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- At Benedict Primary School we believe in putting children and their needs first. All pupils are supported to make good progress and no child is being left behind. For each child, there is an expectation of participation, fulfillment, and success where teaching and learning are characterized by ambitious objectives, challenging personal targets, rapid intervention to keep pupils on an upward trajectory, and rigorous assessment to check and maintain pupil progress. Our focus is and always will be on the children, providing them with the high standards in education they deserve. Benedict Primary provides an environment where all children are engaged in learning that develops and challenges them as well as excites their imagination. We provide opportunities for all children to fulfill their potential through a commitment to high standards and excellence within an engaging, broad, and enriched curriculum. We are committed to ensuring each child develops as a confident, enthusiastic, and effective learner. Benedict Primary is committed to providing a caring, friendly and safe environment for all pupils so that they can learn in a relaxed and secure atmosphere. We take seriously our responsibility to protect and safeguard our children. Ours is an open school. This means that anyone who has worries about another child should seek support from us. We work in partnership with other agencies when there are concerns about a child or young person's welfare. We want to transform the lives of our pupils and their communities by helping them achieve their utmost, celebrate their talents, and become the best that they can be. We focus on developing the whole person by not only concentrating on high academic expectations but also focusing on our pupil’s key life skills and personal and social development. We aim to build a lifelong love of learning in our pupils and a set of moral values that will enable them to make a positive contribution to the community and a rapidly changing society. We welcome diversity as a strength and a learning opportunity. Through sharing cultures, experiences, and languages, rich and deep friendships can be forged in school and at the school gates which can outlive a school career. The national curriculum for English reflects the importance of spoken language in pupils’ development across the whole curriculum – cognitively, socially, and linguistically. Spoken language underpins the development of reading and writing. The quality and variety of language that pupils hear and speak are vital for developing their vocabulary and grammar and their understanding of reading and writing. Teachers should therefore ensure the continual development of pupils’ confidence and competence in spoken language and listening skills. Pupils should develop a capacity to explain their understanding of books and other reading and to prepare their ideas before they write. They must be assisted in making their thinking clear to themselves as well as to others and teachers should ensure that pupils build secure foundations by using discussion to probe and remedy their misconceptions. Pupils should also be taught to understand and use the conventions for discussion and debate. All pupils should be enabled to participate in and gain knowledge, skills, and understanding associated with the artistic practice of drama. Pupils should be able to adapt, create and sustain a range of roles, responding appropriately to others in the role. They should have opportunities to improvise, devise and script drama for one another and a range of audiences, as well as to rehearse, refine, share and respond thoughtfully to drama and theatre performances. Statutory requirements which underpin all aspects of spoken language across the six years of primary education form part of the national curriculum. These are reflected and contextualized within the reading and writing domains that follow. It is essential that teaching focuses on developing pupils’ competence in both dimensions different kinds of teaching are needed for each. Skilled word reading involves both the speedy working out of the pronunciation of unfamiliar printed words (decoding) and the speedy recognition of familiar printed words. Underpinning both is the understanding that the letters on the page represent the sounds in spoken words. This is why phonics should be emphasized in the early teaching of reading to beginners (i.e. unskilled readers) when they start school. Good comprehension draws from linguistic knowledge (in particular of vocabulary and grammar) and on knowledge of the world. Comprehension skills develop through pupils’ experience of high-quality discussion with the teacher, as well as from reading and discussing a range of stories, poems, and non-fiction. All pupils must be encouraged to read widely across both fiction and non-fiction to develop their knowledge of themselves and the world in which they live, to establish an appreciation and love of reading, and to gain knowledge across the curriculum. Reading widely and often increases pupils’ vocabulary because they encounter words they would rarely hear or use in everyday speech. Reading also feeds pupils’ imagination and opens up a treasure-house of wonder and joy for curious young minds. It is essential that teaching develops pupils’ competence in these two dimensions. Besides, pupils should be taught how to plan, revise and evaluate their writing. These aspects of writing have been incorporated into the programs of study for composition. Writing down ideas fluently depends on effective transcription: that is, on spelling quickly and accurately through knowing the relationship between sounds and letters (phonics) and understanding the morphology (word structure) and orthography (spelling structure) of words. Effective composition involves forming, articulating, and communicating ideas, and then organizing them coherently for a reader. This requires clarity, awareness of the audience, purpose, and context, and an increasingly wide knowledge of vocabulary and grammar. Writing also depends on fluent, legible, and, eventually, speedy handwriting. View full school
- Many schools are committed to the ideal of personal happiness and the full development of individual potential, but few achieve this as obviously as at Benedict House. The values of our School community and the constant focus on the individual in our provision are central to everything we do. These provide pupils with a strong feeling of structure and security, and this enables them to work effectively as we develop them as leading citizens of the future. Small class sizes and a warm, family-style atmosphere for us set the right scene in which to learn best. By the time they leave us at the age of 11, it is our responsibility to have equipped the children during their most formative years with the essentials of character to thrive in an increasingly competitive world. We put firmly in place the qualities which will make them clear thinking, hardworking, innovative, and kindly citizens, who will go on to influence many people in the coming years. We have high expectations of ourselves and our children, both inside and out of the classroom, and we have a long history of successful preparation of children for the next stage of their education, be that for the Kent Grammars, or other schools, independent or maintained. None of this should come at the expense of childhood and what Benedict House does so successfully finds that balance between delivering in terms of education, and yet doing so kindly. The School is very proud of its articulate and confident pupils who move on able to work things out for themselves, so crucial in an increasingly challenging world. Throughout our history, we have maintained small class sizes to maximize the quality of education given. This isn’t something all independent schools do but we have always had an excellent reputation and would like to keep it that way. For many years children have always been drawn from diverse backgrounds and a wide cross-section of the social and cultural spectrum. Our parents include many local people in Sidcup, as well as those who commute daily from outlying areas into central London. So no matter where you are from, you are welcome to come and be part of the history of our excellent independent school. If you would like your child to receive the best possible start to their school life then a private education at Benedict House is a great choice. We are an independent school that has always been noted for the excellence of our teaching and consequent high standard of academic achievement by the pupils. There are never more than 160 pupils enrolled at Benedict House with a maximum of 20 in a class. This means that your child will receive a personal private education that will be tailored to their needs. Our skilled and dedicated teachers can pick up on, and deal with, those issues that go frequently unnoticed in larger state and independent schools. The Benedict House Nursery gives your child an introduction to learning in a school environment. A balanced curriculum gives pupils a stimulating start to their school career and that’s exactly what they will get here. Small classes allow our Nursery staff to get to know pupils on an individual basis so that they take an interest in all aspects of your child’s personality. This means that their talents, skills, and academic ability will have every opportunity to develop. We are fortunate enough to be set in a pleasant location. The school occupies three large Victorian houses, linked by an expansive, well-equipped playground for your little ones to enjoy. With small class sizes in our Infant School section, your child will receive the care and attention they deserve and need. You can rest assured that the transition from Early Years to Pre Prep is a smooth one and that all children continue enjoying their development at Benedict House. There is a good balance of academic work, sport, cultural and extra-curricular activities to keep your child engaged with school life. The small class sizes continue through the year groups so that all staff knows the children well and how to get the best out of them. We aim to help pupils learn in the best possible way, setting work appropriate to their age group. If you are looking for your children to gain entry into selective Grammar Schools then Benedict House is the perfect choice for you. From our Nursery through to the Junior School section, we will make sure your child is well equipped for the future and has developed an inquisitive nature so that they are keen to learn. When the time comes, your child will be well prepared for the challenge of secondary school and our success rate is the envy of local junior schools, with a consistently high percentage of pupils gaining entry into selective Grammar Schools. View full school
Many schools are committed to the ideal of personal happiness and the full development of individual potential, but few achieve this as obviously as at Benedict House. The values of our School community and the constant focus on the individual in our provision are central to everything we do. These provide pupils with a strong feeling of structure and security, and this enables them to work effectively as we develop them as leading citizens of the future. Small class sizes and a warm, family-style atmosphere for us set the right scene in which to learn best. By the time they leave us at the age of 11, it is our responsibility to have equipped the children during their most formative years with the essentials of character to thrive in an increasingly competitive world. We put firmly in place the qualities which will make them clear thinking, hardworking, innovative, and kindly citizens, who will go on to influence many people in the coming years. We have high expectations of ourselves and our children, both inside and out of the classroom, and we have a long history of successful preparation of children for the next stage of their education, be that for the Kent Grammars, or other schools, independent or maintained. None of this should come at the expense of childhood and what Benedict House does so successfully finds that balance between delivering in terms of education, and yet doing so kindly. The School is very proud of its articulate and confident pupils who move on able to work things out for themselves, so crucial in an increasingly challenging world. Throughout our history, we have maintained small class sizes to maximize the quality of education given. This isn’t something all independent schools do but we have always had an excellent reputation and would like to keep it that way. For many years children have always been drawn from diverse backgrounds and a wide cross-section of the social and cultural spectrum. Our parents include many local people in Sidcup, as well as those who commute daily from outlying areas into central London. So no matter where you are from, you are welcome to come and be part of the history of our excellent independent school. If you would like your child to receive the best possible start to their school life then a private education at Benedict House is a great choice. We are an independent school that has always been noted for the excellence of our teaching and consequent high standard of academic achievement by the pupils. There are never more than 160 pupils enrolled at Benedict House with a maximum of 20 in a class. This means that your child will receive a personal private education that will be tailored to their needs. Our skilled and dedicated teachers can pick up on, and deal with, those issues that go frequently unnoticed in larger state and independent schools. The Benedict House Nursery gives your child an introduction to learning in a school environment. A balanced curriculum gives pupils a stimulating start to their school career and that’s exactly what they will get here. Small classes allow our Nursery staff to get to know pupils on an individual basis so that they take an interest in all aspects of your child’s personality. This means that their talents, skills, and academic ability will have every opportunity to develop. We are fortunate enough to be set in a pleasant location. The school occupies three large Victorian houses, linked by an expansive, well-equipped playground for your little ones to enjoy. With small class sizes in our Infant School section, your child will receive the care and attention they deserve and need. You can rest assured that the transition from Early Years to Pre Prep is a smooth one and that all children continue enjoying their development at Benedict House. There is a good balance of academic work, sport, cultural and extra-curricular activities to keep your child engaged with school life. The small class sizes continue through the year groups so that all staff knows the children well and how to get the best out of them. We aim to help pupils learn in the best possible way, setting work appropriate to their age group. If you are looking for your children to gain entry into selective Grammar Schools then Benedict House is the perfect choice for you. From our Nursery through to the Junior School section, we will make sure your child is well equipped for the future and has developed an inquisitive nature so that they are keen to learn. When the time comes, your child will be well prepared for the challenge of secondary school and our success rate is the envy of local junior schools, with a consistently high percentage of pupils gaining entry into selective Grammar Schools.
At Benedict Primary School we believe in putting children and their needs first. All pupils are supported to make good progress and no child is being left behind. For each child, there is an expectation of participation, fulfillment, and success where teaching and learning are characterized by ambitious objectives, challenging personal targets, rapid intervention to keep pupils on an upward trajectory, and rigorous assessment to check and maintain pupil progress. Our focus is and always will be on the children, providing them with the high standards in education they deserve. Benedict Primary provides an environment where all children are engaged in learning that develops and challenges them as well as excites their imagination. We provide opportunities for all children to fulfill their potential through a commitment to high standards and excellence within an engaging, broad, and enriched curriculum. We are committed to ensuring each child develops as a confident, enthusiastic, and effective learner. Benedict Primary is committed to providing a caring, friendly and safe environment for all pupils so that they can learn in a relaxed and secure atmosphere. We take seriously our responsibility to protect and safeguard our children. Ours is an open school. This means that anyone who has worries about another child should seek support from us. We work in partnership with other agencies when there are concerns about a child or young person's welfare. We want to transform the lives of our pupils and their communities by helping them achieve their utmost, celebrate their talents, and become the best that they can be. We focus on developing the whole person by not only concentrating on high academic expectations but also focusing on our pupil’s key life skills and personal and social development. We aim to build a lifelong love of learning in our pupils and a set of moral values that will enable them to make a positive contribution to the community and a rapidly changing society. We welcome diversity as a strength and a learning opportunity. Through sharing cultures, experiences, and languages, rich and deep friendships can be forged in school and at the school gates which can outlive a school career. The national curriculum for English reflects the importance of spoken language in pupils’ development across the whole curriculum – cognitively, socially, and linguistically. Spoken language underpins the development of reading and writing. The quality and variety of language that pupils hear and speak are vital for developing their vocabulary and grammar and their understanding of reading and writing. Teachers should therefore ensure the continual development of pupils’ confidence and competence in spoken language and listening skills. Pupils should develop a capacity to explain their understanding of books and other reading and to prepare their ideas before they write. They must be assisted in making their thinking clear to themselves as well as to others and teachers should ensure that pupils build secure foundations by using discussion to probe and remedy their misconceptions. Pupils should also be taught to understand and use the conventions for discussion and debate. All pupils should be enabled to participate in and gain knowledge, skills, and understanding associated with the artistic practice of drama. Pupils should be able to adapt, create and sustain a range of roles, responding appropriately to others in the role. They should have opportunities to improvise, devise and script drama for one another and a range of audiences, as well as to rehearse, refine, share and respond thoughtfully to drama and theatre performances. Statutory requirements which underpin all aspects of spoken language across the six years of primary education form part of the national curriculum. These are reflected and contextualized within the reading and writing domains that follow. It is essential that teaching focuses on developing pupils’ competence in both dimensions different kinds of teaching are needed for each. Skilled word reading involves both the speedy working out of the pronunciation of unfamiliar printed words (decoding) and the speedy recognition of familiar printed words. Underpinning both is the understanding that the letters on the page represent the sounds in spoken words. This is why phonics should be emphasized in the early teaching of reading to beginners (i.e. unskilled readers) when they start school. Good comprehension draws from linguistic knowledge (in particular of vocabulary and grammar) and on knowledge of the world. Comprehension skills develop through pupils’ experience of high-quality discussion with the teacher, as well as from reading and discussing a range of stories, poems, and non-fiction. All pupils must be encouraged to read widely across both fiction and non-fiction to develop their knowledge of themselves and the world in which they live, to establish an appreciation and love of reading, and to gain knowledge across the curriculum. Reading widely and often increases pupils’ vocabulary because they encounter words they would rarely hear or use in everyday speech. Reading also feeds pupils’ imagination and opens up a treasure-house of wonder and joy for curious young minds. It is essential that teaching develops pupils’ competence in these two dimensions. Besides, pupils should be taught how to plan, revise and evaluate their writing. These aspects of writing have been incorporated into the programs of study for composition. Writing down ideas fluently depends on effective transcription: that is, on spelling quickly and accurately through knowing the relationship between sounds and letters (phonics) and understanding the morphology (word structure) and orthography (spelling structure) of words. Effective composition involves forming, articulating, and communicating ideas, and then organizing them coherently for a reader. This requires clarity, awareness of the audience, purpose, and context, and an increasingly wide knowledge of vocabulary and grammar. Writing also depends on fluent, legible, and, eventually, speedy handwriting.- Benedictine men and women are actively involved on both campuses as teachers, administrators, and role models. Fifty-four percent of students are Catholic students of all faiths are welcome. More than 60 areas of study with 37 majors and 40 minor programs. Semester schedule. Liberal arts curriculum. Bachelor of arts, bachelor of science in nursing. One hundred percent of residence hall rooms are wired to a high-speed campus network backbone. Every residence hall has a computer cluster with access to the same applications as classrooms, labs, and access areas. Computer access areas are available for students to use seven days a week, with modern PCs and laser printers. Wireless access is available in all academic buildings, including libraries, most campus outdoor green spaces, and all of the residence halls and apartments. We offer 19 semester-long, faculty-led international study programs: Australia, Austria, Chile, China, England, France, Germany, Greece, Guatemala, India, Ireland, Italy, Japan, Spain, and South Africa. Also, the colleges sponsor over 20 short-term international programs around the world each year. CSB/SJU is ranked 3rd among baccalaureate schools sending the total number of students abroad. CSB/SJU has been ranked among the top 6 schools nationally in this category for the past ten years. Annually, 55 percent of all CSB/SJU students will participate in one of the colleges' semester-long programs. The College of Saint Benedict designs programs to meet young women's needs and aspirations, emphasizing women's leadership and a personal development profile that includes intellectual, spiritual, emotional, and physical development. Its values-based and value-added residential liberal arts education provides the framework for fulfilling lives of disciplined inquiry and leadership in careers devoted to the professions, public life, and service to others. The Institute for Women's Leadership works to empower women to engage in inclusive dialog, reflective thinking, and ethical action that celebrates and recognizes women as shapers of our world. Based on the year in school, residential housing emphasizes women's leadership with programming that nurtures the intellectual, spiritual, emotional, and physical well-being of young women. Through a four-year residential program, nearly all students live on campus, enjoying a vibrant atmosphere for personal growth and discovery. Leadership in a diverse world begins here. The Intercultural Center celebrates the diversity of campus life and fosters intercultural competency. The award-winning Benedicta Arts Center, one of the upper Midwest's most highly regarded cultural arts facilities, is home to a fine arts program that brings national and international artists to its stages and is active in commissioning new works of art that have their Midwestern premieres on the CSB campus. The Literary Arts Institute is an expression of our deep and abiding commitment to the written word. The institute sponsors visits by writers of national and international stature for lectures and residencies. Saint Benedict athletes, competing on 11 varsity sports teams at the NCAA Division III level, regularly place among the top teams in the Minnesota Intercollegiate Athletic Conference (MIAC). Since the 2000-01 season, CSB has placed in the top five in the race for the Pat Wisner Trophy, awarded to the top overall women's sports program in the conference. As well as finding success in the MIAC, Saint Benedict's teams are also successful at the national level. The volleyball team has made 19 NCAA Division III Tournament appearances — including six since 2010 — and the basketball team has 17 NCAA tournament appearances. CSB's track and field team regularly sends individuals to nationals and has five All-Americans and ten national qualifiers since 2015. CSB students also participate in intramural leagues and club sports teams. Comprehensive fitness facilities were recently upgraded and expanded to meet students' needs actively seeking a healthier lifestyle. Nearly 90 percent of first-year students return for their sophomore year. More than 90 percent of all bachelor's degrees conferred are earned in four years or less. Four-year completion rates at CSB significantly exceed averages for private and public colleges regionally and nationally. Approximately 18 percent of CSB graduates go directly to graduate school, while 79 percent find career-related positions or enter service work. The Service-Learning Program works with the students and faculty of CSB/SJU and organizations in the surrounding community to foster successful service-learning opportunities relevant to what is being taught in the classroom. The Service-Learning Program is committed to holistic learning by incorporating the classroom and community into the learning experience. It develops intentional and meaningful service experiences based on social justice and academic learning. The Service-Learning Program models Benedictine values by providing education and support to CSB/SJU faculty and students, co-curricular programs, and the community through service experiences to strengthen communities, integrate theory and praxis, and foster active citizenship. The mission of the Office of Academic Assessment and Effectiveness (OAAE) is to advance student learning and teaching excellence through an impact-oriented philosophy and collaborative campus partnerships. OAAE uses institutional and programmatic assessments with evaluation techniques to drive evidence-based improvements in alignment with the institutions' mission, vision, and Strategic Directions 2020. Even though families recognize the value of the high-quality educational experience we offer, many students tell us they didn't consider private school because of the price. If this is what you and your family are thinking, we urge you to think again. In our most recent survey, 95 percent of 2015 graduates reported they were professionally employed, pursuing a graduate degree or in a full-time volunteer position within a year of earning their degree. Our graduates' CSB/SJU experience prepared them for their first job and prepared them for life. You can bank on that. View full university
- Founded in 1870, Benedict College is a private, co-educational liberal arts institution located in Columbia, SC (link is external), and currently has over 2,470 students enrolled in baccalaureate degree programs. Benedict College was recently ranked for the six consecutive years (2010, 2011, 2012, 2013, 2014 and 2015) as one of the top baccalaureate colleges in the nation by Washington Monthly for creating social mobility among low-income students, producing cutting edge scholarship and research. Benedict has been recognized by the National Civic Engagement Award from The Washington Center for encouraging students to give back to the community, which is the heart of the College’s vision and mission. Benedict College earned four President’s Higher Education Community Service Honor Roll Awards from the Corporation for National and Community Service (CNCS), a federal agency charged with improving lives, strengthening communities, and fostering civic engagement through service and volunteering. CNCS is responsible for leading President Barack Obama’s national call to service initiative. President Obama personally thanked Benedict College for its commitment to volunteerism during a nationally televised White House Town Hall Meeting held on Benedict’s campus on March 6, 2015. Benedict also was named one of the top 100 institutions in the nation, graduating African-American scholars in by Diverse Magazine. Dr. David Holmes Swinton is the thirteenth president of Benedict College. Since Dr. Swinton’s appointment in 1994, the College has dramatically increased enrollment, particularly among male students. As a result of this tremendous growth, Benedict has the second largest undergraduate population of the 20 private institutions in South Carolina. He has become the third-largest College in The College Fund/UNCF network. Benedict has over 17,000 alumni throughout South Carolina and the United States. The College has been “a power for good” in the community for over 146 years. It is a significant economic contributor to the region and South Carolina, with a local annual economic impact of over $106.7 million. View full university
Founded in 1870, Benedict College is a private, co-educational liberal arts institution located in Columbia, SC (link is external), and currently has over 2,470 students enrolled in baccalaureate degree programs. Benedict College was recently ranked for the six consecutive years (2010, 2011, 2012, 2013, 2014 and 2015) as one of the top baccalaureate colleges in the nation by Washington Monthly for creating social mobility among low-income students, producing cutting edge scholarship and research. Benedict has been recognized by the National Civic Engagement Award from The Washington Center for encouraging students to give back to the community, which is the heart of the College’s vision and mission. Benedict College earned four President’s Higher Education Community Service Honor Roll Awards from the Corporation for National and Community Service (CNCS), a federal agency charged with improving lives, strengthening communities, and fostering civic engagement through service and volunteering. CNCS is responsible for leading President Barack Obama’s national call to service initiative. President Obama personally thanked Benedict College for its commitment to volunteerism during a nationally televised White House Town Hall Meeting held on Benedict’s campus on March 6, 2015. Benedict also was named one of the top 100 institutions in the nation, graduating African-American scholars in by Diverse Magazine. Dr. David Holmes Swinton is the thirteenth president of Benedict College. Since Dr. Swinton’s appointment in 1994, the College has dramatically increased enrollment, particularly among male students. As a result of this tremendous growth, Benedict has the second largest undergraduate population of the 20 private institutions in South Carolina. He has become the third-largest College in The College Fund/UNCF network. Benedict has over 17,000 alumni throughout South Carolina and the United States. The College has been “a power for good” in the community for over 146 years. It is a significant economic contributor to the region and South Carolina, with a local annual economic impact of over $106.7 million.
Benedictine men and women are actively involved on both campuses as teachers, administrators, and role models. Fifty-four percent of students are Catholic students of all faiths are welcome. More than 60 areas of study with 37 majors and 40 minor programs. Semester schedule. Liberal arts curriculum. Bachelor of arts, bachelor of science in nursing. One hundred percent of residence hall rooms are wired to a high-speed campus network backbone. Every residence hall has a computer cluster with access to the same applications as classrooms, labs, and access areas. Computer access areas are available for students to use seven days a week, with modern PCs and laser printers. Wireless access is available in all academic buildings, including libraries, most campus outdoor green spaces, and all of the residence halls and apartments. We offer 19 semester-long, faculty-led international study programs: Australia, Austria, Chile, China, England, France, Germany, Greece, Guatemala, India, Ireland, Italy, Japan, Spain, and South Africa. Also, the colleges sponsor over 20 short-term international programs around the world each year. CSB/SJU is ranked 3rd among baccalaureate schools sending the total number of students abroad. CSB/SJU has been ranked among the top 6 schools nationally in this category for the past ten years. Annually, 55 percent of all CSB/SJU students will participate in one of the colleges' semester-long programs. The College of Saint Benedict designs programs to meet young women's needs and aspirations, emphasizing women's leadership and a personal development profile that includes intellectual, spiritual, emotional, and physical development. Its values-based and value-added residential liberal arts education provides the framework for fulfilling lives of disciplined inquiry and leadership in careers devoted to the professions, public life, and service to others. The Institute for Women's Leadership works to empower women to engage in inclusive dialog, reflective thinking, and ethical action that celebrates and recognizes women as shapers of our world. Based on the year in school, residential housing emphasizes women's leadership with programming that nurtures the intellectual, spiritual, emotional, and physical well-being of young women. Through a four-year residential program, nearly all students live on campus, enjoying a vibrant atmosphere for personal growth and discovery. Leadership in a diverse world begins here. The Intercultural Center celebrates the diversity of campus life and fosters intercultural competency. The award-winning Benedicta Arts Center, one of the upper Midwest's most highly regarded cultural arts facilities, is home to a fine arts program that brings national and international artists to its stages and is active in commissioning new works of art that have their Midwestern premieres on the CSB campus. The Literary Arts Institute is an expression of our deep and abiding commitment to the written word. The institute sponsors visits by writers of national and international stature for lectures and residencies. Saint Benedict athletes, competing on 11 varsity sports teams at the NCAA Division III level, regularly place among the top teams in the Minnesota Intercollegiate Athletic Conference (MIAC). Since the 2000-01 season, CSB has placed in the top five in the race for the Pat Wisner Trophy, awarded to the top overall women's sports program in the conference. As well as finding success in the MIAC, Saint Benedict's teams are also successful at the national level. The volleyball team has made 19 NCAA Division III Tournament appearances — including six since 2010 — and the basketball team has 17 NCAA tournament appearances. CSB's track and field team regularly sends individuals to nationals and has five All-Americans and ten national qualifiers since 2015. CSB students also participate in intramural leagues and club sports teams. Comprehensive fitness facilities were recently upgraded and expanded to meet students' needs actively seeking a healthier lifestyle. Nearly 90 percent of first-year students return for their sophomore year. More than 90 percent of all bachelor's degrees conferred are earned in four years or less. Four-year completion rates at CSB significantly exceed averages for private and public colleges regionally and nationally. Approximately 18 percent of CSB graduates go directly to graduate school, while 79 percent find career-related positions or enter service work. The Service-Learning Program works with the students and faculty of CSB/SJU and organizations in the surrounding community to foster successful service-learning opportunities relevant to what is being taught in the classroom. The Service-Learning Program is committed to holistic learning by incorporating the classroom and community into the learning experience. It develops intentional and meaningful service experiences based on social justice and academic learning. The Service-Learning Program models Benedictine values by providing education and support to CSB/SJU faculty and students, co-curricular programs, and the community through service experiences to strengthen communities, integrate theory and praxis, and foster active citizenship. The mission of the Office of Academic Assessment and Effectiveness (OAAE) is to advance student learning and teaching excellence through an impact-oriented philosophy and collaborative campus partnerships. OAAE uses institutional and programmatic assessments with evaluation techniques to drive evidence-based improvements in alignment with the institutions' mission, vision, and Strategic Directions 2020. Even though families recognize the value of the high-quality educational experience we offer, many students tell us they didn't consider private school because of the price. If this is what you and your family are thinking, we urge you to think again. In our most recent survey, 95 percent of 2015 graduates reported they were professionally employed, pursuing a graduate degree or in a full-time volunteer position within a year of earning their degree. Our graduates' CSB/SJU experience prepared them for their first job and prepared them for life. You can bank on that.
