Student Achievement

Asbury University considers its mission a success only as our students succeed, and thus all efforts in Institutional Effectiveness and Strategic Planning focus on identifying best practices in equipping students for a lifetime of learning, service, and leadership.

As one measure of institutional success, the institution carefully monitors student retention and has identified a freshman to sophomore retention goal of 80%. This number was developed against an average of peer institutions within the Council for Christian Colleges and Universities (CCCU) of 74%. At Asbury, retention of first year traditional undergraduates has remained very strong over the last decade, averaging 92.8% into the second semester of enrollment and 82.3% into the sophomore fall. For the traditional undergraduate cohort entering Fall 2016, a retention rate of 93.8% into the second semester and 84.6% into the sophomore fall was realized. Retention across terms in the online, non-traditional undergraduate program (Adult Professional Studies) has averaged 79%.

Asbury University also monitors undergraduate graduation rates. These measures include the percentage of cohort graduates within four years (100% of time) and within six years (150% of time). Since 2004, the university has graduated 67.7% of its original cohorts. Of these, 56.0% completed within four years and 66.7% completed within six.

Additionally, alumni are asked to provide their employment details and to weigh in on how well the university has prepared them for their next steps in life. A primary measure of this success rate is job or graduate school placement within six months of graduation. For the 2016 traditional undergraduate cohort 99.6% of respondents report being employed, in graduate/professional school, serving in the military, or completing post-graduate internships or year of service/volunteerism. This Class of 2016 reports serving in 22 different U.S. states and seven different countries around the world (South Korea, Senegal, South Africa, France, China, Guatemala and USA). The 2016 Survey of Asbury Alumni who graduated between 2000 and 2015 indicates that 96.9% of respondents who applied to graduate school were accepted, with 88% of these being satisfied with the graduate program they chose. Further, 93.9% of respondents reported agreement with the statement, “If find my occupation fulfilling.”

Annual evaluation of student achievement occurs along the five initiatives of the 2012-2017 Strategic Plan: Academic Excellence, Spiritual Vitality, Transformational Leadership, Missional Influence, and Organizational Capacity. Goals for achievement and summary data of accomplishment are highlighted below. To see full details, please view the Annual Report of Institutional Progress files available for download.

 

Academic Excellence: General Education and Majors

GEPA Scores, 2011-16

GEPA Scores, 2011-16

 

 

MFT & ACAT Scores, 2015-16

MFT & ACAT Scores, 2015-16

 

Spiritual Vitality: Spiritual Maturity

STI Domains Data, 2015-16

STI Domains Data, 2015-16

 

Cornerstone Assessment Data, 2012-16

Cornerstone Assessment Data, 2012-16

 

 

Transformational Leadership: Student Preparation

Student Service and Internship Data, 2010-16

Student Service and Internship Data, 2010-16

 

 

Missional Influence: Student Access and Diversity

Student Body Composition, 2010-15

Student Body Composition, 2010-15

 

Student Diversity, 2010-15

Student Diversity, 2010-15

 

Organizational Capacity: Student Satisfaction

Student Satisfaction Data, 2016

Student Satisfaction Data, 2016

 

Assessment reports available for download:

Annual Report of Institutional Progress for Asbury University, 2016

Annual Report of Institutional Progress for Asbury University, 2015

Annual Report of Institutional Progress for Asbury University, 2014

Annual Report of Institutional Progress for Asbury University, 2013

Annual Report of Institutional Progress for Asbury University, 2012

 

The Office of Institutional Effectiveness and Strategic Planning houses data at the departmental (academic and administrative) and institutional level. To request additional data, please contact us at assessment@asbury.edu.