CFE Program Assessment

Assessment of student learning is the process by which we come to understand if students are accomplishing the learning goals and outcomes we set for them. Assessment occurs at the course, program, college, school, and university levels. Learn more about the variety of resources to aid in the process of assessment of student learning.  Whether assessment is formative (occurring during the process of learning) or summative (occurring at the end of the learning process), it provides information about what students know, what students can do, and what students hold of value. Assessment of student learning is a faculty-led process with support from the administration.

“Creighton exists for students and learning.”

Dedication to Excellence

Creighton University, as a Catholic, Jesuit University is dedicated to excellence in undergraduate, graduate and professional programs, is committed to an ongoing process of assessment, reflection, evaluation and action that is consistent with the model of Ignatian teaching and learning.

Learning is at the center of the assessment process at Creighton. We pride ourselves in producing graduates who obtain a "degree of difference" - who carry the imprint of a value-based education. We can only fully understand and continue to improve student learning through continuous inquiry and investigation.  Each college/school, department and co-curricular oversees their assessment of student learning for their area.

Assessment Cycle

The assessment process is cyclical.

  • Faculty first determine what learning goals are appropriate for a class or program of study.
  • Faculty then determine the measurable objectives that comprise each learning goal. (Some disciplines combine goals and objectives into learning outcomes.)
  • Faculty collect information that shows to what extent an objective was achieved. This information can be quantitative or qualitative.
  • The collected information is analyzed and discussed to determine what it means with respect to what is taught, how it is taught, and how students are engaged with that content and teaching methods.
  • The result of the analysis and discussion is feedback to the course, program, college, school, or university about what needs to be changed and what is working particularly well and should not be changed.
  • Based on that feedback, curricular and programmatic changes are made. At this point, the assessment cycle begins anew.

The Annual Assessments Policy and Procedures statement provides additional details.

All Creighton graduates will demonstrates the six Creighton University Learning Outcomes.

For questions: Contact Sarah Oliver, Program Outcomes Specialist at SarahOliver1@creighton.edu | 402.280.3906

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:

First

Last

College/School/Department

Emily

Babcock

School of Medicine  (PA) Phoenix

Ryan

Batenhorst

College of Nursing - Paramedicine

Kelsa

Brazell

Center for Faculty Excellence

Ronette

Bruner

School of Pharmacy & Health Professions

Kristin

Buscher

Analytics and Institutional Research

Brenda

Coppard

School of Pharmacy & Health Professions

Gianluca

Del Rossi

Pharmacy and HP - Phoenix

Alicia

Earl

College of Arts & Sciences

Cassie

Eno

School of Medicine

Kendra

Fershee

School of Law

Debra

Ford*

Center for Faculty Excellence

Robert

Francis, Jr.

Mission & Ministry

Jean

Hearn

College of Arts & Sciences

Lydia

Holtz

College of Professional and Continuing Education CPCE

Gail

Jensen

School of Pharmacy & Health Professions

Margaret

Jergenson

School of Dentistry

Katie

Kelsey

Student Life

Anastasia

Kyvelidou

School of Pharmacy & Health Professions

Angela

Lampe

School of Pharmacy & Health Professions

Sarah

Lux

School of Medicine

Geroge (Guy)

McHendry

Magis Core

Ryan

McLaughlin

The Success Center

Rose

Melonis

Libraries

Desarae

Mueller-Fichepain

Heider College of Business

Sarah

Oliver

Center for Faculty Excellence

Taunya

Plater

Graduate School

David

Ramcharan

Information Technology & Library Services

Lori

Rusch

College of Nursing

Patty

Scholting

School of Medicine (PA)

* 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.

Contact CFE

402.280.1190
CFE@creighton.edu

CFE Hours of Operation:
Monday-Friday, 8 a.m.-4:30 p.m.

Location:
Reinert Alumni Library (RAL), Lower Level, Suites L33 and L22