A hallmark of Ignatian spirituality and pedagogy is the iterative cycle of critical self-examination, reflection and action.
To implement this cycle of assessment throughout the Division of Academic Affairs at Saint Louis University, faculty and staff strive to:
SLU conducts assessment of student learning at both the University-wide and academic program levels for a variety of purposes. Accordingly, assessment results need to be understood and interpreted in their specific assessment contexts. That requires us to be intentional about how and for what purposes the results are reported and subsequently used by various University constituencies.
Results of the assessment of our graduates' performance are utilized by SLU faculty and staff to understand how and why students evidenced performance as they did; that research, in turn, should evidence what we, as an educational community, can do to improve that performance. It should be noted that program- and University-level assessment results are expressly not used to "grade" students and they are not used in any way to determine if students should graduate or not.
Knowing how many of SLU's graduates meet our own educational expectations can be helpful to students and families looking for an additional measure of the outcomes and benefits of a SLU education. Most helpful, however, may be knowing that SLU is very intentional about evaluating our educational quality and impact on students, and about acting upon what we learn to improve all that we do.
Since 1916, Saint Louis University has been accredited by the Higher Learning Commission (HLC), formerly known as the North Central Association of Colleges and Schools. The HLC regularly monitors overall institutional quality and integrity, and is focused on ensuring that SLU meets its educational objectives consonant with our University mission.
A key element of the HLC's oversight is monitoring and offering support for the improvement of our educational assessment efforts. SLU's transparent reporting of our assessment processes, results and — perhaps most important — what we learn from our results to inform positive change, are all critical to the HLC's understanding (and their assessment) of SLU's institutional performance.