Addressing misperceptions about Mennonite higher education

Those who work at a Mennonite higher education institution often find themselves addressing perceptions about Mennonite education that aren’t accurate or are incomplete. What about those who never ask questions? How do they get a closer look at Mennonite higher education?

The best people to ask are the alumni and students of Mennonite higher educational institutions—Associated Mennonite Biblical Seminary (AMBS) in Elkhart, Ind.; Bethel College in North Newton, Kan.; Bluffton (Ohio) University; Eastern Mennonite University (EMU) and Eastern Mennonite Seminary (EMS) in Harrisonburg, Va.; Goshen (Ind.) College; and Hesston (Kan.) College.

The “price tag” is only the starting point.

“What surprises many parents is discovering that they are eligible for financial aid after thinking they wouldn’t be eligible for any,” says Tony Graber, director of financial aid at Bethel College. “The majority of students are eligible for more aid at Bethel than at a state school in Kansas.”

Erin Bradley, a Bethel College sophomore, agrees with the importance of contacting Mennonite colleges to get a financial aid estimate to compare with other colleges.

“Costs were a lot cheaper at state schools, but when I got back information, they provided fewer opportunities for scholarships and less financial aid from the school,” she says.

“We first determine if a student can qualify for scholarships from the college—such as academic scholarships and performance scholarships for athletics and fine arts,” says Graber. “Bethel College also offers a service learning scholarship where the recipient agrees to volunteer in the community.”

Next, eligibility for grants is determined. Need-based grants include the Pell Grant, Federal Supplemental Educational Opportunity Grant and state grants. The Teach Grant for students who commit to teaching at a Title One school is an example of a grant that is not need-based.

High school counselors can help identify additional scholarships, especially local ones. Internet scholarship searches are also helpful, although Graber cautions that no one should ever pay for this service but only use free searches. Many churches provide funds that Mennonite colleges, universities and seminaries will match up to a certain amount.

After figuring in free assistance, loans can then be applied to for the remaining balance. Some loans are need-based and some are not. “In some cases, part of certain loans can be forgiven,” says Graber, “if a student works as a public servant or for a nonprofit organization.”

“I understand why some would be scared of the sticker price of education,” says Saulo Padilla, alum of Goshen College and AMBS, “but I also know the benefits that having a higher education brings … so, I invite others to take a leap of faith into Mennonite higher education.”

A Mennonite college education is not the same as your Mennonite high school; neither is a Mennonite seminary education the same as your Mennonite college/university.

“I went to Central Christian School, Bluffton and EMS,” says Laura Amstutz, communication coordinator and associate director of admissions for EMS. “At each level of education, the learning is different—both in style and in content. You go deeper into details and specifics the more education you get.”

Jonny Gerig Meyer, from Goshen, agrees: “At Bethany [Christian School], I was ready to hear some things. Then at Goshen College, I was in a different place—cognitively and emotionally—and heard different things and internalized them differently. The same for AMBS. Any overlap is minuscule compared with the breadth of what there is to learn.”

Education from an Anabaptist perspective is unique.

“My Mennonite education enriched my life with cultural knowledge, spiritual values and lifelong friendships with both fellow students and professors,” says Sara (Richer) Conn, a 2009 Bluffton graduate from Wauseon, Ohio.

Lynette Nussbaum, originally from Salem, Ore., also found college life-changing: “In my classes at both Hesston and EMU, I was not only taught facts and theories but also pushed to explore how what we were learning applied to my life, others around me, the global community and my faith.”

“Going to [Hesston and Goshen] saved me in some ways,” says Nathan Ramer, the pastor at Wellman (Iowa) Mennonite Church, who is also an alum of AMBS. “I was in an environment where people who cared walked with me, allowed me to wrestle with questions and then were still there with biblical wisdom and a caring perspective to help me begin to piece things back together. Professors modeled that our intellect was something God gave us to use as tools of faithfulness, not something to be suspicious of or divorced from issues of faith.”

“Even if you’ve grown up in an ‘ethnic Menno­nite’ population center like myself,” says Gerig Meyer, “it’s really helpful to be surrounded by a loving community that can provide a safe environment to challenge each other. I think Mennonite educational institutions are uniquely qualified to do this.”

You do interact with those from diverse backgrounds.

“Bluffton is one of the most diverse Mennonite campuses. I had a circle of about five close friends, and none of them grew up Mennonite,” says Amstutz. “Many of them came to embrace Mennonite faith and practices, but they didn’t start that way.

“When I was a student at EMS, there was a strong United Methodist contingent. Now there are even more denominations represented,” says Amstutz. “The students from different denominations bring interesting contrasts into class discussions.”

The number of racial/ethnic people on Menno­nite educational campuses is growing, and faculty, staff and students continue to work at ways to keep dialogue open.

“Because of the various student-led initiatives and support of key staff, I believe EMU became more welcoming to those with different backgrounds and beliefs and created many bridges during the time I was a student [1994-98],” says Moniqua Acosta, who works for MHS Alliance.

“After attending Goshen College and AMBS, I found a deep affinity with Anabaptist Mennonite theology,” says Padilla. “I am very excited when I see more brothers and sisters from different ethnic and racial groups attending Mennonite educational institutions.”

The quality of the programs and faculty were praised by all those interviewed.

Janna Hunter Bowman, a Notre Dame doctoral student, says: “When I first contacted the Kroc Institute for International Peace at Notre Dame and explained my interest in peace studies from a theological perspective, the director of doctoral studies suggested I study at AMBS for my master’s degree. He had no way of knowing that I was a Mennonite, much less that I was already doing so.”

“I feared that having a degree from a Menno­nite college might make me look less qualified than a graduate from an art institute,” says Sara (Richer) Conn, a graphic designer for The Limited in Columbus, Ohio. “However, during interviews, I was able to focus on the excellent qualities an individual gains [through the Bluffton] experience.”

“Some teachers have told me that EMU student teachers seem better prepared coming into student teaching than those from other colleges and universities,” says Lynette Nussbaum, now a special education teacher at Harrisonburg High School. “I know the experience I already had in the classroom helped me feel prepared when I started teaching.”

Seminary is for people of all ages and all educational backgrounds.

John Stoltzfus, a former Amish boy with only a ninth grade education, heard about a certificate program at EMS for people 35 years and older who do not have a high school or college diploma. Encouraged by friends and family, he earned his GED and enrolled in EMS.

“It was a major challenge and quite a change from being a truck driver,” says Stoltzfus. “The first month I wanted to quit, but with the encouragement of students and staff, I stayed. I am glad I did; it was worth it.”

Stoltzfus was invited into the degree program, graduated at the age of 48 and is now pastor of East Holbrook Mennonite Church in Cheraw, Colo.

Seminaries offer online classes and other options.

“Seminary provided tools, perspective and opportunity for reflecting on my experiences that my daily life and work did not afford,” says Hunter Bowman, who was able to take online courses from both seminaries while serving in Colombia.

“What I wasn’t prepared for was the richness of the dialogue in the discussion forums of the EMS distance education classes,” says Terry Zehr, the assistant conference minister for New York Mennonite Conference. “In a classroom, the extroverts tend to speak out, while introverts speak less frequently. In discussion forums, everyone speaks equally, and everyone is heard.”

An increasing number of courses are available online from both seminaries in addition to weekend, interterm and summer courses.

Seminary is not just for pastors and soon-to-be pastors.

“Social work taught me skills to problem solve, respect people and focus on resiliency, but I realized that my social work training did not give me language to talk about holistic health,” says Alicia Horst, director of the New Bridges Immigrant Resource Center in Harrisonburg, Va. “Theological education at EMS allowed me to sit with pain. I can now listen to stories of trauma, frustration, misunderstanding and despair and notice how the Spirit is at work.”

“Many people at seminary are not studying to be a pastor but do some form of church work or view their work in a religious sense like I do,” says Jonny Gerig Meyer, adjunct professor of philosophy at Goshen College. “Seminary helped me articulate my calling even though I don’t work in a congregation.”

These stories are only a small sample of what students and alumni are talking about. Not only do the people in this article have much more to share than can be contained here, the students and alumni you know have their own stories to share. Why don’t you ask them?

Rachel Nussbaum Eby is director of communications for Mennonite Education Agency.