FR 4.1 The institution evaluates success with respect to student achievement consistent with its mission. Criteria may include: enrollment data; retention, graduation, course completion, and job placement rates; state licensing examinations; student portfolios; or other means of demonstrating achievement of goals. (Student Achievement)
In Compliance
Shenandoah University is committed to the success of its students. Data is collected and disseminated to various individuals throughout the cycle. This data includes but is not limited to retention, graduate rates, grade analysis, licensure examination pass rates, and graduate employer surveys, and job placement rates.
Retention and Graduation Data
Retention and Graduation data is tracked throughout the student experience at Shenandoah. This information is relayed to the university community through the Fact Book, which is posted annually on the University website. In addition, University vice presidents have access to real-time retention and graduation rates by cohort through the institutional dashboards platform, for use in the decision-making process.
Example of use of Data:
As with most institutions, retention and graduation continues to be a topic of interest. Shenandoah has utilized retention and graduation data in order to inform decision making at many levels across the institution. Shenandoah University accepted an invitation to participate in the 2010-2011 John Gardner Foundations of Excellence (FoE) National Select Cohort, an initiative designed to study all aspects of the first year of college and to produce a plan for instructional improvement that enhances the ability to realize goals for student learning, success, and persistence in the first college year. The self-study is organized according to nine foundational dimensions that serve as an overall, intellectual framework for the FoE process: Philosophy, Organization, Learning, Faculty, Transitions, All Students, Diversity, Roles and Purposes, and Improvement. Nine separate dimension committees were formed, comprised of faculty, staff, and students. Each dimension committee collected and recorded information and data relevant to the dimension, and analyzed results from faculty/staff and student surveys on the first year experience. The initiative resulted in a list of recommendations, including developing training sessions focused on first year pedagogy, incorporating a system of rewards for first year teaching, implementing a culture of advising, improving communication, and establishing a culture of assessment.
The Center for Teaching and Learning was formed as a result of this self-study to tackle the pedagogical, advising, and communication recommendations. The First Year Seminar Advisory Board developed a series of awards for first year teaching, and the dissemination of student data specific to entering freshman has since been systematically shared and used for program improvement in first year seminar and general education. Additionally, the administration has supported professional development conferences, institutes, and workshops related to the first year experience.
The continued focus on retention and graduation has had a large degree of success. As noted in the Fact Book (link), Freshman to Sophomore retention has increased from 71.7% in 2009 to an average of 76.9% over the last four years. The years 2010-2013 have had the highest freshman to sophomore retention rates on record. In addition, the 2010 graduation rate was also the highest on records for Shenandoah.
National Survey of Student Engagement (NSSE)
Each year the University administers the National Survey of Student Engagement to both Freshmen and Seniors. University Administrators then use this information to determine how students spend their time and how changes could be made to increase the student learning experience. Examples of use of data: In 2012, Shenandoah noticed that student responses were lower for the NSSE question: “Participated in activities to enhance your spirituality (worship, meditation, and prayer, etc). At that time, 43% of freshman indicated that they never participate in these activities. Therefore, in fall 2013, the Director of General Education and the First Year Seminar decided to add several courses to the First Year Seminar program that related to spirituality. The Director added a new religion course as well as a meditation course. In 2013, the NSSE changed the format of questions and the wording of this question changed. As an institution, this topic is still a priority and is still being monitored by correlating NSSE data with the Global Perspectives Inventory data that provides information related to spirituality and activities on campus. Results have been positive but more longitudinal data is needed before the success of the program is assessed. Shenandoah also utilized the NSSE using the question: “Instructors clearly explained goals and requirements.” In 2013, 75% of seniors reported that instructors explained goals and requirements. The Director of Teaching and learning added faculty workshops that related to designing course syllabi and held discussions about the importance of relaying this information to students. In 2014, 91% of seniors reported that instructors explained goals and requirements. This was a 15% increase from 2013 to 2014.
Grade Analysis
Grade analysis is periodically performed at the University, School, and Program level. Results are forwarded to the appropriate University officer for use in the decision-making process. This analysis allows for curricular changes as well as allowing the University to shift resources as needed to focus on support of students.
Example of use of data:
The grade analysis is shared with Academic Schools through the Office of the Vice President for Academic Affairs. In 2014 it was shown that one of the most rigorous courses for freshman students was General Biology. The Biology department determined that one way to help students in this course was through peer mentoring. The program was piloted in the fall semester of 2014. Subsequent grade analysis showed a 40% drop in the number of grades of D,F, or W (withdrawal). The number of non-passing grades as a function of total enrollment dropped from 38.3% in fall 2013 to 19.2% in fall 2014.
Licensure Examinations
Several programs throughout the University lead to a career requiring licensure. The pass rates on these examinations are reviewed annually and included in program-level annual assessment data. Programs regularly use this data to modify curriculum and ensure that Shenandoah University students are well prepared for the workplace.
Example of use of data:
Many of the programs that require licensure examinations upon graduation use those results as one metric in their overall assessment program. Each program has different thresholds and targets for success on licensure examinations. For example, in 2010 the Bachelor of Science in Nursing program reported lower than expected results on the NCLEX examination. Therefore the program strengthened the departmental policy in regards to the preparedness of students, requiring all students to show proficiency before progression. The following cycle the Nursing Department reported an increase of 3% in first-time pass rates of nursing graduates.
Job Placement Rates
Each semester for which there are graduates the Office of Career Services deploys a survey review employment for graduates. Questions on this survey review each graduate’s current employment status, future plans, and other work-related areas. The results of each survey are aggregated and submitted to the appropriate University official for review and discussion. In addition, the Office of Career Services uses the results to implement programmatic changes intended to assist students with the transition to their career field.
Example of use of data:
The results of the 2013 Graduation Survey showed that Pharmacy students were employed at a lower rate than expected. The Office of Career Services has since added an interview event in the spring semester that gives students more opportunities to gain skills needed to obtain a job. Results from the most recent survey show that employment rates for Pharmacy students has increased more than 20% over the previous survey. The Office of Career Services is planning to add an additional career day event at the Northern Virginia campus.
Supporting Documentation
Fact Book 2013-2014 pdf
Foundations of Excellence Final Report
Fall 2013 Grade Analysis
Fall 2014 Grade Analysis
2013 Graduation Survey Results
2014 Graduation Survey Results
Overall National Exam Pass Rates
NSSE 2012 Executive Report
NSSE 2013 Executive Report
NSSE 2014 Executive Report