Educational Effectiveness and Programmatic Assessment
Educational Effectiveness: Retention
|Average for part-time master’s program1||40.4%||NR|
|NBTS (all master’s programs)||65%||88%|
|Average for part-time professional doctorate1||40.7%||NR|
NBTS is committed to our students and their success. Each student receives individualized attention. We work with students to navigate the difficulties of life to complete their education and achieve their dreams.
Educational Effectiveness: Loan Default Rates
|National Default Rate2||10.1%||9.7%||7.3%|
NBTS provides financial counseling for all federal aid students and encourages them to incur as little debit as possible during their education.
Educational Effectiveness: Placement Six Months after Graduation
Programmatic Assessment at New Brunswick Theological Seminary
The overall aim of programmatic assessment is twofold: 1) To assess what students learn and how well they are learning it; and 2) assess how well the knowledge acquired by students inculcate the institution’s overall mission and programmatic objectives. Programmatic assessment addresses the question whether students are learning what the institution says it teaches. For an example of connecting learning outcomes with program assessment click here
At NBTS, we believe that theological education is comprised of distinct elements. These elements align with the institution’s mission statement such that
• There is a body of knowledge and set of skills that students must acquire for every discipline (theological, biblical, and ministerial).
• This accumulation of knowledge and skills is intimately connected with the student’s practice of ministry in diverse urban, rural, and global contexts.
• Spiritual and vocational formation is contextual and that learning the “what” and “how” of the Christian faith is essential to the student’s personal and professional development.
Programmatic Assessment at New Brunswick Theological Seminary entails collecting evidence that demonstrates the effectiveness of our academic programs as they relate to student learning in the above areas. The information gathered during the assessment process is used to further enhance the effectiveness of our programs and student learning. At NBTS, direct and indirect data is collected for evaluation, implementation of changes based on the evaluation as well as reevaluation where changes are measured for their effectiveness. Assessment data is comprised of the following:
• Entering and Exiting Student Surveys
• Student and Administration Focus Groups
• Student Portfolios (assignments, presentations and projects)
• External data from key stakeholders and student field education site supervisors
Rubrics were created to measure the learning outcomes established in each assessment cycle. (Refer to the Mission Statement and Learning Outcomes for each program to view individual rubrics). Baseline data for the previous three years was used to establish the benchmarks for ESQ and GSQs rubrics. Specific surveys were developed to capture student, administrative, and external data resulting from focus group feedback.
The findings and recommendations on the effectiveness of degree program outcomes and student learning are compiled in an Assessment Report which is shared with faculty, administration, and key stakeholders for dissemination, use, and implementation at the end of each assessment cycle. Note: Institutional Strategic Planning and Resource allocation while a part of our on-going assessment process are reported out separately. Please contact email@example.com if you require access to any or all these reports.