
Alumni Status .......................................................................................................................... 18
Ethnic and Racial Breakdowns ............................................................................................... 19
Age .......................................................................................................................................... 20
Full-Time Faculty Average Salaries by Rank and Birth Sex ......................................................... 21
Characteristics of Full-Time Faculty by Division and Department: Birth Sex, Terminal Degree,
and Tenure Status ...................................................................................................................... 22
Average Dollars for Faculty Development per Full-Time Faculty Member ................................... 23
Comparative Data for Berea College's Benchmark Schools (not included in online version) ...... 24
Average Faculty Salaries for Berea College's Benchmarks (not included in online version) ....... 25
Average Faculty Salaries for Berea College and Its Benchmarks: Five-Year History .................. 26
Seabury Award for Excellence in Teaching ................................................................................... 27
Paul C. Hager Excellence in Advising Award ................................................................................ 28
Number of Berea College Employees ........................................................................................... 29
Full- and Part-Time Staff by:
Length of Service by Birth Sex ................................................................................................ 30
Age by Birth Sex ...................................................................................................................... 30
Ethnic and Racial Breakdowns ............................................................................................... 31
Alumni Status .......................................................................................................................... 31
Number of Full- and Part-Time Staff by Funding Status (Internal vs. External) ............................ 32
Labor Supervisor of the Year Award ............................................................................................. 33
Elizabeth Perry Miles Award for Community Service .................................................................... 34
Anna Murch Hutchins Award for Staff Excellence ......................................................................... 35

ADMISSIONS (includes two Highlights pages)

Admissions Territory Categories (Map and Explanation) .............................................................. 36

Admissions Territory (List of Counties) .......................................................................................... 37
First-Year Students: Applied, Accepted, and Enrolled
All Students ......................................................................................................................... 39
by Birth Sex .......................................................................................................................... 40
by Territory ........................................................................................................................... 41
First-Year Students from Kentucky ................................................................................................ 42
African-American First-Year Students ........................................................................................... 42
Hispanic First-Year Students ......................................................................................................... 42
First-Year Students from ARC Appalachian and At-Risk/Distressed Counties ............................. 43
ADMISSIONS, continued:

Mean ACT Composite Scores (includes National and Kentucky Comparisons) ........................... 44
Mean SAT Scores (includes National and Kentucky Comparisons) ............................................. 45
First-Year Students Ranked in the Top One-Fifth of their High School Class:
All, by Birth Sex, by Cohort Type ...................................................................................... 46
First-Year Students Assigned to Developmental Mathematics Courses....................................... 47
Financial Need of Entering First-Year Students (Federal Pell Grant Recipients) ......................... 48
First-Year Student Enrollment Trends, 2014-2023
by Birth Sex ....................................................................................................................... 49
by Cohort Type ................................................................................................................. 49
by Territory ........................................................................................................................ 50
Transfer Students: Applied, Accepted, and Enrolled
All Students ...................................................................................................................... 51
by Birth Sex ....................................................................................................................... 52
Fall Term Transfer Student Enrollment Trends, 2014-2023
by Birth Sex ....................................................................................................................... 53
by Territory ........................................................................................................................ 53

STUDENT ENROLLMENT AND CHARACTERISTICS (includes Highlights page)

Fall 2023 Enrollment Category Highlights .................................................................................... 54

First-Generation College Students: Trend Graphs
Entering First-Year Students ............................................................................................ 55
Graduating Senior Students ............................................................................................. 55
Fall Headcount Enrollment ............................................................................................................ 56
Fall Enrollments by Classification .................................................................................................. 57
By Full-Time and Part-Time Status .................................................................................. 58
F-1 International Degree-Seeking Students .................................................................................. 59
African-American Degree-Seeking Students ................................................................................. 59
Hispanic Degree-Seeking Students ............................................................................................... 59
Degree-Seeking Students from ARC Appalachian and At-Risk and Distressed Counties ........... 60
Fall 2023 Enrollment by State and U. S. Territories (Map) ............................................................ 61
Fall 2023 Enrollment by Country (Map) ......................................................................................... 62
Fall 2023 Enrollment by Country Organized by Continent ............................................................ 63
Fall Enrollments of Degree-Seeking Students by
Territory ............................................................................................................................. 64
Ethnic and Racial Breakdowns ......................................................................................... 65
Age .................................................................................................................................... 66
Fall 2023 Junior and Senior Enrollment by Major and Cohort Type ............................................. 67
Fall Enrollment Trends, 2014-2023
by Birth Sex ....................................................................................................................... 68
by Cohort Type ................................................................................................................. 68
by Territory ........................................................................................................................ 69
Spring Enrollments by Classification ............................................................................................. 70
By Full-Time and Part-Time Status .................................................................................. 71

STUDENT RETENTION AND GRADUATION (includes three Highlights pages)

First-to-Second Year Retention

All First-Year Students ...................................................................................................... 72
by Birth Sex ....................................................................................................................... 72
by Territory ........................................................................................................................ 73
by County Designation ...................................................................................................... 73
by Cohort Type ................................................................................................................. 74
by Cohort Type by Birth Sex ............................................................................................. 75
Hispanic Students: All and by Birth Sex .......................................................................... 76
First-Year Student Retention/Attrition .......................................................................................... 77

ii
STUDENT RETENTION AND GRADUATION, continued

First-to-Second Year Retention, Six-Year Graduation Rate, and Academic Qualification at

Entry for Fall Term First-Year Students ................................................................................ 78
First-to-Second Year Retention for Transfer Students
All First-Year Transfer Students ....................................................................................... 79
by Birth Sex ...................................................................................................................... 79
Graduation Rates for First-Year Students: 4, 5, and 6-year Trend Graphs
All First-Year Students ..................................................................................................... 80
by Birth Sex ...................................................................................................................... 81
by Territory ....................................................................................................................... 82
by County Designation (At-Risk and Distressed versus All Other U.S. Counties) .......... 83
by Cohort Type ................................................................................................................. 84
by African-American Students by Birth Sex ..................................................................... 85
by Other Domestic Students by Birth Sex ....................................................................... 86
by F-1 International Students by Birth Sex ...................................................................... 87
Hispanic Students ............................................................................................................ 88
Graduation Rates for Transfer Students: 3, 4, 5, and 6-year Trend Graphs
All Transfer Students ....................................................................................................... 89
by Birth Sex ...................................................................................................................... 90
Number of Graduates, Degrees Conferred, Majors, and Minors .................................................. 91
Number of Majors Awarded to Graduates by Program ................................................................. 92
Independent Majors ...................................................................................................................... 93
Teacher Preparation; Number of Students Certified in Education ................................................ 94
Summary of Graduates’ Majors with Concentrations (Five-Year Summary) ................................ 95
Majors Awarded to Graduates by Birth Sex (Five-Year Summary) .............................................. 96
Majors Awarded to Graduates by Birth Sex (Five-Year History) ................................................. 97
Majors Awarded to Graduates by Cohort Type (Five-Year Summary) ......................................... 98
Summary of Minors Awarded to Graduates (Five-Year Summary) .............................................. 99
Number of Minors Awarded to Graduates (Five-Year History) ..................................................... 100
Minors Awarded to Graduates by Birth Sex (Five-Year History) .................................................. 101

SPECIAL LEARNING OPPORTUNITIES (includes Highlights page)

Education Abroad (Description and Summary of Participants)..................................................... 102

Education Abroad: Countries/Regions organized by Continents: 5-year Summary ..................... 103
Academic Internships .................................................................................................................... 104
Center for Excellence in Learning through Service and the Service-Learning Program .............. 105
Undergraduate Research and Creative Projects Program ........................................................... 107
Entrepreneurship for the Public Good (EPG) Program ................................................................. 108

STUDENT LABOR (includes Highlights page)

Summary of Labor Contract Assignments for Primary Positions by Departmental Categories

and Work-Learning-Service (WLS) Classification Levels ................................................ 109
Labor Departments ....................................................................................................................... 110
Labor Program Work Scholarship Direct Pay Rates by WLS Classification Levels ..................... 112
The Student Labor Program: A Practical Education Program
Overall Student Labor Evaluation (SLE) Score Given by Labor Supervisors .................. 113
Labor Experience Evaluation (LEE) Results
Career Readiness Competencies ............................................................................. 114
Influence on Career Decision .................................................................................... 115
Understanding of the Program’s Contribution to the College’s Mission .................... 115
Job Satisfaction ......................................................................................................... 116
Job Support ............................................................................................................... 116
Evaluating the Importance of the Labor Experience ................................................. 116

iii
STUDENT COSTS

Cost of Attendance and Other Student Expenses ........................................................................ 117

Total Student Costs ....................................................................................................................... 118

STUDENT LIFE (includes Highlights page)

Registered Student Organizations, Academic Year 2023-24 ....................................................... 119

Black Cultural Center..................................................................................................................... 120
Residence Life ............................................................................................................................... 121
Office of Involvement and Engagement ........................................................................................ 123
Outdoor Adventure and Intramural Sports Participants ................................................................ 124

ALUMNI, COMMUNICATIONS AND PHILANTHROPY (includes Highlights page)

Alumni Executive Council .............................................................................................................. 125

Alumni by State and U.S. Territories (map) .................................................................................. 126
Alumni by Countries (Map) ............................................................................................................ 127
Alumni by Countries Organized by Continent ............................................................................... 128
Amount of Gifts by Constituent Categories ................................................................................... 129
Alumni Giving Summary ................................................................................................................ 130
Gifts by Designation, Fiscal Year 2021-22 and 2022-23 .............................................................. 131
Number of Donors ......................................................................................................................... 132
Source of Donations to Berea College .......................................................................................... 133

FINANCES (includes Highlights page)

Financial Highlights ....................................................................................................................... 134

Statements of Financial Position ................................................................................................... 135
Statements of Activities ................................................................................................................. 136
Ten-Year Summary of Market Values and Historical Book Values .............................................. 137
Asset Allocation of Long-Term Investments .................................................................................. 138
Fiscal Year 2023-2024 Operating Budget Highlights: Sources of Revenues Used for
Educational and General Purposes ................................................................................. 139
Current Operating Budget: Revenues and Expenditures............................................................. 140
Educational and General Budget Summary: Revenues and Expenditures ................................. 141
Educational and General Expenditures (Five-Year History) ......................................................... 142

FACILITIES, LIBRARY AND TECHNOLOGY RESOURCES (includes Highlights page)

Capital Construction Projects, 1983-2023 (Fifty-Year History) ..................................................... 143

Hutchins Library
Collections and Expenditures ................................................................................................. 144
Services .................................................................................................................................. 145
Special Collections and Archives............................................................................................ 146
Information Technology
Technology Infrastructure ....................................................................................................... 147
Supporting Institutional Effectiveness and Statistics .............................................................. 148
Supporting Student Success .................................................................................................. 149

SUSTAINABILITY (includes Highlights page)

Berea College Greenhouse Gas (GHG) Emissions:

Percentage Breakdowns by Category.............................................................................. 150
Per Person (Employees and Students) FTE .................................................................... 151
Per 1,000 Square Feet of Building Space ........................................................................ 151
Pounds of Waste Sent to the Landfill per Person (Employees and Students) ............................. 152
Percent of Solid Waste Diverted from the Landfill ........................................................................ 152
Natural Resources Highlights ........................................................................................................ 153

iv
General Information
• The Great Commitments of Berea College (Mission of the College)
• Workplace Expectations
• Accreditation
• Institutional Memberships
• Academic Information (Programs of Study)
• The Student Labor Program
• The Convocation Program
 THE GREAT COMMITMENTS OF BEREA COLLEGE

Berea College, founded by ardent abolitionists and radical reformers, continues today as an
educational institution still firmly rooted in its historic purpose “to promote the cause of Christ.”
Adherence to the College’s scriptural foundation, “God has made of one blood all peoples of the earth”
(Acts 17:26), shapes the College’s culture and programs so that students and staff alike can work
toward both personal goals and a vision of a world shaped by Christian values, such as the power of
love over hate, human dignity and equality, and peace with justice. This environment frees persons to
be active learners, workers, and servers as members of the academic community and as citizens of
the world. The Berea experience nurtures intellectual, physical, aesthetic, emotional, and spiritual
potentials and with those the power to make meaningful commitments and translate them into action.

To achieve this purpose, Berea College commits itself:

• To provide an educational opportunity for students of all races, primarily from Appalachia,
who have great promise and limited economic resources.

• To offer a high-quality liberal arts education that engages students as they pursue their
personal, academic, and professional goals.

• To stimulate understanding of the Christian faith and its many expressions and to emphasize
the Christian ethic and the motive of service to others.

• To promote learning and serving in community through the student Labor Program, honoring
the dignity and utility of all work, mental and manual, and taking pride in work well done.

• To assert the kinship of all people and to provide interracial education with a particular
emphasis on understanding and equality among blacks and whites as a foundation for
building community among all peoples of the earth.

• To create a democratic community dedicated to education and gender equality.

• To maintain a residential campus and to encourage in all community members a way of life
characterized by mindful and sustainable living, health and wellness, zest for learning, high
personal standards, and a concern for the welfare of others.

• To engage Appalachian communities, families, and students in partnership for mutual

learning, growth, and service.

For more details, please visit: www.berea.edu/the-great-commitments

First articulated in 1962, the Great Commitments represent the historic aims and purposes of Berea College
since its founding in 1855. The Great Commitments were originally adopted by the General Faculty and the
Board of Trustees in 1969; they were revised and similarly approved in 1993 and most recently in 2017.

1
 WORKPLACE EXPECTATIONS

The Workplace Expectations were adopted by the Administrative Committee in 1998 as

a means of articulating common expectations for work and learning at Berea College. As
a continuous learning environment built upon Berea’s Great Commitments and Common
Learning Goals, Berea College expects all workers “to be active learners, workers and
servers,” and seeks to be a place where the Christian values of human compassion,
dignity, and equality are expressed and lived. Faculty, staff and students comprise one
workforce at Berea, and all are charged with upholding these guiding principles:

Exhibit Enthusiasm for Learning: Striving to learn and to grow both

intellectually and personally so everyone is a learner, and everyone is a mentor.

Act With Integrity and Caring: Exhibiting honesty, trustworthiness, and

compassion in one’s work and relationships.

Value All People: Working to create an inclusive and respectful workplace that
models the Great Commitments and seeks to find the best in all people.

Work As a Team: Developing collaborative and team-oriented abilities that will

create a community of mutual respect, common vision, ad shared
accomplishments.

Serve Others: Nurturing a climate of excellence in service that is responsive to

others’ needs.

Encourage Plain and Sustainable Living: Promoting a sustainable way of life

through policies, procedures and practices in the workplace.

Celebrate Work Well Done: Striving for excellence in all aspects of work and
celebrating individual and collective accomplishments.

Source: Human Resources < www.berea.edu/human-resources/workplace-expectations>

Labor Program Office < www.berea.edu/labor-program-office/workplace-expectations>

2
 ACCREDITATION

Berea College is accredited by the Southern Association of Colleges and Schools

Commission on Colleges (SACSCOC) to award baccalaureate degrees. Berea College
also may offer credentials such as certificates and diplomas at approved degree levels.
Questions about the accreditation of Berea College may be directed in writing to the
Southern Association of Colleges and Schools Commission on Colleges at 1866
Southern Lane, Decatur, GA 30033-4097, by calling (404) 679-4500, or by using
information available on SACSCOC’s website (www.sacscoc.org).

The institutional policy of Berea College is to conform to all policy requirements of the
Southern Association of Colleges and Schools Commission on Colleges (SACSCOC).

The baccalaureate degree in the nursing department at Berea College is accredited by

the Commission on Collegiate Nursing Education (CCNE), 655 K Street NW, Suite 750,
Washington, DC 20001, 202-887-6791. The Kentucky Board of Nursing has granted the
Nursing program Approval status.

The College is also accredited by the National Council for the Accreditation of Teacher
Education (NCATE)/Council for the Accreditation of Educator Preparation (CAEP) for the
preparation of elementary, middle, and secondary school teachers with the bachelor’s
degree as the highest degree approved. Berea College is also accredited by the
Education Professional Standards Board of Kentucky.

Source: 2023-2024 College Catalog

<www.berea.edu/office-of-academic-affairs/institutional-accreditation-sacscoc>

3
 INSTITUTIONAL MEMBERSHIPS

Berea College is an institutional member of:

• American Association of Colleges for Teacher Education (AACTE)

• American Association of Colleges of Nursing (AACN)
• American Association of University Women (AAUW)
• American Automobile Association (AAA)
• American Bus Association
• American Chestnut Foundation
• American Council on Education (ACE)
• American Forest Foundation/American Tree Farm System
• American Institute of Chemical Engineers
• American Suffolk Horse Association
• Amigos Library Services
• Annapolis Group
• Appalachia Funders Network
• Appalachian College Association (ACA)
• Appalachian College Association Digital Library
• AsiaNetwork
• Association for the Advancement of Sustainability in Higher Education (AASHE)
• Association of American Colleges and Universities (AAC&U)
• Association of College and University Auditors (ACUA)
• Association of Governing Boards of Universities (AGB)
• Association of Independent Kentucky Colleges and Universities (AIKCU)
• Association of Independent Liberal Arts Colleges for Teacher Education (AILACTE)
• Association of Physical Plant Administrators (APPA)
• Association of Title IX Administrators (ATIXA)
• Audiovisual and Integrated Experience Association (AVIXA)
• Berea Chamber of Commerce
• Biomedical Research Alliance of New York (BRINY)
• Campus Safety, Health and Environmental Association (CSHEMA)
• College and University Professional Association for Human Resources (CUPA-HR)
• Commonwealth of Kentucky (KY Virtual Library)
• Community Farm Alliance (CFA)
• Consortium of Liberal Arts Colleges (CLAC)
• CoStar Group Inc.
• Council for Accreditation of Educator Preparation
• Council for Higher Education Accreditation (CHEA)
• Council for the Advancement and Support of Education (CASE)
• Council of Independent Colleges (CIC)
• Council on Library and Information Services
• Ebsco Subscriptions (Digital Library)
• Educause
• Elsevier (Digital Library)
• Forest Guild
• Historic Hotels of America/Preferred Hotel Group
• International Association of Campus Law Enforcement Administration (IACLEA)

Source: Office of the President, October 2023

4
Institutional Memberships, continued

• International Society of Arboriculture (ISA)

• Kentucky Academy of Science (KAS)
• Kentucky American Council on Education Women’s Network
• Kentucky Association of Colleges for Teacher Education (KACTE)
• Kentucky Campus Compact
• Kentucky Council of Postsecondary Education (CPE)
• Kentucky Guild of Artists and Craftsmen
• Kentucky Institute for International Studies (KIIS)
• Kentucky Travel Industry Association
• Kentucky Woodland Owners Association/ National Woodland Owners Association
• Liberal Arts Diversity Officers (LADO) Consortium
• Lyrasis (Online Computer Library Center – Solinet)
• Midwest Association for Student Employment Administrators (MASEA)
• National Association for College Activities (NACA)
• National Association of Clery Compliance Officers and Professionals
• National Association of College and University Attorneys (NACUA)
• National Association of College and University Business Officers (NACUBO)
• National Association of College Auxiliary Stores (NACAS)
• National Association of College Stores (NACS)
• National Association of Educational Procurement (NAEP)
• National Association of Independent Colleges and Universities (NAICU)
• National Center for Faculty Development and Diversity (NCFDD)
• National Collegiate Athletic Association (NCAA)
• National Consortium for Continuous Improvement (NCCI)
• National Fire Protection Association (NFPA)
• National Student Employment Administrators (NSEA)
• National Women’s Studies Association
• NASPA Student Affairs Administrators in Higher Education
• Oak Ridge Associated Universities (ORAU)
• Oberlin Group of Libraries
• Organic Association of Kentucky (OAK)
• Project Pericles, Inc.
• Richmond Chamber of Commerce
• Society of American Foresters
• Society of Human Resource Management (SHRM)
• Southern Association of Colleges and Schools Commission on Colleges (SACSCOC)
• Southern Highland Craft Guild
• Southern University Conference (SUC)
• The College Board
• The Tuition Exchange, Inc.
• Tuition Exchange Program, CIC
• University Risk Management and Insurance Association (URMIA)
• USA South Athletic Conference
• Work Colleges Consortium (WCC)

Source: Office of the President, October 2023

5
 ACADEMIC INFORMATION
Programs of Study

Berea College’s curriculum offers the advantage of interdisciplinary general study coupled with intensive
study within a major field (some of which have multiple concentrations). Berea operates on a two fifteen-
week term academic calendar consisting of required Fall and Spring terms. To maintain Satisfactory
Academic Progress, students normally enroll in four course credits in each of these terms. There are also
optional Summer opportunities to engage in study. Students may take between 0.25 and 3.25 credits during
Summer. One Berea course credit is equivalent to four semester hours (6 quarter hours).

Most degree programs require a minimum of 32 earned course credits; the Nursing Department typically
requires a minimum of 34 earned course credits.

Bachelor of Arts Degree Programs:

African and African American Studies Environmental Science Physics

Art and Art History French Political Science
Asian Studies German Psychology
Biology Health and Human Performance Sociology
Chemistry Health Studies Spanish
Child and Family Studies History Studies of Religions
Communication Mathematics and Spirituality
Computer and Information Science Music Theatre
Economics Peace and Social Justice Studies Women’s, Gender and
Education Studies Philosophy Sexuality Studies
English

Bachelor of Science Degree Programs:

Agriculture and Natural Resources Engineering Technologies and Applied Design

Business Administration Nursing
Engineering Physics

Independent majors are also available. These majors are designed by students who wish to pursue a field
of study that cannot be met through an established Berea College major program. See page 93 for recent
independent majors earned by graduates.

Teacher Preparation:
Berea College offers certification programs in Elementary Education (primary – grade 5); Middle Grades
Education with Teacher Certification in Science or Mathematics (grades 5-9); Secondary Education
(grades 8-12) programs in Biology, Chemistry, English, Mathematics, Physics, and Social Studies (with a
major in History); primary through grade 12 programs in Health, Physical Education, Instrumental Music, and
Vocal Music.

Minor Programs Offered:

African and African American Studies Creative Writing Music

Agriculture and Natural Resources Dance Peace and Social Justice Studies
Appalachian Studies Digital Media Philosophy
Art History Economics Physics
Art: Studio English Political Science
Asian Studies Environmental Science Sociology
Biology Film Production Spanish
Broadcast Journalism Forest Resource Management Studies of Religions and Spirituality
Business Administration French Sustainability and Environmental
Chemistry German Studies
Child and Family Studies Health Studies Theatre
Classical Studies History Women’s, Gender and
Communication Law, Ethics, and Society Sexuality Studies
Computer Science Mathematics

Source: 2023-2024 College Catalog

6
 THE STUDENT LABOR PROGRAM

The Student Labor Program originated in its earliest form at Berea College in 1859 and expanded to become
one of the College’s Great Commitments. The Labor Program provides economic, educational, social,
personal, and spiritual benefits to students and those served by their work.

The Labor Program is designed to serve the following purposes:

• Support the total educational program at Berea College through experiences providing the learning
of skills, responsibility, habits, attitudes, and processes associated with work;

• Provide and encourage opportunities for students to pay costs of board (meals), room, and related
educational expenses;

• Provide staff for College operations;

• Provide opportunities for service to the community and others through labor;

• Establish a lifestyle of doing and thinking, action and reflection, and serving and learning that
carries on beyond the college years.

Designed to serve these multiple purposes, the program reflects a unified vision of labor as student and
learning centered service to the College and broader community, and as necessary work well done. The
administration of the program is the responsibility of the Dean of Labor.

Labor assignments function very much like classes. Beginning at entry levels of work, students are expected
to progress to more skilled and responsible levels. Through these experiences, it is expected that student
workers will:

• develop good work habits and attitudes;

• gain an understanding of personal interests, skills, and limitations; and

• exercise creativity, problem-solving, and responsibility. Students also may learn the qualities of
leadership, standard setting, and effective supervision.

The Labor Program makes it possible for students to know each other as co-workers as well as classmates.
More importantly, linking the Academic and Labor programs establishes a pattern of learning through work
that continues long after college.

Source: 2023-2024 College Catalog

7
 THE CONVOCATION PROGRAM

A significant part of a student’s educational experience at Berea College is offered through lectures,
symposia, concerts, and the performing arts. These events present outstanding personalities who enliven
the intellectual, aesthetic, and religious life, and perform an important educational role. These Convocations
also provide common intellectual experiences for students, faculty, and staff leading toward the
establishment of a unified academic community.

Convocations are designed as a supplement to the curriculum, augmenting general education in regular
classes, bringing ideas of wide interest to all students, regardless of their focus of studies, and bringing
contemporary issues and personalities into the curriculum. The breadth of convocations offered during a
student’s academic career at Berea College provides a sampling of thoughts and personalities from a wide
spectrum of academic fields and the performing arts.

All full-time and part-time students are expected to attend Convocations each term of attendance at Berea
minus one (usually the last term of attendance). A grade of CA (Convocation 'A') is recorded for all students
who are marked as attending seven Convocations by the Convocations program. No more than eight CA
(Convocation 'A') grades may count towards the student's cumulative GPA. Convocation credit is only GPA
credit and does not count towards the total credits required for graduation. Exceptions are detailed below:

1. Students doing a Study Abroad term are exempt from the Convocation requirement during that
term.

2. Students engaged in student teaching are exempt from the Convocation requirement during that
term as well as during the preceding term (generally the student's 8th term).

NOTE: Participation in the Convocations program is not technically a degree requirement. Students are
expected to participate. A grade of CF (Convocations Fail) is recorded and averaged into a
student's GPA each term a student is expected to participate and is not marked in attendance for
seven or more Convocation events. A grade of CA (Convocations 'A'') is recorded otherwise and
averaged into the GPA.

Source: 2023-2024 College Catalog

Office of Convocations <www.berea.edu/convocations/>

8
Governance and Administration
• Board of Trustees
• Administrative Organization Chart
• Administrative Committee Members
• Academic Division Chairpersons, Department Chairpersons, and Directors
• Campus Governance
• Faculty Council and Committee Structure
 BOARD OF TRUSTEES

Vicki E. Allums Donna J. Dean William B. Richardson

Virginia West Virginia Kentucky

Cassie Chambers Armstrong Samantha Earp William L. Robbins

Kentucky Massachusetts California

Celeste P. Armstrong John E. Fleming Dennis R. Roop

Alabama Ohio Colorado

Charlotte F. Beason Michael D. Flowers Charles Ward Seabury, II

Kentucky West Virginia California

Vance Blade Yolanda Gallardo David E. Shelton

Kentucky Washington North Carolina

Anne Berry Bonnyman Scott M. Jenkins David B. Sloan

North Carolina Pennsylvania Kentucky

Joseph J. Bridy Glenn R. Jennings Tyler S. Thompson

New York Kentucky Kentucky

Stephen Campbell Shawn C.D. Johnson Megan Torres

Kentucky Massachusetts Virginia

David H. Chow Brenda W. Lane Rocky S. Tuan

Texas South Carolina Pennsylvania

Dwayne M. Compton Eugene Y. Lowe, Jr. Emmanuel A. Tuffuor

Kentucky Illinois Maryland

Charles D. Crowe Cheryl L. Nixon* Stephanie B. Zeigler

Tennessee President Connecticut

Bill Daugherty Miriam Pride

Kentucky Kentucky

Honorary Trustees

James E. Bartlett Nancy “Nana” Lampton Thomas W. Phillips

Massachusetts Kentucky Tennessee

Martin Coyle Elissa May-Plattner R. Elton White

California Kentucky Florida

M. Elizabeth Culbreth Harold L. Moses Dawneda Williams

North Carolina Tennessee Tennessee

William R. Gruver Betty Olinger Robert T. Yahng

Florida Kentucky California

Donna S. Hall Douglas M. Orr

Kentucky North Carolina

*President of the College

Source: Office of the President, February 2024

9
 Berea College Administrative Organization

Campus Life
College Businesses and Auxiliaries Alumni, Individual and Planned Philanthropy Student Leadership Development
Clubs and Organizations
College Visitor Center & Shoppe Local Governmental, Corporate, Foundation and Family Relations Student Ombudsman
Crossroads Complex Services
Forestry Outreach Center Community, and Philanthropic Operations Student Health
Counseling Services
Log House Craft Gallery Business Relations Berea Fund and Dental Services*
Public Safety
Visitor Engagement Sustainability Donor Experiences and Services Recreation and Intramurals
Administrative Operations Energy Management Prospect Management and Data Services
College Post Office Establishment of Goals, Marketing and Communications
Conference Services Assessment and Monitoring Publications & Media Relations Student Life Team
Continuous Improvement Services Curriculum Collaboration Photography, Videography, Digital Media Black Cultural Center Labor Program
Dining Service* Policies & Strategy Development Web Services Labor Departments
Ecovillage
Printing Services Associate Vice President for Espacio Cultural Latinx (ECL) Labor Allocations
Student Craft
Property and Resource Operations Human Resources Non-Traditional Students Labor Position Descriptions/Approval
Business and Property Development Building & Fire Code Compliance Student Payments
Residence Life & Housing
Capital Project Management Environmental Compliance Labor Systems Management
Commercial and Residential Rentals Human Resources Management & Admin. Training & Workplace Development
Vice President for Workplace Development
Facilities Management Policy Collection Management
Alumni, Vice President
Forest Management Regulatory Affairs Management
Communications for
Operational Risk Management Wellness Programming ViceMajor
President for and
and Planned Gifts
Philanthropy
Work Place Safety Compliance Foundations
Operations and and Student Life
Information Technology
Corporate Relations
Sustainability Dean of Labor Administration
Association for Teaching Black History in Kentucky
Customer Services
Diversity Initiatives Vice President for Diversity, Chief Information Enterprise Services
Title VII and Title IX Oversight Equity and Inclusion President Officer Information Security**
Disability and Accessibility Services
10

Network/Infrastructure Services
Dean of Faculty Vice President
Faculty Review Scientific Instrumentation Annual Budget Preparation
Vice for Finance
Faculty Hiring & Development and Electronic Repair Concessions/Vending
Oversight of Academic Provost President
for Strategic Endowment and Investment Oversight
Departments and Divisions
Professional Development Plan President Initiatives External Audits
Sabbatical Review Admissions Finance Office and Functions
Advising and Student Success Controller Financial Planning
Director of Academic Assessment Child Development Laboratory Estates/Trusts Financial Reports
Program-Level Assessment College Farm and Farm Store General Accounting Accounts Payable
Associate Provost of Student Learning Curriculum Oversight and Support Purchasing Tax Reporting
Centers: Regional Accreditation Related to Entrepreneurship for the Public Debt Management Cash Management
bell hooks Center Academic Programs Good Program (EPG) Insurance
Carter G. Woodson Center Program Reviews Institutional Research
for Interracial Education Collaboration with OIRA Boone Tavern Hotel*
& Assessment (OIRA)
Center for Excellence in Campus Christian Center
Institutional Review Board BereaCorps Program
Learning through Service Legal Affairs and
Internships and Brushy Fork Leadership Institute
Center for Teaching and Learning Secretary of the Board
Career Development
Francis & Louise Hutchins Center Internal Audit Government Grant Services
Mellon Grants
for International Education General Counsel Grow Appalachia
Open Education Resources
Loyal Jones Appalachian Center Institutional Risk Management MACP Oversight
Registrar
Convocations
SACSCOC Liaison Educational Talent Search
General Education
Seabury Center
Hutchins Library
Student Financial Aid Services
Launch Week
Student Success and Transition
Undergraduate Research and
Creative Projects Athletics Appalachian Fund
*External Provider **Dual Reports to Legal Affairs Source: The President’s Office (11/6/23)
 ADMINISTRATIVE COMMITTEE MEMBERS

The Administrative Committee is responsible to the Board of Trustees and the

President of the College for matters of finance, physical properties, and internal
management of the College. Members of the committee oversee all
instructional and operating departments of the institution.

Cheryl Nixon
President

Scott Steele
Provost

Jeff Amburgey
Vice President for Finance

Gus Gerassimides
Interim Vice President for Student Life

Chad Berry
Vice President for Alumni, Communications and Philanthropy

Phillip Logsdon
Chief Information Officer

Dwayne Mack
Vice President for Diversity, Equity and Inclusion

Collis Robinson
Dean of Labor

Matt Saderholm
Dean of Faculty

Derrick Singleton
Vice President of Operations and Sustainability

Teri Thompson
Vice President for Strategic Initiatives

Source: Office of the President, September 2023

11
 ACADEMIC DIVISION CHAIRS, DEPARTMENT CHAIRS, AND DIRECTORS
ACADEMIC YEAR 2023-2024

Division I
Chairperson: Mary Robert Garrett
Department Chairperson Director
Biology Roy Scudder-Davis
Chemistry Anes Kovacevic
Mathematics Kristen Barnard Developmental Mathematics:
Nursing Lisa Turner (Fall) Teri Thesing
Monica Kennison (Spring)
Physics Troy Messina Planetarium : Jon Saderholm

Division II
Chairperson: Sarah Hall
Department Chairperson Director
Agriculture and Natural Resources Quinn Baptiste Farm : Janet Meyer
Computer Science Scott Heggen
Economics and Business Nancy Sowers
Engineering Technologies and Applied Design Gary Mahoney
Sustainability and Environmental Studies Nancy Gift (Fall)
Mary Parr (Spring)

Division III
Chairperson: Neil Mecham
Department Chairperson Director
Child and Family Studies Katrina Rivers Thompson Child Development Lab:
Cindy McGaha
Health and Human Performance A. J. Mortara Dance : Nashwa Cahill
Psychology Ian Norris
Sociology Andrea Woodward

Division IV
Chairperson: Verlaine McDonald
Department Chairperson Director
Communication Jacob Dickerson
English Beth Crachiolo
Foreign Language Jeane Hoch (Fall)
Rick Meadows (Spring)
Music Xiangtang Hong
Theatre Deborah Martin Theatre: Ami Shupe

Division V
Chairperson: Eric Pearson
Department Chairperson Director
Art and Art History Kevin Gardner Visual Arts: Ashley Elston
Asian Studies Gordon Gray
History Rob Foster
Philosophy Jim Butler
Political Science John Heyrman

Division VI
Chairperson: Dan Huck
Department Chairperson
African and African American Studies José Pimienta-Bey
Appalachian Studies Bobby Starnes
Education Studies Nicholas Hartlep
Peace and Social Justice Studies Jason Strange
Studies of Religions and Spirituality Duane Smith
Women’s, Gender and Sexuality Studies M. Shadee Malaklou

Source: Office of Academic Affairs, August 2023

12
 CAMPUS GOVERNANCE

The campus governance structure allows for inclusion and participation at various levels for all
employees of the College. Avenues for participation in decision-making include: communication and
sharing information, consultation, voice, and vote.

All non-student employees are members of the General Faculty and are eligible for committee service.
Due to the size of the General Faculty, the General Assembly, a smaller body of representatives, serves
as the voting body.

The General Assembly concerns itself with nonacademic affairs affecting the general welfare of the
College and the fulfillment of its purposes. Within its purview are those matters not restricted to the
College Faculty Assembly, including the labor program, financial aid, extracurricular activities, student
conduct, residence hall life, College calendar, campus environment, some strategic planning initiatives,
and the general working circumstances for staff.

The College Faculty Assembly acts on both academic program matters and recommendations dealing
with College Faculty personnel policies.

The Staff Forum, consisting of all non-student employees except those who are members of the College
Faculty, provides an opportunity for staff to identify and address issues relevant to staff and to be
involved in, and informed of, discussions of major issues shaping the College’s future. It serves in an
advisory capacity to administrators and decision-making bodies.

The Student Government Association (SGA) represents the interests of all students and appoints
student representatives to most College committees. Student Government representatives also serve
on the General Assembly.

General Assembly and College Faculty Assembly Memberships

Academic Year 2023-2024

Memberships

General Assembly 287 members

NOTE: The General Assembly includes all members

of the College Faculty Assembly.

College Faculty Assembly 149 members

Source: Faculty Manual, August 2023

Executive Council, September 2023

13
 FACULTY COUNCIL AND COMMITTEE STRUCTURE

The College and General Faculties are organized to conduct their affairs primarily through five program
councils and their subordinate committees. Each of these councils is responsible to either the College
Faculty Assembly or General Assembly, and any recommendations for substantive changes in policy
are subject to approval by one or the other body. The councils are: Academic Program, Faculty Status,
Labor Program, Strategic Planning, and Student Life. Coordinating and overseeing all elements of the
structure is an Executive Council. The functions and composition of the Executive Council and the five
program councils and their related committees are described below.

EXECUTIVE COUNCIL (EC)

The Executive Council coordinates the efforts of the various program councils and is generally
responsible for the effective functioning of campus governance.

Faculty Assemblies Chair

The Faculty Assemblies Chair presides at meetings of the College Faculty and General
Assemblies.

Faculty Secretary
The Faculty Secretary is the recorder of official proceedings of the College Faculty Assembly and
the General Assembly meetings.

Awards Committee
The Awards Committee solicits nominations from the College community for honorary degree and
Berea College Service Award candidates. After reviewing the nominations, it recommends
candidates for approval by the appropriate bodies.

Committee for Socially Responsible Investing

The Committee for Socially Responsible Investing is charged with helping to understand and
develop investment strategies in light of the Great Commitments.

Sustainability Committee
The Sustainability Committee advises, monitors, and reports on sustainability goals, progress,
opportunities and initiatives.

ACADEMIC PROGRAM COUNCIL (APC)

The Academic Program Council has comprehensive responsibility for the academic program, with
specific responsibilities for curriculum planning, continual review of current programs, policy
development, and general supervision of practices, requirements, and services affecting academic
affairs.

Athletic Affairs Committee

The Athletic Affairs Committee has within its purview both intercollegiate and student activity
clubs involved in athletic competition.

Committee on General Education (COGE)

The Committee on General Education, guided by the aims of the General Education curriculum, is
charged with acting as the steering committee for the General Education curriculum.

Source: Faculty Manual, August 2023

14
Faculty Council and Committee Structure (continued)

Academic Program Council (APC), continued

Convocation Committee
The Convocation Committee is primarily concerned with annual program planning. It selects
events and presentations that advance the College's educational purpose and enriches the life
of the campus and community.

Student Admissions and Academic Standing Committee (SAAS)

The Student Admissions and Academic Standing Committee monitors current policies and
practices with regard to admission, scholarship, probation and suspension, and formulates
policy recommendations.

Teacher Preparation Accountability Committee (TPAC)

The Teacher Preparation Accountability Committee engages in curriculum development,
reviews applications for the teacher education program and student teaching, and serves as
liaison between the teacher education program, the college community, and school partners.

FACULTY STATUS COUNCIL (FSC)

The Faculty Status Council deals with questions of faculty status. The Council is responsible for
policy review and recommendation to the College Faculty Assembly on College Faculty personnel
matters.

LABOR PROGRAM COUNCIL (LPC)

The Labor Program Council has as its principal concern interpreting and applying the vision for the
Student Labor Program.

STRATEGIC PLANNING COUNCIL (SPC)

The Strategic Planning Council conducts continuous planning for institutional change based on the
mission of the College, interpreted in light of opportunities and constraints created by changing
internal and external circumstances.

STUDENT LIFE COUNCIL (SLC)

The Student Life Council develops policy with respect to rules for student conduct, and policy for
nonacademic aspects of campus life affecting students.

Source: Faculty Manual, August 2023

15
Faculty Council and Committee Structure (continued)

ADDITIONAL STANDING COMMITTEES AND OTHER RESPONSIBILITES

Accessibility Advisory Committee
The Accessibility Advisory Committee advises the President and the Administrative Committee on
accessibility-related issues, analyzes campus policies and procedures pertaining to compliance with
applicable federal and state mandates, and promotes the awareness of accessibility issues across
the campus.
Administrative Committee (see page 11 for a list of members)
The Administrative Committee is responsible to the Board of Trustees and the President of the
College for matters of finance, physical properties, and internal management of the College. All
instructional and operating departments of the institution are organized under a member of this
committee.
Benefits Committee
The Benefits Committee serves as an advisory body to the Administrative Committee and the
Budget Committee in the matter of employee benefits plans.
Budget Committee
The Budget Committee serves as an advisory body to the President in the preparation of the
annual budget.
Campus Conduct Hearing Board (CCHB)
The Hearing Board serves as a pool of persons from which panels are selected to hold formal
hearings on matters presented to it. For staff hearings, these matters may include individual
complaints of discrimination, sexual harassment, or other employment-related grievances which
apply to all employees of the College. For students, the Board hears all suspendable nonacademic
cases of student misconduct, including violations of the Student Conduct Regulations and
misconduct arising from the student labor program or financial aid programs.
Division Council
The Division Council serves as an advisory body to assist the Dean of Faculty on all matters
pertaining to the academic division. The Council meets regularly with the Dean of Faculty to discuss,
identify, inform, and recommend policies and decisions.
Enrollment Policies Committee (EPC)
The Enrollment Policies Committee is primarily concerned with matters of enrollment management
and related procedural matters. It sets goals each year for freshman, transfer, and returning student
admissions, monitors retention and graduation rates, rules on student requests for leaves of
absence, and coordinates planning among the offices represented on the Committee. This
committee also ensures quality of education offered through consortial relationships.
Faculty Advisors to the Student Government Association
The Faculty Advisors to the Student Government Association provide guidance in the development
of policies, practices, and other procedures that pertain to the student body.
Faculty Appeals Committee
The Committee hears appeals of tenure and promotion recommendations, cases involving
termination for cause of tenured members of the faculty, and cases involving alleged violation of
academic freedom.
Faculty Liaison to the Board of Trustees
The Faculty Liaison to the Board of Trustees attends the meetings of the full Board, participating
with voice but not vote. The Faculty Liaison reports on the Board meetings to the College Faculty
Assembly and General Assembly.
Safety Committee
The Safety Committee is responsible for coordinating and directing safety efforts on campus.
Staff Liaison to the Board of Trustees
The Staff Liaison to the Board of Trustees attends the meetings of the full Board, participating with
voice but not vote. The Staff Liaison reports on the Board meetings to the Staff Forum and General
Assembly.

Source: Faculty Manual, August 2023

16
Faculty and Staff
• Highlights
• Teaching Faculty by:
o Rank, Status, and Student-to-Faculty Ratio
o Length of Service at Berea by Birth Sex
o Alumni Status
o Ethnic and Racial Breakdowns
o Age
• Full-Time Faculty Average Salaries by Rank and Birth Sex
• Characteristics of Full-Time Faculty by Division and Department: Birth Sex, Terminal Degree, and
Tenure Status
• Average Dollars for Faculty Development per Full-Time Faculty Member
• Comparative Data for Berea College's Benchmark Schools
• Average Faculty Salaries for Berea College's Benchmarks
• Average Faculty Salaries for Berea College and Its Benchmarks: Five-Year History
• Seabury Award for Excellence in Teaching
• Paul C. Hager Excellence in Advising Award
• Number of Berea College Employees
• Full- and Part-Time Staff by:
o Length of Service by Birth Sex
o Age by Birth Sex
o Ethnic and Racial Breakdowns
o Alumni Status
• Number of Full- and Part-Time Staff by Funding Status (Internal vs. External)
• Labor Supervisor of the Year Award
• Elizabeth Perry Miles Award for Community Service
• Anna Murch Hutchins Award for Staff Excellence
 Faculty and Staff Highlights
Fall 2023
NOTE: Definitions of all categories can be found here.

Full-Time Faculty 136 Total Staff 465

10% are Alumni 36% are Alumni

Breakdown Average Age

Ethnicity Faculty Staff Faculty: 51 Staff: 43
Hispanic/Latino/Spanish Origin 4% 3%
Race Faculty Staff
American Indian/Alaska Native 1% 1% Faculty Staff

Asian 10% 1% Female Female

Black/African American 10% 9% 54% 60%
Native Hawaiian/Other Pacific 0% 0%
Islander
White 74% 82% Male Male
Two or more races 2% 4% 46%
Unknown 4% 4% 40%

NOTE: U.S Nonresidents (International) are included in the breakdowns above. There were six Based on birth sex.
faculty and three staff U.S. Nonresidents.

Number of Employees by Faculty Status

Length of Service Terminal Degree Tenured
0 to 5 Years 48
267
26
6 to 10 Years 91 87% 52%
11 to 20 Years 32
63
20
21 to 30 Years 32 Student-to-Faculty Ratio (9/1)
10
Over 30 Years 12
Faculty Staff

Office of Institutional Research and Assessment www.berea.edu/ira

 NUMBER OF TEACHING FACULTY BY RANK AND STATUS

Academic Year Academic Year

2022 – 2023 2023 – 2024

Tenure Appointments* 124 119

Full-time Teaching Appointments** 131 136

Professor ( 30 ) ( 29 )
Associate ( 60 ) ( 58 )
Assistant ( 36 ) ( 43 )
Instructor ( 5) ( 6)

Full-time employees with faculty status who teach part time 12 9

Part-time faculty on a continuing appointment 8 7
Full-time employees without faculty status who teach part time 15 20
Adjunct faculty 29 28
Full-Time Equated (FTE) 161 165

Student/Faculty Ratio*** (FTE) 8/1 9/1

*Includes all tenure-track and tenured faculty, including one individual teaching less than full-time in 2023-2024,
and thirteen administrators in 2023-2024; there were thirteen administrators and one individual teaching less
than full-time in 2022-2023.
**Includes only full-time teaching faculty, both tenure- and non-tenure-track positions.
***Ratio is calculated by dividing the FTE Student Enrollment by the FTE Faculty.

Definitions as codified by the Academic Vice President and Dean of the Faculty, October 2015:
• Full-time faculty: Generally, those with faculty status who teach 3 or more course credits annually
who have additional full-time responsibilities.

• Full-time employees with faculty status who teach part time: Generally, these are administrators
with faculty status who teach less than 3 credits annually.

• Part-time faculty on a continuing appointment.

• Full-time employees without faculty status who teach part time: These are employees who teach
an occasional class.

• Adjunct faculty: These are faculty on a temporary appointment.

Source: Office of Academic Affairs, October 2023

17
 FULL-TIME TEACHING FACULTY* LENGTH OF SERVICE AT BEREA
BY BIRTH SEX

Academic Year 2023 – 2024

Male Female Total

0 to 5 years 19 29 48
6 to 10 years 13 13 26
11 to 20 years 15 17 32
21 to 30 years 11 9 20
Over 30 years 5 5 10

TOTAL 63 73 136

__________________________________________________________________

FULL-TIME TEACHING FACULTY*

BY ALUMNI** STATUS

Academic Year Academic Year

2022 – 2023 2022 – 2023

Full-Time Teaching Faculty* 131 136

Number of Alumni** 11 13
Graduated from Berea College ( 10 ) ( 12 )
Attended Berea ( 0) ( 0)
Honorary Alumni*** ( 1) ( 1)

*Includes only full-time faculty whose duties are primarily teaching. Does not include sabbatical replacements.
**Alumni includes graduates as well as anyone who received academic credit from Berea College.
***Awarded to non-alumni in recognition of their outstanding service to and demonstrated loyal interest in Berea
College. Approved by the Alumni Executive Council.

Source: Office of Academic Affairs, October 2023

Advancement Services Office, October 2023

18
 FULL-TIME TEACHING FACULTY* BY ETHNIC AND RACIAL BREAKDOWNS

Fall 2022 Fall 2023

Ethnicity Breakdown for Full-Time Faculty
Hispanic or Latino or Spanish Origin 7 5.3% 6 4.4%
Not Hispanic or Latino or Spanish Origin 111 84.7% 115 84.6%
Chose not to respond 13 9.9% 15 11.0%
_______________________________________________________________________________________________________________________________

Racial Breakdown for Full-Time Faculty

Chose not to respond (race unknown) 4 3.1% 5 3.7%
American Indian or Alaska Native 1 0.8% 1 0.7%
Asian 9 6.9% 13 9.6%
Black or African American 13 9.9% 13 9.6%
19

Native Hawaiian or Other Pacific Islander 0 0.0% 0 0.0%

White 101 77.1% 101 74.3%
Two or more races indicated 3 2.3% 3 2.2%
Black/African American and White (1) (1)
American Indian/Alaska Native and White (2) (2)

131 100% 136 100%

NOTE: All employees are asked to provide ethnic breakdown (Hispanic or not) AND then to choose one or more race. U.S. Nonresidents
(International) are included in the breakdowns above. For Fall 2022, there were three U.S. Nonresidents and six in Fall 2023.

*Includes only full-time faculty whose duties are primarily teaching. Does not include sabbatical replacements.

Source: Office of Academic Affairs, October 2023

 FULL-TIME TEACHING FACULTY* BY AGE

2014-2015 2015-2016 2016-2017 2017-2018 2018-2019

Age** N % N % N % N % N %
Younger than 25 years old 0 (0%) 0 (0%) 0 (0%) 0 (0%) 0 (0%)
25-29 years old 1 (1%) 1 (1%) 1 (1%) 0 (0%) 1 (1%)
30-39 years old 27 (20%) 24 (18%) 24 (18%) 22 (16%) 26 (19%)
40-49 years old 34 (26%) 41 (31%) 45 (31%) 41 (30%) 38 (28%)
50-59 years old 35 (27%) 31 (23%) 31 (23%) 38 (28%) 41 (30%)
60-69 years old 32 (24%) 33 (25%) 34 (25%) 31 (23%) 26 (19%)
Older than 69 years old 3 (2%) 3 (2%) 3 (2%) 4 (3%) 5 (4%)

TOTAL 132 (100%) 133 (100%) 138 (100%) 136 (100%) 137 (100%)
Average: 51 50 51 51 51

_________________________________________________________________________________________________________________

2019-2020 2020-2021 2021-2022 2022-2023 2023-2024

20

Age** N % N % N % N % N %
Younger than 25 years old 0 (0%) 0 (0%) 0 (0%) 0 (0%) 0 (0%)
25-29 years old 1 (1%) 2 (1%) 3 (2%) 3 (2%) 4 (3%)
30-39 years old 24 (17%) 21 (15%) 16 (12%) 16 (12%) 23 (17%)
40-49 years old 40 (29%) 41 (30%) 41 (29%) 37 (28%) 35 (26%)
50-59 years old 42 (30%) 42 (30%) 43 (31%) 39 (30%) 36 (26%)
60-69 years old 27 (19%) 27 (20%) 29 (21%) 28 (21%) 31 (23%)
Older than 69 years old 5 (4%) 5 (4%) 7 (5%) 8 (6%) 7 (5%)

TOTAL 139 (100%) 138 (100%) 139 (100%) 131 (100%) 136 (100%)
Average: 51 51 51 51 51

*Includes only full-time faculty whose duties are primarily teaching. Does not include sabbatical replacements.
**Age as of September 1 of the Academic Year.

Source: Office of Academic Affairs, October 2023

 FULL-TIME FACULTY* AVERAGE SALARIES BY RANK AND BIRTH SEX

Academic Year 2023-2024

Male Female Total

Rank Number Mean Median Number Mean Median Number Mean Median

Professor 12 $103,200 $102,700 17 $103,800 $106,200 29 $103,500 $106,100

Associate Prof. 32 $79,700 $79,300 26 $79,200 $76,800 58 $77,700 $78,100

Assistant Prof. 16 $67,300 $65,300 27 $68,400 $66,900 43 $68,000 $66,400

Instructor** 3 3 6 $60,800 $59,500

21

ALL RANKS 63 $81,600 $78,000 73 $80,200 $75,100 136 $80,800 $76,900

*Includes only full-time faculty whose duties are primarily teaching. Does not include sabbatical replacements.
**Because of the small number of "Instructors," salary figures are not provided for this rank by birth sex to ensure privacy; however, they are
included in the "All Ranks" salary averages.

Source: Office of Academic Affairs, October 2023

 CHARACTERISTICS OF FULL-TIME FACULTY* BY DIVISION AND DEPARTMENT:
BIRTH SEX, TERMINAL DEGREE, AND TENURE STATUS

Academic Year 2023 – 2024

Birth Sex Terminal Degree Tenured

Division/Department M F T N (%) N (%)
Biology 3 4 7 7 (100%) 6 (86%)
Chemistry 2 4 6 5 (83%) 2 (33%)
Mathematics 4 4 8 5 (63%) 2 (25%)
Nursing 0 4 4 3 (75%) 2 (50%)
Physics 2 1 3 3 (100%) 3 (100%)
DIVISION I TOTAL 11 17 28 23 (82%) 15 (54%)

Agriculture and Natural Resources 2 2 4 4 (100%) 4 (100%)

Business Administration 4 2 6 5 (83%) 2 (33%)
Computer and Information Science 2 3 5 4 (80%) 3 (60%)
Economics 1 2 3 3 (100%) 2 (67%)
Engineering Technologies and
Applied Design 3 1 4 3 (75%) 2 (50%)
Sustainability and Environmental Studies 0 1 1 1 (100%) 1 (100%)
DIVISION II TOTAL 12 11 23 20 (87%) 14 (61%)

Child and Family Studies 2 2 4 4 (100%) 3 (75%)

Health and Human Performance 4 6 10 6 (60%) 3 (30%)
Psychology 0 3 3 2 (67%) 1 (33%)
Sociology 0 3 3 3 (100%) 3 (100%)
Appointed to Division; no Department 1 0 1 1 (100%) 1 (100%)
DIVISION III TOTAL 7 14 21 16 (76%) 11 (52%)

Communication 1 3 4 3 (75%) 2 (50%)

English 1 4 5 4 (80%) 1 (20%)
Foreign Languages 4 3 7 6 (86%) 5 (71%)
Music 4 3 7 6 (86%) 1 (14%)
Theatre 1 2 3 3 (100%) 2 (67%)
Appointed to Division; no Department 1 1 2 1 (50%) 1 (50%)
DIVISION IV TOTAL 12 16 28 23 (82%) 12 (43%)

Art 3 3 6 6 (100%) 4 (67%)

Asian Studies** 1 0 1 1 (100%) 1 (100%)
History 2 2 4 4 (100%) 2 (50%)
Philosophy 3 0 3 3 (100%) 2 (67%)
Political Science 2 1 3 3 (100%) 2 (67%)
Appointed to Division; no Department 1 0 1 1 (100%) 0 (0%)
DIVISION V TOTAL 12 6 18 18 (100%) 11 (61%)

African and African American Studies 1 1 2 2 (100%) 1 (50%)

Appalachian Studies 2 1 3 3 (100%) 1 (33%)
Education Studies 1 4 5 5 (100%) 4 (80%)
Peace and Social Justice Studies 0 2 2 2 (100%) 0 (0%)
Studies of Religions and Spirituality 2 1 3 3 (100%) 1 (33%)
Women’s, Gender, and Sexuality Studies 1 0 1 1 (100%) 0 (0%)
Appointed to Division; no Department 2 0 2 2 (100%) 1 (50%)
DIVISION VI TOTAL 9 9 18 18 (100%) 8 (44%)

TOTAL 63 73 136 118 (87%) 71 (52%)

*Includes only full-time faculty whose duties are primarily teaching. Does not include sabbatical replacements, but does include faculty in
non-tenure track positions. Joint appointments are listed in only one program.
**Faculty in this department have a full-time faculty appointment in another department; faculty are only counted in one department so
headcount is not duplicated.

NOTE: Under the Birth Sex column, the following abbreviations are used: M = Male, F = Female, and T = Total of
Males and Females.

Source: Office of Academic Affairs, October 2023

22
 AVERAGE DOLLARS FOR FACULTY DEVELOPMENT PER
FULL-TIME FACULTY MEMBER

Fiscal Year Fiscal Year Fiscal Year Fiscal Year Fiscal Year
2018-2019 2019-2020 2020-2021 2021-2022 2022-2023

Professional Travel, Dues, Seminars

and Courses

Total Dollars Spent on Faculty Development $425,304 $396,915 $188,874 $286,490 $270,105
Number of Faculty Receiving Funds 137 139 138 139 131

Percent of Total Full-Time Faculty 100% 100% 100% 100% 100%

Average Total Dollars per Full-Time Faculty $3,104 $2,661 $1,364 $2,061 $2,062
23

Sabbatical Leave (Includes Full and Two-Thirds Year Leaves)

Total Dollars Spent on Faculty Sabbaticals $969,731 $783,096 $801,692 $1,443,970 $969,860
Number of Faculty on Paid Sabbatical 15 12 11 17 15
Average Total Dollars per Faculty on Sabbatical $64,649 $65,258 $72,881 $84,939 $64,657

Percent of Total Full-Time Faculty 10.5% 8.6% 8.0% 12.2% 11.5%

Total Number of Full-Time Faculty 137 139 138 139 131

Source: Office of Academic Affairs, October 2023

 AVERAGE FACULTY SALARIES* FOR BEREA COLLEGE AND ITS BENCHMARKS
(Salary in thousands of dollars)

Academic Years

2018-19 2019-20 2020-21 2021-22 2022-23

PROFESSOR

Berea's mean 92.6 92.8 93.6 96.7 102.5

Benchmark group mean (excludes Berea) 100.3 100.9 99.8 99.9 104.5
Benchmark group median (includes Berea) 94.6 96.2 94.8 96.7 98.4

Berea's rank among its benchmarks 15/27 18/27 17/27 14/27 13/27

ASSOCIATE PROFESSOR

Berea's mean 74.1 74.9 74.2 74.6 78.0

Benchmark group mean (excludes Berea) 78.8 79.9 78.7 80.5 82.7
Benchmark group median (includes Berea) 75.4 76.9 75.9 77.3 78.3

Berea's rank among its benchmarks 17/27 17/27 16/27 18/27 16/27

ASSISTANT PROFESSOR

Berea's mean 60.0 62.0 62.1 62.2 64.2

Benchmark group mean (excludes Berea) 65.6 66.7 66.8 67.5 69.7
Benchmark group median (includes Berea) 62.2 62.7 62.9 63.6 64.5

Berea's rank among its benchmarks 17/27 17/27 15/27 16/27 19/27

*Includes only full-time faculty whose duties are primarily teaching. Does not include sabbatical replacements, but
does include faculty in non-tenure track positions.

Definitions:

Benchmark group mean – Represents the group mean excluding Berea College. See page 24 for an alphabetical
list of Berea's Benchmark institutions.

Benchmark group median – Represents the group median including Berea College. See page 24 for an
alphabetical list of Berea’s Benchmark institutions.

Berea's rank among its benchmarks – Berea College seeks to have its mean salaries by rank achieve
approximately the mid-point in the Benchmark list. This translates roughly to a rank of 14 out of 27 schools.

Source: Office of the Academic Affairs, October 2023

American Association of University Professors (AAUP)

26
 THE SEABURY AWARD FOR EXCELLENCE IN TEACHING

The Seabury Award for Excellence in Teaching has been presented annually to outstanding Berea College
faculty since 1961. The Award, which was made possible through the generosity of the Charles Ward
Seabury family, is a cash award presented at Commencement each year. The recipient of the award is
selected each year by a committee, composed of the last six recipients of the award, the students who will
receive the Wood Achievement Award at the same Commencement, and by the Dean of the Faculty. The
Seabury Award carries with it great prestige as the highest honor an active faculty member may receive
from the College.

The Seabury Award Committee annually invites students and faculty to nominate persons to receive this
recognition. The nominations take the form of a letter addressing why the nominee would be a worthy
recipient. The nominations give attention to the following considerations:

• The teacher's enthusiasm for his or her subject and the teacher's capacity to stimulate students'
interest in that subject.
• The teacher's effectiveness in helping students move toward greater intellectual and personal
maturity.
• The teacher's engagement in scholarly and creative activities in his or her discipline, or in cross-
disciplinary study.
• The teacher's willingness to be involved, socially and intellectually, with students outside the
classroom and in College activities.

In choosing a person to be honored, the Committee over the years has given relatively little weight to the
number of nominations an individual receives in a given year. More important than many nominations is a
thoughtful description of a person's accomplishments as a teacher and an explanation why special
recognition is deserved. Petitions or letters of nomination signed by more than one person are not
considered.

Recipients of the Seabury Award for Excellence in Teaching

Names of current Berea College faculty members are italicized.

Dorothy Weeden Tredennick 1962 John Fletcher White 1976 Thomas A. Boyd 2000
Gerrit Levey 1962 Mary Louise Pross 1977 Richard D. Sears 2001
Marian Kingman 1963 Robert Ward Pearson 1978 Laura A. Crawford 2002
Robert Gordon Menefee 1963 John Seelye Bolin 1979 Walter E. Hyleck 2003
Charlotte P. Ludlum 1964 Michael Rivage-Seul 1980 Andrew Baskin 2004
William E. Newbolt 1964 Jonas Patterson Shugars 1981 Amer Lahamer 2005
Virginia Ruth Woods 1965 Philip Schmidt 1982 Dawn Anderson 2006
George Gilbert Roberts 1965 Larry K. Blair 1983 Gary Mahoney 2007
Maureen Faulkner 1966 Richard Barnes 1984 Ron Rosen 2008
Kristjan Sulev Kogerma 1966 Marlene Waller 1985 Janice Blythe 2009
Herschel Lester Hull 1967 Smith T. Powell 1986 Barbara Wade 2010
Frank Junior Wray 1967 John Wallhausser 1987 Robert Suder 2011
Jerome William Hughes 1968 Stephen C. Bolster 1988 Ed McCormack 2012
Thomas Reed Beebe 1968 Robert J. Schneider 1989 Sandra Bolster 2013
Louise Moore Scrivner 1969 Ralph Stinebrickner 1990 Kathryn Akural 2014
John Douglas Chrisman 1969 Jeanne M. Hoch 1991 Jill Bouma 2015
Cornelius Gregory Di Teresa 1970 Dean Warren Lambert 1992 Kathy Bullock 2016
Franklin Bryan Gailey 1970 Ralph L. Thompson 1993 Michael Berheide 2017
Thomas McRoberts Kreider 1971 Eugene T. Chao 1994 Megan Hoffman 2018
William John Schafer 1971 John E. Courter 1995 Robert Hoag 2019
Robert Jerry Lewis 1972 Paul David Nelson 1996 Sarah Blank 2020
Stephen Scott Boyce 1972 L. Eugene Startzman 1997 Fred de Rosset 2021
Thomas David Strickler 1973 Donald Hudson 1998 Verlaine McDonald 2022
Martha Wylie Pride 1974 Dorothy Hopkins Schnare 1999 Dan Huck 2023
Glen H. Stassen 1975

Source: Office of Academic Affairs, August 2023

27
 THE PAUL C. HAGER EXCELLENCE IN ADVISING AWARD

The Paul C. Hager Excellence in Advising Award is given annually at the May Commencement
to a person who is an academic advisor and is also a member of the College or General
Faculties. The award is named in honor of Paul C. Hager, emeritus administrator and
professor (1962-1997), who supervised the advising process at Berea College during the last
part of the twentieth century. The guidelines for the award are published annually in early
spring, at which time students and faculty are asked to submit nominations for confidential
consideration. The Award Selection Committee consists of the two most recent award
winners, with assistance from the Provost.

Recipients of the Paul C. Hager Excellence in Advising Award

Names of current Berea College faculty members are italicized.

James Gage 1993 Katrina Rivers Thompson 2009

Oliver Keels 1994 Ed McCormack 2009
Dorothy Schnare 1995 Fred de Rosset 2010
Carolyn Orr 1996 Billy Wooten 2011
Paul C. Hager 1997 Wayne Tolliver 2012
Martie Kazura 1998 Paul Smithson 2013
Megan Hoffman 1999 Robert Foster 2014
Meighan Sharp 2000 Mary Robert Garrett 2015
Don Hudson 2001 Andrew Baskin 2016
Barbara Wade 2002 Sarah Blank 2017
Dawn Anderson 2003 Sandy Williams 2018
Janice Blythe 2004 Chris Green 2019
Patricia Isaacs 2005 Lisa Kriner 2020
Michael Panciera 2006 Kennaria Brown 2021
David Porter 2007 Ron Rosen 2022
Ralph Thompson 2008 Dan Huck 2023

Source: Office of Academic Affairs, August 2023

28
 NUMBER OF BEREA COLLEGE EMPLOYEES
ACADEMIC YEARS 2019-20 THROUGH 2023-24

1000

900 613 622

603
800

700
616 636

600

500
29

400

300

200

100

0
2019-20 2020-21 2021-22 2022-23* 2023-24*
Full-Time Faculty 139 138 139 131 136
Part-Time Faculty 8 5 5 8 7
Adjunt Faculty 19 20 22 29 28
Full-Time Staff 645 668 615 417 447
Part-Time Staff 42 37 33 31 18
*Staff from Partners for Education (PFE) are not included as they are transitioning to a separate organization; no longer a part of Berea College.

NOTE: Part-time faculty are those on a continuing appointment. Staff includes internally and externally funded; also included are tenured faculty
members and tenure-track faculty members who are currently holding administrative positions and professional librarians with faculty status.

Compiled by the Office of Institutional Research and Assessment, November 2023

 FULL- AND PART-TIME STAFF*
BY LENGTH OF SERVICE BY BIRTH SEX

As of November 1, 2022 As of November 1, 2023

Male Female Total Male Female Total

5 years or less 105 148 253 105 162 267

6 to 10 years 33 58 91 33 58 91
11 to 20 years 22 34 56 23 40 63
21 to 30 years 21 12 33 20 12 32
Over 30 years 6 9 15 6 6 12

TOTAL 187 261 448 187 278 465

__________________________________________________________________

FULL- AND PART-TIME STAFF*

BY AGE BY BIRTH SEX
As of November 1, 2022 As of November 1, 2023

Male Female Total Male Female Total

Younger than 25 years old 13 27 40 15 28 43

25-29 years old 23 30 53 16 32 48
30-39 years old 51 68 119 49 73 122
40-49 years old 37 44 81 42 54 96
50-59 years old 35 54 89 39 58 97
60-69 years old 24 34 58 23 30 53
Older than 69 years 4 4 8 3 3 6

TOTAL 187 261 448 187 278 465

Average Age: 43 43

*Includes all staff; both internally and externally funded (see page 32 for definitions of funding statuses). Also includes
tenured faculty members (2022-23:10; 2023-24:10) and tenure-track faculty members (2022-23: 3; 2023-24: 3) who
are currently holding administrative positions, and professional librarians with faculty status (2022-23: 9; 2023-24: 9).

NOTE: Temporary employees are not included in these tables.

Compiled by the Office of Institutional Research and Assessment from data provided by Human Resources,
November 2023

30
 FULL- AND PART-TIME STAFF*
BY ETHNIC AND RACIAL BREAKDOWNS

As of Nov. 1, 2022 As of Nov. 1, 2023

Hispanic or Latino or Spanish Origin 19 (4.2%) 16 (3.4%)
______________________________________________________________________________

American Indian or Alaska Native 0 (0.0%) 3 (0.6%)

Asian 7 (1.2%) 5 (1.1%)
Black or African American 37 (8.3%) 40 (8.6%)
Native Hawaiian or Other Pacific Islander 1 (0.2%) 0 (0.0%)
Two or more races 16 (3.6%) 18 (3.9%)
White 377 (84.2%) 382 (82.2%)
Chose not to respond (race unknown) 10 (2.2%) 17 (3.7%)
TOTAL 448 (100.0%) 465 (100.0%)

NOTE: All employees are asked to provide ethnic breakdown (Hispanic or not) AND then to choose one
or more race. U.S. Nonresidents (International) are included in the breakdowns above. For 2022, there
were five U.S. Nonresidents, and for 2023, there were three U.S. Nonresidents.

*Includes all staff; both internally and externally funded (see page 32 for definitions of funding statuses). Also includes
tenured faculty members (2022-23:10; 2023-24:10) and tenure-track faculty members (2022-23: 3; 2023-24: 3) who
are currently holding administrative positions, and professional librarians with faculty status (2022-23: 9; 2023-24: 9).

FULL- AND PART-TIME STAFF*

BY ALUMNI** STATUS

As of Nov. 1, 2022____ As of Nov. 1, 2023

Number of Staff* 448 465
Number of Alumni** 176 167
Graduated from Berea College ( 161 ) ( 159 )
Attended Berea ( 8) (4)
Honorary Alumni*** ( 7) (4)

*Includes all staff; both internally and externally funded (see page 32 for definitions of funding statuses). Also includes
tenured faculty members (2022-23:10; 2023-24:10) and tenure-track faculty members (2022-23: 3; 2023-24: 3) who
are currently holding administrative positions, and professional librarians with faculty status (2022-23: 9; 2023-24: 9).
**Alumni includes graduates as well as anyone who received academic credit from Berea College.
***Awarded to non-alumni in recognition of their outstanding service to and demonstrated loyal interest in Berea College.
Approved by the Alumni Executive Council.

NOTE: Temporary employees are not included in these tables.

Compiled by the Office of Institutional Research and Assessment from data provided by Human Resources and the
Advancement Services Office, November 2023

31
 NUMBER OF STAFF*
BY FUNDING STATUS (INTERNAL VS. EXTERNAL)

500 Internally Funded Externally Funded

450 447

400 389

350

300

250

200

150

100
56
50
18
0
As of November 1, 2022 As of November 1, 2023 As of November 1, 2022 As of November 1, 2023
Part-Time 31 82 0 2
Full-Time 358 365 56 16

*Includes all staff; both internally and externally funded (see page 32 for definitions of funding statuses). Also includes
tenured faculty members (2022-23:10; 2023-24:10) and tenure-track faculty members (2022-23: 3; 2023-24: 3) who
are currently holding administrative positions, and professional librarians with faculty status (2022-23: 9; 2023-24: 9).

NOTES: Temporary employees are not included in these tables.

As of November 2022, three staff were funded with both internal and external funds.

Definitions of Funding Status:

External: Positions that are funded by external sources such as federal grants and external trusts.

Internal: Positions that are funded by College resources (e.g., endowment spendable return, Berea Fund, and
other unrestricted sources).

Compiled by the Office of Institutional Research and Assessment from data provided by Human Resources, November
2023

32
 THE LABOR SUPERVISOR OF THE YEAR AWARD

Members of the student body are asked to submit recommendations for the Outstanding Labor Supervisor
on campus. Because departments vary in the number of students an individual (faculty/staff) may be asked
to supervise, more than one award may be appropriate. Provided there are enough nominations submitted,
there may be up to three labor supervisors of the year selected. The Award Selection Committee consists
of five to seven individuals (faculty/staff) from within the campus community. The award(s) will be presented
in the form of gift certificates and plaques.

Recipients of the Labor Supervisor of the Year Award

Names of current Berea College faculty and/or staff members are italicized.

Janet Tronc 2005 Clara Chapman 2013

Deloris Coleman 2006 Adam Mullikin 2014

Linda Reynolds 2006 Larky Kim Crawford 2015

Loretta Reynolds 2007 Amanda Peach 2016

Dave Porter 2008 Joan Pauly 2017

Larky Kim Crawford 2008 Bob Harned 2018

Sandy Wells 2009 Kye Anderson 2019

Leslie Kaylor 2009 Joan Pauly 2020

Anthony Basham 2010 (Supervising 1-15 students) Erin Miller 2021

Larky Kim Crawford 2010 (Supervising 16-30 students) Kevin Willis 2022

Jeanette Davidson 2010 (Supervising 31+ students) Jedidiah Radosevich 2022

Bob Harned 2011 Sandy Carringer 2023

David Slinker 2012

Source: Labor Program Office, September 2023

33
 ELIZABETH PERRY MILES AWARD FOR COMMUNITY SERVICE
Curtis W. Miles of Chagrin Falls, Ohio, made a gift to establish the Elizabeth Perry Miles Award for
Community Service to be given annually to a member of the Berea College General Faculty. The
recipient is selected by the Executive Council from nominees submitted by members of the General
Faculty or from community groups. Current members of the Executive Council are not eligible to receive
this award.

The following are guidelines for the award:

• Recipients will be from the Berea College General Faculty.
• The award will be given only for significant contributions.
• The award is for community service with the area that Berea serves, including service on
boards, committees, volunteer groups, in community development, individual service to
others, or any other work which enhances community life.
• The community service must be above and beyond the nominee’s usual job.
• No one may receive the award more than once in three years.
• The award will consist of a suitable plaque and a monetary award.
• The identity of the winner will not be made known until the time of the presentation at
Commencement in May.

Recipients of the Elizabeth Perry Miles Award for Community Service

Names of current Berea College faculty and/or staff members are italicized.

Tom Boyd 1991 Theresa Lowder 2008

Betty Olinger 1992 Mary Ann Shupe 2009
Carol Lamm 1993 Melissa Osborne 2010
William Stolte 1994 Miriam David 2011
Joan Moore 1995 Joe Bagnoli 2012
Peter Hille 1996 Cheyenne Olson 2013
John Cook 1997 Richard Olson 2013
Randy Osborne 1998 Michelle Tooley 2014
Lee Morris 1999 Ellen Burke 2015
Virgil Burnside 2000 Meta Mendel Reyes 2016
Brenda Hosley 2001 Michael Morris 2017
Andrew Baskin 2002 Yolanda Carter 2018
Betty Hibler 2003 Jackie Burnside 2019
Barbara Power 2004 Andrea Woodward 2020
Fred de Rosset 2005 Ashley Cochrane 2021
John Courter 2006 Kennaria Brown 2022
Nancy Ryan 2007 Peter Hackbert 2023

Source: Office of Academic Affairs, August 2023

34
 ANNA MURCH HUTCHINS AWARD FOR STAFF EXCELLENCE

The Anna Murch Hutchins Award for Staff Excellence is named in honor of Anna Murch Hutchins, the wife
of the fifth President of Berea College. Mrs. Hutchins’ reputation at the College was one of quiet devotion
and service. Alongside her husband, she served the community selflessly from 1920 to 1938. In her own
way, Anna prioritized the needs of college staff. She was known for her thoughtfulness, impeccable
character, and generosity as the First Lady of Berea College and, later, as the mother of President Francis
Hutchins. She committed to regular acts of kindness across campus, often seeking out the overlooked
members of the College community to offer flowers or a homecooked meal. The warmth she extended to
all members of the Berea community reflected the egalitarian ideals of Berea’s motto, “God has made of
one blood all peoples of the earth.” This award honors staff members who best exemplify the values held
dear by Mrs. Hutchins.

The recipient, who must be a permanent staff employee, is selected by the Staff Forum Advisory Committee
from nominees submitted by faculty and staff. The award will consist of a suitable plaque and a monetary
award.

Recipients of the Anna Murch Hutchins Award for Staff Excellence

Names of current staff members are italicized.

Anthony Basham 2021

Bev Cook 2022

Susan Vaughn 2023

Source: Staff Forum, September 2023

35
Admissions
• First-Year Student Highlights
• Transfer Student Highlights
• Admissions Territory Categories (Map and Explanation)
• Admissions Territory (List of Counties)
• First-Year Students: Applied, Accepted, and Enrolled
o All Students
o by Birth Sex
o by Territory
• First-Year Students from Kentucky
• African-American First-Year Students
• Hispanic First-Year Students
• First-Year Students from Appalachian Regional Commission (ARC) Counties and from At-Risk
and Distressed Appalachian Counties
• Mean ACT Composite Scores (includes National and Kentucky comparisons)
• Mean SAT Scores (includes National and Kentucky comparisons)
• First-Year Students Ranked in the Top One-Fifth of their High School Class:
o All, by Birth Sex, by Cohort Type
• First-Year Students Assigned to Developmental Mathematics Courses
• Financial Need of Entering First-Year Students (Federal Pell Grant Recipients)
• First-Year Student Enrollment Trends, 2014-2023
o by Birth Sex
o by Cohort Type
o by Territory
• Transfer Students: Applied, Accepted, and Enrolled
o All Students
o by Birth Sex
• Fall Term Transfer Student Enrollment Trends, 2014-2023
o by Birth Sex
o by Territory
 First-Year Student Highlights
Fall 2023
(N = 413)
NOTE: Definitions of all categories can be found here.
Academic Preparation
Required at least one developmental
mathematics course 43%
182 Ranked in the top fifth of their
high school class 44%
from
Kentucky
Average high school GPA
3.53
Financial Qualifications

Pell Grant 95%

Recipients
413 students enrolled from...
31 States 66% In-Territory Domestic Students
2 U.S. Territories Appalachian Regional 56%
with $0
39% Commission (ARC) Counties Expected Family
30 Countries At-Risk and Distressed ARC
Contribution
24%
Counties

Enrollment Characteristics First

Female Generation
Domestic Student Breakdowns: (Based on birth sex (Status is known for 92%
response on application) of class.)
Ethnicity:
Hispanic/Latino/Spanish Origin 16% F-1 Home-
57% International 45% schooled
Race:
American Indian/Alaska Native 2% 8% 2%
Asian 4%
Black/African American 22%
Native Hawaiian/Other Pacific Islander 0.2% Gender Identity
(Based on student responses on
White 50% the admission application)
Two or more races 12%
Female 40% Transgender (Female to Male) 1%
Male 29% Transgender (Male to Female) 0.2%
NOTE: 31% of first-year students chose Black or African
No Response 23% Gender nonconforming 2%
American alone or in combination with another race.
Genderqueer/Non-Bianry 5% Self-prescribed gender identity 0.2%

Office of Institutional Research and Assessment www.berea.edu/ira

 Transfer Student Highlights
Fall 2023
(N = 52)
NOTE: Definitions of all categories can be found here.
Academic Preparation
Mean Transfer GPA 3.38

Required at least one developmental

31 mathematics course 56%

from Junior /Senior Classification
Kentucky 19%

Freshman
31%

Sophomore
50%

52 students enrolled from...

Financial Qualifications
14 States 73% In-Territory 92%
Pell Grant Recipients
0 U.S. Territories Appalachian Regional
48% Commission (ARC) Counties
1 Country Domestic Students
22% At-Risk and Distressed ARC 69% with $0 Expected Family
Counties Contribution

Enrollment Characteristics
52% Domestic Student Breakdowns:
Female Ethnicity:
Gender Identity
(Based on birth sex response on application)
Hispanic/Latino/Spanish Origin 14%
2% Race: (Based on student responses on
the admission application)

F-1 International American Indian/Alaska Native 0% Female 38%

Asian 0% Male 35%
34% Black/African American 15% No Response 19%
Native Hawaiian/Other Pacific Islander 2% Genderqueer/Non-Binary 2%
First Generation White 69% Transgender (Female to Male) 2%
(Status is known for 96% of class.)
Two or more races 6% Agender 2%
31% NOTE: 21% of first-year students chose Black or African
Intersex 2%

KCTCS Transfer American alone or in combination with another race.

Transgender (Male to Female) 0%
Self-prescribed gender identity 0%
(Kentucky Community and
Technical College Sysytem)

Office of Institutional Research and Assessment www.berea.edu/ira

 ADMISSIONS TERRITORY CATEGORIES

Berea College students are characterized at term of entry by one of three "geographical" categories.
They are:

• In-Territory: Students who come from much of the Appalachian region and all of Kentucky
within the blue area in the map below. In-Territory also includes permanent residents (a non-
citizen who has formally established residency in the United States) and refugees who reside
in the territory. (See pages 37-38 for a list of counties by state).

• Out-of-Territory: Students who come from outside the In-Territory area, including U.S.
Citizens living in foreign countries. Out-of-Territory also includes permanent residents (a
non-citizen who has formally established residency in the U.S.) and refugees who reside out
of the territory.

• F-1 International: Students who are not U.S. Citizens, permanent residents, or refugees, and
are attending the college under an F-1 visa issued by the U.S. Department of State.

The Appalachian Regional Commission (ARC) Area, as defined in ARC's authorizing legislation, is a
205,000-square-mile region that follows the spine of the Appalachian Mountains from southern New York
to northern Mississippi. It includes all of West Virginia and parts of 12 other states: Alabama, Georgia,
Kentucky, Maryland, Mississippi, New York, North Carolina, Ohio, Pennsylvania, South Carolina,
Tennessee, and Virginia. Forty-two percent of the Region's population is rural, compared with 20 percent
of the national population. The Region includes 420 counties in 13 states and is home to more than
25 million people.

36
 ADMISSIONS TERRITORY

ALABAMA KENTUCKY KENTUCKY KENTUCKY OHIO

Blount Bourbon** Jessamine* Scott** Adams**
Calhoun Boyd Johnson Shelby** Athens**
Cherokee Boyle* Kenton** Simpson** Brown**
Cullman Bracken* Knott Spencer** Clermont**
DeKalb Breathitt Knox Taylor* Gallia**
Etowah Breckenridge** Larue** Todd** Hamilton***
Jackson Bullitt** Laurel Trigg** Highland**
Jefferson Butler** Lawrence Trimble** Hocking**
Limestone Caldwell** Lee Union** Jackson**
Madison Calloway** Leslie Warren** Lawrence**
Marshall Campbell** Letcher Washington** Meigs**
Morgan Carlisle** Lewis Wayne Monroe**
St. Clair Carroll** Lincoln Webster** Morgan**
Shelby Carter Livingston** Whitley Noble**
Talladega Casey Logan** Wolfe Perry**
Christian** Lyon** Woodford** Pike**
GEORGIA Clark* McCracken** Ross**
Bartow Clay McCreary NORTH CAROLINA Scioto**
Catoosa Clinton McLean** Alexander Vinton**
Chattooga Crittenden** Madison Alleghany Washington**
Cherokee Cumberland Magoffin Ashe
Dade Daviess** Marion* Avery SOUTH CAROLINA
Dawson Edmonson** Marshall** Buncombe Cherokee
Fannin Elliott Martin Burke Greenville
Floyd Estill Mason* Caldwell Oconee
Forsyth Fayette** Meade** Cherokee Pickens
Gilmer Fleming* Menifee Clay Spartanburg
Gordon Floyd Mercer* Graham
Habersham Franklin** Metcalfe* Haywood
Lumpkin Fulton** Monroe* Henderson
Murray Gallatin** Montgomery* Jackson
Pickens Garrard Morgan McDowell
Rabun Grant** Muhlenburg** Macon
Towns Graves** Nelson** Madison
Union Grayson** Nicholas* Mitchell
Walker Green* Ohio** Polk
White Greenup Oldham** Rutherford
Whitfield Hancock** Owen** Stokes
Hardin** Owsley Surry
KENTUCKY Harlan Pendleton** Swain
Adair Harrison** Perry Transylvania
Allen** Hart** Pike Wautaga
Anderson** Henderson** Powell Wilkes
Ballard** Henry** Pulaski Yancey
Barren** Hickman** Robertson*
Bath Hopkins** Rockcastle
Bell Jackson Rowan
Boone** Jefferson** Russell

*Counties added in 1976

**Counties added in 1978
***County added in 1996 (Hamilton County, Ohio)

Source: Admissions Office

37
Admissions Territory (continued)
TENNESSEE TENNESSEE VIRGINIA WEST VIRGINIA
Anderson Putnam Roanoke Raleigh
Bedford**** Rhea Rockbridge Randolph
Bledsoe Roane Rockingham Ritchie*
Blount Robertson**** Russell Roane*
Bradley Rutherford**** Scott Summers
Campbell Scott Shenandoah Taylor*
Cannon**** Sequatchie Smyth Tucker
Carter Sevier Tazewell Tyler*
Cheatham**** Smith Warren Upshur*
Claiborne Sullivan Washington Wayne
Clay Sumner**** Wise Webster
Cocke Trousdale**** Wythe Wirt*
Coffee**** Unicoi Wood*
Cumberland Union WEST VIRGINIA Wyoming
Davidson**** VanBuren Barbour*
DeKalb Warren Boone
Dickson**** Washington Braxton*
Fentress Wayne**** Cabell*
Franklin**** White Calhoun*
Giles**** Williamson**** Clay*
Grainger Wilson**** Doddridge*
Greene Fayette
Grundy VIRGINIA Gilmer*
Hamblen Alleghany Grant TAKEN OUT
Hamilton Amherst Greenbrier OF TERRITORY
Hancock Augusta Hampshire IN 1976
Hawkins Bath Hardy
Hickman**** Bedford Harrison*
Jackson Bland Jackson* Alabama
Jefferson Botetourt Jefferson Clay
Johnson Buchanan Kanawha* Cleburne
Knox Carroll Lewis* Fayette
Lawrence**** Clarke Lincoln Franklin
Lewis**** Craig Logan Marion
Lincoln**** Dickenson McDowell Walker
Loudon Floyd Marion* Winston
McMinn Franklin Mason*
Macon Frederick Mercer
Marion Giles Mineral Virginia
Marshall**** Grayson Mingo Greene
Maury**** Highland Monongalia* Madison
Meigs Lee Monroe Rappahannock
Monroe Loudoun** Nicholas
Moore**** Montgomery Pendleton
Morgan Nelson Pleasants*
Overton Page Pocahontas
Pickett Patrick Preston*
Polk Pulaski Putnam

*Counties added in 1976

**Counties added in 1978
***County added in 1996 (Hamilton County, Ohio)
****Counties added (Tennessee) in 2017 (The entering class of 2018 was the first class recruited from these
counties.)

Source: Admissions Office

38
 FIRST-YEAR STUDENTS:
APPLICATIONS, ACCEPTED, AND ENROLLED

Submitted Completed
Applications Applications Accepted Enrolled
Fall % of Completed % of
Term N N N Applications N Accepted

2014 4,060 1,649 555 34% 416 75%

2015 3,953 1,637 597 37 432 72
2016 4,130 1,744 572 33 418 73
2017 4,961 1,712 600 35 432 72
2018 4,967 1,576 602 38 438 73
2019 5,183 1,966 595 30 413 69
2020 5,010 1,857 612 33 294 48
2021 3,753 1,736 577 33 338 59
2022 4,546 2,217 545 25 352 65
2023 5,375 2,073 678 33 413 61

NUMBER OF FIRST-YEAR STUDENTS

450 432 432 438

416 418 413 413
400
352
350 338

294
300

250

200

150

100

50

0
2014 2015 2016 2017 2018 2019 2020 2021 2022 2023
Entering Fall Term

Source: Annual editions of the First-Year Students’ Class Profile

39
 FIRST-YEAR STUDENTS BY BIRTH SEX:
APPLICATIONS, ACCEPTED AND ENROLLED

Males

Submitted Completed
Applications Applications Accepted Enrolled
Fall % of Completed % of
Term N N N Applications N Accepted

2014 1,571 695 239 34% 179 75%

2015 1,461 694 268 39 195 73
2016 1,414 690 240 35 181 75
2017 1,697 666 252 38 195 77
2018 1,617 626 246 39 187 76
2019 1,792 802 250 31 186 74
2020 1,643 716 243 34 109 45
2021 1,365 727 237 33 137 58
2022 1,691 922 203 22 137 67
2023 1,979 937 272 29 177 65

Females

Submitted Completed
Applications Applications Accepted Enrolled
Fall % of Completed % of
Term N N N Applications N Accepted

2014 2,492 953 316 33% 237 75%

2015 2,482 941 329 35 237 72
2016 2,712 1,051 332 32 257 77
2017 3,256 1,044 348 33 257 68
2018 3,345 949 356 38 251 71
2019 3,390 1,163 345 30 227 66
2020 3,365 1,141 369 32 185 50
2021 2,387 1,009 340 34 201 59
2022 2,855 1,295 342 26 215 63
2023 3,396 1,136 406 36 236 58

NOTE: Birth sex was unknown for submitted/completed applications as indicated here; 2014: 7/1; 2015:
10/2; 2016:4/3; 2017: 8/2; 2018: 5/1; 2019:1/1; 2020: 2/0 2021:1/0

Source: Annual editions of the First-Year Students’ Class Profile

40
 FIRST-YEAR STUDENTS BY TERRITORY
APPLICATIONS, ACCEPTED, AND ENROLLED

IN-TERRITORY*

Submitted Completed
Applications Applications Accepted Enrolled
Fall % of Completed % of
Term N N N Applications N Accepted

2014 2,289 833 407 49% 321 79%

2015 2,301 839 447 53 336 75
2016 2,697 932 435 47 326 75
2017 3,075 929 446 48 320 72
2018 3,124 848 425 50 304 72
2019 3,012 960 397 41 293 74
2020 2,960 959 448 47 246 55
2021 2,003 765 362 47 215 59
2022 2,236 785 363 46 242 67
2023 1,950 753 446 59 271 61

OUT-OF-TERRITORY

Submitted Completed
Applications Applications Accepted Enrolled
Fall % of Completed % of
Term N N N Applications N Accepted

2014 1,059 336 108 32% 68 63%

2015 995 294 112 38 65 58
2016 861 243 102 42 63 62
2017 1,215 269 125 46 88 70
2018 1,225 256 149 58 109 73
2019 1,459 431 162 38 90 56
2020 1,363 327 123 38 47 38
2021 1,057 424 194 46 107 55
2022 1,031 354 148 42 86 58
2023 949 323 187 58 109 58

F-1 INTERNATIONAL**

Submitted Completed
Applications Applications Accepted Enrolled
Fall % of Completed % of
Term N N N Applications N Accepted

2014 709 480 40 8% 27 68%

2015 697 504 38 8 31 82
2016 572 569 35 6 29 82
2017 671 514 29 6 24 83
2018 618 472 28 6 25 89
2019 712 575 36 6 30 83
2020 687 571 41 7 1 2
2021 693 547 21 4 16 76
2022 1,279 1,078 34 3 24 71
2023 2,476 997 45 5 33 73

*Beginning in 2018, In-Territory includes an additional 22 counties in Tennessee. See page 38 for details.
**The category "F-1 International" does not include all students who come to the College from other countries or with
substantial international experience. For example, "permanent residents" who may be asylees or refugees are counted as "In-
Territory" or "Out-of-Territory" rather than "F-1 International" depending on residence at the time of application. These
students are eligible for federal financial aid that F-1 International students cannot legally receive.

Source: Annual editions of the First-Year Students’ Class Profile

41
 FIRST-YEAR STUDENTS FROM KENTUCKY
Kentucky Percent Kentucky
Fall Total First-Year First-Year First-Year
Term Students Students Students of Total

2014 416 195 46.8%

2015 432 194 44.9
2016 418 203 48.6
2017 432 192 44.4
2018 438 172 39.3
2019 413 173 41.9
2020 294 161 54.8
2021 338 131 38.8
2022 352 159 45.2
2023 413 182 44.1

_________________________________________________________________________

AFRICAN-AMERICAN* FIRST-YEAR STUDENTS

Percent
Fall Total First-Year African-American* African American*
Term Students First-Year Students First-Year Students of Total

2014 416 96 23.1%

2015 432 90 20.8
2016 418 97 23.2
2017 432 105 24.3
2018 438 123 28.1
2019 413 103 24.9
2020 294 69 23.5
2021 338 97 28.7
2022 352 96 27.3
2023 413 126 30.5

*Based on the number of domestic students who identified themselves as “Black or African American” alone or
in combination with another race.
____________________________________________________________________________________
HISPANIC** FIRST-YEAR STUDENTS
Percent
Fall Total First-Year Hispanic** Hispanic** of Total
Term Students First-Year Students First-Year Students

2014 416 40 9.6%

2015 432 49 11.3
2016 418 50 12.0
2017 432 52 12.0
2018 438 50 11.4
2019 413 53 12.8
2020 294 54 18.4
2021 338 47 13.9
2022 352 58 16.5
2023 413 64 15.5

**Based on the number of domestic students who identified themselves as “Hispanic or Latino or of
Spanish Origin.”

Source: Annual editions of the First-Year Students’ Class Profile

42
 FIRST-YEAR STUDENTS
FROM APPALACHIAN REGIONAL COMMISSION (ARC) COUNTIES AND
AT-RISK AND DISTRESSED APPALACHIAN COUNTIES*

White Males
Students from from At-Risk
Percent At-Risk and Percent and Percent
Students from of Total Distressed of Total Distressed of Total
Fall Total First-Year ARC First-Year Appalachian First-Year Appalachian First-Year
Term Students Counties Students Counties* Students Counties* Students

2014 416 204 49.0% 98 23.6% 38 9.1%

2015 432 224 51.9 108 25.0 40 9.3
2016 418 210 50.2 103 24.6 49 11.7
2017 432 212 49.1 102 23.6 44 10.2
2018 438 203 46.3 101 23.1 43 9.8
2019 413 184 44.6 86 20.8 35 8.5
2020 294 147 50.0 69 23.5 17 5.8
2021 338 140 41.4 63 18.6 24 7.1
2022 352 133 37.8 62 17.6 19 5.4
2023 413 162 39.2 92 22.3 28 6.8

*These are designations given to Appalachian counties from the Appalachian Regional Commission (ARC). Distressed counties are the most
economically-depressed counties. They rank in the worst 10% of the nation’s counties. At-Risk counties are those at risk of becoming economically
distressed. They rank between the worst 10-25% of the nation’s counties.

NOTE: The Appalachian Regional Commission (ARC) Area, as defined in ARC's authorizing legislation, is a 205,000-square-mile region that follows the
spine of the Appalachian Mountains from southern New York to northern Mississippi. It includes all of West Virginia and parts of 12 other states: Alabama,
Georgia, Kentucky, Maryland, Mississippi, New York, North Carolina, Ohio, Pennsylvania, South Carolina, Tennessee, and Virginia. Forty-two percent of
the Region's population is rural, compared with 20 percent of the national population. The Region includes 420 counties in 13 states and is home to more
than 25 million people.

To learn more about how Berea serves Appalachian students, please visit the Loyal Jones Appalachian Center website at:
www.berea.edu/appalachian-center/

Source: Office of Institutional Research and Assessment, October 2023

 MEAN ACT COMPOSITE SCORES

Berea’s First-Year Students National/Kentucky Comparisons

Mean Scores Mean Scores
Number of First-Year
Fall Students* who All Birth Sex
Term Submitted ACT** Students Males Females National Kentucky

2014 344 24.4 24.4 24.4 21.0 19.9

2015 360 24.3 24.9 23.9 21.0 20.0
2016 365 24.5 24.5 24.6 20.8 20.0
2017 380 24.4 24.3 24.5 21.0 20.0
2018 362 24.9 24.8 25.0 21.0 20.0
2019 329 25.1 25.1 25.1 20.8 20.2
2020 256 24.3 24.4 24.3 20.7 19.8
2021 157 25.2 25.4 25.1 20.7 19.8
2022 141 24.9 25.4 24.5 20.3 19.2
2023 81 25.4 24.7 25.8 19.8 18.6

*Beginning In Fall Term 2021, less than 50% of Berea College first-year students submitted ACT
scores. Prior to Fall Term 2021, that percentage was between 75 - 85%.
**Submitting ACT scores was optional beginning in Fall Term 2021. Data on this page are for those
students whose test scores were used in the Admissions decision.

MEAN ACT COMPOSITE SCORES:

Berea College, National, and Kentucky
36
34
32
30
28
26
24
22
20
18
16
14
12
10
8
6
4
2
0
2014 2015 2016 2017 2018 2019 2020 2021 2022 2023

Berea National Kentucky

Source: Annual editions of the First-Year Students’ Class Profile

44
 MEAN SAT SCORES:
READING AND WRITING; MATHEMATICS

Berea’s First-Year Students National and Kentucky Comparisons

Mean Scores Mean Scores
Number of First-Year
Fall Students who Reading and Writing and Reading and Writing* Mathematics Writing and Language*
Term Submitted SAT** Writing* Mathematics Language* National KY National KY National KY

2014 56 554 571 548 497 585 513 584 487 572
2015 59 590 565 559 495 588 511 587 484 574
2016 41 546 562 553 494 604 508 599 482 586
2017 44 547 554 530 494 604 508 599 482 586
2018 68 553 570 538 533 631 527 616 not available
2019 62 606 590 not applicable 536 630 531 618 not applicable
2020 38 593 583 not applicable 531 620 528 612 not applicable
45

2021 26 607 605 not applicable 523 609 528 598 not applicable
2022 28 623 595 not applicable 533 616 528 603 not applicable
2023 24 632 613 not applicable 529 618 521 600 not applicable

*Prior to 2019, the SAT categories were “Critical Reading,” “Mathematics,” and “Writing and Language.”
**Submitting SAT scores was optional beginning in Fall Term 2021. Data on this page are for those students whose test scores were used in the
Admissions decision.

NOTES: Approximately 5 – 10% of Berea College first-year students submit SAT scores.
SAT section means are on a scale from 200 to 800.

Source: Annual editions of the First-Year Students’ Class Profile

 FIRST-YEAR STUDENTS RANKED IN THE TOP ONE-FIFTH OF THEIR HIGH SCHOOL CLASS
ALL FIRST-YEAR STUDENTS, BY BIRTH SEX AND COHORT TYPE

100%
100% Males By Birth Sex
90%
All First-Year Students Females
90%
80% 80%
69%
70% 63% 70% 66%
59% 59% 63%
60% 55% 60% 53% 51%
50% 44% 50% 45%
42%
40% 40% 33%
30% 30%
20% 20%

10% 10%

0% 0%
2019 2020 2021 2022 2023 2020 2021 2022 2023

By Cohort Type
46

100% African-Americans*
90% Other Domestic Students

80%
68%
70% 61%
58% 58% 60%
60% 54%
49% 50%
50% 46%
43%
40%
30%
20%
10%
0%
2019 2020 2021 2022 2023

*Based on domestic students who identified themselves as “Black or African American” alone or in combination with another race.

NOTE: Approximately 80 – 85% of first-year students come from high schools where rank in class is reported. International students are not included in the
graphs above.

Source: Annual editions of First-Year Students’ Class Profile

 FIRST-YEAR STUDENTS ASSIGNED TO DEVELOPMENTAL MATHEMATICS COURSES

Mathematics 012 Only

100% Mathematics 011, 011, and 012

90% Mathematics 011 and 012 Only

80%

70%

60%
47

50%
42.0% 43.3%

40% 3.1% 3.6%

35.5%

6.5% 14.2% 16.9%

30% 26.3% 27.2%
24.8%
23.1% 23.0% 3.7% 6.2%
20.7% 21.3%
4.6% 7.1%
20% 4.2% 3.8% 5.8%
5.8% 3.9% 3.2% 6.5%
4.4% 6.2%
3.6% 4.1% 24.7%
10% 22.8% 22.8%
16.3% 16.0% 17.7%
14.5% 13.0%
11.3% 10.7%
0%
2014 2015 2016 2017 2018 2019 2020 2021 2022 2023
(N=416) (N=432) (418) (N=432) (N=438) (N=413) (N=294) (N=338) (N=352) (N=413)

Fall Term (Number of First-Year Students)

NOTE: The number on the top of the bars indicates the percentage of first-year students who need at least one course of developmental mathematics.

Source: Annual editions of First-Year Students’ Class Profile

 FINANCIAL NEED OF ENTERING FIRST-YEAR STUDENTS:
Federal Pell Grant Recipients

Ten- Year Average: 97%

100% 98% 98% 98% 97% 98% 97%

96% 96% 96% 95%

90%

80%

70%

60%
48

50%

40%

30%

20%

10%

0%
2014 2015 2016 2017 2018 2019 2020 2021 2022 2023
Entering Fall Term

NOTE: F-1 International and DACA (Deferred Action for Childhood Arrivals) students are not included in this chart; they are not eligible to receive Pell Grants.

Source: Annual editions of the First-Year Students’ Class Profile

 FIRST-YEAR STUDENT ENROLLMENT TRENDS

By Birth Sex
100%

90%

80%

70% 57% 55% 57% 55% 57% 55% 59% 57%

63% 61%
60%

50%

40%

30%

20% 43% 45% 43% 45% 43% 45% 41% 43%

37% 39%
10%

0%
Entering 2014 2015 2016 2017 2018 2019 2020 2021 2022 2023
Fall Term
Males Females

By Cohort Type
100% 1%
7% 7% 7% 6% 6% 7% 5% 8%
5%
90%

80%

70%

60% 66% 76% 66% 66% 61%

70% 71% 72% 70% 68%
50%

40%

30%

20%
28% 29% 27% 31%
10% 23% 21% 23% 24% 25% 23%

0%
Entering 2014 2015 2016 2017 2018 2019 2020 2021 2022 2023
Fall Term

African-American Students* All Other Students* F-1 International Students

*Includes Permanent Residents (non-citizens, including refugees and asylees who have formally established residency
in the U.S.) and U.S. citizens living in foreign countries

NOTE: Based on those domestic students who identified themselves as “Black or African American” alone or in
combination with another race.

Source: Office of Institutional Research and Assessment, October 2023

49
First-Year Student Enrollment Trends, continued

By Territory
100%
7% 7% 7% 6% 6% 7% 5% 7% 8%
90% 16%
16% 15% 15% 20%
80% 25% 22% 24%
32% 26%

70%

60%

50%

40% 84%
77% 78% 78%
74% 71%
69% 69% 66%
30% 63%

20%

10%

0%
Entering 2014 2015 2016 2017 2018 2019 2020 2021 2022 2023
Fall Term
In-Territory Out-of-Territory F-1 International Students

Source: Office of Institutional Research and Assessment, October 2023.

50
 TRANSFER STUDENTS:
APPLICATIONS, ACCEPTED, AND ENROLLED

Submitted Completed
Applications Applications Accepted Enrolled
Fall % of Completed % of
Term N N N Applications N Accepted

2014 368 140 55 39% 46 84%

2015 334 131 55 42 49 89
2016 286 102 58 57 48 83
2017 245 159 71 45 53 75
2018 551 160 66 41 56 85
2019 619 150 74 49 54 73
2020 668 108 53 49 30 57
2021 382 91 51 56 40 78
2022 531 95 43 45 27 63
2023 467 111 68 61 52 76

NUMBER OF TRANSFER STUDENTS

110
100

90

80

70

60 56 54
53 52
49 48
50 46
40
40
30
30 27

20

10

0
2014 2015 2016 2017 2018 2019 2020 2021 2022 2023
Entering Fall Term

Source: Annual editions of the Transfer Students’ Class Profile

51
 TRANSFER STUDENTS BY BIRTH SEX:
APPLICATIONS, ACCEPTED, AND ENROLLED

Males

Submitted Completed
Applications Applications Accepted Enrolled
Fall % of Completed % of
Term N N N Applications N Accepted

2014 147 56 28 50% 22 79%

2015 150 54 21 39 20 95
2016 110 45 25 56 24 96
2017 82 52 30 58 22 73
2018 193 55 26 47 25 96
2019 212 58 31 53 23 74
2020 223 41 20 49 8 40
2021 140 36 20 56 15 75
2022 184 40 21 53 13 62
2023 162 47 29 62 25 86

Females

Submitted Completed
Applications Applications Accepted Enrolled
Fall % of Completed % of
Term N N N Applications N Accepted

2014 220 84 27 32% 24 89%

2015 184 77 34 48 29 85
2016 176 57 32 56 24 75
2017 163 107 41 38 31 76
2018 358 105 40 38 31 78
2019 407 92 43 47 31 72
2020 445 67 33 49 22 67
2021 242 55 31 56 25 81
2022 346 55 22 40 14 64
2023 305 64 39 61 27 69

NOTE: In 2014 and 2022, birth sex was unknown for one submitted application.

Source: Annual editions of the Transfer Students’ Class Profile

52
 FALL TERM TRANSFER STUDENT ENROLLMENT TRENDS

By Birth Sex

100%

90%

80%
52% 50% 52% 52%
58% 55% 57%
70% 59% 62%
73%
60%

50%

40%

30%
48% 50% 48% 48%
42% 45% 43%
20% 41% 38%
27%
10%

0%
Entering
2014 2015 2016 2017 2018 2019 2020 2021 2022 2023
Fall Term
Males Females

By Territory
100% 0% 0%
4% 6%
90%
25%
34%
80% 33% 26% 40%
45% 35%
43% 43% 48%
70%
13%
60% 15%
16%

50% 20% 25%

26% 25%
20% 15%
40% 27%

30% 60%
53% 50%
20% 39% 38% 37%
33% 35% 35%
27%
10%

0%
2014 2015 2016 2017 2018 2019 2020 2021 2022 2023
Entering
Fall Term Kentucky In-Territory (not KY) Out of Territory F-1 International
Source: Office of Institutional Research and Assessment, October 2023

Source: Office of Institutional Research and Assessment, September 2023

53
Student Enrollment and
Characteristics
• Highlights
• Fall 2023 Enrollment Category Highlights
• First-Generation College Students: Trend Graphs
o Entering First-Year Students
o Graduating Senior Students
• Fall Headcount Enrollment
• Fall Enrollments by Classification
o By Full-Time and Part-Time Status
• F-1 International Degree-Seeking Students
• African-American Degree-Seeking Students
• Hispanic Degree-Seeking Students
• Degree-Seeking Students from Appalachian Regional Commission (ARC) Counties and At-Risk
and Distressed Appalachian Counties
• Fall 2023 Enrollment by State and U. S. Territories (Map)
• Fall 2023 Enrollment by Country (Map)
• Fall 2023 Enrollment by Country Organized by Continent
• Fall Enrollments of Degree-Seeking Students by
o Territory
o Ethnic and Racial Breakdowns
o Age
• Fall 2023 Junior and Senior Enrollment by Major and Cohort Type
• Fall Enrollment Trends, 2014-2023
o by Birth Sex
o by Cohort Type
o by Territory
• Spring Enrollments by Classification
o By Full-Time and Part-Time Status
 Enrollment Highlights
Fall 2023
NOTE: Definitions of all categories can be found here.
Territory
F-1 International
Degree- Non-Degree- 8%
Headcount Seeking Seeking In-Territory
26%
Out-of- 66%
1,487 1,472 15 Territory

Domestic Student Breakdowns Gender Identity

(Based on student selection in Banner self service)
Ethnicity:
Hispanic/Latino/Spanish Origin 16% Female 49% Transgender (Female to Male) 1%

Male 34% Transgender (Male to Female) 0.5%

Race: No Response 10% Genderfluid 1%
American Indian/Alaska Native 1% Genderqueer 20% Agender 0.2%
Asian 4% Non-Binary 3% My identity is not listed 0.1%

Black/African American 20%

Native Hawaiian/Other Pacific Islander 0.3%
Birth Sex
White 53% Female Male
Two or more races 10% 59% 41%
NOTE: 27% of students chose Black or African American alone or in
combination with another race.
First Generation Non-Traditional

53% 4%
Students represent:
46 States and D.C.
From Appalachian Regional Students Registered with
Commission (ARC) the Disability and
3 U.S. Territories
Appalachian Counties Accessibility (DAS) Office

Countries other than

70 the United States 39% 18%
NOTE: Nineteen percent (19%) are
from At-Risk and Distressed ARC
Appalachian Counties.

Office of Institutional Research and Assessment www.berea.edu/ira

 FALL 2023 ENROLLMENT CATEGORY HIGHLIGHTS
All Degree-Seeking First-Year Students Transfer Students
N = 1,472 N = 413 N = 52

Birth Sex
Male 602 41% 177 43% 25 48%
Female 870 59% 236 57% 27 52%

Territory
In-Territory 977 66% 271 66% 38 73%
Out-of-Territory 376 26% 109 26% 13 25%
F-1 International 119 8% 33 8% 1 2%

From ARC
Appalachian Counties 577 39% 162 39% 25 48%

Ethnic and Racial Breakdowns

Hispanic or Latino or
Spanish Origin 241 16% 64 15% 7 13%
Black or African American 401 27% 126 31% 11 21%
Other races 123 8% 36 9% 1 2%
White 779 53% 208 50% 36 69%
Unknown and International 169 11% 43 10% 4 8%

Non-Traditional 60 4% 1 <1% 10 19%

First Generation (based on

those with known info) 682/1284 53% 169/380 44% 17/50 34%

Definitions:

In-Territory - Students who come from much of the Appalachian region and all of Kentucky. In-Territory also includes
permanent residents (a non-citizen who has formally established residency in the United States) and refugees who reside
in the territory.

Out-of-Territory - Students who come from outside the In-Territory area, including U.S. Citizens living in foreign countries.
Out-of-Territory also includes permanent residents (a non-citizen who has formally established residency in the U.S.) and
refugees who reside out of the territory.

F-1 International - Students who are not U.S. Citizens, permanent residents, or refugees at the time of entry.

From Appalachian Regional Commission (ARC) Counties – A 205,000-square-mile region that follows the spine of the
Appalachian Mountains. It includes all of West Virginia and parts of 12 other states: Alabama, Georgia, Kentucky,
Maryland, Mississippi, New York, North Carolina, Ohio, South Carolina, Tennessee, and Virginia.

Black or African American – Domestic students (not F-1 International students) who identified themselves as “Black or
African American” alone or in combination with another race.

Other Races – Domestic students (not F-1 International students) who identified themselves as "American Indian or
Alaska Native," "Asian," or “Native Hawaiian or Other Pacific Islander" alone or in combination with each other.

Unknown – Domestic students who chose not to identify their race on their admissions application.

Non-Traditional - All domestic students who are 24 years of age or older and/or married and/or have a
child/children/legal dependent. International students are not counted above because they complete no paperwork that
would verify the status other than age.

First Generation – Students who indicated on application, the FAFSA (Free Application for Federal Student Aid), or the
Entering Student Survey that neither parent/guardian has received a college degree.

54
 PERCENT OF FIRST-GENERATION STUDENTS
(At Entry and At Graduation)
First Generation – Students who indicated that neither parent has received a college degree via
responses on the admissions application, the FAFSA (Free Application for Federal Student Aid), or
annual entering and graduating seniors’ surveys.

First-Year Students
100%
90%
80% 74%
70%
62% 62% 62% 60%
56% 58%
60% 55%
50%
50% 45%
40%
30%
20%
10%
0%
2014 2015 2016 2017 2018 2019 2020 2021 2022 2023*
Entering Fall Term

*Data are known for 92% of entering first-year students

Graduating Seniors

100%

90%

80%

70% 66%
60% 61%
58% 57% 58%
60% 54% 54%
47% 48%
50%

40%

30%

20%

10%

0%
2013-14 2014-15 2015-16 2016-17 2017-18 2018-19 2019-20 2020-21 2021-22 2022-23
Graduation Year

Source: Office of Institutional Research and Assessment, annual surveys, FAFSA Information, and
the Admissions Application.

55
 FALL HEADCOUNT ENROLLMENT*

1,800
1,665 1,670 1,673 1,688
1,700 1,643
1,621
1,600
1,468 1,487
1,500
1,431 1,432
1,400

1,300

1,200

1,100

1,000
56

900

800

700

600

500

400

300

200

100

Fall Term 0
2014 2015 2016 2017 2018 2019 2020 2021 2022 2023
Non-Degree-Seeking 44 50 53 60 43 36 0 14 21 15
Degree-Seeking 1,577 1,593 1,612 1,610 1,630 1,652 1,431 1,454 1,411 1,472

NOTE: The non-degree program was suspended for Fall 2020 due to the COVID-19 Pandemic.

*Includes Full and Part-Time Students.

Source: Office of Institutional Research and Assessment, October 2023

 FALL ENROLLMENTS BY CLASSIFICATION
2019 – 2023

2019 2020 2021 2022 2023

Total (Full-Time and Part-Time) *
Freshman 485 341 458 437 508
First-Year Students (413) (294) (338) (352) (413)
Other Freshmen** (72) (47) (120) (85) (95)
Sophomore 378 364 256 305 320
Junior 405 382 393 291 333
Senior 344 347 378 347 311
TOTAL DEGREE-SEEKING
STUDENTS 1,652 1,431 1,454 1,411 1,472

Auditing Student 2 0 2 4 1
Berea Community School 15 0 8 8 4
College Employee 1 0 2 2 2
Community (Special) 10 0 2 4 4
EKU Exchange 2 0 0 0 0
Home-Schooled Student 3 0 0 1 1
Madison Southern High School 0 0 0 0 0
Post Graduate 0 0 0 0 0
Transient/Exchange 3 0 0 2 3
TOTAL NON-DEGREE-SEEKING
STUDENTS 36 0 14 21 15

TOTAL HEADCOUNT 1,688 1,431 1,468 1,432 1,487

*For a breakdown of full and part-time students, please see the next page.

NOTE: Many first-year students enter Berea officially classified as sophomores or juniors.

Definitions for Degree-Seeking Students:

Full-time Student - A student who has a course load of three or more credits.

Part-time Student - A student who has a course load of less than 3 credits.

First-Year Students - Students who have enrolled at Berea College for the first time and did not transfer from another
institution.

**Other Freshmen - Includes continuing (students who were enrolled at Berea during the previous term), returning (students
previously enrolled, withdrew, and subsequently accepted for readmission), and transfer students (students who have been
enrolled at another post-secondary institution) who are classified as freshman.

Definitions for Non-Degree-Seeking Students:

Auditing Student - An individual who attends a class informally and not for academic credit. No transcript record is kept of
audited courses.

Berea Community School, Madison Southern High School or Home-Schooled Student- Junior and senior high school students
who take no more than two courses per term at Berea College based upon the record of their academic work or the
concurrence of the Registrar.

Community (Special) - Non-degree-seeking students who wish to take courses for personal enrichment or for limited
educational gain.

EKU Exchange - Exchange students are enrolled at Berea part-time under an exchange agreement with Eastern Kentucky
University (EKU) in Richmond, KY

Post Graduate - A student attending Berea College full-time after earning a baccalaureate degree who is not seeking an
additional degree.

Transient/Exchange - Transient students are students who take courses at Berea College to transfer back to their home
institution. Exchange students are enrolled at Berea full-time under an exchange agreement with another institution.

Source: Annual editions of the Fall Term Student Enrollment Report

57
Fall Enrollments by Classification, continued

2019 2020 2021 2022 2023

Full-Time Students
Freshman 485 341 457 437 508
First-Year Students (413) (294) (338) (352) (413)
Other Freshmen* (72) (47) (119) (85) (95)
Sophomore 378 363 255 305 320
Junior 405 377 386 291 332
Senior 381 341 334 372 308
TOTAL DEGREE-SEEKING
FULL-TIME STUDENTS 1,649 1,422 1,432 1,405 1,468

Auditing Student 0 0 0 0 0
Berea Community School 0 0 0 0 0
College Employee 0 0 0 0 0
Community (Special) 0 0 0 0 0
EKU Exchange 0 0 0 0 0
Home-Schooled Student 0 0 0 0 0
Madison Southern High School 0 0 0 0 0
Post Graduate 0 0 0 0 0
Transient/Exchange 3 0 0 2 3
TOTAL NON-DEGREE-SEEKING
FULL-TIME STUDENTS 3 0 0 2 3

TOTAL FULL-TIME STUDENTS 1,652 1,422 1,432 1,407 1,471

---------------------------------------------------------------------------------------------------------------------------------------------

Part-Time Students
Freshman 0 0 1 0 0
First-Year Students (0) (0) (0) (0) (0)
Other Freshmen* (0) (0) (0) (0) (0)
Sophomore 1 1 0 0
Junior 0 5 7 0 1
Senior 3 3 13 6 __ 3
TOTAL DEGREE-SEEKING
PART-TIME STUDENTS 3 9 22 6 4

Auditing Student 2 2 2 4 1
Berea Community School 15 8 8 8 4
College Employee 1 2 2 2 2
Community (Special) 10 2 2 4 4
EKU Exchange 2 0 0 0 0
Home-Schooled Student 0 0 0 1 1
Madison Southern High School 0 0 0 0 0
Post Graduate 0 0 0 0 0
Transient/Exchange 0 0 0 0 ___0
TOTAL NON-DEGREE-SEEKING
PART-TIME STUDENTS 33 0 14 19 12

TOTAL PART-TIME STUDENTS 36 9 36 25 16

FTE ENROLLMENT 1,666 1,428 1,450 1,417 1,476

*Other freshmen includes continuing (students who were enrolled at Berea during the previous term), returning (students
previously enrolled, withdrew, and subsequently accepted for readmission), and transfer students (students who have been
enrolled at another post-secondary institution) who are classified as freshman.

NOTE: FTE (Full-Time Equivalent) Enrollment is calculated by equating part-time students to full-time status (enrolled in at
least a 3 credit course load). FTE for each part-time student is determined by dividing the total number of course credits
taken by 3. Those FTEs per student are summed and then added to the total number of full-time students. Our current part-
time enrollment of 16 students has a FTE of 5.17.

Source: Annual editions of the Fall Term Student Enrollment Report

58
 F-1 INTERNATIONAL DEGREE-SEEKING STUDENTS

Total Percent
Fall Degree-Seeking F-1 International F-1 International
Term Students Students Students of Total

2014 1,577 120 7.6%

2015 1,593 124 7.8
2016 1,612 122 7.6
2017 1,610 122 7.6
2018 1,630 123 7.5
2019 1,652 124 7.5
2020 1,431 91 6.4
2021 1,454 115 7.9
2022 1,411 117 8.3
2023 1,472 119 8.1
____________________________________________________________________________________________

AFRICAN-AMERICAN* DEGREE-SEEKING STUDENTS

Total Percent
Fall Degree-Seeking African American* African American*
Term Students Students Students of Total

2014 1,577 312 19.8%

2015 1,593 324 20.3
2016 1,612 331 20.5
2017 1,610 343 21.3
2018 1,630 368 22.6
2019 1,652 393 23.7
2020 1,431 364 25.4
2021 1,454 378 26.0
2022 1,411 386 27.4
2023 1,472 401 27.2

*Domestic students who identified themselves as “Black or African American” alone or in combination with another race.
_____________________________________________________________________________________
HISPANIC** DEGREE-SEEKING STUDENTS
Total Percent
Fall Degree-Seeking Hispanic** Hispanic**
Term Students Students Students of Total

2014 1,577 93 5.9%

2015 1,593 128 8.0
2016 1,612 152 9.4
2017 1,610 183 11.4
2018 1,630 196 12.0
2019 1,652 214 13.0
2020 1,431 202 14.1
2021 1,454 207 14.2
2022 1,411 217 15.4
2023 1,472 241 16.4

**Domestic students who identified themselves as “Hispanic or Latino or of Spanish Origin.”

Source: Office of Institutional Research and Assessment, October 2023

59
 DEGREE-SEEKING STUDENTS
FROM APPALACHIAN REGIONAL COMMISSION (ARC) COUNTIES AND
AT-RISK AND DISTRESSED APPALACHIAN COUNTIES*

White Males
Students from from At-Risk
Total Percent At-Risk and Percent and Percent of
Degree- Students of Total Distressed of Total Distressed Total
Fall Seeking from ARC Degree- Appalachian Degree- Appalachian Degree-
Term Students Counties Seeking Counties* Seeking Counties* Seeking

2014 1,577 765 48.5% 373 23.7% 139 8.8%

2015 1,593 785 49.3 372 23.4 132 8.3
2016 1,612 801 49.7 374 23.2 140 8.7
2017 1,610 778 48.3 378 23.5 149 9.3
2018 1,630 771 47.3 376 23.1 152 9.3
2019 1,652 765 46.1 357 23.6 138 8.4
60

2020 1,431 646 45.1 291 20.3 91 6.4

2021 1,454 623 42.8 272 18.7 89 6.1
2022 1,411 574 40.7 268 19.0 94 6.7
2023 1,472 577 39.2 280 19.0 95 6.5

*These are designations given to Appalachian counties from the Appalachian Regional Commission (ARC). Distressed counties are the most
economically-depressed counties. They rank in the worst 10% of the nation’s counties. At-Risk counties are those at risk of becoming
economically distressed. They rank between the worst 10-25% of the nation’s counties.

NOTE: The Appalachian Regional Commission (ARC) Area, as defined in ARC's authorizing legislation, is a 205,000-square-mile region that follows the
spine of the Appalachian Mountains from southern New York to northern Mississippi. It includes all of West Virginia and parts of 12 other states: Alabama,
Georgia, Kentucky, Maryland, Mississippi, New York, North Carolina, Ohio, Pennsylvania, South Carolina, Tennessee, and Virginia. Forty-two percent of
the Region's population is rural, compared with 20 percent of the national population. The Region includes 420 counties in 13 states and is home to more
than 25 million people.

To learn more about how Berea serves Appalachian students, please visit the Loyal Jones Appalachian Center website at:
www.berea.edu/appalachian-center/

Source: Office of Institutional Research and Assessment, October 2023

 FALL 2023 ENROLLMENT BY STATE AND U.S. TERRITORIES
61

Students represent:

• 46 States
• District of Columbia
• 3 U.S. Territories
o Northern Mariana Islands
o Puerto Rico
o Virgin Islands

NOTE: The states and U.S. territories are determined by the address given at the time of acceptance to the College.

Source: Office of Institutional Research and Assessment, Geographical Report, October 2023.
 FALL 2023 ENROLLMENT BY COUNTRY
62

Students represent a total of 70 countries other

than the United States and its territories.

NOTE: The countries are determined by the address given at the time of acceptance to the College. There are also three students enrolled from
the former Tibet.

Source: Office of Institutional Research and Assessment, Geographical Report, October 2023
 FALL 2023 DEGREE-SEEKING ENROLLMENT BY COUNTRY
ORGANIZED BY CONTINENT

Africa (23 countries) Asia (23 countries)

Algeria 1 Afghanistan 5
Benin 1 Burma 5
Burundi 2 Cambodia 2
Cameroon 2 India 6
Egypt 2 Indonesia 1
Ethiopia 2 Iran 1
Gambia 1 Kazakhstan 3
Ghana 4 Kyrgyzstan 1
Kenya 4 Lebanon 2
Liberia 1 Mongolia 2
Madagascar 2 Nepal 3
Morocco 1 Pakistan 6
Namibia 1 Philippines 1
Nigeria 7 Russia 3
Rwanda 1 Sri Lanka 2
Senegal 1 Syria 1
Sierra Leone 1 Thailand 2
Somalia 3 Tibet 3
South Africa 1 Turkey 1
Tunisia 1 Turkmenistan 1
Uganda 2 Uzbekistan 3
Zambia 2 Vietnam 2
Zimbabwe 1 Yemen 1
TOTAL 44 (31.2%) TOTAL 57 (40.4%)

Europe (11 countries) Western Hemisphere (The Americas)

Azerbaijan 1 (13 countries)
Belarus 1 Antigua and Barbuda 1
Georgia 2 Argentina 1
Germany 2 Bahamas 1
Greece 2 Belize 1
Kosovo 2 Bolivia 1
Latvia 1 Brazil 4
Romania 1 Chile 2
Serbia 1 Guatemala 2
Ukraine 2 Haiti 3
United Kingdom 2 Honduras 1
TOTAL 17 (12.1%) Jamaica 3
Mexico 2
Paraguay 1
TOTAL 23 (16.3%)

(70 countries represented)

TOTAL OF ALL COUNTRIES 141 100%

NOTE: For the degree-seeking students above, the countries are determined by the address given at the time of
acceptance to the College. The one-hundred forty-one (141) students above include more students than those
classified as "F-1 International" and represent approximately 10% of the total degree-seeking enrollment.

Source: Office of Institutional Research and Assessment, Geographical Report, October 2023

63
 FALL ENROLLMENTS OF DEGREE-SEEKING STUDENTS
BY TERRITORY

2019 2020 2021 2022 2023

Berea's Territory* 1,166 1,026 988 946 977

Prior to 1976 expansion 56% 54% 53% 50% 51%
Counties Added in 1976 & 1978 40% 41% 43% 45% 45%
Hamilton Co, Ohio added in 1996 3% 3% 2% 2% 2%
Counties added in 2018 1% 2% 2% 3% 3%

Out-of-Territory** 362 314 351 348 376

F-1 International*** 124 91 115 117 119

TOTAL 1,652 1,431 1,454 1,411 1,472

*For a complete description of Berea's Territory and its changes, please see pages 36 - 38. Berea's Territory
also includes permanent residents (a non-citizen who has formally established residency in the United States)
and refugees who reside in the territory.

**The "Out-of-Territory" classification includes students who come from outside Berea's Territory, including U.S.
citizens living in foreign countries. "Out-of-Territory" also includes permanent residents (a non-citizen who
has formally established residency in the United States) and refugees who reside out of the territory.

***The category "F-1 International" does not include all students who come to the College from other countries or
with substantial international experience. For example, "permanent residents" who may be asylees or
refugees are counted as "In-Territory" or "Out-of-Territory" rather than "F-1 International" depending on
residence at the time of application. These students are eligible for federal financial aid that F-1 International
students cannot legally receive.

NOTE: This table does not include non-degree-seeking students: community (special) students, employees,
auditing students, transient/exchange, post-graduates, EKU exchange students, Home-Schooled
students, Berea Community School students, or Madison Southern High School students.

FALL 2023 TERRITORY DESIGNATIONS

International,
8%

Out-of-Territory,
26%

In-Territory,
66%

Source: Office of Institutional Research and Assessment, annual editions of The Geographical Report,

64
 FALL ENROLLMENTS OF DEGREE-SEEKING STUDENTS
BY ETHNIC AND RACIAL BREAKDOWNS

Ethnic and Racial Breakdown (as requested by and reported to the federal government – IPEDS)

Ethnicity Breakdown for All Students Fall 2019 Fall 2020 Fall 2021 Fall 2022 Fall 2023
Hispanic or Latino or Spanish Origin 214 13.0% 202 14.1% 207 14.2% 217 15.4% 241 16.4%
Not Hispanic or Latino or Spanish Origin 1,291 78.1% 1,137 79.5% 1,115 76.7% 1,060 75.1% 1,097 74.5%
Chose not to respond 23 1.4% 1 0.1% 17 1.2% 17 1.2% 15 1.0%
International Students 124 7.5% 91 6.4% 115 7.9% 117 8.3% 119 8.1%

Racial Breakdown for All Students

F-1 International (racial breakdown not collected by IPEDS or Admissions) 124 7.5% 91 6.4% 115 7.9% 117 8.3% 119 8.1%
Chose not to respond (race unknown) 4 0.2% 68 4.8% 65 4.5% 49 3.5% 50 3.4%
American Indian or Alaska Native 13 0.8% 14 1.0% 14 1.0% 16 1.1% 16 1.1%
Asian 48 2.9% 43 3.0% 55 3.8% 57 4.0% 58 3.9%
Black or African American 287 17.4% 262 18.3% 278 19.1% 279 19.8% 298 20.2%
Native Hawaiian or Other Pacific Islander 3 0.3% 6 0.4% 6 0.4% 2 0.1% 4 0.3%
White 1,026 62.1% 810 56.6% 781 53.7% 745 52.8% 779 52.9%
Two or more races indicated 145 8.8% 137 9.6% 140 9.6% 146 10.3% 148 10.1%
American Indian/Alaska Native and Asian and Black/African American and
Native Hawaiian/Other Pacific Islander and White (1) (0) (2) (2) (2)
American Indian/Alaska Native and Asian (1) (1) (1) (1) (2)
American Indian/Alaska Native and Asian and Black/African American (5) (1) (0) (0) (0)
American Indian/Alaska Native and Asian and Black/African American and White (11) (0) (0) (0) (1)
65

American Indian/Alaska Native and Asian and White (1) (2) (3) (2) (2)
American Indian/Alaska Native and Black/African American (0) (4) (5) (5) (7)
American Indian/Alaska Native and Black/African American and Native
Hawaiian/Other Pacific Islander and White (0) (0) (0) (0) (0)
American Indian/Alaska Native and Black/African American and White (0) (6) (4) (4) (6)
American Indian/Alaskan Native and Native Hawaiian/Other Pacific Islander (0) (0) (1) (2) (2)
American Indian/Alaska Native and Native Hawaiian/Other Pacific Islander
and White (1) (1) (1) (2) (2)
American Indian/Alaska Native and Asian and Native Hawaiian/
Other Pacific Islander (0) (0) (0) (0) (1)
American Indian/Alaska Native and Black/African American
and Native Hawaiian/Other Pacific Islander (0) (0) (0) (0) (1)
American Indian/Alaska Native and White (24) (20) (20) (16) (17)
Asian and Black/African American (3) (4) (5) (6) (4)
Asian and Black/African American and White (0) (2) (2) (2) (1)
Asian and Native Hawaiian/Other Pacific Islander and White (1) (0) (1) (2) (3)
Asian and White (11) (10) (11) (12) (14)
Black/African American and Native Hawaiian/Other Pacific Islander (2) (2) (2) (1) (1)
Black/African American and White (84) (83) (80) (87) (80)
Native Hawaiian/Other Pacific Islander and White (0) (1) (2) (2) (2)
1,652 100% 1,431 100% 1,454 100% 1,411 100% 1,472 100%
Black or African-American Domestic Students
(Alone or in combination with another race) 368 22.6% 393 23.8% 364 25.4% 386 27.3% 401 27.2%

Compiled by the Office of Institutional Research and Assessment, October 2023

 FALL ENROLLMENTS OF DEGREE-SEEKING STUDENTS BY AGE*

2019 2020 2021 2022 2023

Age* N (%) N (%) N (%) N (%) N (%)

Younger than 18 years old 34 (2%) 39 (3%) 38 (3%) 29 (2%) 37 (3%)

18 – 19 years old 729 (44%) 597 (42%) 592 (41%) 573 (41%) 635 (43%)

20 – 21 years old 605 (37%) 589 (41%) 584 (40%) 562 (40%) 563 (38%)

22 – 24 years old 226 (14%) 169 (12%) 203 (14%) 208 (15%) 192 (13%)

25 – 29 years old 39 (2%) 27 (2%) 31 (2%) 32 (2%) 37 (3%)

66

30 – 34 years old 11 (1%) 7 (**) 5 (**) 6 (**) 6 (**)

35 – 39 years old 4 (**) 1 (**) 0 (0%) 1 (**) 1 (**)

40 – 49 years old 4 (**) 2 (**) 0 (0%) 0 (0%) 1 (**)

50 – 64 years old 0 (0%) 0 (0%) 1 (**) 0 (0%) 0 (0%)

Older than 64 years old 0 (0%) 0 (0%) 0 (0%) 0 (0%) 0 (0%)

TOTAL 1,652 (100%) 1,431 (100%) 1,454 (100%) 1,411 (100%) 1,472 (100%)

Average: 20.1 20.0 20.1 20.1 20.0

*Age is as of the first day of classes in the fall.

**Denotes percentages less than 0.5%.

NOTE: Percentages may not equal 100% due to rounding.

Source: Office of Institutional Research and Assessment, October 2023

 FALL 2023 JUNIOR AND SENIOR ENROLLMENT
BY MAJOR AND COHORT TYPE

Black or African American* All Other Domestic F-1 International Total

N (%) N (%) N (%) N (%)
African and African American Studies 5 (83%) 1 (17%) 0 (0%) 6 (1%)
Agriculture and Natural Resources 4 (17%) 18 (78%) 1 (4%) 23 (3%)
Applied Science and Mathematics 0 (0%) 2 (100%) 0 (0%) 2 (**)
Art 1 (6%) 16 (89%) 1 (6%) 18 (2%)
Asian Studies 0 (0%) 12 (100%) 0 (0%) 12 (2%)
Biology 19 (29%) 44 (68%) 2 (3%) 65 (9%)
Business Administration 18 (25%) 44 (61%) 10 (14%) 72 (10%)
Chemistry 3 (18%) 11 (65%) 3 (18%) 17 (2%)
Child and Family Studies 6 (23%) 20 (77%) 0 (0%) 26 (4%)
Communication 11 (44%) 14 (56%) 0 (0%) 25 (3%)
Computer and Information Science 10 (14%) 41 (55%) 23 (31%) 74 (10%)
Economics 3 (27%) 4 (36%) 4 (36%) 11 (2%)
Education Studies
Elementary Education 1 (6%) 17 (94%) 0 (0%) 18 (2%)
General 2 (25%) 5 (63%) 1 (13%) 8 (1%)
Middle Grades 1 (25%) 3 (75%) 0 (0%) 4 (1%)
Engineering Physics 0 (0%) 1 (100%) 0 (0%) 1 (**)
Engineering Technologies and Applied Design 10 (37%) 16 (59%) 1 (4%) 27 (4%)
English 3 (12%) 19 (76%) 3 (12%) 25 (3%)
Environmental Science 0 (0%) 1 (100%) 0 (0%) 1 (**)
Foreign Languages
French 0 (0%) 0 (0%) 0 (0%) 0 (0%)
German 0 (0%) 0 (0%) 0 (0%) 0 (0%)
67

Spanish 0 (0%) 9 (90%) 1 (10%) 10 (1%)

Health and Human Performance 12 (41%) 17 (59%) 0 (0%) 29 (4%)
Health Studies 2 (29%) 4 (57%) 1 (14%) 7 (1%)
History 2 (15%) 10 (77%) 1 (8%) 13 (2%)
Independent 1 (6%) 14 (82%) 2 (12%) 17 (2%)
Mathematics 0 (0%) 12 (86%) 2 (14%) 14 (2%)
Music 5 (42%) 6 (50%) 1 (8%) 12 (2%)
Nursing 16 (40%) 21 (53%) 3 (8%) 40 (6%)
Peace and Social Justice Studies 3 (19%) 10 (63%) 3 (19%) 16 (2%)
Philosophy 0 (0%) 2 (100%) 0 (0%) 2 (**)
Physics 0 (0%) 12 (92%) 1 (8%) 13 (2%)
Political Science 5 (17%) 20 (69%) 4 (14%) 29 (4%)
Psychology 15 (33%) 27 (60%) 3 (7%) 45 (6%)
Sociology 4 (22%) 11 (61%) 3 (17%) 18 (2%)
Studies of Religions and Spirituality 1 (100%) 0 (0%) 0 (0%) 1 (**)
Theatre 1 (5%) 19 (95%) 0 (0%) 20 (3%)
Women's, Gender, and Sexuality Studies 1 (20%) 4 (80%) 0 (0%) 5 (1%)
Undeclared 0 (0%) 1 (100%) 0 (0%) 1 (**)
TOTAL 165 (23%) 488 (67%) 74 (10%) 727 (100%)

*Based on domestic students who identified themselves as “Black or African American” alone or in combination with another race.
**Denotes percentages less than 0.5%.

Note: These are duplicate headcounts that include double degrees and double majors. The 727 majors represent 649 junior and senior students enrolled in Fall 2023.

Compiled by: Office of Institutional Research and Assessment, November 2023.

 FALL TERM DEGREE-SEEKING STUDENT* ENROLLMENT TRENDS

By Birth Sex
100%

90%

80%

70% 57% 58% 57% 58% 57% 58% 60% 59% 60% 59%

60%

50%

40%

30%

20% 43% 42% 43% 42% 43% 42% 40% 41% 40% 41%

10%

0%
Fall Term 2014 2015 2016 2017 2018 2019 2020 2021 2022 2023

Males Females

By Cohort Type
100%
8% 8% 8% 8% 7% 7% 6% 8% 8% 8%
90%

80%

70%

60% 70% 69% 69% 66% 68% 65%

72% 72% 73% 73%
50%

40%

30%

20%
23% 24% 25% 26% 27% 27%
10% 20% 20% 21% 21%

0%
Fall Term 2014 2015 2016 2017 2018 2019 2020 2021 2022 2023

African-American Students** Other Domestic Students F-1 International Students

*Includes full and part-time students.

**Based on domestic students who identified themselves as “Black or African American” alone or in combination with
another race.

Source: Office of Institutional Research and Assessment, October 2023

68
Fall Term Degree-Seeking Student* Enrollment Trends, continued

By Territory
100%
8% 8% 8% 8% 7% 7% 6% 8% 8% 8%
90%
18% 18% 19% 21% 22% 22%
80% 22% 24% 25% 26%

70%

60%

50%

40%
71% 71% 73% 75% 74% 71%
70% 68% 67% 66%
30%

20%

10%

0%
Entering 2014 2015 2016 2017 2018 2019 2020 2021 2022 2023
Fall Term
In-Territory Out-of-Territory F-1 International Students

*Includes full and part-time students.

Source: Office of Institutional Research and Assessment, October 2023

69
 SPRING ENROLLMENTS BY CLASSIFICATION

2020 2021 2022 2023 2024

Total (Full-Time and Part-Time)*

Freshman 299 284 284 281 319
First-Year Students (2) (74) (22) (0) (0)
Other Freshmen** (297) (210) (262) (281) (319)
Sophomore 366 306 279 272 336
Junior 393 373 343 313 304
Senior 436 426 413 408 372
TOTAL DEGREE-SEEKING
STUDENTS 1,494 1,389 1,319 1,274 1,331

Auditing Student 4 0 2 2 1
Berea Community School 8 5 13 6 4
College Employee 3 0 4 1 4
Community (Special) 5 2 1 2 5
EKU Exchange 1 0 0 0 0
Home-Schooled Student 1 0 2 1 1
Madison Southern High School 0 0 1 0 0
Transient/Exchange 1 0 0 _ 3 6
TOTAL NON-DEGREE-SEEKING
STUDENTS 23 7 23 15 21

TOTAL HEADCOUNT 1,517 1,396 1,342 1,289 1,352

*For a breakdown of full and part-time students, please see the next page.

Definitions for Degree-Seeking Students:

Full-time Student - A student who has a course load of three or more credits.

Part-time Student - A student who has a course load of less than 3 credits.

First-Year Students - Students who have enrolled at Berea College for the first time and did not transfer from another
institution.

**Other Freshmen - Includes continuing (students who were enrolled at Berea during the previous term), returning
(students previously enrolled, withdrew, and subsequently accepted for readmission), and transfer students (students
who have been enrolled at another post-secondary institution) who are classified as freshman.

Definitions for Non-Degree-Seeking Students:

Auditing Student- An individual who attends a class informally and not for academic credit. No transcript record is kept
of audited courses.

Berea Community School, Madison Southern High School or Home-Schooled Student - Junior and senior high school
students who take no more than two courses per term at Berea College based upon the record of their academic work
or the concurrence of the Registrar.

Community (Special) - Non-degree-seeking students who wish to take courses for personal enrichment or for limited
educational gain.

EKU Exchange – Exchange students are enrolled at Berea part-time under an exchange agreement with Eastern
Kentucky University (EKU) in Richmond, KY.

Transient/Exchange - Transient students are students who take courses at Berea College to transfer back to their home
institution. Exchange students are enrolled at Berea full-time under an exchange agreement with another institution.

Source: Office of the Registrar, February 2024

70
SPRING ENROLLMENTS BY CLASSIFICATION (Continued)

Full-Time Students 2020 2021 2022 2023 2024

Freshman 299 283 283 281 319
First-Year Students (2) (74) (22) (0) (0)
Other Freshmen** (297) (209) (261) (281) (319)
Sophomore 366 305 279 272 335
Junior 392 370 342 313 304
Senior 433 416 403 405 367
TOTAL DEGREE-SEEKING
FULL-TIME STUDENTS 1,490 1,374 1,307 1,271 1,325

Auditing Student 0 0 0 0 0
Berea Community School 0 0 0 0 0
College Employee 0 0 0 0 0
Community (Special) 0 0 0 0 0
EKU Exchange 0 0 0 0 0
Home-Schooled Student 0 0 0 0 0
Madison Southern High School 0 0 0 0 0
Transient/Exchange 1 0 0 3 6
TOTAL NON-DEGREE-SEEKING
FULL-TIME STUDENTS 1 0 0 3 6

TOTAL FULL-TIME STUDENTS 1,491 1,374 1,307 1,274 1,331

____________________________________________________________________________________

Part-Time Students 2020 2021 2022 2023 2024

Freshman 0 1 1 0 0
First-Year Students (0) (0) (0) (0) (0)
Other Freshmen** (0) (1) (1) (0) (0)
Sophomore 0 1 0 0 1
Junior 1 3 1 0 0
Senior 3 10 10 _ 3 _ 5
TOTAL DEGREE-SEEKING
PART-TIME STUDENT 4 15 12 3 6

Auditing Student 4 0 2 2 1
Berea Community School 8 5 13 6 4
College Employee 3 0 4 1 4
Community (Special) 5 2 1 2 5
EKU Exchange 1 0 0 0 0
Home-Schooled Student 1 0 2 1 1
Madison Southern High School 0 0 1 0 0
Transient/Exchange 0 0 0 0 0
TOTAL NON-DEGREE-SEEKING
PART-TIME STUDENTS 22 7 23 12 15

TOTAL PART-TIME STUDENTS 26 22 35 15 21

FTE Enrollment 1,501 1,385 1,323 1,279 1,340

**Other Freshmen - Includes continuing (students who were enrolled at Berea during the previous term),
returning (students previously enrolled, withdrew, and subsequently accepted for readmission), and transfer
students (students who have been enrolled at another postsecondary institution) who are classified as freshman.

NOTE: FTE (Full-Time Equivalent) Enrollment is calculated by equating part-time students to full time status
(enrolled in at least a 3 credits course load). FTE For each part-time student is determined by dividing
the total number of course credits taken by 3. Those FTEs per student are summed and then added to
the total number of full-time students. The 2024 part-time enrollment of 21 students has a FTE of 9.

Source: Office of the Registrar, February 2024

71
Student Retention and Graduation
• Highlights – First-to-Second Year Retention Rates for First-Year and Transfer Students
• Highlights – Six-Year Graduation Rates
• Highlights – Graduates: Five Academic Years 2018-19 through 2022-23
• First-to-Second Year Retention
o All First-Year Students
o by Birth Sex
o by Territory
o by County Designation
o by Cohort Type
o by Cohort Type by Birth Sex
o Hispanic Students: All and by Birth Sex
• First-Year Student Retention/Attrition
• First-to-Second Year Retention, Six-Year Graduation Rate, and Academic Qualifications at
Entry for Fall-Term First-Year Students
• First-to-Second Year Retention for Transfer Students
o All First-Year Transfer Students
o by Birth Sex
• Graduation Rates for First-Year Students: 4, 5, and 6-year Trend Graphs
o All First-Year Students
o by Birth Sex
o by Territory
o by County Designation (At-Risk and Distressed versus All Other U.S. Counties)
o by Cohort Type
o by African-American Students by Birth Sex
o by Other Domestic Students by Birth Sex
o by F-1 International Students by Birth Sex
o Hispanic Students
• Graduation Rates for Transfer Students: 3, 4, 5, and 6-year Trend Graphs
o All Transfer Students
o by Birth Sex
• Number of Graduates, Degrees Conferred, Majors, and Minors
• Number of Majors Awarded to Graduates by Program
• Independent Majors
• Teacher Preparation; Number of Students Certified in Education
• Summary of Graduates’ Majors with Concentrations (Five-Year Summary)
• Majors Awarded to Graduates by Birth Sex (Five-Year Summary)
• Majors Awarded to Graduates by Birth Sex (Five-Year History)
• Majors Awarded to Graduates by Cohort Type (Five-Year Summary)
• Summary of Minors Awarded to Graduates (Five-Year Summary)
• Number of Minors Awarded to Graduates (Five-Year History)
• Minors Awarded to Graduates by Birth Sex (Five-Year History)
 First-to-Second Year Retention Rates
for First-Year and Transfer Students

NOTE: Definitions of all categories can be found here.

FIRST-YEAR STUDENTS
All BY BIRTH SEX
100 % 100 %
87% 88% 87% 89% 86%
84% 84% 82% 87% 85% 89% 87%
80% 79% 78%
F F F F F
M ME M ME ME M E M E
50 % 50 %
AA AA AM A M A M
L LL LA L A L A
E EL EE EL
E E L
E
E L
E
0% 0%
2018 2019 2020 2021 2022 2018 2019 2020 2021 2022

African-American All Other Domestic F-1 International

100% 100% 100% 100% 100%
100 % 90%
100 % 100%
88% 84% 87% 85% 88%
84% 84%
80% 79%

50 % 50 % 50%

0% 0% 0%
2018 2019 2020 2021 2022 2018 2019 2020 2021 2022 2018 2019 2020 2021 2022

TRANSFER STUDENTS
All BY BIRTH SEX
100%
100 % 89% 100% 100%
85% 97%
80% 82% 100 % 88%
87% 80% 85%
F F
80% 79%
F 74%
F F
50 % M ME ME M E MME ME
50 %
AA AM A MA AA A MA
LL L AL LL L L
0%
EE EE EE E EL E EL
2018 2019 2020 2021 2022 0%
2018 2019 2020 2021 2022

Office of Institutional Research and Assessment www.berea.edu/ira

 Six-Year Graduation Rates
for First-Year Students
Entering Fall Terms 2013 - 2017
NOTE: Definitions of all categories can be found here.
100 % All

68% 67% 66% 62% 62%

50 %

0%
2013 2014 2015 2016* 2017
Entering Fall Term
*COVID-19 closures began in March 2019 during the 3rd year for this cohort.

BY BIRTH SEX

100 %
76% 76% 71%
59% F F 59%F 58%
65%
F
67%
F
M E 56%
E E
M M E
56%
E
50 %
A M M M A A M M M M
L A A A L A A A A
E L L L E EL L L L L
E E E E E E E
0%
2013 2014 2015 2016* 2017

By Cohort Type

100 %
71% 63% 63%
57% 52%
African-American

0%
2013 2014 2015 2016* 2017

100 %
65% 67% 66% 62% 59%
All Other Domestic

0%
2013 2014 2015 2016* 2017

100 %
93% 92% 90% 93% 96%
F-1 International

0%
2013 2014 2015 2016* 2017
Office of Institutional Research and Assessment www.berea.edu/ira
 Graduate Highlights
Five Academic Years
2018-19 through 2022-23
NOTE: Definitions of all categories can be found here.

1,536 Graduates 1,695 Majors 580 Minors

Degrees Conferred Of the 1,536 Graduates,

57% 18%
21% B.S. (4 majors) First Generation Athletes
59% Female (based on birth sex) 12% Hispanic

79% B.A. (28 majors) 22% African American 9% International

Top Majors Awarded in Five Years

All Graduates Males (based on birth sex) Females (based on birth sex)

Business Administration (144) Computer and Information Science (105) Biology (79)

Computer and Information Science (139) Business Administration (81) Child and Family Studies (76)

Biology (111) Engineering Technologies and Applied Design Psychology (71)

(62)

Communication (102) Communication (35) Communication (67)

Health and Human Performance (35)

Psychology (96) Biology (32) Business Administration (63)

Top Minors Awarded in Five Years

All Graduates Males (based on birth sex) Females (based on birth sex)

Business Administration (61) Business Administration (41) SENS (31)

SENS (42) Mathematics (22) Women's and Gender Studies (25)

Economics (40) Economics (19) Law, Ethics, and Society (22)

Mathematics (32) SENS (11) Economics (21)

Computer and Information Science (10)

Law, Ethics, and Society (30)
Broadcast Journalism (10) Business Administration (20)
Women's and Gender Studies (30)
Biology (10)

Office of Institutional Research and Assessment www.berea.edu/ira

 FIRST-TO-SECOND YEAR RETENTION
First-Year Students

All First-Year Students

100%
86.3% 87.4% 87.8%
90% 84.1% 83.6% 83.1% 83.6% 83.7% 82.2%
80.4%
80%

70%

60%

50%

40%

30%

20%

10%

0%
2013 2014 2015 2016 2017 2018 2019 2020 2021 2022

Entering Fall Term

By Birth Sex

100% Males Females

89% 89% 89%

90% 88% 87% 87% 86% 87% 87%
84% 85%
83% 84% 84%
80% 79% 80% 79% 78%
80% 76%

70%

60%

50%

40%

30%

20%

10%

0%
2013 2014 2015 2016 2017 2018 2019 2020 2021 2022
Entering Fall Term

Source: Office of Institutional Research and Assessment, September 2023

72
 FIRST-TO-SECOND YEAR RETENTION, First-Year Students, continued

By Territory

100%

90%

80%

70%

60%

50%

40%

30%

20%

10%

0%
2013 2014 2015 2016 2017 2018 2019 2020 2021 2022
In-Territory 81% 82% 85% 82% 79% 79% 83% 86% 83% 86%
Out-of-Territory 93% 90% 83% 81% 92% 82% 87% 87% 79% 90%
F-1 International 100% 96% 100% 97% 100% 100% 100% 100% 100% 100%

By County Designation

100%

90%

80%

70%

60%

50%

40%

30%

20%

10%

0%
2013 2014 2015 2016 2017 2018 2019 2020 2021 2022
At-Risk and Distressed
84% 86% 80% 76% 72% 73% 84% 77% 76% 82%
Counties*
All Other U.S. Counties 83% 86% 83% 81% 86% 86% 87% 86% 84% 88%

*These are designations given to Appalachian counties from the Appalachian Regional Commission (ARC).
Distressed counties are the most economically-depressed counties. They rank in the worst 10% of the
nation’s counties. At-Risk counties are those at risk of becoming economically distressed. They rank between
the worst 10-25% of the nation’s counties.

Source: Office of Institutional Research and Assessment, September 2023

73
FIRST-TO-SECOND YEAR RETENTION, First-Year Students, continued

By Cohort Type

100%

90%

80%

70%

60%

50%

40%

30%

20%

10%

0%
2013 2014 2015 2016 2017 2018 2019 2020 2021 2022
African-American* 90% 82% 74% 79% 84% 88% 90% 84% 87% 84%
All Other Domestic 81% 87% 85% 79% 82% 80% 85% 84% 79% 88%
F-1 International 100% 96% 100% 97% 100% 100% 100% 100% 100% 100%

*Based on domestic students who identified themselves as “Black or African American” alone or in
combination with another race.

Source: Office of Institutional Research and Assessment, September 2023

74
 FIRST-TO-SECOND YEAR RETENTION
BY COHORT TYPE BY BIRTH SEX

African-American Students*
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
2013 2014 2015 2016 2017 2018 2019 2020 2021 2022
Males 82% 70% 83% 73% 76% 82% 95% 79% 79% 88%
Females 93% 88% 72% 82% 88% 91% 88% 88% 91% 83%

*Based on domestic students who identified themselves as “Black or African American” alone
or in combination with another race.

All Other Domestic Students

100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
2013 2014 2015 2016 2017 2018 2019 2020 2021 2022
Males 76% 85% 82% 75% 77% 77% 86% 79% 76% 88%
Females 86% 89% 87% 83% 86% 83% 85% 86% 82% 88%

NOTE: All International Students retained to the second year for years 2013, 2015, and years 2017
through 2022. In 2014 and in 2016, one international male did not retain.

Source: Office of Institutional Research and Assessment, September 2023

75
 FIRST-TO-SECOND YEAR RETENTION
HISPANIC* STUDENTS

All First-Year Hispanic* Students

100%
100% 92% 93%
90% 91% 89%
90% 84%
80% 80%
80% 75%

70%

60%

50%

40%

30%

20%

10%

0%
2013 2014 2015 2016 2011 2018 2019 2020 2021 2022
(N = 20) (N = 40) (N = 49) (N = 50) (N = 52) (N = 50) (N = 53) (N = 54) (N=47) (N=58)

Entering Fall Term

By Birth Sex

100%

90%

80%

70%

60%

50%

40%

30%

20%

10%

0%
2013 2014 2015 2016 2017 2018 2019 2020 2021 2022
Males 69% 95% 72% 78% 91% 92% 96% 83% 100% 91%
Females 86% 86% 88% 88% 93% 68% 87% 92% 100% 94%
Males N = 13 19 25 18 23 25 23 18 21 22
Females N = 7 21 24 32 29 25 30 36 26 36

*Domestic students who chose "Hispanic or Latino or Spanish Origin" as their ethnicity (regardless of
the race they indicated). This does NOT include F-1 International students

Source: Office of Institutional Research and Assessment, September 2023

76
 FIRST-YEAR STUDENT RETENTION/ATTRITION

Breakdown of Withdrawals
Percent Total
Fall Number Returned for Number Academic Other Voluntary
Term Enrolled Second Year Withdrawn Suspensions Suspensions** Departures

2013 397 84.1 % 63 11 10 42

2014 416 86.3 57 13 11 33
2015 432 83.6 71 17 10 44
2016 418 80.4 82 17 7 58
2017 432 83.1 73 19 12 42
2018 438 83.6 72 10 5 57
2019 413 87.4 52 7 4 41
2020* 294 83.7 48 6 10 32
2021* 338 82.2 60 8 4 48
2022 352 87.8 43 5 2 36

NOTE: For all years reported above, the percent retained represents both students who re-enrolled the second year
as well as those students granted a "leave of absence." Students who do not return from official leaves are
not counted as withdrawn until they fail to re-enroll after their leaves.

PERCENTAGE OF TOTAL WITHDRAWALS ATTRIBUTED TO:

ACADEMIC SUSPENSIONS, OTHER SUSPENSIONS**, AND VOLUNTARY DEPARTURES

100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
2013 2014 2015 2016 2017 2018 2019 2020 2021 2022
Year Enterered

Voluntary Departures Academic Suspensions Other Suspensions**

. * During COVID-19 Pandemic - only includes those who enrolled in the Fall (does not include deferrals to the
Spring.)
**Includes expulsion, disciplinary, labor, convocation, and administrative dismissals.

Source: Office of Institutional Research and Assessment, September 2023

77
 FIRST-TO-SECOND YEAR RETENTION, SIX-YEAR GRADUATION RATES, AND ACADEMIC QUALIFICATIONS AT ENTRY
FOR FIRST-YEAR STUDENTS

100%

90%

80%
78

70%

60%

50% 2008 2009* 2010 2011* 2012 2013 2014* 2015 2016 2017 2018 2019 2020 2021 2022
(413) (391) (429) (417) (391) (397) (413) (432) (418) (432) (438) (413) (294) (338) (352)
F-S Retention 81.8% 78.8% 79.3% 81.6% 81.1% 84.1% 86.3% 83.6% 80.4% 83.1% 83.6% 87.4% 83.7% 82.2% 87.8%
Six-Year Graduation Rates 62.2% 63.2% 62.9% 65.9% 62.8% 68.0% 67.3% 65.6% 61.7% 62.0%
Percent in top 1/5 high school class 55.0% 56.0% 57.3% 62.0% 62.6% 59.2% 57.6% 53.9% 50.5% 49.4% 53.6% 59.3% 55.7% 62.6% 58.6%
Percent Needing any Developmental Math 29.1% 30.6% 25.6% 20.7% 17.3% 20.9% 20.7% 23.1% 23.0% 24.8% 26.3% 21.3% 27.1% 35.5% 41.9%
ACT Composite Mean** 23.2 23.5 24.1 24.6 24.5 24.3 24.4 24.3 24.5 24.4 24.9 25.1 24.3 25.2 24.9

*Denotes cohort numbers that have been reduced by one due to the death of a student (2007 by 2 and 2014 by 3).
**Test scores were optional starting in 2020; means only include scores used in Admission decisions.

Compiled by the Office of Institutional Research and Assessment, September 2023

 FIRST-TO-SECOND YEAR RETENTION
Transfer Students

All First-Year Transfer Students

100%
100% 93%
88% 89%
90% 86% 85%
83%
80% 81%
78%
80%

70%

60%

50%

40%

30%

20%

10%

0%
2013 2014 2015 2016 2017 2018 2019 2020 2021 2022
(N = 42) (N = 46) (N = 49) (N = 48) (N = 53) (N = 56) (N = 54) (N = 30) (N = 40) (N = 27)

Entering Fall Term

By Birth Sex

100%

90%

80%

70%

60%

50%

40%

30%

20%

10%

0%
Entering Fall Term 2013 2014 2015 2016 2017 2018 2019 2020 2021 2022
Males 89% 82% 90% 83% 96% 80% 87% 100% 80% 85%
Females 79% 75% 83% 92% 90% 97% 74% 100% 88% 79%
Males N = 18 22 20 24 22 25 23 8 15 13
Females N = 24 24 29 24 31 31 31 22 25 14

Source: Office of Institutional Research and Assessment, September 2023

79
 GRADUATION RATES* FOR FIRST-YEAR STUDENTS

100%
6-year
90% 5-year
4-year
80%

70% 65.9%
68.0% 67.3% 6-year
65.6%
62.9% 62.8% 62.0% rates not
61.7%
67.8% available
60% yet 5 and 6-
65.9% 60.5% year rates
64.7% 61.0% 64.0%
61.3% not
60.9%
50% available
% 56.2% yet

40%
80

30%
55.2%
48.9% 49.6% 51.2%
47.6% 47.4%
44.4% 43.5%
20% 41.0%
35.4%

10%

0%
2010 2011 2012 2013 2014 2015 2016 2017 2018 2019
(N = 429) (N = 417**) (N = 390**) (N = 397) (N = 413**) (N = 430**) (N = 418) (N = 432) (N = 438) (N = 413)
Entering Fall Term (Number in Cohort)

*Students who withdraw and return are included in their original class. If a student graduates mid-year, the additional fall term is counted as
another year.
**Denotes cohort numbers that have been reduced by one due to the death of a student (2014 reduced by three; 2015 reduced by two).

Source: Office of Institutional Research and Assessment, September 2023

 GRADUATION RATES* FOR FIRST-YEAR STUDENTS
BY BIRTH SEX

100% 6-year
MALES
5-year
90%
4-year
80%

70%
6-year 5 and 6-
58.6% 59.1% 57.5% rate not year
60% 58.3% 52.3% 55.6% 55.9% available rates not
53.8% available
58.6% yet
50% 59.1% yet
55.8%
56.8% 53.8%
51.8% 50.6%
52.8%
40% %
46.5%

30%

36.2% 46.4% 43.5% 44.2% 46.2%

20% 41.4% 37.8%
33.1% 34.4%
29.4%
10%

0%
2010 2011** 2012** 2013 2014** 2015** 2016 2017 2018 2019
(N = 199) (N = 204) (N = 172) (N = 181) (N = 178) (N = 193) (N = 181) (N = 195) (N = 187) (N = 186)

Entering Fall Term (Number in Cohort)

100% 6-year
5-year FEMALES
90% 4-year

80% 6-year
75.9% 76.2% rate not
73.2%
70.9% 71.1% 70.9% available
70% 75.5% 75.7% 67.1% yet
65.0%
69.6% 72.3% 69.3% 5 and 6-
60% 64.1%
67.9% 66.7% year
63.3% rates not
50% available
yet
40%

30% 62.5% 62.1%

57.4% 55.0% 56.5%
53.5%
45.1% 46.4%
20% 40.2% 41.4%

10%

0%
2010 2011 2012 2013 2014** 2015 2016 2017 2018 2019
(N = 230) (N = 213) (N = 218) (N = 216) (N = 235) (N = 237) (N = 237) (N = 237) (N = 251) (N = 227)

Entering Fall Term (Number in Cohort)

*Students who withdraw and return are included in their original class. If a student graduates mid-
year, the additional fall term is counted as another year.
**Denotes cohort numbers that have been reduced by one due to the death of a student (2014
females and 2015 males have been reduced by two).

Source: Office of Institutional Research and Assessment, September 2023

81
 GRADUATION RATES* FOR FIRST-YEAR STUDENTS
BY TERRITORY
100% 6-year
90% 5-year IN-TERRITORY
4-year
80%
70% 63.2% 6-year rate
63.4% 62.6%
59.4% 60.7% 60.7% 58.0% 58.4% not available
60% yet
62.9% 62.8% 5 and 6-year
59.3% 58.4% 60.8% 57.1%
50% 57.8%
57.5%
rates not
% available yet
55.6%
40%
30%
50.8% 47.8% 48.8%
43.2% 44.6% 45.2% 41.6%
20% 38.4% 39.9%
31.9%
10%
0%
2010 2011** 2012** 2013 2014 2015** 2016 2017 2018 2019
(N = 315) (N = 305) (N = 303) (N = 315) (N = 320) (N = 334) (N = 326) (N = 320) (N = 304) (N = 293)

100%
OUT-OF-TERRITORY
90% 83.3%
80% 75.6% 76.5%
83.3%
69.2%
70% 65.9% 66.7% 65.9%
74.4% 73.5% 6-year rate
59.0% not available 5 and 6-
60% 63.7% 65.1% yet
67.7% 64.8%
year rates
not
50% 59.0% available yet
51.4%
40%
70.4%
30% 58.1% 55.9%
53.8% 52.4%
20% 44.3% 44.6% 43.2% 44.4%
35.8%
10%
0%
2010 2011 2012 2013 2014 2015 2016 2017 2018 2019
(N = 91) (N = 86) (N = 61) (N = 54) (N = 68) (N = 65) (N = 63) (N = 88) (N = 109) (N = 90)

F-1 INTERNATIONAL STUDENTS

6-year rate
100% not
100% 96.2% 96.2% 90.3% 95.8% available
% 92.9% 93.1% yet
100% % % 92.0% 5 and 6-year
90% 96.2% 90.3% 84.0% rates not
96.2% 92.9% 89.7% available yet
80% 92.9% 91.7%
70% % 84.0%

60%
50%
40% 82.6% 80.8% 80.0%
75.0% 74.2% 75.9% 76.7%
69.2% 66.7%
30% 56.0%
20%
10%
0%
2010 2011 2012 2013 2014** 2015 2016 2017 2018 2019
(N = 23) (N = 26) (N = 26) (N = 28) (N = 25) (N = 31) (N = 29) (N = 24) (N = 25) (N = 30)

*Students who withdraw and return and included in their original class. If a student graduates mid-year, the
additional fall term is counted as another year.
**Denotes cohort number that has been reduced by one due to the death of a student (2014 international and 2015 in-territory
have been reduced by two).

Source: Office of Institutional Research and Assessment, September 2023

82
 GRADUATION RATES* FOR DOMESTIC FIRST-YEAR STUDENTS
BY COUNTY DESIGNATION

100% FROM AT-RISK AND

6-year
90% 5-year DISTRESSED COUNTIES**
4-year
80%
70.1%
70% 66.3% 67.4%
6-year
60% 66.3% 66.3% 68.0% 58.3% 57.3% rate not
56.1% available 5 and 6-
50.0% yet year
50% 48.0% 58.3% 56.3% rates not
54.1% available
50.0% yet
40% 46.9%
47.5%
30% 57.4%
53.7% 52.6%
45.6%
20% 38.8% 38.9% 37.3% 38.4%
32.7%
25.7%
10%

0%
2010 2011 2012 2013 2014*** 2015 2016 2017 2018 2019
(N = 98) (N = 101) (N = 198) (N = 95) (N = 97) (N = 108) (N = 103) (N = 102) (N = 101) (N = 86)

100%
6-year
FROM ALL OTHER U.S. COUNTIES
90% 5-year
4-year
80%
6-year
70% 65.7% rate not
64.9% 63.1% 64.3% 64.6% 63.4% available
62.0% 60.1% yet 5 and 6-
60% 65.7%
63.0% 63.6% year
60.2% 63.2% 59.0%
61.4% 62.1% rates not
50% available
56.7% yet
40%

30%
53.6% 50.5%
49.7% 48.5% 48.1%
44.5% 43.3% 41.8%
20% 40.2%
35.3%

10%

0%
2010 2011*** 2012*** 2013 2014 2015*** 2016 2017 2018 2019
(N = 308) (N = 290) (N = 266) (N = 274) (N = 291) (N = 291) (N = 283) (N = 306) (N = 312) (N = 297)

*Students who withdraw and return are included in their original class. If a student graduates mid-year, the *additional fall
term is counted as another year.
**These are designations given to Appalachian counties from the Appalachian Regional Commission (ARC). Distressed
counties are the most economically-depressed counties. They rank in the worst 10% of the nation’s counties. At-Risk
counties are those at risk of becoming economically distressed. They rank between the worst 10-25% of *the
nation’s counties.
****Denotes cohort numbers that have been reduced by one due to the death of a student (2015 by 2).

Source: Office of Institutional Research and Assessment, September 2023.

83
 GRADUATION RATES* FOR FIRST-YEAR STUDENTS
BY COHORT TYPE

100% 6-year
90% 5-year AFRICAN-AMERICAN STUDENTS**
4-year
80%
70.5%
70% 62.9%
6-year rate
70.5% 62.5% not available

60% 56.3% 58.1% 56.7%

yet
5 and 6-year
50.0% 60.4% 51.5% rates not
50% 55.9% 61.9%
53.6% available yet
53.3% 50.5% 57.7%
48.7%
40%
30% 61.5%
45.1% 45.2% 47.9% 43.7%
20% 37.2% 34.4%
40.2% 39.0%
29.3%
10%
0%
2010 2011*** 2012 2013 2014 2015 2016 2017 2018 2019
(N = 71) (N = 93) (N = 78) (N = 78) (N = 96) (N = 90) (N = 97) (N = 105) (N = 123) (N = 103)

100%
90% ALL OTHER DOMESTIC STUDENTS
80%
70% 65.8% 64.9% 66.8% 65.7%
61.8% 63.3% 62.0% 6-year rate
59.1% not available
60% 64.6% 66.1% 61.0%
yet
64.8% 64.4% 5 and 6-year
60.3% 61.2%
50% 58.1% rates not
available yet
53.1%
40%
30%
48.3% 47.2% 51.5% 49.7% 52.4%
20% 45.7% 44.3% 39.6% 34.5% 40.0%
10%
0%
2010 2011 2012*** 2013 2014 2015*** 2016 2017 2018 2019
(N = 335) (N = 298) (N = 286) (N = 291) (N = 292) (N = 309) (N = 292) (N = 303) (N = 290) (N = 280)

F-1 INTERNATIONAL STUDENTS

100%
100% 96.2% 96.2% 95.8% 6-year rate not
92.9% 92.0% 90.3% 93.1% available yet 5 and 6-year
90% 100% 96.2% % 84.0% rates not
92.9% available yet
96.2% 90.3% 89.7%
80% 91.7%
70% 84.0%
60%
50%
40% 82.6% 80.8% 80.0%
75.0% 74.2% 75.9% 76.7%
69.2% 66.7%
30% 56.0%
20%
10%
0%
2010 2011 2012 2013 2014*** 2015 2016 2017 2018 2019
(N = 23) (N = 26) (N = 26) (N = 28) (N = 25) (N = 31) (N = 29) (N = 24) (N = 25) (N = 30)

* Students who withdraw and return and included in their original class. If a student graduates mid-year, the
additional fall term is counted as another year.
**Based on domestic students who identified themselves as “Black or African American alone or in
combination with another race.
***Denotes cohort number that has been reduced by one due to the death of a student (2014 international and
2015 other domestic have been reduced by two)

Source: Office of Institutional Research and Assessment, September 2023

84
GRADUATION RATES* FOR FIRST-YEAR AFRICAN-AMERICAN** STUDENTS
BY BIRTH SEX

100%
6-year
5-year MALES
90%
4-year
80%

70% 6-year 5 and 6-

60.6% rate not year
59.1% available rates not
60% 56.5% available
yet
59.1% yet
48.8% 56.5%
50% 46.2%
42.9% 42.9% 57.6%
40.0%
40% 46.3%
42.9% 42.9% 52.6%
46.2%
30%
33.3%
50.0% 47.8% 51.3%
20% 36.6%
32.1% 34.3% 33.3%
10% 20.0% 23.1% 21.1%

0%
2010 2011*** 2012 2013 2014 2015 2016 2017 2018 2019
(N = 28) (N = 41) (N = 35) (N = 22) (N = 30) (N = 23) (N = 26) (N = 33) (N = 38) (N = 39)

100% 6-year
5-year FEMALES
90% 4-year

80%
75.0%
72.7% 6-year
70% 75.0% rate not
65.1% 65.4% 72.7% 63.9% available
yet
60% 63.5% 55.8% 56.7% 5 and 6-
60.5% 53.5%
63.9% year
50% 52.1% 60.0% rates not
53.5% available
52.2% yet
40%
66.1%
30% 60.6%
53.5% 51.9%
46.5%
20% 41.9% 41.7% 39.1%
29.9% 32.9%
10%

0%
2010 2011 2012 2013 2014 2015 2016 2017 2018 2019
(N = 43) (N = 52) (N = 43) (N = 56) (N = 66) (N = 67) (N = 71) (N = 72) (N = 85) (N = 64)

*Students who withdraw and return are included in their original class. If a student graduates mid-
year, the additional fall term is counted as another year.
**Domestics students who identified themselves as “Black or African American” alone or in
combination with another race.
***Denotes cohort number that has been reduced by one due to the death of a student.

Source: Office of Institutional Research and Assessment, September 2023

85
 GRADUATION RATES* FOR FIRST-YEAR OTHER DOMESTIC STUDENTS
BY BIRTH SEX

100% 6-year
5-year MALES
90% 4-year
80%

70%

60% 56.8% 55.6% 56.6% 56.5% 56.3% 6-year 5 and 6-

52.5% 52.0% rate not year
50.8% available rates not
50% 55.5% 55.6% 54.9%
56.5% yet available
55.1% yet
50.0% 48.4% 50.0%
40%
41.9%
30%

42.5% 43.8% 45.8%

20% 37.3% 40.3% 40.5%
33.8% 35.3% 32.7%
27.2%
10%

0%
2010 2011 2012*** 2013 2014*** 2015*** 2016 2017 2018 2019
(N = 160) (N = 146) (N = 126) (N = 144) (N = 136) (N = 154) (N = 142) (N = 150) (N = 136) (N = 131)

100% 6-year
5-year FEMALES
90% 4-year

80% 75.6% 6-year

74.3% 74.1% 74.8%
73.1% rate not
70.3% available
70% 75.6% 67.3% 66.0% yet
74.3% 73.5%
69.7% 71.3% 72.3% 66.7% 5 and 6-
60%
66.0% year
63.0% rates not
50% available
yet
40%

30% 59.2% 62.2% 58.7%

56.6% 54.6% 55.0%
48.4% 46.4%
20% 40.9% 39.6%

10%

0%
2010 2011 2012 2013 2014 2015 2016 2017 2018 2019
(N = 175) (N = 152) (N = 160) (N = 147) (N = 156) (N = 155) (N = 150) (N = 153) (N = 154) (N = 149)

*Students who withdraw and return are included in their original class. If a student graduates
mid-year, the additional fall term is counted as another year.
**Denotes cohort number that has been reduced by one due to the death of a student (2012 and
2015 have been reduced by 2).

Source: Office of Institutional Research and Assessment, September 2023

86
 GRADUATION RATES* FOR FIRST-YEAR F-1 INTERNATIONAL STUDENTS
BY BIRTH SEX

6-year
MALES 5-year
4-year

100% 100% 5 and 6-

100% 94.1% year
92.3% 91.7% 6-year
rates not
100% 86.7% 87.5% rate not
90% available
94.1% 83.3% available
yet
100% yet
80% 87.5%
86.7% 84.6% 91.7%
5-year
70% rate:
76.9%
60% 75.0%

50%

40% 81.8% 81.3%

76.5% 76.9%
66.7% 68.8% 69.2%
30% 63.6%
58.3%

20% 41.7%

10%

0%
2010 2011 2012 2013 2014 2015 2016 2017 2018 2019
(N = 11) (N = 17) (N = 11) (N = 15) (N = 12) (N = 16) (N = 13) (N = 12) (N = 13) (N = 16)

FEMALES
6-year
100% 100% rate not
100% 100% 100% available
100% 93.8%
93.3% 93.3% yet 5 and 6-
100% 100%
90% year
93.3% 93.8% 91.7% 91.7% rates not
100% 5-year
80% 92.3% available
rate:
yet
93.3%
70%

60%

50%
93.3%
83.3% 84.6% 81.3% 83.3% 83.3%
40% 80.0%
69.2% 71.4%
30% 55.6%
20%

10%

0%
2010 2011 2012 2013 2014** 2015 2016 2017 2018 2019
(N = 12) (N = 9) (N = 15) (N = 13) (N = 13) (N = 15) (N = 16) (N = 12) (N = 12) (N = 14)

*Students who withdraw and return are included in their original class. If a student graduates
mid-year, the additional fall term is counted as another year.
**Denotes cohort numbers that have been reduced by two due to the death of students.

Source: Office of Institutional Research and Assessment, September 2023

87
 GRADUATION RATES* FOR FIRST-YEAR HISPANIC** STUDENTS

100%
6-year
90% 5-year
4-year
80%
75.0% 75.0%
70.0% 71.2%
70.0%
70% 67.3%
75.0% 70.0% 70.0%
61.5% 6-year
60% 65.7% rates not
55.0% 71.2% available
% 63.3% 5 and 6-
61.5% yet
year rates
50% not
55.0% available
50.0% yet
40%
88

30% 60.0% 62.5% 62.0%

50.0%
46.2% 44.9%
20% 38.5% 37.7%
35.0% 36.0%

10%

0%
2010 2011 2012 2013 2014 2015 2016 2017 2018 2019
(N = 12) (N = 13) (N = 20) (N = 20) (N = 40) (N = 49) (N = 50) (N = 52) (N = 50) (N = 53)
Entering Fall Term (Number in Cohort)

*Students who withdraw and return are included in their original class. If a student graduates mid-year, the additional fall term is counted as
another year.
**Domestic students who chose “Hispanic or Latino or Spanish Origin” as their ethnicity (regardless of the race they indicated). This does NOT
include F-1 International Students.

Source: Office of Institutional Research and Assessment, September 2023

 GRADUATION RATES* FOR TRANSFER STUDENTS

100% 6-year
5-year
6-year
4-year
rate not
90% 3-year available
83.3% 83.0% yet

83.3% 5-year
80% 81.1% rate:
5 and 6-
83.9% year rates
71.4% 72.9% not
70.2%
70% 71.4% 83.9% available
72.9% 79.2%
63.4% 70.2% yet
78.6%
60% 58.7%
61.4%
58.7%
69.4% 63.0%
64.6%
50% 63.8% 4, 5, and 6-
year rates
55.4% not
54.3%
40% available
yet
89 69

30%
52.8% 51.8%

20% 42.9% 42.6%

36.2% 37.5%
32.7% 33.3%
26.7% 26.1%
10%

0%
2011 2012 2013 2014 2015 2016 2017 2018 2019 2020
(N = 101) (N = 47) (N = 42) (N = 46) (N = 49) (N = 48) (N = 53) (N = 56) (N = 54) (N = 30)
Entering Fall Term (Number in Cohort)

*Students who withdraw and return are included in their original class. If a student graduates mid-year, the additional fall term is counted as
another year.

Source: Office of Institutional Research and Assessment, September 2023

 GRADUATION RATES* FOR TRANSFER STUDENTS
BY BIRTH SEX

100% 6-year MALES

5-year
90% 88.9%
4-year 6-year
88.9%
3-year rates not
80% 75.0%
77.3% available 5 and 6-
yet year
70.0% rates not
70% 72.7%
available 4, 5 and
65.1% 70.0%
83.3% 62.5% yet 6-year
65.1% 59.1% 62.5% rates not
60% 68.2% 72.0% available
75.0% 60.9% yet
50% 65.0%
58.3%
59.1%
58.1%
40%

30%
50.0%
44.4% 45.5% 43.5%
20% 40.0% 37.5% 40.0%
30.2% 31.8%
25.0%
10%

0%
2011 2012 2013 2014 2015 2016 2017 2018 2019 2020
(N = 43) (N = 20) (N = 18) (N = 22) (N = 20) (N = 24) (N = 22) (N = 25) (N = 23) (N = 8)

Entering Fall Term (Number in Cohort)

6-year
rate not
available
100% yet
FEMALES
90% 87.1%
83.3%
5 and 6-
80% 79.2% year
79.2% 83.3% 93.5% rates not
70.4% 87.1%
69.0% available
70% yet
70.4% 69.0%
62.1%
60% 75.0% 58.3%
58.6% 70.8%
58.3% 65.5%
50% 64.5%
63.0% 4, 5 and
6-year
40% 53.4% rates not
50.0% available
61.3% yet
30% 58.1%

20% 41.7% 41.9%

37.9% 37.5%
33.3%
24.1% 27.3%
10% 20.8%

0%
2011 2012 2013 2014 2015 2016 2017 2018 2019 2020
(N = 58) (N = 47) (N = 24) (N = 24) (N = 29) (N = 24) (N = 31) (N = 31) (N = 31) (N = 22)

Entering Fall Term (Number in Cohort)

*Students who withdraw and return are included in their original class. If a student graduates mid-year, the
additional fall term is counted as another year.

Source: Office of Institutional Research and Assessment, September 2023

90
 NUMBER OF GRADUATES, DEGREES, MAJORS, AND MINORS

Academic Years

2018-2019 2019-2020 2020-2021 2021-2022 2022-2023 Total

Graduates 306 356 277 286 311 1,536

(Unduplicated
headcount)

Degrees Conferred
B.A. 253 297 222 224 229 1,225
B.S. 64 64 62 67 84 341
TOTAL 317 361 284 291 313 1,566

Majors 349 395 299 321 331 1,695

(Includes double
degrees and
double majors)

Minors 119 119 115 107 120 580

(Includes double
minors)

Notes: Totals reflect graduates/degrees conferred/majors from September 1 through August 31 of

each year. The 2022-2023 graduates can be broken down by:

December 2022 (82),

May 2023 (194), and
August 2023 (35).

Compiled by the Office of Institutional Research and Assessment, September 2023

91
 NUMBER OF MAJORS* AWARDED TO GRADUATES
Five-Year History

Major Programs 2018-2019 2019-2020 2020-2021 2021-2022 2022-2023

African and African
American Studies 6 5 3 4 3
Agriculture and Natural Resources 12 13 10 10 14
Applied Science & Mathematic 0 3 1 1 0
Art 11 17 11 6 8
Asian Studies 8 6 5 8 3
Biology 15 27 21 22 26
Business Administration 29 22 30 24 39
Chemistry 17 13 8 10 5
Child and Family Studies 20 17 19 17 14
Communication 22 24 17 13 26
Computer and
Information Science 30 29 29 20 31
Economics 11 6 4 3 8
Education Studies - General 11 15 6 9 4
Education – Middle Grades 0 1 1 1 1
Elementary Education 8 9 4 6 12
Engineering Technologies/Applied Design
Technology and Applied Design 15 16 14 9 19
English 10 16 9 10 13
Foreign Language 8 13 7 10 9
French (0) (0) (1) (0) (1)
German (1) (2) (0) (2) (2)
Spanish (7) (11) (6) (8) (6)
Health and Human Performance 8 24 5 17 15
Health Studies ** 3 1 10 0
History 12 7 3 9 3
Independent (see page 93) 5 5 3 9 2
Mathematics 9 14 8 10 4
Music 9 8 7 5 7
Nursing 8 13 8 14 12
Peace and Social Justice Studies 9 9 3 9 5
Philosophy 2 4 3 3 1
Physics 2 5 4 2 4
Political Science 6 12 14 12 9
Psychology 19 17 23 15 22
Religion 2 1 1 1 0
Sociology 9 11 9 3 5
Theatre 7 9 8 6 5
Women’s and Gender Studies 9 1 0 3 2
TOTALS* 349 395 299 321 331

*These are duplicative headcounts that include double degrees and double majors. Please see page 91 for an
*unduplicated headcount of graduates.
**Awarded as an independent major.

Note: These totals reflect majors from September 1 through August 31 of each year.

Compiled by the Office of Institutional Research and Assessment, September 2023.

92
 INDEPENDENT MAJORS* AWARDED TO GRADUATES

Independent majors are an option available to students who wish to pursue a field of study that cannot be
met through an established Berea College major program. Students are free to propose majors, provided
they meet the criteria in the Catalog’s definition of a major. The student must secure independent major
advisors (primary and secondary). Completed proposals with all required signatures are submitted to the
Associate Provost, liaison to the Academic Program Council.

2018 - 2019: 5 majors 2021 - 2022: 9 majors

Appalachian Studies Anthropological Archaeology (2)
Health Science Anthropology and Archaeology
Health Studies Anthropology/Archaeology
Public Health Education Environmental Science
Visual and Environmental Studies Neuroscience (2)
Outdoor Adventure Education
Philosophy, Psychology and Neuroscience
2019 - 2020: 5 majors
Environmental Policy
Film and Media Production 2022 - 2023: 2 majors
Health Appalachian Studies
Health Science Film Production
Neuroscience

2020 - 2021: 3 majors

Disability Studies
Neuroscience (2)

*Includes double degrees and double majors

Notes: These totals reflect majors from September 1 through August 31 of each academic year.

Source: 2023-2024 College Catalog

Office of Institutional Research and Assessment, October 2023

93
 TEACHER PREPARATION

Berea College considers the preparation of teachers one of its major areas of focus. Many departments at Berea
College contribute to the education of teachers. Grounded in seven departmental statements that are closely
tied to the College’s Great Commitments, candidates in Berea’s Teacher Education Program are asked to think
deeply about the nature of teaching, learning, and schooling.

Berea College currently offers certification programs in:

• Elementary Education (primary-grade 5);
• Middle Grades Education with Teacher Certification in Science or Mathematics (grades 5-9);
• Secondary Education (grades 8-12) programs in Biology, Chemistry, English, Mathematics,
Physics, and Social Studies (with a major in History); primary through grade 12 programs in
Health, Physical Education, Instrumental Music, and Vocal Music.

The teacher certification programs at Berea College are accredited by the Council for the Accreditation of
Educator Preparation (CAEP) and by the Kentucky Education Professional Standards Board.

NUMBER OF STUDENTS CERTIFIED IN EDUCATION

2018-2019 2019-2020 2021-2021 2021-2022 2022-2023

Education Studies - General 11 15 6 9 4

(No certification)
Middle Grades Certification 0 1 1 1 1
Elementary Education 8 9 4 6 12

Certifications
2018-2019 2019-2020 2020-2021 2021-2022 2022-2023
Biology 0 0 0 0 1
English 0 0 0 0 1
Health and Human Performance 0 3 1 1 0
History 0 0 0 1 0
Mathematics 0 0 1 0 1
Music 3 1 2 1 0
Technology/Applied Design 0 0 0 0 0
TOTAL CERTIFIED 11 14 9 10 3

Source: 2023-2024 College Catalog

Office of Institutional Research and Assessment, October 2023

94
 SUMMARY OF GRADUATES’ MAJORS* INCLUDING CONCENTRATIONS
5 Year Summary: Academic Years 2018–19 through 2022-23

African and African-American Studies………. . 21 Engineering Technologies and

Agriculture and Natural Resources…………….59 Applied Design ....................... 24
Applied Science and Mathematics………………5 General 14
Art………………………………………………….53 Management 10
History 12 Technology and Applied Design...... 59
Studio 41 General 15 Included in list is 2
Asian Studies…………………………………….30 Artisan Studies 20 additional concentrations.
General 29 Management 26
Chinese Studies 1 English ................................................ 58
Biology ........................................................... 111 General 33 Included in list are 4
General 109 Education 1 additional concentrations.
Teacher Certification 2 Literature 14
Business Administration……………………….144 Writing 14
Accounting 51 Foreign Languages ............................. 47
Finance 42 Included in list are
49 additional
French 2
International 2 concentrations. German 7
International Business 7 Spanish 38
Management 40 Health and Human Performance ........ 69
Management Info. Systems 7 General 64
Marketing 44 Education 5
Chemistry…………………………………………53 Health Studies..................................... 14
General 9 History ................................................. 34
Biochemistry 30 General 33
Professional 14 Education 1
Child and Family Studies……………………… 87 Independent ........................................ 24
Child Development 43 Included in list are 8
Mathematics........................................ 45
Family Studies 40 additional concentrations. General 43
Nutrition and Food Studies 12 Education 2
Communication………………………………... 102 Music ................................................... 36
Computer and Information Science………… . 139 General 29
General 105 Included in list is 1 Edu. – Instrumental 6 Included in list is 1 additional
concentration.
Computational Mathematics 12 additional concentration. Edu. – Vocal 2
Computer Science 13 Nursing ................................................ 55
Information Systems 10 Peace and Social Justice Studies ...... 35
Economics........................................................ 32 Philosophy .......................................... 13
Finance 1 Physics ............................................... 17
Included in list are 2
International Politics & Policy 22 additional concentrations. Political Science ................................. 53
Methods and Models 11 Psychology.......................................... 96
Education Studies……………………………… 88 Religion ................................................. 5
General 45 Sociology ............................................ 37
Elementary P-5 39 Theatre ................................................ 35
Middle Grades 5-9 4 Women’s and Gender Studies ............ 15

ALL MAJORS................................ 1,695

(awarded to 1,536 graduates)

NOTE: In seven of the majors with concentrations, there were 64 students who completed more than one concentration within
that major. See details above in boxes.

*This is a duplicative headcount that includes double degrees and double majors.

Note: These totals reflect majors from September 1 through August 31 of each academic year.

Compiled by: Office of Institutional Research and Assessment, October 2023

95
 MAJORS* AWARDED TO GRADUATES BY BIRTH SEX
Five-Year Summary

Academic Years
2018-2019 through 2022-2023
Males Females Total
N % N % N % of Grand Total

African and African American Studies 4 19% 17 81% 21 1.2%

Agriculture and Natural
Resources 26 44% 33 56% 59 3.5%
Applied Science and
Mathematics 2 40% 3 60% 5 0.3%
Art 16 30% 37 70% 53 3.1%
Asian Studies 11 37% 19 63% 30 1.8%
Biology 32 29% 79 71% 111 6.5%
Business Administration 81 56% 63 44% 144 8.5%
Chemistry 26 49% 27 51% 53 3.1%
Child and Family Studies 11 13% 76 87% 87 5.1%
Communication 35 34% 67 66% 102 6.0%
Computer and Information
Science 105 76% 34 24% 139 8.2%
Economics 18 56% 14 44% 32 1.9%
Education Studies
General 13 29% 32 71% 45 2.7%
Elementary Education 5 13% 34 87% 39 2.3%
Middle Grades Education 4 100% 0 0% 4 0.2%
Engineering Technologies/
Applied Design 19 79% 5 21% 24 1.4%
Technology and Applied Design 43 73% 16 27% 59 3.5%
English 17 29% 41 71% 58 3.4%
Foreign Languages
French 1 50% 1 50% 2 0.1%
German 1 14% 6 86% 7 0.4%
Spanish 8 21% 30 79% 38 2.2%
Health and Human Performance 35 51% 34 49% 69 4.1%
Health Studies (first awarded 19-20) 1 7% 13 93% 14 0.8%
History 17 50% 17 50% 34 2.0%
Independent (see page 93) 8 33% 16 67% 24 1.4%
Mathematics 29 64% 16 36% 45 2.7%
Music 20 56% 16 44% 36 2.1%
Nursing 5 9% 50 91% 55 3.2%
Peace and Social Justice Studies 6 17% 29 83% 35 2.1%
Philosophy 9 69% 4 31% 13 0.8%
Physics 12 71% 5 29% 17 1.0%
Political Science 20 38% 33 62% 53 3.1%
Psychology 25 26% 71 74% 96 5.7%
Religion 4 80% 1 20% 5 0.3%
Sociology 11 30% 26 70% 37 2.2%
Theatre 12 34% 23 66% 35 2.1%
Women’s and Gender Studies 0 0% 15 100% 15 0.9%

GRAND TOTAL* 692 41% 1,003 59% 1,695 100.0%

*These are duplicative headcounts that include double degrees and double majors. The 1,695 majors represent
1,536 graduates during this five-year time period.

Note: These totals reflect majors from September 1 through August 31 of each year.

Compiled by: Office of Institutional Research and Assessment, October 2023

96
 MAJORS* AWARDED TO GRADUATES BY BIRTH SEX
Five-Year History

2018-2019 2019-2020 2020-2021 2021-2022 2022-2023

Major Programs Male Female Total Male Female Total Male Female Total Male Female Total Male Female Total
African and African
American Studies 1 5 6 0 5 5 1 2 3 1 3 4 1 2 3
Agriculture and Natural
Resources 4 8 12 5 8 13 4 6 10 5 5 10 8 6 14
Applied Science&Mathematics 0 0 0 2 1 3 0 1 1 0 1 1 0 0 0
Art 7 4 11 5 12 17 1 10 11 3 3 6 0 8 8
Asian Studies 2 6 8 3 3 6 3 2 5 2 6 8 1 2 3
Biology 4 11 15 7 20 27 4 17 21 6 16 22 11 15 26
Business Administration 14 15 29 14 8 22 15 15 30 14 10 24 24 15 39
Chemistry 10 7 17 8 5 13 3 5 8 3 7 10 2 3 5
Child and Family Studies 2 18 20 0 17 17 3 16 19 5 12 17 1 13 14
Communication 10 12 22 10 14 24 5 12 17 3 10 13 7 19 26
Computer and Information
Science 24 6 30 22 7 29 21 8 29 16 4 20 22 9 31
Economics 8 3 11 2 4 6 2 2 4 2 1 3 4 4 8
Education Studies
General 5 6 11 4 11 15 1 5 6 1 8 9 2 2 4
Elementary 1 7 8 0 9 9 0 4 4 2 4 6 2 10 12
Middle 0 0 0 1 0 1 1 0 1 1 0 1 1 0 1
Engineering Technologies/Applied Design 9 1 10 10 4 14
97

Technology and
Applied Design 13 2 15 11 5 16 12 2 14 5 4 9 2 3 5
English 2 8 10 5 11 16 3 6 9 2 8 10 5 8 13
Foreign Languages 4 4 8 1 12 13 1 6 7 5 8 10 2 7 9
Health and Human
Performance 5 3 8 10 14 24 4 1 5 9 8 17 7 8 15
Health Studies n/a n/a n/a 0 3 3 1 0 1 0 10 10 0 0 0
History 6 6 12 3 4 7 1 2 3 5 4 9 2 1 3
Independent (see page 93) 3 2 5 1 4 5 0 3 3 4 5 9 0 2 2
Mathematics 7 2 9 9 5 14 3 5 8 9 1 10 1 3 4
Music 4 5 9 4 4 8 3 4 7 4 1 5 5 2 7
Nursing 1 7 8 0 13 13 1 7 8 2 12 14 1 11 12
Peace&Social Justice Studies 2 7 9 1 8 9 0 3 3 2 7 9 1 4 5
Philosophy 1 1 2 3 1 4 2 1 3 3 0 3 0 1 1
Physics 2 0 2 3 2 5 3 1 4 2 0 2 2 2 4
Political Science 4 2 6 1 11 12 5 9 14 5 7 12 5 4 9
Psychology 7 12 19 5 12 17 4 19 23 1 14 15 8 14 22
Religion 2 0 2 1 0 1 0 1 1 1 0 1 0 0 0
Sociology 4 5 9 1 10 11 4 5 9 1 2 3 1 4 5
Theatre 2 5 7 4 5 9 3 5 8 3 3 6 0 5 5
Women’s and Gender Studies 0 9 9 0 1 1 0 1 0 0 3 3 0 2 2
TOTAL* 349 395 299 321 331

*These are duplicative headcounts that include double degrees and double majors. Please see page 91 for an unduplicated headcount.

Note: These totals reflect majors from September 1 through August 31 of each year.

Compiled by: Office of Institutional Research and Assessment, October 2023.

 MAJORS* AWARDED TO GRADUATES BY COHORT TYPE
Five-Year Summary: Academic Years 2018 – 2019 through 2022 - 2023

African American** All Other Domestic F-1 International Total

N (%) N (%) N (%) N (%)
African and African American Studies 20 (95%) 1 (5%) 0 (0%) 21 (1.2%)
Agriculture and Natural Resources 4 (7%) 50 (85%) 5 (8%) 59 (3.5%)
Applied Science and Mathematics 0 (0%) 5 (100%) 0 (0%) 5 (0.3%)
Art 4 (8%) 47 (89%) 2 (4%) 53 (3.1%)
Asian Studies 8 (27%) 21 (70%) 1 (3%) 30 (1.8%)
Biology 26 (23%) 72 (65%) 13 (12%) 111 (6.5%)
Business Administration 36 (25%) 84 (58%) 24 (17%) 144 (8.5%)
Chemistry 9 (17%) 33 (62%) 11 (21%) 53 (3.1%)
Child and Family Studies 18 (21%) 68 (78%) 1 (1%) 87 (5.1%)
Communication 29 (28%) 67 (66%) 6 (6%) 102 (6.0%)
Computer and Information Science 14 (10%) 76 (55%) 49 (35%) 139 (8.2%)
Economics 7 (22%) 10 (31%) 15 (47%) 32 (1.9%)
Education Studies
General 5 (11%) 38 (84%) 2 (4%) 45 (2.7%)
Elementary Education 4 (10%) 35 (90%) 0 (0%) 39 (2.3%)
Middle Grades Certification 1 (25%) 3 (75%) 0 (0%) 4 (0.2%)
Engineering Technologies and Applied Design 5 (21%) 19 (79%) 0 (0%) 24 (1.4%)
Technology and Applied Design 14 (24%) 43 (73%) 2 (3%) 59 (3.5%)
English 5 (9%) 53 (91%) 0 (0%) 58 (3.4%)
Foreign Languages
98

French 0 (0%) 2 (100%) 0 (0%) 2 (0.1%)

German 1 (14%) 6 (86%) 0 (0%) 7 (0.4%)
Spanish 4 (11%) 31 (82%) 3 (8%) 38 (2.2%)
Health and Human Performance 19 (28%) 49 (71%) 1 (1%) 69 (4.1%)
Health Studies (first awarded 2019-20) 8 (57%) 5 (36%) 1 (7%) 14 (0.8%)
History 4 (12%) 30 (88%) 0 (0%) 34 (2.0%)
Independent (see page 93) 5 (21%) 18 (75%) 1 (4%) 24 (1.4%)
Mathematics 2 (4%) 23 (51%) 20 (44%) 45 (2.7%)
Music 12 (33%) 20 (56%) 4 (11%) 36 (2.1%)
Nursing 13 (24%) 36 (65%) 6 (11%) 55 (3.2%)
Peace and Social Justice Studies 10 (29%) 22 (63%) 3 (9%) 35 (2.1%)
Philosophy 3 (23%) 10 (77%) 0 (0%) 13 (0.8%)
Physics 0 (0%) 12 (71%) 5 (29%) 17 (1.0%)
Political Science 11 (21%) 34 (64%) 8 (15%) 53 (3.1%)
Psychology 31 (32%) 63 (66%) 2 (2%) 96 (5.7%)
Religion 0 (0%) 5 (100%) 0 (0%) 5 (0.3%)
Sociology 14 (38%) 23 (62%) 0 (0%) 37 (2.2%)
Theatre 8 (23%) 26 (74%) 1 (3%) 35 (2.1%)
Women’s and Gender Studies 4 (27%) 9 (60%) 2 (13%) 15 (0.9%)
TOTAL* 358 (21%) 1,149 (68%) 188 (11%) 1,695 (100.0%)

*These are duplicative headcounts that include double degrees and double majors. The 1,695 majors represent 1,536 graduates during this five-year time period.
**Domestic students who identified themselves as “Black or African American” alone or in combination with another race.

Note: These totals reflect graduates from September 1 through August 31 of each year. Percentages may not total 100% due to rounding.

Compiled by: Office of Institutional Research and Assessment, October 2023

 SUMMARY OF MINORS* AWARDED TO GRADUATES
Five-Year Summary: Academic Years 2018 – 19 through 2022 – 23

African and African American Studies 12 (2.1%)

Agriculture and Natural Resources 5 (0.9%)
Appalachian Studies 5 (0.9%)
Art History 8 (1.4%)
Art Studio 12 (2.1%)
Asian Studies 19 (3.3%)
Biology 23 (4.0%)
Broadcast Journalism 16 (2.8%)
Business Administration 61 (10.5%)
Chemistry 10 (1.7%)
Child and Family Studies 10 (1.7%)
Classical Languages (first awarded 2022-23) 1 (0.2%)
Communication 22 (3.8%)
Computer Science 14 (2.4%)
Creative Writing (first awarded 2020-21) 14 (2.4%)
Dance 7 (1.2%)
Digital Media (first awarded 2022-23) 2 (0.3%)
Economics 40 (6.9%)
English 12 (2.1%)
Environmental Science (first awarded 2019-20) 2 (0.3%)
Film Production 8 (1.4%)
Forest Resource Management 11 (1.9%)
French 8 (1.4%)
German 5 (0.9%)
Health 13 (2.2%)
Health Teaching 1 (0.2%)
History 12 (2.1%)
Latin 1 (0.2%)
Law, Ethics, and Society 30 (5.2%)
Mathematics 32 (5.5%)
Music 6 (1.0%)
Peace and Social Justice Studies 18 (3.1%)
Philosophy 13 (2.2%)
Physics 3 (0.5%)
Political Science 11 (1.9%)
Religion 7 (1.2%)
Sociology 10 (1.7%)
Spanish 15 (2.6%)
Sustainability and Environmental Studies 42 (7.2%)
Theatre 9 (1.6%)
Women’s and Gender Studies 30 (5.2%)

TOTAL 580 (100.0%)

*This is a duplicative headcount that includes double minors. The 580 minors were awarded to 518 graduates.
The 518 graduates who received a minor represent 34% of the 1,536 graduates during this five-year time period.

Note: These totals reflect majors from September 1 through August 31 of each year.

Compiled by: Office of Institutional Research and Assessment, October 2023

99
 NUMBER OF MINORS* AWARDED TO GRADUATES
Five-Year History
Minors 2018-2019 2019-2020 2020-2021 2021-2022 2022-2023

African and African American

Studies 1 3 3 3 2
Agriculture and Natural
Resources 1 1 1 1 1
Appalachian Studies 0 3 2 0 0
Art History 0 2 4 1 1
Art Studio 5 1 1 1 4
Asian Studies 4 6 3 5 1
Biology 6 5 5 2 5
Broadcast Journalism 3 3 3 4 3
Business Administration 12 18 13 7 11
Chemistry 1 0 1 4 4
Child and Family Studies 1 2 1 2 4
Classical Languages n/a n/a n/a n/a 1
Communication 2 7 5 5 3
Computer Science 4 3 2 1 4
Creative Writing n/a n/a 3 4 7
Dance 2 1 2 1 1
Digital Media n/a n/a n/a n/a 2
Economics 8 5 11 7 9
English 1 2 0 3 6
Environmental Science n/a 0 0 0 2
Film Production 1 2 1 2 2
Forest Resource Management 5 1 1 3 1
French 2 2 0 1 3
German 3 1 0 0 1
Health 4 3 1 4 1
Health Teaching 1 0 0 0 0
History 2 5 2 1 2
Latin 1 0 0 0 0
Law, Ethics, and Society 2 6 13 3 6
Mathematics 5 3 8 7 9
Music 0 2 2 1 1
Peace and Social Justice
Studies 8 2 2 4 2
Philosophy 3 1 3 3 3
Physics 1 0 1 1 0
Political Science 5 3 1 2 0
Religion 1 3 2 1 0
Sociology 2 1 2 5 0
Spanish 5 2 4 2 2
Sustainability and
Environmental Studies 9 11 5 9 8
Theatre 2 3 2 0 2
Women’s and Gender Studies 6 6 5 7 6
TOTAL 119 119 115 107 120

*These are duplicative headcounts that include double minors.

Note: These totals reflect majors from September 1 through August 31 of each year.

Compiled by the Office of Institutional Research and Assessment, October 2023

100
 MINORS* AWARDED TO GRADUATES BY BIRTH SEX
Five-Year History
2018-2019 2019-2020 2020-2021 2021-2022 2022-2023
Minors Male Female Total Male Female Total Male Female Total Male Female Total Male Female Total
African and African
American Studies 0 1 1 2 1 3 1 2 3 1 2 3 0 2 2
Agriculture and Natural
Resources 0 1 1 0 1 1 0 1 1 0 1 1 0 1 1
Appalachian Studies 0 0 0 0 3 3 0 2 2 0 0 0 0 0 0
Art History 0 0 0 2 0 2 0 4 4 1 0 1 0 1 1
Art Studio 3 2 5 0 1 1 0 1 1 0 1 1 0 4 4
Asian Studies 2 2 4 2 4 6 0 3 3 1 4 5 0 1 1
Biology 4 2 6 2 3 5 2 3 5 0 2 2 2 3 5
Broadcast Journalism 3 0 3 2 1 3 2 1 3 2 2 4 1 2 3
Business Administration 10 2 12 12 6 18 9 4 13 4 3 7 6 5 11
Chemistry 1 0 1 0 0 0 0 1 1 1 3 4 1 3 4
Child and Family Studies 0 1 1 0 2 2 0 1 1 0 2 2 0 4 4
Classical Languages n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a 1 0 1
Communication 0 2 2 1 6 7 2 3 5 2 3 5 2 1 3
Computer Science 4 0 4 1 2 3 1 1 2 1 0 1 3 1 4
Creative Writing n/a n/a n/a n/a n/a n/a 1 2 3 2 2 4 3 4 7
Dance 0 2 2 0 1 1 0 2 2 0 1 1 0 1 1
Digital Media n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a 1 1 2
Economics 2 6 8 3 2 5 6 5 11 3 4 7 5 4 9
English 1 0 1 0 2 2 0 0 0 0 3 3 3 3 6
Environmental Science n/a n/a n/a 0 0 0 0 0 0 0 0 0 2 0 2
Film Production 0 1 1 1 1 2 1 0 1 0 2 2 1 1 2
Forest Resource Mgmt. 3 2 5 0 1 1 0 1 1 0 3 3 0 1 1
French 1 1 2 0 2 2 0 0 0 1 0 1 0 3 3
German 2 1 3 0 1 1 0 0 0 0 0 0 1 0 1
Health 1 3 4 0 3 3 0 1 1 2 2 4 0 1 1
101

Health Teaching 0 1 1 0 0 0 0 0 0 0 0 0 0 0 0
History 0 2 2 3 2 5 1 1 2 1 0 1 0 2 2
Latin 0 1 1 0 0 0 0 0 0 0 0 0 0 0 0
Law, Ethics, and Society 0 2 2 1 5 6 2 11 13 2 1 3 3 3 6
Mathematics 5 0 5 2 1 3 6 2 8 3 4 7 6 3 9
Music 0 0 0 1 1 2 0 2 2 1 0 1 1 0 1
Peace and Social
Justice Studies 2 6 8 0 2 2 0 2 2 1 3 4 0 2 2
Philosophy 0 3 3 1 0 1 3 0 3 2 1 3 2 1 3
Physics 0 1 1 0 0 0 1 0 1 0 1 1 0 0 0
Political Science 4 1 5 1 2 3 0 1 1 0 2 2 0 0 0
Religion 1 0 1 0 3 3 1 1 2 1 0 1 0 0 0
Sociology 0 2 2 0 1 1 0 2 2 1 4 5 0 0 0
Spanish 0 5 5 0 2 2 0 4 4 0 2 20 0 2 2
Sustainability and
Environmental Studies 0 9 9 4 7 11 0 5 5 3 6 9 4 4 8
Theatre 0 2 2 1 2 3 1 1 2 0 0 0 1 1 2
Women’s & Gender Studies __2 __4 __6 __2 __4 __6 0 5 5 1 6 7 1 5 6
TOTAL 51 68 119 44 75 119 40 75 115 37 70 107 50 70 120

* These are duplicate headcounts that include double minors.

NOTE: These totals reflect minors from September 1 through August 31 each year.

Compiled by: Office of Institutional Research and Assessment, October 2023.

Special Learning Opportunities
• Highlights
• Education Abroad (Description and Summary of Participants)
• Education Abroad: Countries/Regions organized by Continents: 5-year Summary
• Academic Internships
• Center for Excellence in Learning through Service and the Service-Learning Program
• Undergraduate Research and Creative Projects Program
• Entrepreneurship for the Public Good (EPG) Program
 Special Learning Opportunities

NOTE: Definitions of all categories can be found here.

Of the 2022-23 graduates, the 91% 90% of Males

participation rate in at least of all 91% of Females
one of these five opportunities: graduates Based on birth sex.

PARTICIPATION RATES OF 2022-23 GRADUATES

All Graduates Males Females
Education Abroad 30% 21% 38%
Over the last five years, students have traveled to 46 countries/regions around the world.

Internships 54% 51% 56%

Sixty two percent (62%) of students who participated in an internship in academic year 2022-23
received full funding from Berea to cover expenses related to their internship.

Service-Learning 54% 61% 49%

Courses
There are approximately 13 service-learning courses taught each year by 12 faculty representing 10
departments with 186 students enrolled.

Undergraduate 3% 4% 2%
Research
Typically, there are 15 projects each summer involving 16 faculty and 40 students.

Entrepreneurship for
5% 6% 4%
the Public Good (EPG)
There are generally 60 students participating each year in EPG as it is a multi-year program.

Office of Institutional Research and Assessment www.berea.edu/ira

 EDUCATION ABROAD

The world has become a highly complex and interdependent global village. In response, Berea College
prepares students to take an active role in global society by undertaking a variety of initiatives to help its
students – tomorrow’s leaders – strengthen their international awareness. College resources support the
Francis and Louise Hutchins Center for International Education (CIE), the campus focal point for international
education. The CIE fosters understanding of, and respect for, all peoples of the earth. Many of the eight
Great Commitments of Berea College are achieved through international education – an integral part of a
strong liberal-arts curriculum.

EDUCATION ABROAD PARTICIPANTS

Academic Years

Period of Time
Spent Abroad 2018-19 2019-20 2020-21* 2021-22 2022-23

Full academic year 1 0 0 0 1

Full semester 28 26 0 23 33
Less than a full
semester 148 16 0 149 92
TOTAL 177 42 0 172 126

*Due to the COVID-19 Pandemic, travel (for the College and Education Abroad, specifically) was not
allowed in Academic Year 2020-21.

Number and Percent of Graduates Who Participated in an

Education Abroad Opportunity While Attending Berea College

Academic Years

2018-19 2019-20 2020-21 2021-22 2022-23

Total number of graduates 306 356 277 286 311

Number of graduates who
participated in Education
Abroad while a student 143 166 77 82 94
Percent of graduates
who participated: 47% 47% 28% 29% 30%

Source: 2023 – 2024 College Catalog

Center for International Education, September 2023
Office of Institutional Research and Assessment, September 2023

102
 EDUCATION ABROAD:
COUNTRIES/REGIONS ORGANIZED BY CONTINENT
5-Year Summary: Academic Years 2018-19 through 2022-23

Berea College students have participated in education abroad programs in 46 countries/regions. Campus sponsors
of these experiences include the Center for International Education (CIE), the Foreign Languages Department, the
Mathematics Department, the Campus Christian Center (CCC), the Center for Excellence in Learning through Service
(CELTS), Internship and Career Development Office, and the Entrepreneurship for the Public Good (EPG) Office.

Africa – 8 Countries/Regions Europe, continued

Egypt Ireland
Gambia Italy
Ghana Netherlands
Morocco Poland
Namibia Scotland
Rwanda Slavic Europe
South Africa Spain
Tanzania Switzerland
United Kingdom

Asia – 8 Countries/Regions
China Oceania – 2 Countries/Regions
Israel Australia
Japan New Zealand
Malaysia
Mongolia
South Korea Western Hemisphere (The Americas) -
Thailand 11 Countries/Regions
Vietnam Argentina
Canada
Chile
Costa Rica
Europe – 17 Countries/Regions Cuba
Austria Ecuador
Czech Republic Honduras
Denmark Jamaica
England Mexico
France Peru
Germany Uruguay
Greece
Iceland

Source: Center for International Education.

103
 ACADEMIC INTERNSHIPS
Internships is an experiential education program designed to allow students to earn academic credit
while gaining practical, professional experience in the workplace. Rising sophomores, juniors, and
seniors in good standing are eligible, although typically it is rising juniors and seniors who participate.

Many internships are unpaid, particularly those in the non-profit, education, government and public
service sectors. As a result, the College provides financial support to help make it possible for eligible
students to participate in unpaid internships.

Internships help students define/clarify their career paths, gain career-related experience, make
valuable networking contacts, and may lead to a job upon graduation. Students are encouraged to
make an internship part of their Berea College experience.

NUMBER OF INTERNSHIPS COMPLETED

Academic Years
2018-19 2019-20* 2020-21 2021-22 2022-23

Fall 1 1 5 1 1
Spring 3 1 3 0 0
Summer 277 9 186 248 233
TOTAL 281 11 194 249 234

*The number of internships was very limited due to the COVID-19 Pandemic.

HIGHLIGHTS BASED ON INTERNSHIP SURVEY 2022-2023 (96% response rate)

• 234 students representing 32 academic areas participated in internships in 32 states
• 98% reported that they are better prepared to enter the professional world
• 97% reported that they have a better understanding of their field of interest
• 96% reported that they achieved the learning goals specified in their internship proposals
• 97% rated their overall internship experience as excellent (56%), very good (26%), or good (15%)
• 62% received full funding from Berea to cover expenses related to the internship
• 30% positions were fully paid by the employer and 8% were partially paid by the employer
• 20% of Berea students reported that they received a full-time job offer from the organization

NUMBER AND PERCENT OF GRADUATES WHO

PARTICIPATED IN AT LEAST ONE INTERNSHIP*

Academic Years

2018-19 2019-20 2020-21 2021-22 2022-23

Total number of graduates: 306 356 277 286 311
Number of graduates who
172 196 114 128 168
participated in an internship:

Percent of graduates who 56% 55% 41% 45% 54%

participated in an internship:

*The numbers reflect internships and off-campus undergraduate research internships funded by Berea College
Internships.

Source: Office of Internships, September 2023

Office of Institutional Research and Assessment, October 2023

104
 CENTER FOR EXCELLENCE IN LEARNING THROUGH SERVICE (CELTS) AND
THE SERVICE-LEARNING PROGRAM

The work of the Center for Excellence in Learning through Service (CELTS) builds upon Berea’s long history of
engagement with our community, including the great commitments to promote the Christian ethic of service and
to serve the Appalachian region. CELTS coordinates the College’s academic service-learning and community
service programs, including a Bonner Scholars Program (the Bonner Foundation endowment supports up to 60
each year).
Academic Years
2018-19 2019-20 2020-21 2021-22 2022-23

Number of Bonner Scholars 58 57 56 57 54

CELTS Labor Students 75 70 54 64 60

Co-curricular Community Service

Berea College students serve through the Bonner Scholars Program, and volunteer through seven different
service programs, engaging in activities including tutoring children, mentoring teens, visiting elders at long-term
care facilities, helping to build houses for low-income families, organizing the annual community-wide Hunger
Hurts Food Drive, and taking on environmental and social-justice issues. These community service programs are
coordinated by teams of student leaders who, through their labor positions and in collaboration with community-
based organizations, recruit, train, and manage the student volunteers.

NUMBER OF STUDENTS WHO VOLUNTEERED OUTSIDE OF

REQUIRED COURSEWORK OR LABOR ASSIGNMENTS

Academic Years
2018-19 2019-20 2020-21* 2021-22* 2022-23
Volunteers 115 211 6 14 152

*Due to COVID-19 restrictions, the number of volunteers was significantly lower than previous years. These
students were Education Studies majors who assisted with an on-line tutoring program and CELTS labor students
who volunteered with CELTS programs outside their own labor assignment.

NUMBER AND PERCENT OF GRADUATES

WHO VOLUNTEERED THROUGH CELTS

Academic Years
2018-19 2019-20 2020-21 2021-22 2022-23

Total number of graduates 306 356 277 286 311

Number of graduates who volunteered

through CELTS 79 117 64 56 65

Percent of graduates who volunteered 26% 33% 23% 20% 21%

Source: Center for Excellence in Learning through Service (CELTS), October 2023
Office of Institutional Research and Assessment, October 2023

105
CELTS and the Service-Learning Program, continued

Academic Service-Learning
Service-learning at Berea College is an educational experience based upon a collaborative
partnership between college and community. Learning through service enables students to apply
academic knowledge and critical-thinking skills to meet genuine community needs. Through
reflection and assessment, students gain deeper understanding of course content and the
importance of civic engagement. (Berea College definition of Service-Learning)
Service-learning is a pedagogy through which students complete projects in cooperation with community-
based organizations, as part of assigned coursework. These projects allow them to achieve academic
learning goals by working with local leaders to address community issues. Critical reflection is often called
“the hyphen” in service-learning, as it facilitates deeper learning by helping students to draw connections
between the service and learning experiences. Service-learning also facilitates the exchange of ideas,
knowledge, and resources between Berea College and the community.
Service-learning courses are taught each term in a variety of disciplines at Berea College. Designated
Service-Learning Courses meet the Active Learning Experience (ALE) requirement in the General
Education Program.

NUMBER OF SERVICE-LEARNING COURSES,

ACADEMIC DEPARTMENTS, FACULTY, AND STUDENTS

2018-19 2019-20 2020-21 2021-22 2022-23

Service-Learning Courses 12 19 11 14 11
Academic Departments Represented 6 13 12 9 8
Faculty Teaching Service-Learning Courses 9 18 13 13 9
Students Enrolled in Service-Learning Courses 170 289 135 185 149

NUMBER AND PERCENT OF GRADUATES WHO PARTICIPATED

IN AT LEAST ONE SERVICE-LEARNING COURSE

Academic Years
2018-19 2019-20 2020-21 2021-22 2022-23

Total number of graduates 306 356 277 286 311

Number of graduates who participated in at

least one service-learning course 167 201 142 144 169

Percent of graduates who participated: 55% 56% 51% 51% 54%

Source: Center for Excellence in Learning through Service (CELTS), October 2023
Office of Institutional Research and Assessment, October 2023

106
 UNDERGRADUATE RESEARCH AND CREATIVE PROJECTS PROGRAM

The Undergraduate Research and Creative Projects Program (URCPP) was developed to
provide students in all majors a high-impact learning opportunity not ordinarily found in courses
or other forms of experiential learning. Typically, two or three students and a faculty mentor
engage a project for eight to ten weeks during the summer. The central purpose is to provide
opportunities for students to experience research and creative activity through the structure of
an apprentice-mentor relationship. This purpose requires that faculty mentors go beyond
supervising student learning to working alongside students in providing active models of how
research and creative processes are engaged.

The goals of the program include:

• to enhance student learning by providing opportunities to engage challenging,

collaborative and directed projects in an apprentice-mentor relationship with faculty,
and to help students understand the critical interplay between collaboration and
independent thought and action in any team effort to engage a complex, open-ended
project;
• to foster student-faculty interaction in creative work;
• to enhance students’ communication skills;
• to provide a high-impact experience that would be helpful to students who wish to
pursue subsequent research and learning/creative opportunities (e.g., off-campus,
summer research programs or international learning opportunities) and offer
experience that allows students to build their self-confidence to pursue careers and
make informed career and graduate school decisions for further study beyond Berea.

Number of Undergraduate Research and Creative Projects and Participants

Number of Number of Number of

Summer Projects Faculty Students*
2014 18 18 48
2015 17 19 43
2016 17 18 49
2017 15 17 49
2018 14 14 38
2019 17 18 42
**2020 4 5 10
***2021 12 12 34
2022 13 15 27
2023 11 11 34

*Other students may have participated in the program but were funded by sources other than the URCPP
budget. Additional program-approved undergraduate research experiences take place on and off campus,
as well.
**Due to the COVID-19 Pandemic only four of the thirteen approved 2020 URCPP research projects were
able to proceed and meet the appropriate Healthy-at-Work precautions. The remaining nine projects were
deferred to summer 2021.
***The research conducted in 2021 consisted of five newly approved projects, and seven approved in 2020
but not able to proceed under that summer’s COVID-19 mandated restrictions.

Source: Office of the Academic Affairs, August 2023

107
 ENTREPRENEURSHIP FOR THE PUBLIC GOOD (EPG) PROGRAM

The Entrepreneurship for the Public Good (EPG) Program at Berea College creates a multi-
year learning experience for undergraduate students to practice and implement
Entrepreneurial Leadership in rural communities of central Appalachia. The EPG Program
defines Entrepreneurial Leadership as:

“A process when one person or a group of people in a community originate

an idea or innovation for a needed change and influence others in that
community to commit to realizing that change, despite the presence of risk,
ambiguity, or uncertainty.”

The EPG curriculum, teaching approach, and course of study are built from this central
definition and are expressed in the EPG Cycle of Abilities for Entrepreneurial Leadership. That
cycle centers on six core learning goals of the program:

• engaging complexity and uncertainty,

• exploring values and ethical structures,
• facilitating group decisions,
• recognizing opportunity,
• mobilizing resources, and
• advocating change.

Number and Percent of Graduates Who Participated in the Entrepreneurship for

the Public Good (EPG) Program While Attending Berea College

Academic Years

2018-19 2019-20 2020-21 2021-22 2022-23

Total number of graduates 306 356 277 286 311

Number of graduates who
participated in EPG
while a student 20 16 16 16 15
Percent of graduates
who participated: 7% 4% 6% 6% 5%

Source: Entrepreneurship for the Public Good (EPG) Program Office, September 2023
Office of Institutional Research and Assessment, September 2023

108
Student Labor
• Highlights
• Summary of Labor Contract Assignments for Primary Positions by Departmental Categories and
Work-Learning-Service (WLS) Classification Levels
• Labor Departments
• Labor Program Work Scholarship Direct Pay Rates by WLS Classification Levels
• The Student Labor Program: A Practical Education Program
o Overall Student Labor Evaluation (SLE) Score Given by Labor Supervisors for Primary
Positions Only, Spring Terms 2014 through 2023
o Labor Experience Evaluation (LEE) Results
▪ Career Readiness Competencies
▪ Influence on Career Decision
▪ Understanding of the Program’s Contribution to the College’s Mission
▪ Job Satisfaction
▪ Job Support
▪ Evaluating the Importance of the Labor Experience
 Student Labor Highlights
NOTE: Definitions of all categories can be found here.

Student Feedback from the Labor Experience Evaluation (LEE)

"I consider my labor experience to be..."
Very
5
My labor position has impacted my important
3.3
​future career goals. 4.3 4.3
3.9
Skills I'm learning in my labor position 4
​will help me find a job/continue my 3.8
​education after Berea.

I feel valued as a student staff 3

​member.
4.2

My labor position provides adequate

​support and flexibility for my 4.3 2
​academic demands.

1 2 3 4 5 Very 1
Strongly Strongly unimportant
disagree agree 2020-21 2021-22 2022-23
Academic Year

Number of Primary Work Assignments by

Work-Learning-Service (WLS) Classification Levels
1%
WLS 6
WLS 5
10%
WLS 1
Fall 2023
WLS 4
35%
24% 391 students contracted
for more than 10 hours a
WLS 3 WLS 2 week in their primary
21% 8% position.

Note: There are two (<1%) students with a WLS Unclassified work assignment.

Overall Student Labor Evaluation (SLE) Score, Spring 2023

Given by Labor Supervisors (Primary Positions Only)

Exceptional labor Exceeds Meets Needs Not meeting

performance expectations expectations improvement expectations

33% 43% 20% 2% 1%

Office of Institutional Research and Assessment www.berea.edu/ira

 SUMMARY OF LABOR CONTRACT ASSIGNMENTS FOR PRIMARY POSITIONS
BY DEPARTMENTAL CATEGORIES AND WORK-LEARNING-SERVICE (WLS) CLASSIFICATION LEVELS
FALL 2023

WLS 1 WLS 2 WLS 3 WLS 4 WLS 5 WLS 6 WLS UC*

Total
Number More More More More
of than than than than More More
Departmental Primary 10 10 10 10 10 10 10 10 than 10 than 10 More than
Categories Positions Hours hours Hours hours Hours hours Hours hours hours hours 10 hours
Academic Support 115 23 1 16 0 25 4 21 9 15 1 n/a
Alumni,
Communications and 19 4 0 4 0 7 0 2 0 2 0 n/a
Philanthropy
Auxiliary Enterprises:
Residence Halls (maintenance 113 72 0 7 0 2 1 19 2 10 0 n/a
crews) and Dining Services
College Community
65 15 0 0 0 21 3 14 0 9 3 n/a
Service
109

College Farms 67 28 0 1 6 2 6 1 13 8 2 n/a

College Related 2 2 0 0 0 0 0 0 0 0 0 n/a

Facilities Operations 180 122 0 5 0 19 3 14 7 10 0 n/a

General and
137 37 1 22 1 26 6 14 11 18 1 n/a
Administrative
Instruction 253 30 1 21 1 71 7 65 42 13 2 n/a
Student Industries:
153 75 2 14 1 11 3 30 6 11 0 n/a
Crafts/Services
Student Services 265 57 1 9 2 32 58 14 44 37 9 2

TOTAL 1,340 465 6 99 11 191 87 194 134 133 18 2

*UC is the “unclassified” level.

NOTES: For a breakdown of departments within the various categories, please see the pages 110 and 111.
See page 112 for definitions of the WLS classification levels.

Source: Labor Program Office, December 2023

 LABOR DEPARTMENTS

Academic Support (N = 17 Departments)

Black Cultural Center Hutchins Library

Carter G. Woodson Center for Interracial Education Educational Technology
Center for International Education (CIE) Loyal Jones Appalachian Center
Center for Technology and Learning MAC Office
Writing Resources Office of Internships and Career Development
Convocations Office of the Registrar
Disability and Accessibility Services (DAS) Student Success and Transition
Draper Building Office Services Yahng Discovery Center
Environmental Health and Safety (Risk Management)

Alumni, Communications, and Philanthropy (N = 3 Departments)

Alumni Relations
Annual Giving
Marketing and Communication

Auxiliary Enterprises: Residence Halls (Only includes Dorm Maintenance Crews)

Anna Smith Fairchild

Bingham James
Blue Ridge Kentucky
Dana Kettering
Danforth Pearsons
Ecovillage Seabury Residence Hall
Edwards Shinn (formerly Deep Green)
Elizabeth Rogers Talcott
Dining Services

College Community Service (N = 12 Departments)

CELTS (Center for Excellence in Learning through Service)

Adopt-a-Grandparent Hispanic Outreach Project (HOP) People Who Care
Berea Buddies Office Staff Service Learning
Bonner Scholars Program One-on-One Tutoring Teen Mentoring
Habitat for Humanity

College Farms (N = 3 Departments)

Administrative Staff
Farm Store
Farms

College Related (N = 1 Department)

Brushy Fork Institute

Community Partnerships (N = 0 Departments)

Due to COVID-19, there were no labor positions approved with our community partners for Academic Year 2022-23.

Facilities Operations (N = 7 Departments)

Facilities Management Office Maintenance

Forestry (including Forest Outreach Center) Storeroom
Groundskeeping Waste and Recycling
Housekeeping for Public Buildings

110
Labor Departments, continued

General and Administrative (N = 13 Departments)

Academic Affairs Office

Child Development Lab Office of the President
College Post Office Office of the Vice President for Operations
Ecovillage and Sustainability
Financial Affairs Continuous Improvement
Human Resources Printing Services
Information Systems and Services Sustainability Programs
Institutional Research and Assessment (OIRA)

Instruction (N = 33 Departments)

African and African American Studies Geology

Agriculture and Natural Resources Health and Human Performance
Art (including Archeology) History
Asian Studies Mathematics
Biology Music
Business Administration Nursing
Chemistry Peace and Social Justice Studies
Child and Family Studies Philosophy
Communication (includes production studio) Physics
Computer and Information Science Political Science
Economics Psychology
Education Studies Sociology
Engineering Technologies and Applied Design Studies of Religions and Spirituality
English Sustainability and Environmental Studies (SENS)
Entrepreneurship for Public Good (EPG) Program Theatre (including the theatre lab)
Foreign Languages Women’s, Gender, and Sexuality Studies
General Education

Student Industries: Crafts and Services (N = 11 Departments)

Boone Tavern Hotel

Broom Making Student Crafts Distribution Center
Ceramics Visitor’s Center and Shoppe
Crafts Education Center and Craft Outreach Program Weaving
Conference Services Woodcraft
Log House Craft Gallery

Student Services (N = 19 Departments)

Admissions Comprehensive Wellness Programs

Athletic Department Counseling Services
Campus Christian Center Labor Program and Student Payroll Office
Campus Life Office of the Vice President for
Berea College Express Shuttle Student Life
Campus Activities Board (CAB) Public Safety
Chimes Seabury Center
Intramurals Student Financial Aid Services
Office Staff (Artists, Event, Facilities, Media) Student Life
Outdoor Recreation and Wellness Non-Traditional Program
Pinnacle Peer Health Education
Student Government Association (SGA) Residence Halls

Complied by the Office of Institutional Research and Assessment, October 2023

111
 LABOR PROGRAM WORK SCHOLARSHIP DIRECT PAY RATES
BY WORK-LEARNING-SERVICE (WLS) CLASSIFICATION LEVELS
The Berea College Work Scholarship is awarded for students’ assigned work and is comprised of two
parts: 1) an annual Work Grant of $9,000 (for 2022-23) applied toward the cost of education;
2) a Work Direct Payment depending on hours works and the WLS level (for educational expenses).
These two scholarship sources comprise over $10,000, which equates to approximately $34/hour.

The Work Direct Payment is a Scholarship disbursement that students receive in the form of a payroll
payment. Work Direct Payments are issued through student financial aid packaging. Following
federal Work College guidelines, these Scholarship disbursements are issued to students at an hourly
rate, based on hours worked and rate of pay. The chart below shows the WLS rates for the last four
academic years.

$10.00

$9.50

$9.00

$8.50

$8.00

$7.50

$7.00

$6.50

$6.00

$5.50

$5.00
2020-21 2021-22 2022-23 2023-24
WLS1 $5.60 $5.60 $5.80 $6.09
WLS2 $5.80 $5.80 $6.00 $6.30
WLS3 $6.00 $6.00 $6.20 $6.51
WLS4 $6.20 $6.20 $6.40 $6.72
WLS5 $6.50 $6.50 $6.70 $7.04
WLS6 $6.80 $6.80 $7.00 $7.50
WLS-UC $6.95 $6.95 $7.15 $8.00

Definitions of the Work-Learning-Service (WLS) Classification Levels. See the Labor Program
website (https://berea.smartcatalogiq.com/en/current/tools/work-learning-service-levels-wls/) for more
detailed descriptions.
• WLS 1 – Entry Level
• WLS 2 – Intermediate Level
• WLS 3 – Skilled Level
• WLS 4 – Advanced Level
• WLS 5 – Management Level (must be a 15-hour commitment)
• WLS 6 – Director Level (must be a 15-hour commitment and approved by the Labor Program Council)
• WLS UC – Unclassified Level and include the positions of Student Government Association President
and the Campus Activities Board Chair.

Source: Labor Program Office, November 2023

112
 THE STUDENT LABOR PROGRAM: A PRACTICAL EDUCATION PROGRAM

Berea’s Labor Program has evolved over the years into a nationally recognized educational program that blends comprehensive liberal arts with a
practical educational program. All degree-seeking students are required to work in the Labor Program.

Labor Supervisor/Practical Instructor

The labor supervisor is institutionally recognized as a practical educator and an essential, valued member of the educational community. There are
approximately 400 faculty/staff who serve as labor supervisors/practical instructors.

Student Labor Evaluation (SLE)

Labor supervisors evaluate student work on seven performance expectations helping students develop job skills: attendance, accountability,
teamwork, initiative, respect, learning, and position-specific requirements. These evaluations (completed at the mid-point and end of every work
assignment) become a permanent part of the student’s educational record in the student’s Labor Transcript.

Overall Student Labor Evaluation (SLE) Score Given by Labor Supervisors for Primary Positions Only
Spring Terms 2014 through 2023

2014
(N = 1,410)
4% 24% 35% 34%
113

2015
(N = 1,390)
4% 22% 43% 30%
2016
(N = 1,373)
6% 23% 39% 30%
2017
(N = 1,356)
4% 28% 35% 30%
2018
(N = 1,390)
3% 24% 42% 30%
2019
(N = 1,378)
3% 23% 42% 31%
2020
(N = 1,224)
1% 19% 44% 35%
2021
(N = 722)
2% 21% 38% 38%
2022
(N = 1,019)
3% 28% 39% 29%
2023
(N = 1,149)
2% 20% 43% 33%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Not meeting expectations Needs Improvement Meets Expectations Exceeds expectations Exceptional labor performance
(59 and below) (60-69) (70-79) (80-89) (90-100)

Compiled by the Office of Institutional Research and Assessment from data provided by the Labor Program Office.
The Student Labor Program, continued:

Labor Experience Evaluation (LEE)

The Labor Experience Evaluation (LEE) allows students to reflect on their overall labor experience during
the Spring Term in the following key areas: influence on major decision; influence on career decision; job
satisfaction; support and oversight within their labor department; supervisor-specific feedback;
understanding of the program’s contribution to the College’s mission; career readiness; and evaluation of
the Labor Program.

Career Readiness Competencies

Rate your agreement with the following statements.

My labor experience helped me develop

4.08
better time management skills.

My labor experience helped me

3.92
develop critical thinking.

My labor experience helped me develop

4.27
communication skills.

My labor experience helped me develop

4.15
teamwork skills.

My labor experience has helped me explore

about learn about diversity, equity and 3.87
inclusion.

I have gained knowledge about professionalism

4.07
through my labor experience.

I have developed leadership skills through my

4.03
labor experience.

I have developed technology skills through my

3.76
labor experience.

1 2 3 4 5
Strongly Disagree Neither agree Agree Strongly
disagree nor disagree agree
Academic Year 2022-23

Compiled by the Office of Institutional Research and Assessment from data provided by the Labor
Program Office, November 2023

114
The Student Labor Program: Labor Experience Evaluation (LEE), continued:

Influence on Career Decision

Strongly 5
agree
3.9 3.8
Agree 4
3.3
Neither agree
nor disagree 3

Disagree 2

Strongly 1
disagree
I am given the opportunity to My labor position has impacted my Skills I'm learning in my labor
develop my career-related skills in future career goals. position will help me find a job/
my labor position(s). continue my education after Berea.

Understanding of the Program’s Contribution to the College’s Mission

My labor department enforces the great commitment, “To promote learning and serving through the labor
program, the dignity and utility of all work, mental and manual, and taking pride in work well done.”

100%
90%
80%
70%
60%
50% 45%
37%
40%
30%
20% 12%
10% 2% 3%
0%
Strongly agree Agree Neither agree nor Disagree Strongly Disagree
disagree

I understand how my job contributes to this institution’s overall mission (i.e., The Great Commitments).

100%
90%
80%
70%
60%
46%
50%
37%
40%
30%
20% 10%
10% 3% 4%
0%
Strongly agree Agree Neither agree nor Disagree Strongly Disagree
disagree

Compiled by the Office of Institutional Research and Assessment from data provided by the Labor
Program Office, November 2023
115
 The Student Labor Program: Labor Experience Evaluation (LEE), continued:

Job Satisfaction
Strongly 5
agree 4.3 4.4
4.2 4.2
Agree 4

Neither agree 3
nor disagree

2
Disagree
1
Strongly
My supervisor provides me My strengths and skills are I am given the responsibility I feel valued as a student
disagree
with the necessary tools recognized and and freedom to do my job. staff member.
and training to do my job appreciated.
effectively.

Job Support
Strongly
agree 5
4.36 4.25 4.31
4.20
Agree
4
Neither agree
nor disagree
3

Disagree 2
Strongly
disagree 1
I receive feedback from my I feel supported by I feel comfortable providing My labor position provides
supervisor that helps me. my labor supervisor. feedback to my supervisor. adequate support and
flexibility for
my academic demands.

_______________________________________________________________________________________

Evaluating the Importance of the Labor Experience

I consider my labor experience to be...

Very
important 5
4.4 4.4 4.3 4.3
3.9
Important 4

Neutral 3

Unimportant 2
Very
unimportant 1

AY 2018-19 AY 2019-20 AY 2020-21 AY 2021-22 AY 2022-23

Compiled by the Office of Institutional Research and Assessment from data provided by the Labor
Program Office, November 2023
116
Student Costs
• Cost of Attendance and Other Student Expenses
• Total Student Costs
 COST OF ATTENDANCE AND OTHER STUDENT EXPENSES

Academic Year Academic Year Academic Year Academic Year Academic Year
2019-2020 2020-2021 2021-2022 2022-2023 2023-2024

Cost of Attendance $44,100 $44,400 $42,900 $44,300 $48,600

Registration Costs:
Room (Housing) 3,592 3,772 3,886 4,002 4,002
Board (Meals) 3,374 3,492 3,598 3,740 3,890
Accident Fund 2 2 2 2 2
Campus Activities Fee 50 50 50 64 64
Chimes (School yearbook) 34 0 0 0 0
Health and Dental Fees 114 176 176 176 176
Pinnacle (School newspaper) 12 12 12 12 12
Student Engagement Fee* n/a 34 34 34 34
Student Government Association 18 18 18 18 18
Technology Fee 370 400 420 420 420
SUBTOTAL $ 7,566 $7,956 $8,196 $8,468 $8,618

Average Other Costs (Indirect Costs):

Books and Supplies 700 700 700 700 700
117

Personal 1,700 1,700 1,700 1,700 1,800

Transportation 800 900 900 900 1,000
SUBTOTAL $3,200 $3,300 $3,300 $3,300 $3,500

TOTAL STUDENT EXPENSE BUDGET $10,766 $11,256 $11,496 $11,768 $12,118

*Student Engagement Fee added in 2020-2021.

Definitions
Cost of attendance is paid by the College (no student pays this cost) from the endowment, gifts, scholarships, and grants brought by the students. Cost of attendance
covers expenses related to the faculty and staff, library, support services, etc.; it does not include costs of development and alumni programs.

Registration Costs include room (housing), board (meals), accident fund, campus activities fee, Chimes (school yearbook), health and dental fees, Pinnacle (school
newspaper), technology fee, student engagement fee, and student government association fees.

Average Other Costs include books and supplies, personal expenses, and transportation costs.

Source: Office of Student Financial Aid Services, August 2023.

 TOTAL STUDENT COSTS
$70,000

$65,000
$60,718
$60,000
$54,866 $55,656 $56,068
$55,000
$54,396

$50,000

$45,000

$40,000

$35,000

$30,000

$25,000

$20,000

$15,000

$10,000

$5,000

$0
2019-2020 2020-2021 2021-2022 2022-2023 2023-2024
Average Other Costs $3,200 $3,300 $3,300 $3,300 $3,500
Registration Costs $7,566 $7,956 $8,196 $8,468 $8,618
Cost of Attendance $44,100 $44,400 $42,900 $44,300 $48,600

Academic Year

Definitions
Cost of attendance is paid by the College (no student pays this cost) from the endowment, gifts, scholarships, and grants
brought by the students. Cost of attendance covers expenses related to the faculty and staff, library, support services, etc.;
it does not include costs of development and alumni programs.

Registration Costs include room (housing), board (meals), accident fund, campus activities fee, Chimes (school yearbook)
[removed 2020-2021], health and dental fees, Pinnacle (school newspaper), technology fee, student engagement fee
(added 2020-2021) and student government association fees. For more details, please see page 117.

Average Other Costs include books and supplies, personal expenses, and transportation costs. For more details, please
see page 117.

Source: Office of Student Financial Aid Services, October 2023.

118
Student Life
• Highlights
• Registered Student Organizations, Academic Year 2023-24
• Black Cultural Center
• Residence Life
• Office of Involvement and Engagement
• Outdoor Adventure and Intramural Sports Participants
 Student Life Highlights
NOTE: Definitions of all categories can be found here.

Academic Year 2022-23 Number of Student Participants* and

Participation Rate in Student Life Programs

Office of Involvement and Engagement

735 (52%)
Programs

Campus Activities Board (CAB) Programs 864 (61%)

Outdoor Adventure 212 (15%)

Intramural Sports 266 (19%)

0 200 400 600 800 1000 1200 1400

*Unique participants. Many students participated in programs multiple times.

of students in campus

82% 61
Registered Student
housing live in a hall with
Organizations
24/7 visitation

Student Residence Living Capacity:

Overall, By Room Type, Visitation Status, and Housing Status

2000

1,579
1500 1,399 1,363

1000 886

500 354 339

216
85 95
0
Overall Single Double Ecovillage 24/7 Limited Gender- Co-Ed Single-
​ ooms
R ​ ooms
R ​Visitation ​visitation I​nclusive ​Housing ​ ender
G
​Housing ​Housing

Office of Institutional Research and Assessment www.berea.edu/ira

 REGISTERED STUDENT ORGANIZATIONS
ACADEMIC YEAR 2023-2024

Student Life promotes a positive learning environment by providing a forum for students to create
and express themselves through involvement in student clubs/organizations. Student groups
serve to connect students with shared interests, and they create a guided learning community
that supports personal development and promotes leadership.

African Students Association First Leaders of Tomorrow

Agriculture Union Folk-Roots Ensemble
Alpha Psi Omega (APO) (Theatre Honor Society) Gender and Sexuality Alliance
American Sign Language (ASL) Club and Deaf Girls Who Code Berea College Loop/Association
Culture Club of Machinery Computing (ACM-W)
Appalachian Student Union Google Developer Student Club
Arab Student Association Al Maqam Greek Association
Asian Student Union (ASU) Health and Human Performance (HHP) Club
Association of Student Nurses InterVarsity Christian Fellowship
Average Seal Enjoyer's Japanese Taiko and Culture Club
Baptist Campus Ministry Latinx Student Union (LSU)
Berea College Generation Action Mortar Board Honor Society - Alpha Sigma Chi
Berea College Political Science Association Mountaineer Volleyball Club
Berea College Youth Communist League Muslim Students Association
Berea Economic Association National Society of Black Engineers
Berea Middle Eastern Dance Ensemble Non-Traditional Student Association
Bethel Campus Fellowship Ornithology Club
Biology Club Orthodox Christian Fellowship
Black Music Ensemble (BME) Poetry and Opossum Society
Black Student Union (BSU) Pre-Health Professions Club
Campus Activities Board (CAB) Pre-Veterinary Club
Catholic Newman Club Psychology Club
Chemistry Club Rotaract
Chess Club Sazón Latino
Chinese Language and Culture Club Society of Hispanic Professional Engineers,
Code Together Berea College Chapter
Cosmopolitan Club Society of Physics Students
CRU (Campus Crusades for Christ) South Asian Fusion Dance Team
[Interdenominational] Student Alumni Council
Emergent CEO Student Government Association (SGA)
Engineering and Technology Across Boundaries Teenswake (Active Minds)
Exceeding Your Crunk Expectations Step Team Tri-Beta National Honor Society
Fierce Young and Hype (FYAH) [Hip Hop Dance Team]

Source: Campus Life, December 2023

119
 BLACK CULTURAL CENTER

The Black Cultural Center was established in 1983. The mission of the Black Cultural Center is to provide
services that support the needs of African American people at Berea College. We do this through co-
curricular programs, leadership development, intercultural/interracial understanding opportunities,
academic excellence strategies, and other experiences.

Signature Programs

Black Male Leadership Initiative (BMLI)

The Black Male Leadership Initiative (BMLI) is a program that has focused on Black male students for over
ten years and addresses the gaps in retention and graduation rates. This program provides our Black males
with support, guidance, Black male Faculty/staff engagement, resources, and inspiration as they navigate
college. Students meet in the Carter G. Woodson Center every Tuesday and Thursday. An average of 50
students attend each meeting.

Kula Kusoma (To Eat, To Learn)

Black Alumni share their stories about life before, during, and after Berea College during this program. We
enjoy a catered meal where we eat and learn from Berea's Legendary Alumni. Kula Kusoma takes place
once a month. Approximately 40—50 faculty/staff members attend each month.

Presentation of Stoles Ceremony

The Presentation of Stoles Ceremony honors our Black graduates at every Berea College commencement.
We present each graduate with Kente stole hand woven from Ghana, representing our African roots. During
this program, we honor the village that helped our graduates along the way and recognize their involvement
with the various programs and organizations they participated in as Berea College Students. Each
academic year we have approximately 50 students who participate in this program where Black
Faculty/Staff, students, and their family and friends celebrate this huge accomplishment.

Sankofa Scholars Program

The Sankofa Scholars program is designed to assist new students of color in their transition to Berea
College and increase their graduation and retention rates. We provide students with academic and
professional skill-building sessions, service-learning opportunities, and career cluster groups that will soon
include involving Berea Alumni members. We currently have approximately 20 students who consistently
participate in this program.

Sisterhood of Queens United Among the Diaspora (S.Q.U.A.D.)

S.Q.U.A.D. aims to provide a safe emotional space that allows young Black women on campus to feel
included, empowered, and celebrated. This mentorship program teaches the key principles of self-love,
authenticity, resiliency, respect, and comradery to navigate Berea College and Post-graduate life. We aim
to provide resources and skills that benefit the students' scholarly, professional, emotional, and mental well-
being. S.Q.U.A.D. meets twice a month. Between 20-25 students attend the bi-weekly meetings.

Source: Black Cultural Center, December 2023

120
 RESIDENCE LIFE
Fall 2023

The residentiality of Berea College is captured in the seventh Great Commitment, capturing the ideal
for the residential experience to integrate “health and wellness, zest for learning, high personal
standards, and a concern for the welfare of others.” The residential environment facilitates a sense of
community and belonging through connections between students and student staff. Each residence
hall seeks to provide an environment conducive to academic learning and creating lifelong friendships.

Varying in architecture, size, room arrangement, and traditions, the fourteen traditional residence halls
comprise an important component of a Berea College education. Both first-year and returning students
live in the traditional residence halls.

Apartment-style living is available at the Ecovillage—an ecologically-sustainable residential and

learning complex designed to meet housing needs for student families, provide childcare for campus
children and provide a living/labor opportunity for students interested in sustainability. The Harrison-
McLain Home Management House is utilized for the family resource management practicum and
serves as an upper-level female residence hall for selected majors.

Traditional Residence Halls Capacity Occupancy Occupancy Rate

Anna Smith 82 80 98%

Bingham 86 84 98%
Blue Ridge 50 18 36%
Dana 136 126 93%
Danforth 174 165 95%
Elizabeth Rogers 89 68 76%
Fairchild 73 63 86%
James 110 99 90%
Kentucky 98 96 98%
Kettering 174 166 95%
Pearsons 118 108 92%
Seabury 52 41 79%
Shinn (formerly Deep Green) 132 122 92%
Talcott 95 86 91%
Subtotal 1,469 1,322 90%

Other Student Residence Spaces

Ecovillage 95 79 83%
Home Management House 12 10 83%
Hunt Acres Farm House 3 3 100%

TOTAL 1,579 1,414 90%

NOTE: Occupancy rates are increasing with the larger first-year class. Blue Ridge is at a lower
capacity and occupancy for systems maintenance.

Source: Campus Life, November 2023

121
 RESIDENCE LIFE, CONTINUED
Fall 2023

Most students (90%) live with a roommate in a double-occupancy room in a traditional residence hall.
Berea has limited space available to accommodate students with accessibility needs. Apartment-style
housing is available at the EcoVillage to students that are married, parents, and/or are over the age of
23. A small number of EcoVillage apartments are designated to help senior students transition to post-
graduate living.

Room Types Available Capacity Occupancy Occupancy Rate

Single 85 141 10%

Double 1,399 1,194 84%
Apartment (Ecovillage) 95 79 6%
TOTAL 1,579 1,414 100%

A revised visitation policy was adopted in 2022 to ensure that students of all genders and sexualities
are provided equal opportunities for guest visitation in their rooms. Students opt into their preferred
residential environment during the housing selection process.

Residence halls with 24/7 Visitation allow students to invite guests of any sex or gender into their room
at any time. Residence halls with Limited Visitation limit guest access to 72 hours each week for guests
that do not share the gender or sexuality of the residential community. Irrespective of their residence
hall, first-year student visitation begins after a one-month transition period. Of the 1,450 students living
in campus housing, eighty-two percent (1,185) live in a residence hall with 24/7 visitation.

Visitation Status

24/7 Visitation 1,363 1,262 89%

Limited Visitation 216 152 11%

TOTAL 1,579 1,414 100%

In accordance with the Great Commitment “to create a democratic community dedicated to education
and gender equality,” Berea College started a Gender Inclusive Housing (GIH) community in 2012 to
build fellowship and promote awareness of LGBTQIA+ issues. Over the past ten years, the options for
residential living have expanded and grown to meet the needs of today’s students. Single-Gender
Housing provides an environment where all roommate pairs and residents of the residence hall share
the same gender or sex. In Co-Ed Housing, roommate pairs share the same gender or sex, but the
gender or sexual identity of residents may differ by room, suite, or floor in the residence hall. GIH
continues to provide an inclusive living opportunity in which roommate pairs are chosen, with mutual
agreement, regardless of the student’s sex at birth, gender identity, or gender expression.

Housing by Status Capacity Occupancy Occupancy Rate

Gender-Inclusive Housing 354 368 26%

Co-Ed 886 623 44%
Single-Gender 339 423 30%
TOTAL 1,579 1,414 100%

Source: Campus Life, December 2023

122
 OFFICE OF INVOLVEMENT AND ENGAGEMENT

A vibrant campus community is characterized by engaged students that pursue their passions in and out
of the classroom. Berea College’s Office of Involvement and Engagement empowers student leaders to
explore co-curricular pathways that deepen student connections in the Berea community. Varied and
diverse opportunities for involvement ensure that every student can explore their interests and join other
like-minded Bereans.

Often these programs highlight the diversity of the Berea student body with organizations such as the Latinx
Student Union or the Gender and Sexuality Alliance. In the evenings, Bereans gather at late-night events
hosted through the “Mountaineers After Dark” series. Student clubs and organizations are an equally vibrant
part of the Berea community, and a growing list of student groups (see page 119 for a list of registered
student organizations) ensures that opportunities exist for everyone.

The Campus Activities Board (CAB) is a student group dedicated to creating an engaged community
through campus events. In addition to Berea traditions like Homecoming and Hallowpalooza, CAB hosts
events for students nearly every weekend.

ACADEMIC YEAR 2021-22 AND 2022-23 PARTICIPANTS

Office of Involvement and Engagement Programs

2021-22 2022-23

Total Participants 1,960 1,987

Unique Participants Number Percent Number Percent

All 933 40% 782 39%
Faculty/Staff 118 20% 47 8%
Students 815 53% 735 52%

Campus Activities Board (CAB) Programs

2021-22 2022-23

Total Participants 2,410 1,875

Unique Participants Number Percent Number Percent

All 900
Students 864 59% 864 61%
Other* 36

*Other participants include faculty, staff, alumni, and potential students.

NOTE: Percentages are based on the number of degree-seeking students for each academic year and the number
of full-time faculty and staff in the fall terms.

Source: Campus Life, December 2023

123
 OUTDOOR ADVENTURE AND INTRAMURAL SPORTS PARTICIPANTS

The outdoor adventure and intramural sports programs provide opportunities for exercise and wellness,
connect students, and foster teamwork. Outdoor adventure trips allow students to explore the many regional
hotspots for hiking, climbing, kayaking, and more. Trained student leaders act as planners and guides to
host excursions and trips throughout Appalachia and Central Kentucky. Other trips stay closer to campus.
Students can often be found hiking at Berea College’s Pinnacles—named the best hike in Kentucky by
Outdoor magazine—or canoeing at Owsley Fork Reservoir, also owned by the college.

OUTDOOR ADVENTURE STUDENT PARTICIPANTS

Academic Years
2018-19 2019-20 2020-21 2021-22 2022-23

Total student participants 289 306 213 207 443

Number of unique student

participants 112 163 136 176 212
Percent of unique students
who participated: 7% 10% 9% 12% 15%

NOTE: Percentages are based on the number of degree-seeking students for each academic year.

Students may also become involved in intramural and/or club sports. Teams of students, faculty, and staff
compete in everything from badminton to table tennis and flag football. Over a dozen sports intramural
sports competitions are offered each year.

INTRAMURAL SPORTS PARTICIPANTS

Academic Years
2018-19 2019-20 2020-21 2021-22 2022-23

Total participants 370 311 268 364 647

Number of unique participants:

Overall 364 284 230 303 281

Faculty/Staff 19 12 4 7 15
Percent participation: 2% 1% 0.5% 1% 3%

Students 340 272 226 296 266

Percent participation: 20% 16% 14% 19% 19%

Community Members 4 0 0 0 0

NOTE: Percentages are based on the number of degree-seeking students for each academic year and the number
of faculty and staff in the fall of that year.

Source: Campus Life, December 2023

124
Alumni, Communications and
Philanthropy
• Highlights
• Alumni Executive Council
• Alumni by State and U.S. Territories (map)
• Alumni by Countries (Map)
• Alumni by Countries Organized by Continent
• Amount of Gifts by Constituent Categories
• Alumni Giving Summary
• Gifts by Designation, Fiscal Year 2021-22 and 2022-23
• Number of Donors
• Source of Donations to Berea College
 Alumni, Communications and
Philanthropy Highlights
NOTE: Definitions of all categories can be found here.

Fiscal Year 2022-2023

Giving Number of Donors

559
Donated to Berea
2,692 Alumni and Current Students

12%
Friends
of alumni Nonpersons*

9,681
14% of current students
*Nonpersons includes funds raised from foundations, corporations,
organizations, religious groups, and fund-raising consortia.

Current Residence of Alumni

Number of Alumni
by Continent

Africa 60 Europe 78
Asia 87 Oceania 5
9,582 Western Hemisphere (Americas)* 61
reside in *Not including U.S.

Kentucky

Number of Alumni
< 100 101 - 300 301 - 1 000 > 1 000 Alumni reside in 97 countries.
Note: Alumni also reside in 4 U.S. Territories.
Note: About 78% of alumni reside in the In-Territory region.

Office of Institutional Research and Assessment www.berea.edu/ira

 ALUMNI EXECUTIVE COUNCIL
ACADEMIC YEAR 2023-2024

Berea had its first Alumni Association President in 1910. In 1924, a handful of alumni formed the first
Alumni Office. Since then, the Association has grown into an organization of more than 17,000 former
students governed by the Alumni Executive Council which serves in an advisory role to the Office of
Alumni Relations.

Its duties are:

• Represent and promote the best interest of Berea College, its mission, and the Great
Commitments
• Support alumni fundraising efforts
• Promote fellowship and social activity among alumni
• Promote communication and provide information among alumni and develop opportunities for
dialogue between the membership and other segments of the Berea College Community
• Attend council meetings, typically scheduled twice a year during Summer Reunion and
Homecoming
• Serve on one or more committees as assigned

Members are listed below in alphabetical order; their class year is also included.

Executive Committee

President President of Berea College

Robert Phillips ’90 Dr. Cheryl Nixon

Past President Vice President for Alumni, Communications and Philanthropy

Dr. Dwayne Compton ’01 Dr. Chad Berry, Honorary ’20

Alumni Trustees

Celeste Patton Armstrong ’90 Brenda Guy Lane ’79

Bill Daugherty, III ’76 Megan Torres ’09

Members-At-Large

Alonzo (Lonnie) Allen, Jr.’84 Angie Nguyen Li ’16

Dr. Geoffrey Bartlett ’93 Dr. Talina Rose Mathews ’89
Raymond Crenshaw ’12 Elizabeth (Libby) McCord, Esq. ’73
Chaka Cummings ’02 Ajay Nanda ’91
Jodi Gentry ’87 Brandon Pollock ’19
John Graham ’85 Mahjabeen Rafiuddin ’97
Ethan Hamblin ’14 Dr. Vestena Robbins ’90
Vallorie Henderson ’79 Rachel Rosolina ’06
Dr. Don Hirschman ’66 Elyor Tukhtasinov ’19
Dr. Jarel Jackson ’02 Carlos Verdecchia ’91
Layla Lee ’15

Source: Alumni Executive Council website, September 2023

125
 ALUMNI* BY STATE (50 STATES), U.S. TERRITORIES (4), AND DISTRICT OF COLUMBIA
As of October 2023

District of Columbia.: 37
126

Military
Armed Forces Europe: 7
Armed Forces Pacific: 9
U.S. Territories
American Samoa: 3
Guam: 1
Puerto Rico: 4
Virgin Islands: 2

*Alumni include graduates as well as anyone who has received academic credit from Berea College, for whom the College has a current address.

Source: Alumni, Communications and Philanthropy, October 2023

 ALUMNI* BY COUNTRY **
As of October 2023
127

Alumni, including military personnel, reside in a total of 97

countries other than the United States and its territories.

*Alumni include graduates as well as anyone who received academic credit from Berea College for whom the College has a current address
**For more details about countries and continents, please see page 128.

NOTE: For more details about U.S. state residency, please see page 126.

Source: Alumni, Communications and Philanthropy, October 2023.

 ALUMNI* BY COUNTRIES ORGANIZED BY CONTINENT
AS OF SEPTEMBER 2023
Africa (20 countries) Europe (25 countries)
Cameroon 1 Austria 3
Eritrea 1 Azerbaijan 2
Ethiopia 3 Belgium 2
Gambia 3 Bulgaria 1
Ghana 5 Czech Republic 1
Kenya 6 Czechoslovakia 1
Lesotho 1 Denmark 6
Liberia 1 France 3
Madagascar 1 Georgia 2
Malawi 2 Germany 6
Mali 1 Greece 9
Nigeria 12 Hungary 1
Senegal 1 Iceland 1
South Africa 3 Ireland 2
Swaziland 1 Italy 3
Tanzania 3 Latvia 1
Tunisia 1 Lithuania 3
Uganda 3 Macedonia 2
Zambia 4 Netherlands 3
Zimbabwe 7 Slovak Republic 4
Africa TOTAL 60 Spain 2
Asia (33 countries) Sweden 4
Afghanistan 2 Switzerland 1
Bangladesh 1 Ukraine 1
Burma 4 United Kingdom 14
Cambodia 2 Europe TOTAL 78
China 6 Oceania (2 countries)
Hong Kong 3 Australia 4
India 10 Papua New Guinea 1
Indonesia 2 Oceania TOTAL 5
Iran 1
Israel 1 Western Hemisphere (The Americas)
Japan 7 (17 countries)
Kazakhstan 3 Bolivia 2
Kyrgyzstan 2 Brazil 4
Lebanon 1 Canada 28
Macau 1 Cayman Islands 1
Malaysia 5 Colombia 1
Nepal 3 Costa Rica 3
Pakistan 1 Dominican Republic 1
Palestine 1 Ecuador 4
Philippines 1 Haiti 3
Russia 2 Honduras 1
Saudi Arabia 1 Jamaica 2
Singapore 2 Mexico 4
South Korea 4 Nicaragua 2
Sri Lanka 4 Paraguay 1
Taiwan 1 Peru 1
Tajikistan 1 Trinidad And Tobago 2
Thailand 4 Uruguay 1
Turkey 3 Western Hemisphere TOTAL 61
Turkmenistan 1
Uzbekistan 5 Countries Outside the U.S. 291
Vietnam 1 United States (see page 126) 21,221
Yemen 7 U.S. Territories (see page 126) 10
Asia TOTAL 87 Armed Forces-Europe/Pacific 16
TOTAL 21,538

*Alumni Include graduates as well as anyone who received academic credit from Berea College, for whom the College
has a current address.

Source: Alumni, Communications and Philanthropy, September 2023

128
 AMOUNT OF GIFTS BY CONSTITUENT CATEGORIES
Fiscal Years 2019-2020 THROUGH 2022-2023

$60,000,000

$53,949,591

$50,000,000

$40,000,000

$38,642,873

$30,000,000 $28,095,673
$25,460,114
$23,327,554
$13,367,905
$20,000,000
$17,257,339
$16,411,311

$10,000,000 $9,324,375 $9,662,788

$3,704,948
$4,021,930
$4,497,827 $5,982,543 $5,064,980
$2,894,314
$0
FY 2019-20 FY 2020-21 FY 2021-22 FY 2022-23
Alumni* Friends Nonpersons**

*Alumni includes graduates as well as anyone who received academic credit from Berea College.
It also includes gifts from currently enrolled students.
**Nonpersons includes funds raised from foundations, corporations, organizations, religious
groups, and fund-raising consortia.

NOTE: These gifts are those raised by the Alumni, Communications and Philanthropy
Department; gifts from Strategic Initiatives are not included in this chart.

Source: Alumni, Communications, and Philanthropy, July 2023

129
 ALUMNI* GIVING SUMMARY
Fiscal Year Ended June 30,

2019 2020 2021 2022 2023

Alumni Berea Fund - Received 1,047,769.10 1,143,573.39 1,088,075.30 1,069,955.00 969,280.73

Other Gifts (includes gift-in-kind) 2,431,923.06 3,354,003.54 1,806,238.56 4,912,387.85 4,095,699.53

TOTAL $3,479,692.16 $4,497,576.93 $2,894,313.86 $5,982,342.85 $5,064,980.26

ALUMNI* AND CURRENT STUDENT PARTICIPATION RATE AND NUMBER OF DONORS

100% 3,500

90%
3,000
80%

70% 2,500
130

60%
2,000
50%
1,500
40%

30% 1,000
20%
500
10%

0% 0
2019 2020 2021 2022 2023
Number of All Alumni* Donors 3,150 2,880 2,866 2,637 2,489
Current Student Donors 1,028 904 422 470 203
All Alumni* - Participation 17.0% 15.6% 14.5% 13.2% 12.0%
Current Students - Participation 61.4% 53.6% 29.5% 32.3% 14.4%

*Alumni includes graduates as well as anyone who received academic credit from Berea College.

Source: Alumni, Communications and Philanthropy, July 2023

 GIFTS BY DESIGNATION
Fiscal Years 2021 – 2022 AND 2022 – 2023

$50,000,000

$45,000,000

$40,000,000

$35,000,000

$30,000,000

$25,000,000

$20,000,000

$15,000,000

$10,000,000

$5,000,000

$0
Berea Fund Current Restricted Endowed Funds Gifts-in-Kind Planned Giving Plant Funds Loan Funds Perpetual Trusts
131

FY 2021-22 $4,737,890 $1,939,575 $43,734,374 $58,987 $177,021 $2,602,395 $300 $699,048

FY 2022-23 $5,028,963 $1,876,524 $17,666,129 $238,657 $271,106 $2,278,828 $500 $734,966

Definitions

Berea Fund – Annual gifts that complete Berea’s no-tuition promise for all students.
Current Restricted – Funds for operations, but are limited by donors for specific purposes, programs, or departments.
Endowed Funds – Permanent investment fund on which earnings are available for a specific purpose according to the donors.
Gifts-in-Kind – Charitable giving in which contributions take the form of tangible goods rather than money.
Planned Giving – A revocable gift that is transferable upon death.
Plant Funds – Funds used for the construction, acquisition, and renovation or maintenance of the College’s capital assets.
Loan Funds – Funds available for additional assistance when needed for educational expenses.
Perpetual Trusts – A permanent charitable arrangement that provides annual gifts in perpetuity.

NOTE: Some perpetual trust gifts may fall under endowed funds.

Source: Alumni, Communications and Philanthropy, July 2023

 NUMBER OF DONORS
Fiscal Years 2019-2020 THROUGH 2022–2023

16,000

14,494
13,986 633 14,026
14,000
590 614
12,932
559
12,000

10,000

9,571 10,558
8,000 10,302
9,681

6,000

4,000

2,000 3,825
3,303 3,110 2,692

0
FY 2019-20 FY 2020-21 FY 2021-22 FY 2022-23

Alumni* and Current Students Friends Nonpersons**

*Alumni includes graduates as well as anyone who received academic credit from Berea College.
**Nonpersons includes funds raised from foundations, corporations, organizations, religious
groups, and fund-raising consortia.

Source: Alumni, Communications and Philanthropy, July 2023

132
 SOURCE OF DONATIONS
TO BEREA COLLEGE
For Fiscal Years Ended June 30, 2022 and 2023

$80,000,000
$76,795,971

$70,000,000

$60,000,000

$50,000,000 $47,521,375

$40,000,000

$30,000,000

$20,000,000

$10,000,000

$0
FY22 FY23
Strategic Initiatives** $22,846,380 $19,425,702
Alumni, Communication, and
$53,949,591 $28,095,673
Philanthropy Efforts*

*Includes funds raised from foundations, corporations, organizations, religious groups, fund-raising consortia,
alumni, individuals other than alumni, and bequests.
**Funds raised by departments outside of Alumni, Communications and Philanthropy.

Source: Alumni, Communications and Philanthropy, July 2023

133
Finances
• Highlight
• Financial Highlights
• Statements of Financial Position
• Statements of Activities
• Ten-Year Summary of Market Values and Historical Book Values
• Asset Allocation of Long-Term Investments
• Fiscal Year 2023-2024 Operating Budget Highlights: Sources of Revenues Used for Educational and
General Purposes
• Current Operating Budget: Revenues and Expenditures
• Educational and General Budget Summary: Revenues and Expenditures
• Educational and General Expenditures (Five-Year History)
 Finance Highlights
Fall 2023
NOTE: Definitions of all categories can be found here.

An Endowment is a perpetual pool of money, made up of donations and other additions, invested in a way that produces income
to support the mission of the College. Endowments grow over time with interest, dividends, and capital appreciation.
Distributions or draws from the endowment are determined by a Board of Trustees approved spending policy.

$2,000 Ending Endowment Market Value

$1,750
s r all o D f o s n oilli M

$1,500

$1,250

$1,000

$750
2014 2015 2016 2017 2018 2019 2020 2021 2022 2023
Fiscal Year Ended June 30,

Amount paid out of the endowment over the last 30 years.

$1,253,938,303 This money is used to fund employee salaries and fringe benefits, student
labor, student financial aid, operating expenses, capital expenditures, etc.

$50 Donations Added to the Endowment

$43.4

$40
s r all o D f o s n oilli M

$30

$20 $17.7
$15.8
$14 $14.7 $14.6
$11.4 $11.8
$9.5
$10 $8

$0
2014 2015 2016 2017 2018 2019 2020 2021 2022* 2023
Fiscal Year Ended June 30,

*In FY 2022, Berea received its largest endowment gift in history in the amount of $17 million as well as large gifts from other estates and trusts.

Office of Institutional Research and Assessment www.berea.edu/ira

 FINANCIAL HIGHLIGHTS
YEARS ENDED JUNE 30, 2023 AND 2022

2023 2022

OPERATING REVENUE $ 142,452,130 $ 158,317,998

OPERATING EXPENSES $ 132,668,241 $ 148,214,011

OPERATING REVENUE IN EXCESS OF EXPENSES $ 9,783,889 $ 10,103,987

ADDITIONS TO PROPERTY, PLANT AND EQUIPMENT $ 26,074,402 $ 11,477,843

LONG-TERM INVESTMENTS OF THE ENDOWMENT

Original gift value $ 704,305,309 $ 678,597,811

Investments at market $ 1,487,170,000 $ 1,418,870,700

Interest and dividends, net $ 23,537,222 $ 24,756,920

Return 1.7% 1.5%

Market price change $ 91,267,538 $ (171,764,463)

Return 6.5% -11.0%

Total return $ 114,804,760 $ (147,007,543)

Percent – time weighted 8.2% -9.5%

CASH AND IN-KIND CONTRIBUTIONS

Cash Gifts $ 33,079,670 $ 35,721,706

Bequests 14,203,049 41,015,277
Total cash gifts 47,282,719 76,736,983
Gifts-in-kind 238,657 58,988

Total $ 47,521,376 $ 76,795,971

Source: Office of Financial Affairs, October 2023

134
 STATEMENTS OF FINANCIAL POSITION
June 30, 2023 and 2022

2023 2022
ASSETS

CURRENT ASSETS
Cash and cash equivalents $ 120,072,447 $ 123,379,681
Accrued interest on investments 1,126,788 1,705,331
Accounts and notes receivable 2,685,492 14,116,588
Inventories 1,250,900 1,165,644
Prepaid expenses and other assets 1,123,136 1,223,902
Contributions receivable and bequests in probate 37,349,931 9,099,662
Total current assets 163,608,694 150,690,808

PREPAID EXPENSES AND OTHER ASSETS 1,730,534 1,976,571

CONTRIBUTIONS RECEIVABLE AND BEQUESTS IN PROBATE 19,164,743 17,080,683

LONG-TERM RECEIVABLES
Notes receivable - hydro projects 8,196,879 5,590,110
Institutional student loans 434,861 355,887
Total long-term receivables 8,631,740 5,945,997

LONG-TERM INVESTMENTS
Donor restricted endowment 753,304,300 724,840,600
Board designated endowment 733,865,700 694,030,100
Annuity and life income 21,655,800 22,873,500
Funds held in trust by others 21,245,000 19,415,000
Other investments 1,493,200 2,585,900
Total long-term investments 1,531,564,000 1,463,745,100

OTHER LONG-TERM ASSETS

Investment in hydro projects 8,932,369 6,211,082
Total other long-term investments 8,932,369 6,211,082

PROPERTY, PLANT AND EQUIPMENT (net) 267,371,333 254,176,639

Total assets $ 2,001,003,413 $ 1,899,826,880

LIABILITIES AND NET ASSETS

CURRENT LIABILITIES
Accounts payable and accrued expenses $ 9,082,912 $ 14,990,632
Accrued salaries and wages 3,533,539 4,148,240
Current portion of interest rate swap valuation - 261,511
Current maturities of long-term debt 2,021,305 2,249,878
Other current liabilities 912,610 1,605,075
Total current liabilities 15,550,366 23,255,336

LONG-TERM LIABILITIES
Actuarial liability for annuities payable and other liabilities 12,843,657 14,283,210
Deferred financing expense (1,216,234) (1,496,529)
Interest rate swap valuation 1,362,512 2,279,489
Long-term debt 86,311,087 89,022,392
Total long-term liabilities 99,301,022 104,088,562

Total liabilities 114,851,388 127,343,898

NET ASSETS
Without donor restrictions 1,006,780,157 959,509,358
With donor restrictions 879,371,868 812,973,624
Total net assets 1,886,152,025 1,772,482,982

Total liabilities and net assets $ 2,001,003,413 $ 1,899,826,880

Source: Office of Financial Affairs, October 2023

135
 STATEMENTS OF ACTIVITIES
YEARS ENDED JUNE 30, 2023 AND 2022

2023 2022

OPERATING REVENUE

Spendable return from long-term investments $ 65,969,988 $ 58,384,833

Gifts and donations 6,861,569 6,170,119
Federal grants 22,285,906 54,613,561
Cost of education fees paid by federal and state scholarships 3,500,000 3,500,000
Fees paid by students 1,269,584 1,524,010
Other income 9,142,687 4,638,916
Residence halls and dining service 10,187,489 9,697,717
Auxiliaries 5,974,260 4,938,121
(Loss) Gain on sale of property, plant, and equipment (77,842) 34,568
Net assets released from restrictions 20,720,264 23,956,293

Gross operating revenue 145,833,905 167,458,138

Less: Student aid (3,381,745) (9,140,140)

Net operating revenue 142,452,160 158,317,998

OPERATING EXPENSES
Program services --
Educational and general 88,647,821 106,754,977
Residence halls and dining service 12,183,197 12,495,026
Auxiliaries 7,109,105 5,750,738

Total program services 107,940,123 125,000,741

Support services 24,728,118 23,213,270

Total operating expenses 132,668,241 148,214,011

Operating revenue in excess of operating expenses

from continuing operations 9,783,919 10,103,987

OTHER CHANGES IN NET ASSETS

Gain on valuation of interest rate swaps 1,231,000 2,805,000
Investment return more (less) than amounts designated
for current operations 43,911,114 (214,518,024)
Change in underwater endowment funds 510,689 (1,389,520)
Gifts and bequests restricted or designated for long-
term investments 13,350,040 27,894,029
Restricted gifts and donations 57,644,095 30,851,164
Restricted spendable return on endowment investments 6,242,969 5,766,670
Reclassification of net assets released from restrictions (20,720,264) (23,956,293)
Net adjustment of annuity payment and deferred giving
liability 1,715,481 (3,889,872)

Total change in net assets $ 113,669,043 $ (166,332,859)

Source: Office of Financial Affairs, October 2023

136
 TEN-YEAR SUMMARY OF
MARKET VALUES AND HISTORICAL BOOK VALUES

Fiscal Year-End
Market Value Historical
Of Long-Term Book
June 30, Investments Value*

2014 $1,137,222,000 $465,009,294

2015 1,101,475,900 478,116,120
2016 1,050,679,900 492,794,608
2017 1,150,360,300 509,400,542
2018 1,192,078,100 528,668,693
2019 1,218,740,000 546,872,110
2020 1,222,167,100 573,062,561
2021 1,575,414,600 623,982,665
2022 1,418,870,700 678,597,811
2023 1,487,170,000 704,305,309

*Historical Book Value represents the accumulated value of all

additions to long-term investments from inception.

GROWTH IN LONG-TERM INVESTMENT VALUES

$1,800

$1,600

$1,400
Millions of Dollars

$1,200

$1,000

$800

$600

$400

$200

$0
2014 2015 2016 2017 2018 2019 2020 2021 2022 2023
Fiscal Year Ended June 30,

Fiscal Year-End Market Value of Long-Term Investments Book Value

Source: Office of Financial Affairs, October 2023

137
 ASSET ALLOCATION OF LONG-TERM INVESTMENTS
JUNE 30, 2023 AND 2022

2023 2022
Endowment:
Pooled Investments -
U.S. equities $ 577,627,800 $ 510,391,800
International equities 291,914,700 279,276,700
Corporate notes and bonds 59,669,600 144,754,200
U.S. Government securities 244,662,000 192,861,900
Private equity – venture capital 12,900 73,500
Private equity – buy out 590,500 1,037,600
Private equity – fund of funds 243,194,200 210,534,000
Special opportunities 51,048,400 37,952,400
Short-term investments and cash 13,885,400 37,455,500
Total 1,482,605,500 1,414,337,600
Non Pooled Investments -
U.S. equities 53,600 26,000
Corporate notes and bonds 33,200 34,400
Real estate 2,405,500 2,405,500
Short-term investments and cash 2,072,200 2,067,200
Total 4,564,500 4,533,100

Total endowment 1,487,170,000 1,418,870,700

Annuity and Life Income:

U.S. equities 6,842,700 7,266,000
International equities 4,338,800 4,622,200
Corporate notes and bonds 3,055,300 3,363,800
U.S. Government securities 2,013,600 2,327,000
International bonds 1,135,000 1,242,300
Real estate 3,080,000 3,482,100
Insurance policies 85,600 102,500
Short-term investments and cash 1,104,300 467,600

Total annuity and life income 21,655,800 22,873,500

Funds Held in Trust by Others:

Where Berea College receives all or a
stipulated percent of income 21,245,000 19,415,000

Other Investments 1,493,200 2,585,900

Total long-term investments $ 1,531,564,000 $ 1,463,745,100

Source: Office of Financial Affairs, October 2023

138
 FISCAL YEAR 2023-24
OPERATING BUDGET HIGHLIGHTS
SOURCES OF REVENUES USED FOR EDUCATIONAL AND GENERAL PURPOSES

Endowment Spendable Return $ 45,171,000

74.3%

Berea Fund $ 4,800,000

7.9%

Perpetual Trusts $ 655,000

1.1%

Federal and State Sources $ 6,430,000

10.6%

Other Miscellaneous Income $ 3,130,000

5.1%

Net Expense from Auxiliaries $ (622,000)

1.0%
$ 60,808,000

Source: Office of Financial Affairs, October 2023

139
 CURRENT OPERATING BUDGET

2023-24 2022-23 Dollar Percentage

Budget Budget Change Change
REVENUES

Gross Endowment Income $62,396,181 $ 61,048,011 $1,348,170 2.21%

Less: Capital and Plant Fund (6,110,274) (6,090,298) (19,976) 0.33%
Campus Facilities Fund (1,398,781) (1,323,046) (75,735) 5.72%
TCERF* (9,716,126) (10,038,667) 322,541 -3.21%
Net Endowment Income 45,171,000 43,596,000 1,575,000 3.61%

Gifts for Current Operations 5,455,000 5,455,000 - -

Cost of Education Fees 3,500,000 3,500,000 - -
Federal Work Study Grant 930,000 930,000 - -
Federal Work College Funds 2,000,000 1,000,000 1,000,000 100.00%
Fees Paid by Students 830,000 900,000 (70,000) -7.78%
Other Income 2,300,000 2,200,000 100,000 4.55%
TOTAL 60,186,000 57,581,000 2,605,000 4.52%

Auxiliaries 6,306,840 4,859,370 1,447,470 29.79%

Residence Halls and Food Service 10,176,160 10,671,630 (495,470) -4.64%

TOTAL REVENUES 76,669,000 73,112,000 3,557,000 4.87%

EXPENDITURES

Educational and General 60,808,000 57,366,000 3,442,000 6.00%

Auxiliaries 5,684,840 5,074,370 610,470 12.03%

Residence Halls and Food Service 10,176,160 10,671,630 (495,470) -4.64%

TOTAL EXPENDITURES 76,669,000 73,112,000 3,557,000 4.87%

Excess of Revenues over Expenditures $ - $ - $ - -

*TCERF is the Temporary Capital Emergency Relief Fund.

Source: Office of Financial Affairs, October 2023

140
 EDUCATIONAL AND GENERAL BUDGET SUMMARY

2023-24 2022-23 Dollar Percentage

Budget Budget Change Change
REVENUES

Gross Endowment Income $ 62,396,181 $ 61,048,011 $ 1,348,170 2.21%

Less: Capital and Plant Fund (6,110,274) (6,090,298) (19,976) 0.33%
Campus Facilities Fund (1,398,781) (1,323,046) (75,735) 5.72%
TCERF* (9,716,126) (10,038,667) 322,541 -3.21%
Net Endowment Income 45,171,000 43,596,000 1,575,000 3.61%

Gifts for Current Operations 5,455,000 5,455,000 - -

Cost of Education Fees 3,500,000 3,500,000 - -
Federal Work Study Grant 930,000 930,000 - -
Federal Work College Funds 2,000,000 1,000,000 1,000,000 100.00%
Fees Paid by Students 830,000 900,000 (70,000) -7.78%
Other Income 2,300,000 2,200,000 100,000 4.55%
Student Industries and Rentals 622,000 (215,000) 837,000 -389.30%
Auxiliaries - - - -

TOTAL REVENUE 60,808,000 57,366,000 3,442,000 6.00%

EXPENDITURES

Salaries and Wages 35,265,000 33,353,000 1,912,000 5.73%

Salary Churn (420,000) (398,000) (22,000) 5.53%
Net Salaries and Wages 34,845,000 32,955,000 1,890,000 5.74%

Fringe Benefits 9,513,000 8,931,000 582,000 6.52%

Student Labor 4,425,000 4,344,000 81,000 1.86%
Net Controllable Expense 11,554,000 10,672,000 882,000 8.26%
EDGE** Reserve 50,000 50,000 - -
Computer Equipment Reserve 315,000 309,000 6,000 1.94%
Academic Equipment Reserve 106,000 105,000 1,000 0.95%

TOTAL EXPENDITURES 60,808,000 57,366,000 3,442,000 6.00%

Excess of Revenues over Expenditures $ - $ - $ - -

*TCERF is the Temporary Capital Emergency Relief Fund.

**EDGE (Empowering a Dynamic Generation in Education) is the program that provides a laptop computer
for each student.

Source: Office of Financial Affairs, October 2023

141
 CURRENT OPERATING EDUCATIONAL AND GENERAL EXPENDITURES

2018-19 % of 2019-20 % of 2020-21 % of 2021-22 % of 2022-23 % of

Classification by Function Actual Total Actual Total Actual Total Actual Total Actual Total

Instruction $16,995,049 33.6% $17,085,335 34.1% $16,653,725 34.1% $18,180,206 33.1% $17,800,763 30.8%
Public Service 790,611 1.3% 736,653 1.2% 565,513 1.2% 795,121 1.4% 957,399 1.7%
Academic Support 5,410,176 10.7% 5,571,976 10.6% 5,038,142 10.3% 5,317,586 9.7% 5,709,535 9.9%
Student Services and Activities 6,365,847 13.4% 6,500,098 12.6% 5,903,579 12.1% 7,017,476 12.8% 7,636,545 13.2%
General and Administrative 10,170,714 18.5% 10,210,477 18.6% 8,963,807 18.3% 10,552,027 19.2% 11,336,966 19.6%
Development and Alumni 5,056,990 8.6% 5,005,489 9.3% 5,108,391 10.5% 5,911,142 10.7% 6,378,556 11.0%
Plant Operations 6,377,354 12.1% 6,467,832 12.2% 6,287,739 12.9% 6,855,995 12.5% 7,477,133 12.9%
Capital and Special Projects 105,000 1.8% 255,000 1.4% 361,000 0.7% 361,000 0.7% 464,000 0.7%

TOTAL $ 51,271,741 100.0% $ 51,832,860 100.0% $ 48,881,896 100.0% $ 54,990,553 100.0% $ 57,760,897 100.0%
142

Source: Office of Financial Affairs, October 2023

Facilities, Library and Technology
Resources
• Highlights
• Capital Construction Projects, 1983-2023 (Fifty-Year History)
• Hutchins Library
o Collections and Expenditures
o Services
o Special Collections and Archives
• Information Technology
o Technology Infrastructure
o Supporting Institutional Effectiveness and Statistics
o Supporting Student Success
 Facilities, Library, and
Technology Resources Highlights
NOTE: Definitions of all categories can be found here.

In the Last 5 Years:

New

2 Renovation
Projects
Construction
11
Danforth Residence Hall

Hunt Acres Hay Storage Barn

Hunt Acres Poultry Facility
Hunt Acres Machine Shed
0 Residence Halls
Facilities Management Complex
Hunt Acres Multipurpose Building

1 Classroom Building
Kettering Residence Hall Dead Horse Knob Cattle Barn

1 Other Building/Area College Horse Barn Elvin Combs Athletic Fieldhouse

Expansion of the Student Parking Lot

Fiscal Year 2023

Library Expenditures and Services Special Collections and Archives

2.15 93.5 1,038 108

Average Circulation Consultations, Class
Transactions per Hours Open Per Week Reading Room Visits Presentations, and Tours
Student FTE

$162 Number of Research Consultations

for Fiscal Years 2019-2023
Collections Expenditure
per Student 2019 2020 2021 2022 2023

463 438 233 297 260

Information Technology
2,925 135
Computers/laptops supported Rooms with projector and multimedia

981
Campus phones

Office of Institutional Research and Assessment www.berea.edu/ira

 CAPITAL CONSTRUCTION PROJECTS, 1983 – 2023
Fifty- Year History
New Construction

1983 Mueller Woodcraft Building Track 2017 Forestry Outreach Center

1988 Married Student Housing 2018 Middletown School House Annex II
1990 Hutchins Library Addition 2018 Margaret A. Cargill Natural Science and
1990 Computer Center Addition Health Building
1990 Hutchins Library Addition 2019 Danforth Residence Hall
1993 Married Student Housing 2020 Hunt Acres Hay Storage Barn
1993 Campus Child Care 2020 Hunt Acres Machine Shed
1994 Seabury Center 2021 Facilities Management (FM) Complex
1995 Farrowing House – College Farms 2021 Kettering Residence Hall
1995 Tennis Courts 2022 College Horse Barn
1995 Tennis Pavilion 2022 Hunt Acres Poultry Facility
2004 EcoVillage Child Development Laboratory 2022 Hunt Acres Farm Multipurpose Building
2006 Central Plant Building/Distribution 2023 Dead Horse Knob Cattle Barn
2009 Fee Glade 2023 Elvin Combs Athletic Fieldhouse
2013 Deep Green Residence Hall 2023 Expansion of the Student Parking Lot
2013 Middletown School Annex

Renovations

1983 Goldthwaite Agriculture Building and Addition 2002 Soccer Field

1983 Science Hall Renovation and Addition 2002 College Bookstore
1985 President's Home 2002 Computer Center
1986 Talcott Residence Hall 2003 Talcott/Annex Residence Hall
1987 Frost Basement - Computer Lab 2003 Presser Building
1987 ARC House 2003 Lincoln Building
1991 Lincoln Building Basement 2003 EcoVillage Apartments
1987 Pearsons Residence Hall 2003 EcoVillage SENS House
1988 Boone Tavern 2003 Baseball/Softball Fields
1988 Blue Ridge Residence Hall 2004 James Residence Hall
1989 Kentucky Annex 2003 Boone Tavern Garage for
1990 Hutchins Library Public Relations Department
1990 Health Services Visitors Center at College Square
1991 Draper Building - Center for Effective Communication 2005 Central Plant
1992 Students for Appalachia – Trades 2006 Campus Building Retro Fits
1992 Duplicating Services Center 2006 Resurfacing of the Track
1992 Utilities/Laundry Building 2006 Sturt Cottage
1993 Alumni Building 2007 Haaga House
1993 Draper Classrooms 2007 Pearsons Residence Hall
1994 President’s Home 2007 Middletown School
1994 Alumni Building 2008 Appalachian Center Gallery
1994 Boone Tavern 2008 Elizabeth Rogers Residence Hall
1996 Edwards Building First and Second floors 2008 Edwards Third Floor (Residence Hall) —phase one
(Administrative Offices) 2008 Seabury Center Gym Floor Replacement
1997 Resurfacing of Track 2009 Boone Tavern
1997 Systems upgraded in Dana Residence Hall 2009 Emery Building
1997 Phelps Stokes – Seating and Refinishing 2009 Edwards Third Floor (Residence Hall) -phase two
1998 Married Student Laundry 2010 Dining Services
1998 Frost Building 2012 Alumni Building:
1998 Food Service Baird Lounge
1998 Science Laboratories Hutchins Dining Room
1998 Computer Center Woodson Center
1999 Craft Center 2012 Papaleno’s (Dining Room Addition)
1999 Crossroads Complex 2013 Farm Store
1999 Fairchild Residence Hall 2014 Anna Smith Residence Hall
1999 Log House 2014 Knapp Hall
1999 Phelps-Stokes Air Conditioning 2014 Alumni Building
1999 Alumni Building Kitchen
1999 Appalachian Center/Bruce Building First-Floor Entry
1999 Student House/Jackson Street (Knight House) 2015 Dana Residence Hall
1999 Danforth Residence Hall 2015 College Visitor Center and Shoppe
2000 Kettering Residence Hall 2015 Sculpture Building
2000 Bruce/Trades (phase one) 2015 Alumni Building Lower Level
2000 Draper Carillon 2016 Bingham Residence Hall
2001 Bruce/Trades (phase two)/Connector 2016 2016 Boone Tavern Events Center Level
2001 Blue Ridge Residence Hall 2018 Athletics Parking Lot
2001 Student Parking Lot 2018 Indian Fort/Pinnacles Parking Lot
2002 Draper Building 2019 Hafer-Gibson
2002 Kentucky Residence Hall 2019 Goldthwait Agriculture Building
2002 Art Gallery

Source: Facilities Management, October 2023

143
 HUTCHINS LIBRARY
Collections and Expenditures
(Fiscal Year 2023)

Total Net Total Number

Added During Held at End of
Library Collections Fiscal Year Fiscal Year

Print Collection (books, bound serials and government documents)

Volumes (item count) 2,754 259,848

Media Collection (LPs, videos, CDs, DVDs and audio tapes)

Volumes (item count) 32 176,822

Electronic Collection
E-books 400,577
Streaming video (items in library catalog) 40,573
Preservica Digital Files
Added (gigabyte/terabyte) 1.197 (tb) 120.58 (tb)
Number of Files 15,801 54,851

Microforms (Physical units) 0 99,400

Serials (journals and serials)

Print, electronic, and microform subscriptions 55,538
E-journals (number of unique titles) 400,577

Manuscripts and Archives (in cubic feet) 53.4 7,278

Dollar Expenditures
Collections Expenditures Amount per Student

One-Time Purchases
Books and Media – physical $ 41,241 $ 32.25

On-Going Commitments
Appalachian College Association (ACA) Core Collection
and Kentucky Virtual Libraries (KYVL) Collections 21,032 16.45
E-Books 3,812 2.98
Online Indexes and Reference Sources 160,375 125.40
Electronic Journals 158,185 123.69
Serials (print) 8,678
Streaming Video/Music 12,876 10.06

TOTAL $ 206,773 $ 161.67

Source: Hutchins Library, October 2023

144
 HUTCHINS LIBRARY
Services
(Fiscal Year 2023)

Library Services

Main Library hours open per week 93.5

Special Collections hours open per week 52

Library Instruction Classes and Workshops Sessions

GSTR 110 and 210 (first-year students) 15
GSTR 110 Workshops 29
Other Courses 85
Students Completing Asynchronous Workshops 309
Research Consultations 260
Digital Initiatives Workshops 36
Digital Projects Consultations 21
TOTAL 730

Reference and Research Assistance

Library Reference Desk Transactions Total 1,876
Virtual Chats 256
TOTAL 2,132

Computer Access
Public Access Workstations 12
Public Network Connections 102
Wireless Network Connections available Yes

Average per
Circulation Transactions Number Student FTE
Print and media collections – faculty and staff 342
Print and media collections – students 2,746 2.15
Print collections – town 31
TOTAL 3,119

Streaming media (film / audio) usage 10,674

Reserve Materials 316
Page views 10,990

Equipment (technology accessories, etc.) 129

Classrooms and study rooms 6,827

Interlibrary Loan Number

Provided to other libraries 1,849
Received from other libraries 359

Source: Hutchins Library, October 2023

145
 HUTCHINS LIBRARY
Special Collections and Archives (SCA)
(Fiscal Year 2023)

Consultations classes and tours Sessions

Consultations 33
Class Presentations 33
Tours/other presentations ___42
TOTAL 108

Reading Room
Reading Room Visits 1,038
Items used in Reading Room 2,190
Reference Request (non-reading room) 406

Digital Collections
PRESERVICA web sessions 15,469
PRESERVICA pageviews 78,111
PRESERVICA users 10,403
Archon web sessions 14,191
Archon web pageviews 36,166
Archon users 3,274
Archive Space sessions 572
Archive Space views 3,692
Archive Space users 238

Sound Archives
Sessions 585
Views 3,692
Users 238

Source: Hutchins Library, October 2023

146
 INFORMATION TECHNOLOGY

Information Technology (IT) manages the campus information and communications infrastructure in
support of student success and institutional effectiveness. Areas of support include instructional and
media technologies, administrative systems, enterprise services, web/portal applications, wireless,
VoIP and much more. IT serves the College’s mission by maintaining a robust technology
infrastructure designed to address current needs and future growth.

Technology Infrastructure

Campus Network: The campus is connected by a fiber-optic network backbone that provides
access to resources from every residence hall, administrative, and academic building. Wireless
network connectivity is also available in all academic, administrative and residence hall buildings.
The campus network is secured through redundant firewalls, network account management, and
wireless device access control. The network is subdivided into VLAN’s to allow appropriate
restrictions on traffic between different areas of the campus.

Communications Capabilities: Faculty, staff, and students are provided secure e-mail accounts
that can be accessed anytime there is an available internet connection. Campus offices have VoIP
phones, and emergency phones are available in various external areas across the campus. Mobile
devices are provided to staff who need mobile communication for their jobs.

Laptop Computers and Software: IT supports a large inventory of laptop computers for use by
students, faculty, and staff. Dell computers are the standard system, though some faculty and staff
use Apple computers due to the requirements of their discipline. IT is qualified as a self- maintainer
for Dell computers so nearly all computer repairs can be accomplished quickly on site. Enterprise
software and services are available to all campus users, such as Microsoft Office, LinkedIn Learning
training resources, Box Cloud Storage, Moodle Learning Management System, Qualtrics surveys
and antimalware for Mac and Windows. Concurrent user licenses are available for many software
packages used for teaching and student activities in various disciplines.

Internet Access: The campus is connected to the Internet via two local ISP’s providing dual gigabit
connections into and out of the campus for access to web sites and cloud services. Campus
computers are protected from hackers, viruses, and other threats through the use of industry-
standard firewalls, and malware protection.

Network Resources: Berea’s network connects users to various servers that provide specific
applications and data resources. Local applications include the ID card and building access control
system, the integrated administrative database system and the MyBerea web portal. The College
Printing Services department manages all network-connected laser printers and copiers. All campus
copiers are multi-function devices that can also be used as scanners or printers.

Technical Support: IT operates a Help Desk providing phone and e-mail support for faculty, staff
and students who have computer, phone or media equipment problems or who need instruction in
using computers, phones, media equipment or core software. Laptop computer users can also bring
their computer to the IT Help Desk area for assistance or repair service. IT student and staff
technicians can come to staff and faculty offices or classrooms when needed to troubleshoot and
repair computers or to provide support for projectors and other classroom audio-visual equipment.
The IT Help Desk hours of operation are 8 am to 5 pm every business day, except for Tuesdays
when the area closes at 3 pm for student labor training.

Source: Information Technology, October 2023

147
Information Technology, continued

Supporting Institutional Effectiveness

Enterprise Data Systems: The College uses a commercial integrated administrative system for
financial, student records, financial aid, human resources/payroll, and alumni/development functions.
The system allows students, employees, and budget managers to access administrative information and
functions through the MyBerea portal. The system is supplemented by a reporting and analysis system,
a student degree program planning and audit system and a document image management system which
stores electronic copies of applications for admission, financial aid statements, purchase orders,
invoices, and other documents.

MyBerea Portal: The MyBerea portal brings together a wide range of information, functions, and links
to make faculty and staff work life easier and more efficient. Faculty can view their class schedules,
class lists, advisees’ transcripts and grades, and manage their advisees’ registration process using self-
service functions. Faculty and staff can view personal employment and payroll information. The learning
management system and integrated administrative system can be accessed via the portal when
applicable.

Specialized Applications: Specialized applications support various administrative functions across

campus including Chemical Inventory, Electronic Lock Building Access Management, ID card
production, Printer/Copier control/payment, Residence Hall room assignments, employee evaluations
and others. IT assists departments with selecting software to be sure it will function well on the network
and standard computing equipment. IT will also establish and refine operational and support structures
as appropriate to support new and emerging technologies. Functional support for specialized software
is typically obtained directly from software providers.

Statistics
2018-19 2019-20 2020-21 2021-22 2022-23
Technology Infrastructure

Internet connection speed (megabits/second) dual 500+ dual 1gb dual 1gb dual 1gb dual 1gb
Network backbone speed (megabits/second) 20,000 20,000 20,000 20,000 20,000
Network ports 11,000 11,950 12,448 12,448 12,448
Campus phones 1,200 1,200 1,075 1,075 1,075
Personal computers N/A N/A N/A N/A N/A
Network-connected printers 150 155 155 155 155
Network-connected MFD/copiers 66 71 71 71 71

Supporting Student Success

Student laptop computers 1,700 1,700 1,700 1,700 1,700

Computers in campus labs 100 100 100 100 100
Computers in departmental labs N/A N/A N/A N/A N/A
Classrooms with one wired network port per seat N/A N/A N/A N/A N/A
Classrooms with wireless network N/A N/A N/A N/A N/A
Classrooms with projector and multimedia input 110 110 110 110 110
Other meeting rooms with projectors & multimedia input 25 25 25 25 25

Supporting Institutional Effectiveness

Staff and Faculty

Computers 1,125 1,125 1,125 1,125 1,125
Campus phones 1,100 1,150 1,150 981 981
Mobile phones 210 275 338 242 163

Source: Information Technology, October 2023

148
Information Technology, continued

Supporting Student Success

Academic Software: Students have access to a wide range of software applicable to various
academic disciplines.

Course Management System: The Moodle Learning Management System (LMS) allows faculty
to manage courses online, to post course information and syllabus documents, to communicate
with students, to facilitate student discussion and collaboration, and to receive paperless
assignment documents. The Respondus plugin adds robust on-line testing features. Students and
faculty are able to access their Moodle account from the MyBerea portal via the campus network
or over the Internet.

EDGE Laptop Program: The EDGE (Empowering a Dynamic Generation in Education) program
provides a laptop computer for each student. The program is primarily funded through a special
endowment. The laptop computers are able to run most of the software used in teaching, allowing
students to gain much more experience with the software than was available in traditional computer
labs. Computer labs remain for specialized software packages that require an Apple computer,
cannot be licensed for shared network usage, or require hardware capacity or features not practical
to provide on laptop computers.

Faculty Support: Faculty are provided with technology tools for their teaching based on their
particular discipline’s best practices and their personal style. Each professor has a laptop computer
comparable to those in use by students, allowing them to develop electronic activities for students
to engage in. All classrooms are equipped with digital projectors and multi-media input systems
providing a range of media resource options.

MyBerea Portal: MyBerea brings together many information resources and self-service features
utilized by students. It provides web-browser-based access to the Moodle learning management
system and many units of information that will be helpful to students navigating college life without
requiring them to have special knowledge to find or access the resources. The portal interface to
our Banner administrative system allows easy viewing of course schedules, grades, student
financial accounts, and payroll information, and provides for self-service course registration and
emergency contact updates. MyBerea also offers features to faculty and advisors that allow them
to communicate with students and monitor their status.

Media Equipment Access: Students and faculty can check out audio-visual equipment for
academic projects from the IT Event Services Team. Examples of available equipment include
portable PA systems, cameras, audio recorders and portable projectors.

Source: Information Technology, October 2023

149
Sustainability
• Highlights
• Berea College Greenhouse Gas (GHG) Emissions,
o Percentage Breakdowns by Category
o Per Person (Employees and Students) FTE
o Per 1,000 Square Feet of Building Space
• Pounds of Waste Sent to the Landfill per Person (Employees and Students)
• Percent of Solid Waste Diverted from the Landfill
• Natural Resources Highlights, Fiscal Year 2022-23
 Sustainability Highlights

NOTE: Definitions of all categories can be found here.

Sustainability is the capacity of individuals, communities and societies to coexist in a manner that maintains social justice,
environmental integrity and economic well-being today and for future generations.

Berea College Total Greenhouse Gas (GHG) Emissions

30,000

22,460 22,225 22,504 21,747

20,952 20,356 20,039
19,770
20,000
16,436
Total GHG
Emissions in
Metric Tons 10,000

0
2014-15 2015-16 2016-17 2017-18 2018-19 2019-20 2020-21* 2021-22 2022-23
Fiscal Year
*Due to the COVID-19 Pandemic, the majority of faculty/staff were working remotely. There were only 795 students living on campus.

Breakdown of Berea College

Greenhouse Gas Emissions Pounds of Waste Per Person Sent to the Landfill
(Excluding Construction and Demolition Waste)
TOTAL of Tons Greenhouse Gas Fiscal Year
Emissions 2022-23
Fiscal Year
Purchased electricity (to run chillers, lights, heat 46.4% 2014-15 265
pumps and other equipment)

Stationary Combustion (purchased gas to fuel 18.5% 2015-16 308

boilers at Central Plant used to heat buildings)

Air Travel 8.9% 2016-17 386

Transmission and Distribution Loss for Electricity 2.6%

2017-18 328
Employee Commuting (to/from work) 6.6%

Fugitive Emissions (livestock, refrigerant 2.8% 2018-19 477

emissions, leaks from gas pipes, etc.)

Mobile Combustion (trucks, tractors, college 1.9% 2019-20 341

vehicle travel - includes motor pool and buses on
campus) 2020-21* 213
Other (Student commuting and travel) 2.0%

Paper Purchases (not provided this year) - 2021-22 382

Solid Waste 2.9%

2022-23 389
Fuel and Energy related activities (an estimated 6.7%
value to account for emissions that occur 0 200 400 600
upstream from direct combustion of a fuel or Pounds
generation of energy)

Office of Institutional Research and Assessment www.berea.edu/ira

 PERCENTAGE BREAKDOWN OF
BEREA COLLEGE GREENHOUSE GAS (GHG) EMISSIONS TRENDS
FISCAL YEARS 2014-2015 THROUGH 2022-2023

Fiscal Years
Category 2014-15 2015-16 2016-17 2017-18 2018-19 2019-20* 2020-21** 2021-22 2022-23***

Purchased electricity (to run chillers 57.9% 56.0% 57.3% 54.1% 61.2% 63.7% 65.5% 56.4% 46.4%
lights, heat pumps, and other equipment)

Stationary Combustion (purchased gas 16.7% 18.5% 16.5% 17.2% 11.5% 13.6% 19.9% 14.8% 18.5%
to fuel boilers at Central Plant
used to heat buildings)
Air Travel 5.3% 5.3% 7.1% 7.9% 5.3% 2.3% 0.0% 7.4% 8.9%
Transmission and Distribution
Loss for Electricity 3.0% 2.6% 2.7% 2.8% 3.1% 3.3% 3.4% 3.2% 2.6%
Employee Commuting (to/from work) 8.5% 7.4% 6.7% 7.3% 8.8% 8.0% 4.3% 9.5% 6.6%
150

Fugitive Emissions (livestock, refrigerant 0.9% 2.2% 2.2% 2.1% 2.4% 1.4% 3.4% 2.2% 2.8%
emissions, leaks from gas pipes, etc.)

Mobile Combustion (trucks, tractors, 1.4% 0.8% 1.1% 1.2% 1.3% 0.6% 0.2% 1.4% 1.9%
college vehicle travel – includes
motor pool, and buses on campus)

Fuel and Energy-Related Activities (an

estimated value to account for emissions that
occur upstream from direct combustion of a
fuel or generation of energy) 6.2% 5.9% 6.0% 5.9% 4.4% 4.9% 5.5% 5.1% 6.7%
Other (student commuting and travel) 4.3% 5.2% 4.6% 4.5% 4.4% 4.6% 1.1% 1.8% 2.0%
Paper Purchases 0.5% 0.5% 0.8% 0.4% 0.3% 0.3% 0.2% 0.2% 0.0%
Solid Waste 0.2% 0.2% 0.2% 0.2% 0.2% 0.2% 2.1% 3.1% 2.9%

TOTAL GHG Emissions 22,460 19,770 22,225 20,952 22,504 21,747 16,436 20,356 20,039
(in metric tons)

*On March 13, 2020, normal operations for Berea College were suspended for the remainder of the fiscal year due to the COVID-19 Pandemic.
**Travel was not allowed; most faculty/staff were working remotely. There were only 795 students living on campus.
***Paper purchases data not provided for this year.

NOTES: The data presented here differs from prior years because Partners for Education (PFE) travel data have been removed from the GHG numbers. In addition, the Office of
Sustainability recalculated GHG emissions using the SIMAP-Sustainability Indicator Management and Analysis platform. Berea College owns and maintains over 8,200 acres of forested
land which has been calculated to provide 16,440 metric tons of carbon emissions sequestration. This offset was sold on the California Carbon market and is no longer available as an
offset to the college as of Fiscal Year 2019-20.

Source: Office of Operations and Sustainability, December 2023

 BEREA COLLEGE GREENHOUSE GAS (GHG) EMISSIONS
FISCAL YEARS 2014-2015 THROUGH 2022-2023

PER PERSON
(FULL-TIME EQUIVALENT [FTE] EMPLOYEES AND STUDENTS)
20

15

GHG 9.8
9.5 9.6
Emissions 10 8.9 8.8
8.6 8.4
in Metric Tons 8.0
7.0

0
2014-15 2015-16 2016-17 2017-18 2018-19 2019-20* 2020-21** 2021-22 2022-23

Fiscal Year

PER 1,000 SQUARE FEET OF BUILDING SPACE

20

14.7
15
12.8 12.5
11.3 11.7 11.3
11.2 11.1
GHG
Emissions in 10
8.3
Metric Tons

0
2014-15 2015-16 2016-17 2017-18 2018-19 2019-20* 2020-21** 2021-22 2022-23

Fiscal Year

*In Fiscal Year 2019-20, a new academic building (MAC Science) went online increasing both building and research space.
**Due to the COVID-19 Pandemic, travel was not allowed; most faculty/staff were working remotely. There were only 795 students living on campus.

NOTES: See previous page for a list of greenhouse gas emissions. The data presented here differs from prior years because
Partners for Education (PFE) travel data have been removed from the GHG numbers. In addition, the Office of Sustainability
recalculated GHG emissions using the SIMAP-Sustainability Indicator Management and Analysis platform.

Source: Office of Operations and Sustainability, December 2023

151
 BEREA COLLEGE SOLID WASTE
FISCAL YEARS 2014-15 THROUGH 2022-2023

POUNDS OF WASTE SENT TO THE LANDFILL PER PERSON

(FULL-TIME EQUIVALENT [FTE] EMPLOYEES AND STUDENTS)
(EXCLUDING CONSTRUCTION AND DEMOLITION WASTE)

500 477

450
386 382 389
400
341
350 328
308
300
265
250
Pounds 213
200

150

100

50

0
2014-15 2015-16 2016-17 2017-18 2018-19 2019-20 2020-21* 2021-22 2022-23
Fiscal Year

PERCENT OF SOLID WASTE DIVERTED FROM THE LANDFILL

100%
90%
80% 73%
68%
70%
61% 61%
60% 54%
50% 42%
41%
40% 34% 34%
30%
30% 24%
18% 16% 18%
20%
10% 3%
0%
2020-
2014-15 2015-16 2016-17 2017-18 2018-19 2019-20 2021-22 2022-23
Fiscal Year 21*
Including construction waste 73% 61% 61% 68% 54% Not available. Not available. 42% Not available.

Excluding construction waste 34% 30% 41% 34% 24% 18% 3% 16% 18%

*Due to the COVID-19 Pandemic, most faculty and staff were working remotely. There were only 795 students living
on campus.
NOTE: The data presented here differs from prior years because Partners for Education (PFE) travel data have been removed
from the GHG numbers. In addition, the Office of Sustainability recalculated GHG emissions using the SIMAP-Sustainability
Indicator Management and Analysis platform.

Source: Office of Operations and Sustainability, December 2023

152
 NATURAL RESOURCES HIGHLIGHTS
Fiscal Year 2022-23

Berea College is home to a variety of natural resources, both land-based and water-based. This page
aims to highlight those exceptional features and the importance of preserving Berea College’s
landscape through environmental stewardship. This includes agricultural lands and the livestock and
crops they support, reservoirs, streams, trees and the forest.

Berea College Certifications and Memberships Year of Initial Certification*

Farm: Organic Certified 1998
Tree Campus USA Certified 2009
Bee Campus USA Certified 2011
Forest Stewardship Council Member 2019

*Certifications and memberships have been maintained annually.

Trees: Campus and Forest Farm

• More than 2,300 trees on central campus • 454 acres of Certified Organic Farm
o 685,000 gallons of stormwater runoff • 13,495 pounds of organic fruit and
avoided vegetables produced per 1.6 acres
o 61,000 pounds of carbon sequestered • 2,159 bushels of organic corn
• 9,000 acres of forest land in the college forest produced on 28.7 acres
o $67,398 revenue from sales of timber • 35,351 pounds of chicken, pork, and
and wood beef sold
• 5,650 dozens of eggs sold

Water
• Four Watersheds • 100,000 linear feet of streams through
o Station Camp Creek campus
o Anglin Falls
o Roundstone Creek
o Berea College Forest
o Silver Creek o Brushy Fork
o Paint Lick Creek-Kentucky River • $174,594 Water License Fee Income
• 887,250,000 gallons of Berea College Water
Reservoirs
o Owsley Fork
o Cowbell
o Lake B

Source: Office of Sustainability, January 2024

153