Student Achievement

University Assessment

Gwynedd Mercy University has established a deep commitment to outcomes assessment and to the use of data for the decision-making process at all levels:  course, program, university and institution.  Using a systematic and value-based inquiry process, faculty and staff analyze the existing evidence as to what students are truly learning.  The University understands that this thorough and documented scrutiny of student learning and achievement leads to improvements, as well as to acknowledgements of effective practice.
 

University Assessment Plan (2013-2020) (PDF) 
Assessment Summary Report (2011-2016) (PDF) 

Highlighted GMercyU Student Achievement Outcomes

National Survey of Student Engagement (NSSE) Results 2015
For more than 15 years, the National Survey of Student Engagement (NSSE) has collected information from first-year and senior students about the characteristics and quality of their undergraduate experience.  GMercyU participates in this national survey every four years and uses the findings to positively impact educational practices.  

GMercyU seniors agree that GMercyU courses and faculty challenged them to do their best work. Their satisfaction rates are significantly higher than seniors surveyed at other Mideast private colleges and universities.
NSSE Survey Results Highlight

View the full National Survey of Student Engagement (NSSE) Results, 2015 (PDF) 

IDEA Course Ratings 
The course evaluations provided through the IDEA Course Ratings system provide benchmarked comparison data for GMercyU and more than 500 participating institutions across the nation.  The most recent summary report for GMercyU indicates that students rated all courses offered across the institution significantly higher than the national averages. The graph presented below shows the percentage of classes with ratings at or above the converted score of the IDEA databases.  According to IDEA, when this percentage exceeds 60%, the inference is that the institution’s overall instructional effectiveness was unusually high.


Percent of classes at or above the IDEA Database average (SOURCE: Spring 2015 IDEA Institutional Summary Data)

2015 IDEA survey results
View the full Spring 2015 IDEA Student Ratings of Instruction Course Ratings -- Institutional Summary Results (PDF)

2015 Noel-Levitz  Student Satisfaction Inventory (SSI)
The Noel-Levitz Student Satisfaction survey collects responses from students enrolled in undergraduate and graduate course and notes their satisfaction with instructional effectiveness, academic advising, admissions and financial aid, registration effectiveness, campus climate, service excellence, safety and security, and academic services.  Recent results indicate that students were satisfied at a rate higher than the national comparison group of 4-year private colleges and universities for 7 out of 9 factors. 

Noel Levitz Student Satisfaction Survey Results 2015

Note:  * Difference statistically significant at the .05 level; ** Difference statistically significant at the .01 level; *** Difference statistically significant at the .001 level.  All significant positive effect sizes are highlighted in GREEN; all significant negative effect sizes are highlighted in RED.  

View the full 2015 Noel Levitz Student Satisfaction Survey Results Report (PDF).

Noel-Levitz  Adult Students Priorities Survey (ASPS)
Adult learners (students age 25 and older) often approach higher education very differently from traditional students.  GMercyU has a long history of commitment to these learners and their unique education needs.  In order to ensure effective support for this population, GMercyU collects responses through the Noel-Levitz Adult Students Priorities Survey in order to determine the adult learners’ levels of satisfaction with instructional effectiveness, academic advising, admissions and financial aid, registration effectiveness, campus climate, service excellence, safety and security, and academic services.  Recent results indicate that students were satisfied at a rate higher than the national comparison group of 4-year private colleges and universities for 7 out of 9 total factors. 

Noel Levitz Adult Student Priorities Survey Results 2015
Note:  * Difference statistically significant at the .05 level; ** Difference statistically significant at the .01 level; *** Difference statistically significant at the .001 level.   All significant positive effect sizes are highlighted in GREEN; all significant negative effect sizes are highlighted in RED

View the full Noel Levitz 2015 Adult Student Priorities Survey Results Report (PDF)

Ethics and Moral Judgment, Highlighted Assessment Results
In keeping with its mission, GMercyU takes seriously its responsibility to ensure that graduates are not only proficient in their majors, but are able to demonstrate highly developed ethical and moral reasoning skills too.  In 2015, the faculty members serving on the Institutional Outcomes Assessment Committee conducted an assessment of this university-level learning outcome.  A randomized sample of seniors enrolled in capstone courses participated in the Defining Issues Test (DIT2) which uses a Likert-type scale for the respondents to rate five different moral dilemmas.  The comparison results highlight our students’ highly developed ethical reasoning skills-- a hallmark of GMercyU.

Ethics and Moral Judgment DIT2 Test Results  N-19 Seniors/Capstone (Spring 2015)

Ethics and Moral Judgment Survey Results 

Mission & Values Exit Survey Results
Every year, graduating students are invited to participate in the Mission and Values Exit Survey in order to assess the students’ perception and satisfaction levels with the University’s commitment to its Mercy Mission and Core Values.  The results indicate high satisfaction levels.

Mission and Values Graduate Exit Survey Results

View the full 2014-15 Mission and Values Survey Results (PDF)

University-Level Student Outcomes

Retention Rates 

Cohort Year Retention Rate
2010 77.5%
2011 65.5%
2012 71.6%
2013 73.9%
2014 76.1%

Retention Rate includes the percentage of first-time, full-time students who enter in the fall of the given cohort year and return for the following fall.

Source: IPEDs data

Graduation Rates
6-year Graduation rate for first-time, full-time bachelor degree-seeking students

Cohort Year 6-Year Graduation Rate
Fall 2002 65%
Fall 2003 69%
Fall 2004 67%
Fall 2005 52%
Fall 2006 73%
Fall 2007 63%
Fall 2008 55%
Fall 2009 57%

Source:  IPEDS data 

University-Level Learning Outcomes (ULOs) Assessment Results

GMercyU’s University-Level Learning Outcomes were created as an extension of our university mission and include the following:

Communication Skills
Communication skills include listening, speaking, reading, writing, and observation.  Students demonstrate: a facility in their use of language in spoken and written forms that is correct, clear, and expressive; the use of well-chosen vocabulary that enriches communication; the ability to listen actively so as to participate effectively in the communication process with a variety of persons (e.g., colleagues, students, parents, clients); an understanding and sensitivity to elements of the communication process that are non-verbal (e.g., an awareness of body language, pictorial, graphic, etc.); a command of the language of their chosen profession.  View the University-Level Communication Skills Assessment Results (PDF). 
 
Professional Competency
Professional competency includes the skills and knowledge necessary for students to be satisfactory entry-level professionals in their chosen fields. Students demonstrate: awareness of community intellectual, social, and emotional characteristics; varied approaches to learning; multiple interests and cultural heritage; mastery of the technical skills essential in one’s chosen profession; acquisition of social and scientific literacy; responsibility and accountability for their own actions. View the University-Level Professional Competency  Assessment Results (PDF).

Leadership in Society
Leadership involves service to society and awareness of the individual’s role and impact of one’s actions in a society of diverse beliefs and cultures. Students will: demonstrate a sense of self-awareness by identifying leadership styles and developing personal leadership values and/or skills; collaborate and motivate to achieve common goals; apply social responsibility and Mercy core values through participation in academic and co-curricular activities; facilitate positive social change at the institution, community and global level through service and/or civic learning and development. View the University-Level Leadership in Society Assessment Results (PDF). 

Moral and Ethical Judgment
Moral and ethical judgment includes the awareness of the historical, philosophical and religious foundations of ethical decision-making. Students demonstrate: awareness of current ethical dilemmas in their chosen fields of practice; respect and care for the dignity and worth of individuals with whom they interact as well as the global community; regard for the environment; sense of values reflecting the Mercy tradition. View the University-Level Moral and Ethical Judgment Assessment Results (PDF)
 
Problem Solving
Problem solving involves the ability to recognize problems and apply systematic methods or processes to develop and activate solutions to problems. Students demonstrate: the ability to initiate, adapt, and/or create steps in working toward solutions in groups or alone; the ability to evaluate the effectiveness of their solutions; the ability to assess their own learning; the ability to plan for future problem-solving activities. University-Level Problem Solving Assessment Results  - PENDING AY2016.
 
Critical Thinking
Critical thinking is the ability to consider and evaluate effectively a process that includes inquiry and logical deduction. Students understand different situations and make thoughtful and accurate assessments. Students demonstrate: a process of inquiry and logical deduction; the ability to recognize gaps in their knowledge; the ability to identify and evaluate sources of information; the ability to evaluate information for accuracy, relevancy, and credibility; synthesize the new information from the collected information or apply knowledge or information to a new situation; transfer knowledge.  University-Level Critical Thinking Assessment Results - PENDING AY2017.

Critical and Competent Use of Technology
Critical and competent use of technology involves the individual's ability to locate, select, create, process, evaluate, and distribute information. Students demonstrate: the effective application of computers and other technologies appropriate to the   discipline; the evaluation of various technologies appropriate to the discipline; awareness of the impact of all technologies on society; ethical use of intellectual property.  University-Level Critical and Competent Use of Technology Assessment Results - PENDING AY2018.

Certification, Licensure Pass Rates

Certification and Licensure Pass Rates for all applicable programs (PDF)  - Applicable programs covered in this document include: Education, Nursing, Radiation Therapy, Radiologic Technology, and Respiratory Care
For additional detail on teacher preparation, please refer to the Pennsylvania Department of Education Teacher Preparation Pass Rates website and search under Gwynedd Mercy University.  You also can view a copy of GMercyU's 2015 Title II Teacher Preparation Program Report here (PDF). 

Alumni Survey Results

GMercyU’s Career Development Office surveys recent graduates to gather information about their employment and graduate school attendance rates.   Below are the results collected from a survey of 2014 graduates. 

Post-Graduate Survey - University Results (PDF) 
Post-Graduate Survey - Undergraduate Only (PDF) 
Post-Graduate Survey Graduate Only (PDF)

Other Nationally and Regionally Benchmarked Survey Results

National Survey of High Impact Practices (NSSE) Results, 2015 (PDF)
Personal and Social Responsibility Inventory Results (PSRI) --An Institutional Climate Measure (PDF)
 

Program-Level Learning Outcomes

At GMercyU, making sure students are developing the knowledge, skills and experience they need to achieve their personal and professional goals is at the center of what we do.  That’s why each degree program includes a set of learning outcomes that defines what students should know and be able to do upon graduation. In addition, as part of our commitment to providing students with a strong foundation in the liberal arts, we have established learning outcomes for our General Education core, First-Year Experience program, and Honors Program. Choose one of the links below to view the learning outcomes for that program.

General Education
Honors Program
First-Year Experience

School of Arts & Sciences Programs
Biology
Communication
Computer Information Science
Criminal Justice
English
History
Human Services
Mathematics
Philosophy
Psychology

School of Business
Learning Outcomes for Accounting, Finance, Human Resources Management, Management, Marketing, Sports Management programs

IACBE Student Learning Assessment Results (PDF)

School of Education
Early Education (PreK-4) 

School of Graduate and Professional Studies
Associate of Science in Business Administration
Bacelor of Science in Business Administration
Master of Science in Education
Master of Science in Educational Administration
Master of Science in School Counseling
Master of Science in Special Education
Master of Science in Educational Administration - Curriculum & Instruction

Frances M. Maguire School of Nursing and Health Professions
Bachelor of Science in Nursing (BSN)
Medical Laboratory Science
Radiation Therapy
Radiologic Technology
Respiratory Care
Master of Science in Nursing (MSN)
Doctor of Nursing Practice (DNP)
Cardiovascular Technology (No longer offered)
Health Information Technology (No longer offered)
Health Information Administration (No longer offered)
HIM Coding Certificate (No longer offered)
Associate of Science in Nursing (ASN) (No longer offered)

General Education 

  1. Express an appreciation and understanding of a variety of aesthetic, literary, cultural and ideological traditions.
  2. Engage meaningfully in a community of scholarship through inquiry, research and the communication of ideas.
  3. Evaluate historical, political, economic and scientific data while recognizing the interrelated-ness of events and processes.
  4. Demonstrate an understanding of the impact of technology on society.
  5. Reflect upon the relationship of the Divine to the human experience.
  6. Examine and understand the dynamics of individual and group behavior.
  7. Demonstrate an understanding of quantitative reasoning.
  8. Engage in constructive activities of service to the community in light of the Gospel tradition as experienced through the Mercy charism that shapes the University.

Honors Program

  1. Improved communication skills, both oral and written
  2. A sense of the interconnectedness of knowledge
  3. An understanding of human freedom and responsibility to the community
  4. Global awareness
  5. Knowledge of Western Culture, both American and European
  6. Improved research skills
  7. Improved critical thinking
  8. A sense of mankind’s spiritual, ethical, and moral heritage
  9. Collaborative and interactive learning

First-Year Experience

Academic Goal: Students will develop the skills necessary for academic success: 

  1. Read and think critically
  2. Find and evaluate academically appropriate information
  3. Use the information (present, write and document)
  4. Participate actively and exhibit appropriate interpersonal skills in classroom and social environments
  5. Become aware of the purpose of higher education and desired learning outcomes of the University
  6. Mercy Heritage Goal: Students will explore the history, ministries, mission and care values, as well as the local and global relevance of Mercy heritage in the Catholic tradition.
  7. Demonstrate an understanding of the Mercy Heritage
  8. Develop an awareness of the importance of education in their responsibility to promote social change and justice
  9. Evaluate career choices in light of the Mercy tradition
  10. Express Mercy through interpersonal relationships and communications
  11. Articulate an understanding of the University’s mission and core values
  12. Co-curricular Goal: Students will integrate their academic skills and Mercy values in a lived co-curricular, university community experience.
  13. Develop and demonstrate leadership skills
  14. Reflect on their learning experiences
  15. Participate actively in their University community
  16. Actively use University resources such as the library, Academic Resource Center, academic advising, counseling and career development, and technology 
  17. Make informed decisions/ choices with regard to learning skills, finances, conflict resolution, substance abuse and relationships.

School of Arts & Sciences Learning Outcomes

Biology

  1. Communicate scientific information in a variety of formats to audiences of various scientific sophistication in an appropriate scientific style
  2. Recognize, articulate, analyze and synthesize the fundamental principles of molecular, cellular and organismal biology, including genetics, biochemistry, ecology, etc., and relate to them the foundational principles of chemistry, physics and mathematics
  3. Plan and implement a strategy to answer a scientific question. Graduates will demonstrate the ability to collect data using appropriate laboratory and field techniques, instrumentation, and methodology and to retrieve data from the scientific literature and form online databases. Graduates will demonstrate the ability to analyze and interpret data to produce meaningful conclusion
  4. Apply ethical judgment in the review of experimental design, implementation, presentation and collaboration as well as in the application of scientific technologyies and to recognize ethical conflicts when they occur

Communication

  1. Demonstrate media literacy by analyzing the rationale for genre, convention and wider contexts for particular types of produced communication
  2. Identify and analyze the convergent connections between communication industries – such as journalism and public relation – and discursive practices
  3. Develop skills appropriate to professional fields of communication ranging from core competencies in writing and speaking to the use of media technologies

Computer Information Science

  1. Possess effective communication skills in technology in a variety of formats
  2. Work effectively in a team environment to accomplish a common goal
  3. Understand the professional, ethical, security and social impact that computers and technology have in society
  4. Demonstrate problem-solving abilities for analyzing a technical problem through finding and implementing a solution 

Criminal Justice

  1. Elucidate the various criminological theories and utilize them to explain various types of criminal behavior, including both violent and nonviolent crimes
  2. Discuss the historical environment behind problematic behavior that has had a negative effect on minorities, and how the criminal justice system has addressed the correlations that lead the perpetuation of such actions
  3. Analyze the ethical decision making, becoming familiar with the major moral and social systems, and their relevance to issues in both criminal justice and in larger societal settings
  4. Identify the purposes and philosophies of the American correctional system, including its use of various punishments and correctional behavior, and articulate the key features of each 
  5. Explain the various procedures in the investigation of criminal behavior, understanding the systematic arrangement and theoretical reasoning behind each legal and practical step
  6. Analyze the adversarial legal system in the United States, including the various courts, constituents and procedures, and explain how they have shaped the legal system as it currently stands in this country 

English

  1. Demonstrate skillful reading through close textual analysis, developing interpretations and applying a spectrum of literary theories to British, American, Continental European and non-western literature
  2. Write papers of literary interpretation and analysis, using appropriate scholarly sources, both print and online and observing matters of format and documentation required by the MLA Handbook
  3. Identify, access and evaluate authentic research materials and resources in their field
  4. Demonstrate knowledge of the development of the English language from Anglo-Saxon times to the present
  5. Display competence in oral and written communication by effectively using language to inform, analyze and persuade

History

  1. Effectively read, reflect upon and respond appropriately to historical information
  2. Ask pertinent questions about the human past that lead to solving current human problems
  3. Identify, evaluate and interpret primary and secondary sources
  4. Critically assess differing, and often conflicting, interpretations of historical events and intellectual movements 
  5. Become responsible, thoughtful and compassionate citizens in the global world of the 21st century through the study of history

Human Services

  1. Articulate sociological and psychological theory and be able to apply these theories in understanding individuals and society
  2. Possess and be able to apply beginning human service skills
  3. Demonstrate basic understanding of social agency administration and funding requirements
  4. Utilize research for the purpose of understanding client populations and program evaluation
  5. Practice in an ethical manner

Mathematics

  1. Solve a variety of mathematical problems using numerical, algebraic, logic, geometric and probabilistic techniques
  2. Think logically to analyze and deal with abstractions
  3. Communicate ideas, both mathematical and non-mathematical, in written and oral formats.
  4. Recognize relationships between mathematics and real-world situations in business, life sciences, physical sciences and social sciences, and be able to model them using the language of mathematics
  5. Demonstrate an understanding of the significant role that mathematics has played and continues to play in society, and conduct research in the field
  6. Conduct research and apply new applications in the field
  7. Use mathematical tools provided by current technology when appropriate 

Philosophy

  1. Develop a historical sense of philosophy and trace the lines ofinfluence among major philosophers and philosophical traditions
  2. Understand various intellectual traditions that have contributed to philosophical inquiry
  3. Apply ethical theories to particular situations and events
  4. Search for and examine selfhood, leading to intellectual development and growth
  5. Express one’s own philosophical position in debate and in writing
  6. Understand the individual’s relation to other humans and the community at large
  7. Formalize some basic philosophical arguments using the tools of logic
  8. Write scholarly philosophy papers and demonstrate familiarity with research methods, materials and resources

Psychology

  1. Analyze from different perspectives the impact of physiology, cognition, social interaction, group situations, interpersonal relations, attitudes, opinions, group conflicts, language and communication on human behavior
  2. Identify and articulate the characteristics of normal development throughout the lifespan in terms of physical, cognitive, psychological and psychosocial development
  3. Identify abnormal personality development and psychopathology, as well as articulate the process of diagnosis, prognosis and appropriate treatment of behavioral disorders
  4. Understand key concepts in statistics and research methodology and be able to use their acquired knowledge and critical thinking skills to do the following:
  5. Perform comprehensive and critical analysis of original research studies in the field, demonstrated through class discussion, presentations and research papers
  6. Develop and implement original research study, including a study proposal, IRB submission/ approval, gathering and appropriately analyzing data and presenting findings in a professional setting
  7. Engage in basic therapeutic counseling skills that allow them to interact appropriately in a supervised professional setting
  8. Engage in critical thinking concerning the history of the discipline and ethical issues relevant to this evolving field of study

School of Business Learning Outcomes

AccountingFinanceHuman Resource ManagementManagementMarketing, Sports Management

  1. Ability to clearly and effectively prepare written business communications, relating to institutional goal of written/ oral communications
  2. Apply knowledge and skills to make appropriate business decisions, relating to institutional goals of professional competency and leadership
  3. Apply ethical and moral decision-making principles to business situations, relating to institutional goal of ethical moral judgment
  4. Display appropriate quantitative problem solving abilities in the context of a business problem, relating to institutional goal of problem solving
  5. Demonstrate the ability to find, evaluate and apply sources of information relevant to business issues and situations, relating to institutional goal of critical thinking

School of Education Learning Outcomes

Education (Early Education (PreK-4)

  1. Demonstrate knowledge of the theoretical and philosophical perspectives that affect current educational trends in the United States
  2. Demonstrate competence in the use of a variety of research-based best practices
  3. Actively engage in meaningful, sequential and developmental field experiences in which learning of content is integrated with students’ application of this content knowledge
  4. Demonstrate professional competency through lesson presentations, field experiences and other course requirements found in individual syllabi
  5. Engage in out-of-class activities, such a co-curricular activities and service learning opportunities that build on what they are learning in the curriculum

School of Graduate and Professional Studies Learning Outcomes

AS Business Administration

  1. Ability to clearly and effectively prepare written business communications, relating to institutional goal of written/oral communications
  2. Display appropriate quantitative problem solving abilities in the context of a business problem, relating to institutional goal of problem solving
  3. Apply ethical and moral decision-making principles to business situations, relating to institutional goal of ethical moral judgment
  4. Synthesize the course work completed as part of the associate degree program to solve business problems

BS Business Administration (with concentration in Organizational Management)

  1. Ability to produce a business-related paper using APA format, relating to institutional goal of written/ oral communications
  2. Prepare written business communications, relates to institutional goals of professional competency and leadership
  3. Apply knowledge and skills to make appropriate business decisions, related to institutional goals of professional competency and leadership
  4. Apply ethical and moral decision-making principles to business situations, related to institutional goal of ethical moral judgment
  5. Display appropriate quantitative problem-solving abilities in the context of a business problem, related to institutional goal of critical thinking
  6. Demonstrate the ability to use appropriate technological skills required for business professionals, related to institutional goal of critical and competent use of technology
  7. Demonstrate the ability to find, evaluate and apply sources of information relevant to business issues and situations, related to institutional goal of critical thinking

MS Education (New Teacher CertificationMaster Teacher Program)

  1. Apply theoretical and practical knowledge in support of their professional practice
  2. Utilize educational research and develop their own research interests and agenda
  3. Examine and critique the economic, political, cultural, historical, and social influences that impact education in the United States
  4. Apply policies, statutes, and rules established by state and local agencies relating to judicious application of disciplinary methods and behavioral procedures
  5. Identify and use instructional methods and curricula that are appropriate and effective in meeting the needs of individual learners

MS Educational Administration

  1. Think and plan strategically to create an organizational vision focused on student success and communicate the vision to all relevant stakeholders
  2. Create an organizational culture of teaching and learning in which student learning is paramount
  3. Manage resources effectively to bring about desired results
  4. Collaborate, communicate and empower others inside and outside the organization to pursue excellence in learning
  5. Operate fairly and equitably exhibiting personal and professional integrity

MS School Counseling 

  1. Apply theoretical and practical knowledge in support of their professional practice
  2. Articulate school counseling history and theory
  3. Develop a comprehensive school counselor curriculum
  4. Recognize stages of human development and identify best practices in working with differing stages of development
  5. Apply career development models and guide career development
  6. Demonstrate knowledge and use of evidence-based intervention and assessment techniques that are appropriate and effective in meeting the developmental needs of students
  7. Provide consultation and assistance to all students, their families, school personnel and related agencies

MS Special Education 

  1. Identify and use instructional methods and curricula that are appropriate and effective in meeting individual needs of persons with exceptionalities
  2. Select and use appropriate instructional materials, equipment, and supplies in meeting the individual needs of persons with exceptionalities
  3. Create safe and effective learning environments
  4. Maintain confidentiality of information except when information is released under specific conditions of written consent and statutory confidentiality requirements
  5. Apply disciplinary methods and behavioral procedures which will not undermine the dignity of the individual or the basic human rights of persons with exceptionalities
  6. Utilize assessment instruments and procedures that do not discriminate against persons with exceptionalities on the basis of race, color, creed, sex, national origin, age, political practices, family or social background, sexual orientation or exceptionality
  7. Specify goals and objectives for behavior management practices
  8. Apply policies, statutes, and rules established by state and local agencies relating to judicious application of disciplinary methods and behavioral procedures
  9. Develop communication with parents, avoiding technical terminology, using the primary language of the home, and other modes of communication when appropriate
  10. Seek and use parents’ knowledge and expertise in planning, conducting, and evaluating special education and related services for persons with exceptionalities
  11. Inform parents of the educational rights of their children and of any proposed or actual practices, which may violate those rights
  12. Recognize and acknowledge the competencies and expertise of members representing other disciplines who serve persons with exceptionalities
  13. Cooperate with other agencies involved in serving persons with exceptional abilities through such activities as the planning and coordination of information exchanges
  14. Provide consultation and assistance to both general and special educators as well as other school personnel serving persons with exceptionalities

MS Educational Administration - Curriculum & Instruction

  1. Articulate an educational organization's mission, goals, and guiding principles that distinguish the organization from others
  2. Understand the foundational base of organizational theory and demonstrate the ability to bridge theory and practice
  3. Choose ethical courses of action, consistent with Gospel values, given scenarios of conflict
  4. Synthesize and analyze data to reveal relations and causality and convert raw data into actionable information
  5. View problems and challenges through the lens of a scientist, seeking evidence-based conclusions
  6. Practice and model steward leadership in transforming organizations to better serve all constituents
  7. Demonstrate facility in the application of technology to solve problems, analyze and synthesize data, and manage information

Frances M. Maguire School of Nursing and Health Professions Learning Outcomes

Nursing (Four-year BSN)

  1. Synthesize knowledge from the humanities, natural and behavioral/ social sciences with current nursing knowledge as a basis for nursing practice
  2. Formulate nursing decisions which reflect consistency with moral, ethical and legal principles
  3. Use current professional standards to evaluate nursing practice of self and other members of the nursing team 
  4. Collaborate with other health care providers and consumers in promoting the health and wellbeing of individuals, families and communities
  5. Demonstrate responsibility and accountability for direct and/ or indirect nursing interventions and their outcomes 
  6. Refer individuals, families and groups to their appropriate community resources
  7. Use evidence-based nursing practice to improve the health of individuals, families and communities
  8. Communicate effectively with diverse groups and disciplines
  9. Function as a leader within nursing and interdisciplinary health teams in a variety of settings
  10. Use the role of advocate to facilitate access to health care
  11. Create a healing environment through the therapeutic use of self when caring for individuals, families and communities
  12. Analyze the nursing care environment through the use of technological knowledge and skills

Medical Laboratory Science

  1. At the completion of junior year, students are able to articulate the basic principles and/or perform basic laboratory procedures in anatomy and physiology; general, organic and biochemistry; immunology; biology; microbiology; molecular biology or genetics; and mathematics
  2. At the conclusion of senior year, students are clinically competent in all areas of medical laboratory practice and are able to perform, with skill and accuracy, a wide range of medical laboratory technology procedures
  3. At the conclusion of study, MLS students will demonstrate: Reasonable care which is the legal obligation of a health care worker to perform services that meet the common standard of practices in medical laboratory science
  4. At the completion of studies, MLS students will demonstrate: The ability to effect changes in the MLS profession by being aware of the current issues in the health care system and understanding the impact of these issues on the MLS practice and the delivery of competent care

Radiation Therapy 

  1. Demonstrate empathetic patient-centered care
  2. Perform the required simulation competencies
  3. Complete the required radiation therapy competencies satisfactorily
  4. Apply radiation safety principles
  5. Demonstrate the ability to think critically
  6. Communicate effectively, both orally and in writing
  7. Demonstrate appropriate professional behaviors
  8. Pass the ARRT national certification on the first attempt
  9. Of those pursuing employment, students will be gainfully employed within six months of graduation
  10. Complete the program within 21 months
  11. Students will demonstrate satisfaction with their education; employers will be satisfied with the graduate’s performance

Radiologic Technology 

  1. At the completion of the sophomore year of study, students are able to articulate the basic principles and /or perform basic laboratory procedures in anatomy and physiology, physics for allied health and mathematics
  2. At the conclusion of the junior and senior year of study, students are clinically competent in all areas of radiologic technology practice and are able to perform, with skill and accuracy, a wide range of diagnostic radiography and fluoroscopic procedures
  3. At the conclusion of study, students will demonstrate: Reasonable care which is the legal obligation of a health care worker to perform services that meet the common standard of practices in Radiologic Technology
  4. Demonstrate the ability to effect changes in the Radiologic Technology profession by being aware of the current issues in the health-care system and understand the impact of these issues on the Radiologic Technology practice and the delivery of competent patient care
  5. Successfully complete the first two years of the program with a minimum overall GPA of 2.5
  6. Be accepted into a JRCERT accredited Radiologic technology program for the junior and senior years of study
  7. Successfully complete of the two years of professional study at a JRCERT accredited School of Radiologic Technology
  8. Achieve gainful employment as a Radiologic Technologist as a staff technologist, advanced modality technologist or in another area such as application specialist, sales, education, information technology or administration

Respiratory Care (Associate DegreeBachelor of Health Science Degree)

  1. Explain the principles and concepts of respiratory care to function in the health care setting
  2. Perform clinical procedures and modalities to practice as a respiratory therapist
  3. Demonstrate the characteristics of a professional respiratory therapist

MS Nursing (Clinical Nurse SpecialistNurse EducatorNurse Practitioner)

  1. Collaborate with colleagues and consumers to provide and improve advanced nursing care
  2. Contribute to advanced nursing knowledge through scientific inquiry
  3. Demonstrate expertise as an advanced practice nurse through the diagnosis and treatment of complex responses of individuals, families, and communities to actual or potential health problems or as a nurse educator by the assessment of the needs of learners, selection of content, and implementation of a curriculum to achieve specified learning outcomes
  4. Demonstrate professionalism as a nurse practitioner grounded in the Mercy tradition
  5. Demonstrate social responsibility for individuals, families, and communities within the context of a multicultural society
  6. Utilize knowledge to provide holistic care in a defined area of advanced practice nursing or nursing education in accordance with standards of practice and codes of ethics
  7. Strategize to improve health for all by influencing policy
  8. Synthesize knowledge from nursing and related disciplines as a foundation for evidence-based practice as a clinical nurse specialist, nurse practitioner, or nurse educator
  9. Assume a leadership role in interpreting and promoting advanced nursing to members of the profession, to other disciplines, and to consumers
  10. Contribute to advanced nursing knowledge through scientific inquiry

Doctor of Nursing Practice (DNP)

  1. Prepare Advanced Practice Nurses at the doctoral level within the context of the Mercy tradition of advocacy directed towards social change
  2. Demonstrate information literacy in complex health care decision-making
  3. Advance the practice of nursing as a clinical scholar through dissemination of evidence-based protocols to improve the provision of health care
  4. Demonstrate leadership in interdisciplinary collaboration to effect evidence-based changes in health care systems to facilitate delivery of comprehensive quality care
  5. Function as a mentor for BSN and MSN nurses, conducting and utilizing nursing research
  6. Evaluate disparities in health care systems locally, nationally, and globally as a basis for developing innovative health care practices and delivery systems
  7. Critically appraise nursing care to ensure the prioritization of culturally competent practice with diverse populations

Cardiovascular Technology Program (No longer being offered)

  1. Excel in the knowledge and skills necessary to perform reliable cardiovascular clinical testing
  2. Command a broad base of knowledge of cardiovascular and natural sciences in order to adapt to and continue to grow with the rapidly changing fields of cardiovascular technology
  3. Communicate in speaking and writing in an efficient manner
  4. Demonstrate appropriate communication skills
  5. Demonstrate ability to draft and edit written work
  6. Use medical terms and abbreviations appropriately as well as proper pronunciation
  7. Reasonable care, which is the legal obligation of a health care worker to perform services that meet the common standard of practices in cardiovascular technology 
  8. Analyze laboratory data
  9. Write responses to hypothetical and actual clinical case studies
  10. Utilize current literature to compare/ support constructed solutions to a clinical problem or case study
  11. Assess his or her own progress by continuously updating portfolios
  12. Do self-analysis and set goals for progression throughout the program
  13. Identify and summarize solutions to presented case studies or clinical problems
  14. Recognize populations at risk for the development of certain types of heart disease and offer measures to help prevent these problems
  15. Effect changes in the profession by being aware of the current issues in the health care system and understand the impact of these issues on CVT practice and the delivery of competent patient care
  16. Set learning goals and achieve a minimum GPA of 80 percent in the CVT courses
  17. Maintain membership in one’s future professional organization by attending at least one local professional meeting each year and keeping abreast of professional development issues
  18. Keep AHA GLS and ACLS credentials current
  19. Demonstrate knowledge of history and development of his/ her chosen field
  20. Effectively operate various technologies in his/her chosen field
  21. Troubleshoot and perform quality control on the various technologies in his/her chosen field
  22. Analyze the appropriateness of each technical procedure

Health Information Technology (No longer being offered)

  1. Apply statistical applications with health care data
  2. Apply knowledge of database architecture and design (such as data dictionary, data modeling, data warehouse) to meet departmental needs
  3. Differentiate the roles of various providers and disciplines throughout the continuum of health care and respond to their information needs

Health Information Administration (No longer being offered)

  1. Explain the concepts of epidemiology
  2. Evaluate health information laws,  regulations and standards such as HIPPA, HITECH, Joint Commission and State Laws
  3. Analyze and present data for quality management, utilization management, risk management and other patient-related studies

HIM Coding Certificate (No longer being offered)

  1. Accurately assign diagnosis and procedure codes using ICD9CM
  2. Demonstrate an awareness of emerging technologies in coding CAC, voice recognition, coding from the HER, reading imaged documents
  3. Analyze medical terminology

Nursing (ASN) (No longer being offered)

  1. Apply foundational knowledge from science and humanities as well as current nursing knowledge that have been converted from health problems
  2. Utilize the nursing process according to professional standards within legal and ethical parameters of nursing practice
  3. Function as a health care team member assessing his/her own nursing practice against prevailing standards of nursing care
  4. Utilize current health care technology effectively and efficiently
  5. Prioritize, plan and organize the delivery of effective nursing care
  6. Maintain accountability for own nursing care and that delegated to others to assure adherence to ethical and legal standards
  7. Recognize responsibility for professional growth in nursing practice
  8. Demonstrate clarity and accuracy in oral and written communications
  9. Recognize the importance of nursing research in the advancement of evidence-based nursing practice
  10. Demonstrate sensitivity to cultural differences in providing nursing care
  11. Demonstrate caring through therapeutic use of self to enhance client dignity and well-being  

Program-Level Learning Outcomes (PLOs) Assessment Results

Program-by-Program Retention Rates (PDF)  
Program-by-Program Graduation/Completion Rates (PDF) - PENDING 
Program-by-Program Employment/Graduate School Enrollment Rates  (PDF) - PENDING 

Results from Exit and Alumni Program Satisfaction Surveys
School of Arts & Sciences (PDF)
School of Education (PDF) 
School of Business (PDF) 
Frances M. Maguire School of Nursing and Health Professions (PDF) 
School of Graduate and Professional Studies  - PENDING

IDEA Student Satisfaction Course Ratings by School
School of Arts & Sciences (PDF)
School of Business (PDF)
School of Education (PDF)
Frances M. Maguire School of Nursing and Health Professions (PDF)