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Student Achievement
Anderson University identifies, evaluates, and publishes goals and outcomes for student achievement appropriate to its mission, the nature of the students it serves, and the kinds of programs offered. The institution uses multiple measures to document student success.
Anderson’s mission statement and community values affirm the importance of both the liberal arts and professional preparation.
Anderson University is an academic community affiliated with the South Carolina Baptist Convention. It provides a competitive education in the liberal arts, professional, and graduate disciplines, and a co-curricular focus on the development of character, servant leadership, and cultural engagement. This is a diverse community that is intentionally Christ-centered, people-focused, student-oriented, quality-driven, and future-directed (Mission Statement).
Anderson University seeks to equip men and women to have the skills, knowledge, and dispositions to impact their communities and the world through their professional contributions and spiritual gifts. (Commitment to Servant Leadership).
Anderson University is a student-oriented community where our core process is teaching and learning aimed at the development of graduates of disciplined intelligence, competence, character, and faith. (Commitment to Students).
We offer a variety of majors and concentrations in both the liberal arts and the professional disciplines. All programs provide the student with a rigorous and engaging learning experiences that emphasizes the knowledge, intellectual skills, and conceptual frameworks central to the discipline. (Commitment to the Liberal Arts).
In keeping with its mission and community values, the university is committed to the success of its students. As such, the university identifies, evaluates, and publishes goals and outcomes for student achievement and uses multiple measures to document student success.
Achievement Outcome 1: Retention Rate
The university expects first-time, full-time (FTFT) undergraduates to successfully progress to their second year of academic study. To assess this outcome, the university relies on the retention data reported to the South Carolina Independent Colleges and Universities (SCICU) and the Integrated Post-Secondary Educational Data System (IPEDS) of the U.S. Department of Education.
The university’s retention goal is two-fold. First, that the university’s retention rate meets or exceeds that of its fellow South Carolina Independent Colleges and Universities (SCICU). The second retention goal is that the university’s retention rate meets or exceeds that of its IPEDS-defined peer group.
FTFT Retention Rate Comparisons
| Fall Cohort Year | AU | SCICU Means | IPEDS Peer Group |
|---|---|---|---|
| 2022 | 82% | not yet available | not yet available |
| 2021 | 81% | not yet available | not yet available |
| 2020 | 85% | 68% | 78% |
| 2019 | 84% | 67% | 81% |
| 2018 | 80% | 67% | 82% |
| 2017 | 79% | 66% | 81% |
| 2016 | 75% | 67% | 78% |
As the most recent available data demonstrate, the university is meeting its retention goals. In addition, it is worth noting that the university has made incremental improvement in its retention rate over the last 15 years and is committed to further improvement.
Historical FTFT Retention Rate
| Year | Enrolled |
|---|---|
| 2022 | 82% |
| 2021 | 81% |
| 2020 | 86% |
| 2019 | 84% |
| 2018 | 80% |
| 2017 | 79% |
| 2016 | 75% |
| 2015 | 74% |
| 2014 | 76% |
| 2013 | 76% |
| 2012 | 76% |
| 2011 | 72% |
| 2010 | 74% |
| 2009 | 63% |
| 2008 | 62% |
Achievement Outcome 2: Graduation Rate
The university expects first-time, full-time undergraduates to successfully complete their program of study. To assess this outcome, the university relies on the retention data reported to the South Carolina Independent Colleges and Universities (SCICU) and the Integrated Post-Secondary Educational Data System (IPEDS) of the U.S. Department of Education.
The university’s graduation rate goal is two-fold. First, that the university’s graduation rate meets or exceeds that of its fellow South Carolina Independent Colleges and Universities (SCICU). The second graduation rate goal is that the university’s rate meets or exceeds that of its IPEDS-defined peer group.
Six-year Graduation Rate
| Fall Cohort Year | AU | SCICU | IPEDS Peer Group Mean |
|---|---|---|---|
| 2017 | 66% | not yet available | not yet available |
| 2016 | 60% | not yet available | not yet available |
| 2015 | 64% | 49% | 68% |
| 2014 | 57% | 50% | 67% |
| 2013 | 67% | 49% | 66% |
| 2012 | 59% | 51% | 61% |
| 2011 | 57% | 49% | 58% |
As the most recent available data demonstrate, the university is partially meeting its graduation rate goals. AU consistently exceeds the SCICU peer mean but has not yet met the goal of meeting or exceeding the six-year graduation rate of its IPEDS peer group.
Graduation Rate Improvement Initiatives
The university has implemented initiatives to improve the graduation rate and has been successful in making incremental improvement in its rate over the last several years.
Historical Six-Year Graduation Rate
| FTFT Fall Cohort | FTFT Six-Year Graduation Rate |
|---|---|
| 2017 | 66% |
| 2016 | 60% |
| 2015 | 64% |
| 2014 | 57% |
| 2013 | 67% |
| 2012 | 59% |
| 2011 | 57% |
| 2010 | 53% |
| 2009 | 48% |
| 2008 | 51% |
| 2007 | 41% |
| 2006 | 48% |
| 2005 | 48% |
Most initiatives to improve the graduation rate have been focused on improving the FTFT retention rate. The underlying assumption is that by improving the retention rate, the subsequent graduation rate will also improve. Although this relationship is not perfect, the assumption is valid. With a strong correlation(r=.798), improvement in the university’s retention rate has been accompanied by an improvement in the graduation rate.
FTFT Cohort Retention and Graduation Rates
| Fall Cohort Year | AU Retention Rate | Six-Year Grad Rate |
|---|---|---|
| 2022 | 82% | not yet available |
| 2021 | 81% | not yet available |
| 2020 | 86% | not yet available |
| 2019 | 84% | not yet available |
| 2018 | 80% | not yet available |
| 2017 | 79% | 66% |
| 2016 | 75% | 60% |
| 2015 | 74% | 64% |
| 2014 | 76% | 57% |
| 2013 | 76% | 67% |
| 2012 | 76% | 59% |
| 2011 | 72% | 57% |
| 2010 | 74% | 53% |
| 2009 | 63% | 48% |
| 2008 | 62% | 51% |
Achievement Outcome 3: Professional Preparation
The university expects graduates will be prepared to enter their chosen profession. To assess this outcome, the university relies on two measures. For academic programs that include a certification or license examination to enter the profession, the university tracks the exam pass rate. The goal for these assessments is that the university’s pass rate will exceed the rate required by the certification/licensure/accreditation organization. A second measure of the professional preparation outcome is the university’s senior survey. Each spring, AU surveys the graduating class. The survey aims to gauge students’ confidence in their ability regarding the university’s general education outcomes. It also asks two questions regarding their satisfaction with career preparedness and readiness for graduate studies. The data provide insight into students’ confidence in these areas. This is an indirect measure of student achievement and does not have normative comparative data. However, the university employs the following “rule of thumb” for survey response data.
- 90%+ agreement/satisfaction: meeting expectations, no remedial action is necessary.
- 80-89% agreement/satisfaction: somewhat below expectations, remedial action may be
necessary if results are consistent over multiple years. - <80% agreement/satisfaction: below expectations, further investigation is necessary and
remedial action may be necessary.
Certification/Licensure Examination – Undergraduate Nursing BSN
Graduates of the Bachelor of Science in Nursing (BSN) degree must pass the National Council Licensure Examination (NCLEX) to gain licensure. The Commission on Collegiate Nursing Education (CCNE) requires an institutional pass rate of 80% for the program to be in good standing and the South Carolina State Board of Nursing requires that the university stay within 5% of the national average. Anderson consistently exceeds these standards.
Bachelor of Science in Nursing (BSN)
National Council Licensure Examination (NCLEX)
Program Good Standing = 80%
| Year | AU Attempted | AU Passed | AU Pass Rate | National Pass Rate |
|---|---|---|---|---|
| 2023 | 69 | 67 | 97% | 85% |
| 2022 | 66 | 61 | 92% | 79% |
| 2021 | 65 | 57 | 88% | 80% |
| 2020 | 70 | 66 | 94% | 91% |
| 2019 | 71 | 68 | 96% | 91% |
Certification/Licensure Examination – Graduate Nursing MSN and DNP
Graduates of the Master of Science in Nursing (MSN) and the Doctor of Nurse Practitioner (DNP) degree programs must pass the American Academy of Nurse Practitioners Certification exam to gain licensure. The Commission on Collegiate Nursing Education (CCNE) requires an institutional pass rate of 80% for the program to be in good standing. Anderson consistently exceeds this standard.
Graduate Nursing Programs
Master of Science in Nursing, Doctor of Nursing Practice
American Academy of Nurse Practitioners Certification exam
Program Good Standing = 80%
| Year | Program | AU Attempted | AU Passed | AU Pass Rate | CCNE National Pass Rate |
|---|---|---|---|---|---|
| 2023 | MSN DPT | 15 2 | 14 2 | 94% | not available |
| 2022 | MSN DPT | 10 5 | 10 5 | 100% | 74% |
| 2021 | MSN DPT | 12 3 | 9 3 | 80% | 84% |
| 2020 | MSN DPT | 15 6 | 14 6 | 95% | 85% |
| 2019 | MSN DPT | 13 4 | 12 3 | 88% | 86% |
Psychiatric Mental Health Nurse Practitioner (MSN, DNP, and Post-Master’s Certifcate)
Graduates of the Psychiatric Mental Health Nurse Practitioner degree programs must pass the American Nurses Credentialing Center exam to gain licensure. The Commission on Collegiate Nursing Education (CCNE) requires an institutional pass rate of 80% for the program to be in good standing. Anderson consistently exceeds this standard.
Psychiatric Mental Health Nurse Practitioner
Master of Science in Nursing, Doctor of Nursing Practice, Post-Master’s Certificate
American Nurses Credentialing Center Exam Results
Program Good Standing = 80%
| Year | Program | AU Attempted | AU Passed | AU Pass Rate | CCNE National Pass Rate |
|---|---|---|---|---|---|
| 2023 | MSN DPT Certificate | 14 2 3 | 14 2 3 | 100% | not available |
| 2022 | MSN DPT Certificate | 7 1 5 | 9 1 5 | 87% | 91% |
| 2021 | MSN DPT Certificate | 11 0 3 | 12 n/a 3 | 93% | not available |
| 2020 | MSN DPT Certificate | 6 0 7 | 6 n/a 7 | 100% | not available |
| 2019 | MSN DPT Certificate | 11 0 5 | 11 n/a 5 | 100% | 86% |
Physical Therapy (DPT)
Graduates of the Doctor of Physical Therapy (DPT) degree program must pass the National Physical Therapy Examination (NPTE) to gain licensure. The Commission on Accreditation in Physical Therapy Education (CAPTE) requires an institutional pass rate of 85% for the program to be in good standing. Anderson exceeded this standard for its first two graduating cohorts. Data for 2023 are not yet available.Doctor of Physical Therapy Program Completers
National Physical Therapy Examination Results
Program Good Standing = 80%
| Year | AU Attempted | AU Passed | AU Pass Rate | NPTE National Pass Rate |
|---|---|---|---|---|
| 2022 | 27 | 25 | 93% | 85% |
| 2021 | 28 | 27 | 96% | 89% |
Master of Education in Administration and Supervision
Graduates of the Master of Education in Administration and Supervision degree program must pass the appropriate Educational Testing Services Praxis Test to be certified. The accreditation body, the Council for the Accreditation of Educator Preparation (CAEP) requires a minimum institutional pass rate of 80% on the relevant test(s) for the program to be in good standing. The university consistently exceeds this standard.MEdAS Program Completers
Educational Leadership: Administration and Supervision (Test 5412)
Program Good Standing = 80%
| Period | Number Taking Assessment | Number Passing Assessment | AU Pass Rate |
|---|---|---|---|
| 2022-23 | 21 | 21 | 100% |
| 2021-22 | 34 | 34 | 100% |
| 2020-21 | 33 | 33 | 100% |
| 2019-20 | 24 | 24 | 100% |
Educational Testing Services Praxis Tests
Program Good Standing = 80%
| Art Content & Analysis (5135) | ||||
|---|---|---|---|---|
| Period | AU Attempted | AU Passed | AU Pass Rate | SC Pass Rate |
| 21-22 | 5 | 78% | ||
| 20-21 | 6 | 89% | ||
| 19-20 | 6 | 96% | ||
| Early Childhood Education (5025) | ||||
| Period | AU Attempted | AU Passed | AU Pass Rate | SC Pass Rate |
| 21-22 | 26 | 26 | 100% | 99% |
| 20-21 | 26 | 26 | 100% | 98% |
| 19-20 | 2 | 100% | ||
| Early of Young Children (5024) | ||||
| Period | AU Attempted | AU Passed | AU Pass Rate | SC Pass Rate |
| 21-22 | 7 | 92% | ||
| 20-21 | 14 | 14 | 100% | 96% |
| 19-20 | 38 | 37 | 97% | 97% |
| Elementary Education CKT : Mathmatics (7813) | ||||
| Period | AU Attempted | AU Passed | AU Pass Rate | SC Pass Rate |
| 21-22 | 11 | 8 | 73% | 92% |
| 20-21 | 3 | 99% | ||
| 19-20 | 1 | 91% | ||
| Elementary Education CKT: Reading Language Arts (7812) | ||||
| Period | AU Attempted | AU Passed | AU Pass Rate | SC Pass Rate |
| 21-22 | 10 | 7 | 70% | 93% |
| 20-21 | 2 | 98% | ||
| 19-20 | ||||
| Elementary Education CKT: Science (7814) | ||||
| Period | AU Attempted | AU Passed | AU Pass Rate | SC Pass Rate |
| 21-22 | 12 | 10 | 83% | 98% |
| 20-21 | 0 | 99% | ||
| 19-20 | 0 | 90% | ||
| Elementary Education CKT: Social Studies (7815) | ||||
| Period | AU Attempted | AU Passed | AU Pass Rate | SC Pass Rate |
| 21-22 | 10 | 9 | 90% | 94% |
| 20-21 | 4 | 97% | ||
| 19-20 | 6 | 89% | ||
| Elementary Education Multiple Subject Mathematics (5003) | ||||
| Period | AU Attempted | AU Passed | AU Pass Rate | SC Pass Rate |
| 21-22 | 60 | 59 | 98% | 97% |
| 20-21 | 54 | 53 | 98% | 97% |
| 19-20 | 57 | 57 | 100% | 99% |
| Elementary Education Multiple Subject Reading Language Arts (5002) | ||||
| Period | AU Attempted | AU Passed | AU Pass Rate | SC Pass Rate |
| 21-22 | 61 | 60 | 98% | 97% |
| 20-21 | 55 | 54 | 98% | 97% |
| 19-20 | 58 | 58 | 100% | 99% |
| Elementary Education Multiple Subject Sciences (5005) | ||||
| Period | AU Attempted | AU Passed | AU Pass Rate | SC Pass Rate |
| 21-22 | 59 | 58 | 98% | 97% |
| 20-21 | 55 | 52 | 95% | 97% |
| 19-20 | 55 | 55 | 100% | 99% |
| Elementary Education Multiple Subject Social Studies (5004) | ||||
| Period | AU Attempted | AU Passed | AU Pass Rate | SC Pass Rate |
| 21-22 | 61 | 60 | 98% | 95% |
| 20-21 | 53 | 50 | 94% | 95% |
| 19-20 | 52 | 51 | 98% | 97% |
| English Language Arts: Content and Analysis (5039) | ||||
| Period | AU Attempted | AU Passed | AU Pass Rate | SC Pass Rate |
| 21-22 | 1 | 97% | ||
| 20-21 | 2 | 95% | ||
| 19-20 | 13 | 12 | 92% | 97% |
| English Language Arts: CK (5038) | ||||
| Period | AU Attempted | AU Passed | AU Pass Rate | SC Pass Rate |
| 21-22 | 8 | 98% | ||
| 20-21 | 6 | 97% | ||
| 19-20 | ||||
| Mathematics Content Knowledge (5161) | ||||
| Period | AU Attempted | AU Passed | AU Pass Rate | SC Pass Rate |
| 21-22 | 2 | 90% | ||
| 20-21 | 4 | 100% | ||
| 19-20 | 5 | 100% | ||
| Music Content & Instruction (5114) | ||||
| Period | AU Attempted | AU Passed | AU Pass Rate | SC Pass Rate |
| 21-22 | 7 | 77% | ||
| 20-21 | 6 | 86% | ||
| 19-20 | 6 | 84% | ||
| Principles of Learning and Teaching: 5-9 (5623) | ||||
| Period | AU Attempted | AU Passed | AU Pass Rate | SC Pass Rate |
| 21-22 | 1 | 96% | ||
| 20-21 | 0 | 99% | ||
| 19-20 | 5 | 98% | ||
| Principles of Learning and Teaching: 7-12 (5624) | ||||
| Period | AU Attempted | AU Passed | AU Pass Rate | SC Pass Rate |
| 21-22 | 24 | 21 | 88% | 97% |
| 20-21 | 27 | 27 | 100% | 99% |
| 19-20 | 24 | 23 | 96% | 99% |
| Principles of Learning and Teaching: Early Childhood (5621) | ||||
| Period | AU Attempted | AU Passed | AU Pass Rate | SC Pass Rate |
| 21-22 | 14 | 13 | 93% | 96% |
| 20-21 | 22 | 22 | 100% | 97% |
| 19-20 | 21 | 21 | 100% | 98% |
| Principles of Learning and Teaching: K-6 (5622) | ||||
| Period | AU Attempted | AU Passed | AU Pass Rate | SC Pass Rate |
| 21-22 | 82 | 80 | 98% | 97% |
| 20-21 | 80 | 79 | 99% | 97% |
| 19-20 | 73 | 71 | 97% | 98% |
| Special Education CK & Mild to Moderate Application (5543) | ||||
| Period | AU Attempted | AU Passed | AU Pass Rate | SC Pass Rate |
| 21-22 | 7 | 99% | ||
| 20-21 | 16 | 16 | 100% | 99% |
| 19-20 | 10 | 10 | 100% | 100% |
| Special Education Core Knowledge & Application (5354) | ||||
| Period | AU Attempted | AU Passed | AU Pass Rate | SC Pass Rate |
| 21-22 | 4 | 98% | ||
| 20-21 | 3 | 100% | ||
| 19-20 | 2 | 100% | ||
| Special Education Teaching Students with Learning Disabilities (5383) | ||||
| Period | AU Attempted | AU Passed | AU Pass Rate | SC Pass Rate |
| 21-22 | 4 | 97% | ||
| 20-21 | 3 | 100% | ||
| 19-20 | 2 | 100% | ||
| Social Studies Content & Interpretation (5086) | ||||
| Period | AU Attempted | AU Passed | AU Pass Rate | SC Pass Rate |
| 21-22 | 6 | 88% | ||
| 20-21 | 9 | 97% | ||
| 19-20 | 4 | 94% |
Senior Survey
A second measure of the professional preparation outcome is the university’s senior survey. In most years, AU surveys the graduating class during the spring semester. The survey is used to determine students’ confidence in their ability regarding the university’s general education outcomes. It also asks two questions regarding their satisfaction with career preparedness and readiness for graduate studies. The data provide insight into students’ confidence in these areas. This is an indirect measure of student achievement and does not have normative comparative data. However, the university employs the following “rule of thumb” for survey response data.
- 90%+ agreement/satisfaction: meeting expectations, no remedial action is necessary.
- 80-89% agreement/satisfaction: somewhat below expectations, remedial action may be necessary if results are consistent over multiple years.
- <80% agreement/satisfaction: below expectations, further investigation is necessary and remedial action may be necessary.
As the data demonstrate, graduating seniors constantly express a high degree of satisfaction with the quality of preparation they received for graduate school and employment.
Senior Survey Results
Percent of Students Rating Their Satisfaction as “Very Satisfied” or “Satisfied”
| Term | Quality of Preparation for Graduate School | Quality of Preparation for Employment |
|---|---|---|
| Spring 2022 | 96% (144/151) | 95% (179/188) |
| Spring 2021 | 95% (179/188) | 93% (206/221) |
| Spring 2019 | 92% (180/196) | 93% (183/196) |
Achievement Outcome 4: Transition to Employment or Further Education
The university expects graduates will successfully transition to employment or further education. To assess this outcome, the university relies on data from the First Destination Survey (FDS). The FDS is an ongoing research endeavor sponsored by the National Association of Colleges and Employers (NACE). The university administers the FDS during students’ final semester with follow-up one to two months
following graduation.
Beginning in 2018, results were disaggregated and data from NACE were used for comparison purposes. The goal is for the university’s results to meet or exceed that of the comparison groups. Prior to 2018, results combined data from undergraduate and graduate degree programs. During that period, the university’s goal for combined employment and graduate school placement was 60% or above. From 2009-2016 that goal was met for all but two years.
First Destination Survey Results
| AU Undergraduate Programs | ||||||
|---|---|---|---|---|---|---|
| Semester | Graduates Surveyed | Respondents | Response Rate | Employed FT/PT | Attending Graduate School | Percent Employed or Attending Graduate School |
| May 2023 | 400 | 140 | 35% | 93 | 29 | 87% |
| Dec. 2022 | 146 | 63 | 43% | 43 | 7 | 79% |
| May 2022 | 452 | 276 | 61% | 206 | 47 | 92% |
| Dec. 2021 | 160 | 43 | 27% | 32 | 6 | 88% |
| May 2021 | Data Unavailable | Data Unavailable | Data Unavailable | Data Unavailable | Data Unavailable | Data Unavailable |
| Dec. 2020 | 139 | 48 | 35% | 20 | 4 | 50% |
| May 2020 | 448 | 198 | 44% | 106 | 29 | 68% |
| Dec. 2019 | 145 | 56 | 39% | 38 | 6 | 79% |
| May 2019 | 473 | 200 | 42% | 103 | 31 | 67% |
| Dec. 2018 | 84 | 25 | 30% | 13 | 6 | 76% |
| AU Undergraduate Programs : NACE Comparisons Means | |||||
|---|---|---|---|---|---|
| Semester | Percent Employed or Attending Graduate School | Southeastern Region | Nat’l Private Institutions | Nat’l with Enrollment: 2,500 – 5,000 | All Nat’l |
May 2023 Dec. 2022 | 85% | Data Not Yet Available | Data Not Yet Available | Data Not Yet Available | Data Not Yet Available |
May 2022 Dec. 2021 | 91% | 84% | 93% | 91% | 86% |
May 2021 Dec. 2020 | n/a | 82% | 92% | 90% | 84% |
May 2020 Dec. 2019 | 88% | 84%% | 89% | 90% | 82% |
May 2019 Dec. 2018 | 93% | 85% | 92% | 90% | 86% |
| AU Graduate Programs | ||||||
|---|---|---|---|---|---|---|
| Semester | Graduates Surveyed | Respondents | Response Rate | Employed FT/PT | Attending Graduate School | Percent Employed or Attending Graduate School |
| May 2023 | 117 | 28 | 24% | 27 | 1 | 100% |
| Dec. 2022 | 114 | 32 | 28% | 23 | 1 | 75% |
| May 2022 | 112 | 35 | 31% | 29 | 2 | 89% |
| Dec. 2021 | 144 | 44 | 31% | 31 | 4 | 80% |
| May 2021 | 88 | 26 | 30% | 24 | 0 | 92% |
| Dec. 2020 | 117 | 49 | 42% | 40 | 1 | 84% |
| May 2020 | 64 | 26 | 41% | 23 | 2 | 96% |
| Dec. 2019 | 113 | 40 | 35% | 31 | 2 | 83% |
| May 2019 | 96 | 33 | 34% | 31 | 1 | 97% |
| Dec. 2018 | 90 | 26 | 29% | 23 | 0 | 88% |
| AU Graduate Programs : NACE Comparisons Means | |||||
|---|---|---|---|---|---|
| Semester | Percent Employed or Attending Graduate School | Southeastern Region | Nat’l Private Institutions | Nat’l with Enrollment: 2,500 – 5,000 | All Nat’l |
May 2023 Dec. 2022 | 87% | Data Not Yet Available | Data Not Yet Available | Data Not Yet Available | Data Not Yet Available |
May 2022 Dec. 2021 | 81% | 86% | 94% | 94% | 90% |
May 2021 Dec. 2020 | 87% | 84% | 92% | 94% | 88% |
May 2020 Dec. 2019 | 88% | 84% | 89% | 90% | 86% |
May 2019 Dec. 2018 | 93% | 85% | 92% | 94% | 89% |
Historical Results*
First Destination Survey
| Period | Graduates Surveyed | Respondents | Response Rate | Employed | Attending Graduate School | Percent Employed or Attending Graduate School |
|---|---|---|---|---|---|---|
| 2016 | 493 | 309 | 63% | 231 | 78 | 63% |
| 2015 | 455 | 348 | 76% | 293 | 55 | 77% |
| 2014 | 466 | 287 | 62% | 233 | 54 | 62% |
| 2013 | 367 | 174 | 47% | 137 | 44 | 47% |
| 2012 | 360 | 245 | 68% | 195 | 50 | 68% |
| 2011 | 317 | 192 | 61% | 122 | 70 | 61% |
| 2010 | 293 | 209 | 71% | 131 | 78 | 71% |
| 2009 | 322 | 152 | 47% | 104 | 48 | 47% |
*Results during this period include both undergraduate and graduate populations.
National Survey of Student Engagement©
An incidental measure of employment readiness is worth noting. As part of the university’s Quality Enhancement Plan (QEP), AU administered the National Survey of Student Engagement© (NSSE) during spring 2023 (Senior Response Rate = 33.7%, n=224/665). As part of NSSE, AU also administered a supplemental survey, the Career & Workforce Preparation Survey. AU’s results were compared to a peer group of 11 Southeast, Private, Not-for-Profit institutions with enrollment between 1,000-5,000.
Although the Career & Workforce Preparation Survey is not an ongoing part of the university’s assessment of student achievement, the results from the 2023 administration support the assertion that AU’s graduates are adequately prepared for employment. AU seniors scored equal to or greater than students in the peer group on all 42 items. Specifically, AU scored statistically higher on 25 of the 42 items and equal on 17 of the items.
Although the Career & Workforce Preparation Survey is not an ongoing part of the university’s assessment of student achievement, the results from the 2023 administration support the assertion that AU’s graduates are adequately prepared for employment. AU seniors scored equal to or greater than students in the peer group on all 42 items. Specifically, AU scored statistically higher on 25 of the 42 items and equal on 17 of the items.
