The following documents and websites present results from some of our institutional assessments. If you'd like further information, please email the University Assessment Coordinator.
All documents are PDFs unless otherwise noted.
St Ambrose University also partners with Noel Levitz to administer the Adult Student Priorities SurveyTM to assess adult students in adult education programs. SAU uses this information to determine what is important to adult students, as well as their satisfaction with programs. The survey encompasses the full range of adult student experiences.
As described here, all academic major and degree programs are expected to document their assessment activities each year by participating in the annual assessment process. While program-specific results are available internally, Appendix D (pdf) of the Institutional Assessment Plan displays a summary of participation in the annual assessment process. These reports identify the programs fully participating in the process (and whether each program meets our institutional expectations for assessment).
In 2011-12, the CLA was piloted to freshmen and seniors. The CLA is a performance assessment that evaluates a student's ability to think critically, reason analytically, solve problems and communicate clearly. In 2013-14, the CLA+ was administered to 101 seniors and 52 juniors.
Faculty are asked to evaluate student performance in General Education courses using rubrics aligned with each General Education outcome.
Each year, our graduating seniors and alumni are surveyed with regards to their post-graduation activities and satisfaction with their experiences at St. Ambrose.
• 2014 Report: Graduation Survey Results
• 2012 Report: General Education Outcomes - Importance & Satisfaction
• 2011 Report: 2010-11 Alumni Survey GenEd Perceptions
• 2010 Report: Graduate Survey Statistics
• 2007 Report: Alumni Survey Results (.xls)
• 2006 Report: Alumni Survey Results (.xls)
• 2005 Report: Perceptions of General Education & Major Department
• 2004 Report: Perceptions of General Education & Major Department
• 2003 Report: Student Perceptions of General Education Outcomes
During the 2012-13 academic year, St. Ambrose participated in the Linking Institutional Policies to Student Success (LIPSS) project hosted by Florida State University. LIPSS attempted to identify specific institution-wide policies that might be leveraged to increase college student engagement.
In December of 2014, St. Ambrose administered The Outcomes Survey to track employment and graduate school admissions data from new graduates.
MAP-Works®, Making Achievement Possible, is a comprehensive, student retention and success program designed for first-year students. Students take a series of web-based surveys at four key points in their first year, and faculty, staff, and administrators can use their results to intervene effectively and help the student be successful. The following link provides a sample summary of the data from this instrument.
From 2004-2007, St. Ambrose administered the MAPP to samples of students in order to assess student achievement in critical thinking, writing, and mathematical reasoning.
The MISO was first administered to students, faculty, and staff in 2014 to measure their view of library and computing services.
Beginning in 2011, St. Ambrose has administered the National College Health Assessment from the American College Health Association in order to learn about students' health habits, behaviors, and perceptions.
The NSSE annually collects information at hundreds of four-year colleges and universities about student participation in programs and activities that institutions provide for their learning and personal development through The College Student Report.
The results provide an estimate of how undergraduates spend their time and what they gain from attending college. St. Ambrose University uses its data to identify aspects of the undergraduate experience inside and outside the classroom that can be improved through changes in policies and practices more consistent with good practices in undergraduate education. This information is also used by prospective college students, their parents, college counselors, academic advisers, institutional research officers, and researchers to learn more about how students spend their time and what they gain from their experiences.
• 2015 Report: Institutional Snapshot
• 2015 Report: Engagement Indicators
• 2015 Report: High-impact Practices
• 2012 Report: Summary of NSSE Results (2001-12)
• 2012 Report: Multi-Year Benchmark Report (from Assessment Plan)
• 2012 Report: Executive Snapshot
• 2012 Report: Student Experience in Brief
• 2012 Report: Catholic Colleges Consortium - Mission Perception Inventory
• 2009 Report: Student Experience in Brief
• 2006 Report: Benchmark Recalculation
• 2006 Report: FSSE (Faculty Survey of Student Engagement) results (.xls)
• 2005 Report: Beginning College Survey of Student Engagement results
During the summer of 2014, incoming freshmen with ACT Math scores below 22 were given the opportunity to complete a 6-week online developmental math program. The following report shows some results of this summer developmental math program.
• Success of students in subsequent math class (to be reported by January 2015)
• Summer 2014 Developmental Math Program
• Spring 2015: SIR II summary and eSIR summary (2014-15)
• Fall 2014: SIR II summary
• Spring 2014: SIR II summary and eSIR summary
• Fall 2013: SIR II summary and eSIR summary
• 2012-13: SIR II summary
• 2012-13: eSIR summary for online courses
St Ambrose University partners with Noel Levitz to administer the Student Satisfaction InventoryTM to strengthen the quality of the student experience through precise, comprehensive satisfaction assessment. The Student Satisfaction Inventory provides SAU with measures of student satisfaction and priorities that can be used to improve student quality of life and learning. This information is used to inform the strategic planning process, guide student retention practices, and chart progress towards a campus goals committed to student development.