CFE Assessment

The University Assessment Committee (UAC) is designed to foster communication between all colleges, schools, and divisions that facilitate and assess student learning. Committee members are nominated by their schools, colleges or divisions and appointed by the President. The UAC works to promote an integrated culture of assessment consistent with the Creighton mission.

The committee is charged to

• coordinate assessment at the University level
• represent all academic and co-curricular areas in articulating an integrative assessment program
• provide feedback and assistance to programs, colleges and schools to advance efforts to enhance University support for assessment

The UAC meets regularly throughout the academic year.

The 2022-2023 UAC members are:

* denotes Chair of the University Assessment Committee

The UAC provided leadership for the campus as we participated in the Higher Learning Commission's Academy for Assessment of Student Learning, a four-year focused effort on improving the quality and scope of assessment of student learning at Creighton. Admission to the Academy was based on a competitive review of applications from a variety of schools within the HLC's geographic region. As you will see from reading our application to the Academy, we relied on participation from all areas of the university. If you would like to participate in our assessment efforts, contact Brenda Coppard (x3128).

One charge of the UAC is an evaluation process that allows the institution to review and ensure quality assurance for all degree programs, majors and certificate programs; the quality of program assessment of student learning is overseen by the Peer Review subcommittee.

The Peer Review Committee offers assistance to enhance programmatic assessment efforts and annually provides feedback to programs, colleges and schools’ annual assessment reports.  Specifically, the peer reviewers evaluate each program's: 

• Learning Outcomes/Objectives
• Assessment Measures/Plan
• Assessment Findings (data collection and analysis and conclusions and communications)
• Continuous Improvement Plan

View Peer Review Assessment Rubric, which includes definition of components, assessment findings, and system references.

Peer reviewers work as a team of two. Initially, each member of the peer review team reads the program assessment reports and take their own notes based on the rubric. Next, the team works to reconcile their notes and complete rubrics for the assessment reports in Taskstream. Each program assessment review, with complete reports and information, can take from 1.5 to 2 hours to complete which may require two to three meetings for the team. Training will be provided for all peer reviewers.  

Contact Sarah Oliver (402.280.3906), Peer Review Process sub-committee chair with questions regarding the Program Assessment of Student Learning process and assistance with assessment reporting. 

In conjunction with Creighton University's participation in the Academy for the Assessment of Student Learning, six university-level outcomes were derived from two years of review and reflection on each school and college's mission statements, strategic planning documents, accreditation reports, and stated student learning outcomes.

In summary, the six university-level student learning outcomes state:

All Creighton graduates will demonstrate:

1. disciplinary competence and/or professional proficiency,
2. critical thinking skills,
3. Ignatian values, to include but not limited to a commitment to an exploration of faith and the promotion of justice,
4. the ability to communicate clearly and effectively,
5. deliberative reflection for personal and professional formation, 
6. the ability to work effectively across race, ethnicity, culture, gender, religion, and sexual orientation.