The institution evaluates success with respect to student achievement,
consistent with its mission.  Criteria may include:  enrollment data; retention and graduation rates, course completion, job placement rates; state licensing exam pass rates; student portfolios; or other means of demonstrating achievement of goals.

Judgment of Compliance: In compliance

Narrative

East Carolina University (hereafter, ECU or the institution) is a constituent member of the University of North Carolina system (hereafter, UNC or the system). An integral part of the mission of East Carolina University is “preparing our students to compete and succeed in the global economy and multicultural society.” The university evaluates student achievement with respect to its mission according to a broad range of indicators that include enrollment data, retention and graduation rates, course completion, job placement rates, and state licensing exam pass rates. The primary method for ongoing documentation and evaluation of these indicators is the University Dashboard, a data-collating and reporting tool that includes:

       Enrollment,

       Retention,

       Graduation,

       Degrees Conferred,

       Post College Success,

       Graduates in the State and National Workforce, and

       Licensure Exam Pass Rates.

        Additional measures are included in the ECU Fact Book 2011-2012 and on the Academic Program Review SharePoint Site, which requires the inclusion of trend data concerning student achievement over a seven-year period. For a more detailed discussion of Program Review, see the responses to Core Requirement 2.5 and Comprehensive Standard 3.3.1.1.

Enrollment

At East Carolina University, enrollment data is collected by the Office of Enrollment Services and provided to all educational and student support programs for assessment. In addition, this information is made available to university stakeholders via the Enrollment section of the University Dashboard, and the Fall Enrollment History, ECU Factbook, an annual publication of the Office of Institutional Planning, Assessment and Research.  Data mining techniques and logistical regression have been used to determine the most important factors for student success. Empirical results show that the most important factors separating successful from unsuccessful students are: 1) distance from residence; 2) ethnicity; and 3) gender. 

Retention and Graduation Rates

East Carolina University recognizes the value and benefits of increased retention and graduation rates to all of itsconstituents: prospective and enrolled students, their families, and the citizens of North Carolina more generally.  A major focus of this commitment is to manage the enrollment of students, mindful of the institution’s access mission but enrolling the best prepared students possible, in order to continue to improve retention and graduation rates.

The UNC General Administration (UNC-GA) is currently revising its process by which institutions set performance funding measures. In June 2012, constituent institutions were required to propose goals for ten new performance measures and the four-year graduation rate was removed as a core performance funding metric by UNC-GA. On June 29, ECU submitted a memorandum titled Proposed Core and Campus Specific Performance Measures (Goals) which is due to be reviewed by UNC-GA no later than August 2012. The retention and graduation data below include both UNC-GA mandated targets (made redundant by the new process) and provisional targets proposed by ECU.

Retention:

Retention is defined based on the standard Integrated Postsecondary Education Data System (IPEDS) cohorts of all first-time, full-time (FTFT) degree-seeking undergraduates starting in fall term (or starting in the summer and continuing into fall), with no prior postsecondary enrollment other than dual enrollment while in high school. Full-time is defined as having enrolled in 12+ hours in that first fall term. Retained is defined as being still enrolled at the initial institution in the fall term of the academic year following the initial fall entry term.   As shown in the College Portrait Student Success and Progress Rate for East Carolina University, 81% of first-time students in fall 2010 returned for their second year. 

As reported in
Retention and Graduation Rates, for the class entering fall 2010, the UNC-GA set a retention benchmark of 82%.  ECU has progressed, reaching an 81% retention rate for the past two years, which is the first time that ECU has reached a retention rate greater than 80%. However when compared to universities with similar SAT admission requirements, ECU’s retention rate is high. The Consortium for Student Retention Data Exchange (CSRDE) classified ECU as “moderately selective.”  According to CSRDE, the average retention rates of moderately selective public institutions was 75.3% (fall 2009 FTFT cohorts), a percentage that ECU exceeded by a statistically significant 5.7%.

The increase in retention rate is a reflection of increased academic support services provided by the Pirate Tutoring Center (free tutoring), additional academic support programs such as Project STEPP and the Freshman Immersion Program; additional support services include the early academic warning system (Starfish), an increase in the number of academic advisors, and increased outreach by student affairs and other administrative offices across campus to assist students with their academic, financial, personal, and enrollment needs.  The ECU actual retention rate and UNC-GA target goals are listed below by FTFT cohort (with the subsequent retention year in parenthesis).

 

First-time, full-time freshman-to-sophomore retention rates (years)

Cohort Year

2004  (2005)

2005 (2006)

2006 (2007)

2007 (2008)

2008 (2009)

2009 (2010)

2010

(2011)

2011

(2012)

2012

(2013)

2013

(2014)

Retention Rate

75.9%

78.7%

77.3%

75.9%

78.8%

81.2%

81.0%

 

NA

NA

NA

UNC-GA Target*

NA

NA

NA

NA

79.0%

81.0%

82.0%

79.0%

79.2%

79.4%**

*UNC-GA began setting targets for UNC institutions beginning with the 2009 cohort. UNC-GA is currently changing the process by which institutions are set core performance funding targets. ECU has submitted revised targets for the 2011, 2012, and 2013 cohorts, reflected in the table.

** provisional (as described above) and subject to UNC-GA approval.

Graduation Rates:

The ECU Fact Book 2011-2012 tracks ECU graduation rates in a number of reports including the following:

              Degrees Conferred by Unit, Level, and Gender (2010-2011)

              Undergraduate Degrees Conferred by Unit and Major (2006-2011)

              Graduate Degrees Conferred by Unit and Major (2006-2011)

              Undergraduate Degrees Conferred by Unit, Major, Ethnicity, and Gender (2010-2011)

              Graduate Degrees Conferred by Unit, Major, Ethnicity, and Gender (2010-2011)

 

Four-Year Graduation Rates:

ECU’s most recent four-year undergraduate graduation rate is 30.8 (Fall 2007 cohort).  This rate was slightly lower than the previous year which was 32.7%. When compared to universities with similar SAT admission requirements, ECU rates low. The Center for Institutional Data Exchange and Analysis compiles retention and graduate rates for member institutions. Categorized by SAT/ACT scores, schools are identified according to one of four classifications: Highly Selective, Selective, Moderately Selective and Less Selective.  ECU’s average SAT/ACT score typically places ECU between Selective (SAT: 1045-1100) and Moderately Selective (SAT: 990-1040).  The Consortium for Student Retention Data Exchange (CSRDE) classified ECU as “moderately selective.”  According to CSRDE, the average four-year graduation rate of moderately selective public institutions was 32.9% (fall 2000-09 cohorts).

 

Four-Year Graduation Rates

Cohort Year

2000

(2004)

2001

(2005)

2002

(2006)

2003

(2007)

2004

(2008)

2005

(2009)

2006

(2010)

2007

(2011)

2008

(2012)

2009

(2013)

Actual

four-year

Grad.

27.6%

25.5%

27.2%

29.9%

29.2%

32.5%

32.7%

 

 

30.8%

NA

NA

UNC-GA

Target*

NA

NA

NA

NA

NA

31.0%

31.5%

32.5%

33.0%

33.5%**

*UNC-GA began setting targets for UNC institutions beginning with the 2009 cohort. As of 2012, UNC-GA no longer uses four-year graduation rates as a core performance funding metric. ECU is no longer evaluated based on these targets.

**provisional (as described above) and subject to UNC-GA approval.

 

Six-Year Graduation Rates:

When compared to universities with similar SAT admission requirements, ECU rates very high, regularly exceeding the norm for peer institutions by a highly significant six to eleven percentage points. The Consortium for Student Retention Data Exchange (CSRDE) classified ECU as “moderately selective.”  According to CSRDE, the average six-year graduation rate of moderately selective public institutions was 47.3% (fall 2004 FTFT cohort). 

 

Six-Year Graduation Rates

Year

1998

(2004)

1999

(2005)

2000

(2006)

2001 (2007)

2002

(2008)

2003

(2009)

2004

(2010)

2005

(2011)

2006

(2012)

2007

(2013)

2008

(2014)

Actual

six-year

Grad.

53.3%

54.4%

56.4%

54.4%

54.3%

56.8%

56.0%

 

58.5%

NA

NA

NA

UNC-GA

Target*

NA

NA

NA

NA

NA

56.5%

57.0%

58.0%

57.3%

58.0%

58.6%**

*UNC-GA began setting targets for UNC institutions beginning with the 2009 cohort. UNC-GA is currently changing the process by which institutions are set targets. ECU has submitted revised targets for the 2006, 2007, and 2008 cohorts, reflected in the table.

** provisional (as described above) and subject to UNC-GA approval.

 

ECU has taken steps to improve its graduation rates even further.  In 2009, ECU purchased DegreeWorks, a set of web-based academic advising, degree audit, and transfer articulation tools that give students new planning capabilities to assist in timely graduation. DegreeWorks allows students to view their progress towards a degree. On screen or in a two to four page-print out, it lists requirements including: courses taken, courses currently being taken, skills assessment tests, transfer credits and much more.

 

The campus-wide implementation of Starfish (an early academic warning and connect system) has been embraced by faculty. During the 2011-2012 inaugural year, faculty sent over 58,000 academic difficulty and “kudos” flags to students. Students reported that they appreciated faculty keeping them informed of their academic progress and changed study habits earlier in the semester, promoting successful course completion. Another step towards improving graduation rates was the proposal to create a Bachelor of Science degree in University Studies, with intent to provide another option for students whose academic interests or strengths are not met by other degree programs at ECU. The Notification of Intent to Plan the BS in University Studies was submitted to UNC-GA in March 2012 and will continue development and review through campus and UNC processes for implementation in fall 2013 or spring 2014.

Degrees Conferred/Course Completion

At ECU, the rates for degrees conferred are collected by the Office of institutional Planning, Assessment and Research and communicated via the University Dashboard (Degrees Conferred By College) and used for decision-making purposes. The information is disaggregated by department as well as by college.

The ECU College Portrait:  Majors and Degrees includes graduates for the most recently reported year. Note that double majors are counted as separate degrees; therefore the number of degrees conferred is higher than the graduated student headcount.


Job Placement

 

The Career Center at East Carolina University collects employment data on graduates from the institution by gathering the information when students and alumni report via the “Took a job” link from the Career Center homepage Quick Links section. The Career Center additionally reaches out to the various academic units to request data on employment of graduates.  The Internship Placement Distribution and Graduate Employment Distribution Report from the College of Education provides a summary of employment data from recent graduates on the education career track.

Examples of Data Collection Efforts at the Institutional Level

At the institutional level and as required by the University of North Carolina General Administration, the ECU's Office of Institutional Planning, Assessment and Research administers the Graduating Senior Survey (GSS) each spring semester.  In the survey, the student is asked to respond to the following questions:

Graduating Senior Survey: [Section F – Your Plans for Next Year]

Please indicate the best description of your plans following graduation by filling in the one most appropriate

Plans

2011 Responses

Percentage of Respondents

I don’t know yet

253

12.2%

I have accepted a full-time paid job related to my field of study

197

9.5%

I have accepted a full-time paid job, not related to my field of study

36

1.7%

I have accepted a part-time paid job

19

0.9%

I will continue in my current paid job

132

6.4%

I will be going to graduate or professional school full-time next year

351

17.0%

I will be going to graduate or professional school part-time and working part-time next year

90

4.4%

I will take more undergraduate courses next year

24

1.2%

I am currently seeking, or plan to seek, paid employment

781

37.8%

I am neither seeking employment nor planning on attending school next year

7

0.3%

I will be entering or continuing military service

29

1.4%

I will be engaged in volunteer activity (e.g., Peace Corps)

12

0.6%

I will be starting or raising a family

14

0.7%

Other

123

5.9%

Total Responses

2068

100.0%

Non-responses

49

 

Total – Responses + Non-responses

2117

 

 

ECU Graduates in the State and National Workforce

The number of ECU graduates in the state and national workforce dating back to the 2005-2006 academic year are published on the University Dashboard (Graduates in the State and National Workforce). Graduates in the state and national workforce for the most recent reporting year (2011) follow in the chart below:

 

ECU’s 2011 Contribution to the State
and National Workforce by College

State

National

College of Allied Health Sciences

161

34

College of Arts and Sciences

585

127

College of Business

414

81

College of Education

519

38

College of Fine Arts and Communication

168

51

College of Health and Human Performance

270

54

College of Human Ecology

357

56

College of Technology and Computer Science

234

37

Brody School of Medicine

59

20

College of Nursing

209

224

Total

2996

552

 
Job Placement Data Reported as Part of the Academic Program Review Process

All ECU academic programs go through a required program review process as defined in the Procedures for Academic Program Review and according to the Unit Academic Program Review Schedule 2010-2015. As part of this comprehensive process, Appendix B,  Student Placement calls for each educational program to provide “the first post-degree position placements of graduates for the past three years.”  The following examples from colleges in the Division of Academic Affairs and the Division of Health Sciences summarize results reported in their respective academic program review documents.

Following are summaries of job placement data reported in Academic Programs Reviews conducted in 2010-2011: 

Department of Anatomy and Cell Biology

Since the inception of the department of Anatomy and Cell Biology in 1983, 15 graduates who earned a PhD remained in NC in various capacities.

 

Department of Biology

The Department of Biology has placement data recorded from 2002 to 2010. Within that time period, 108 students have reported their job placement information. The most frequent placement (24 of 108) has been in research roles, including roles such as research analyst, research assistant, research associate, research coordinator, research specialist, research technician, and lab researcher. Many students have continued their education by applying to be, or are enrolled as, PhD students (21 of 108) in various programs, such as the Department of Genetics at Cornell University, Plant Molecular Science at Virginia Tech, and Cancer Biology at the University of Texas, to name a few. The third most reccurring type of placement has been that of students enrolling in either a school of medicine or school of dental medicine (13 of 108). The fourth most frequent placement of students has been as teachers (12 of 108), either as instructors at an institution of higher education or within middle and secondary schools. Other job placements include a wide range of occupations such as ecologist, a botanist, and a waterfowl surveyor.

 

Department of Environmental Health Sciences

The Department of Environmental Health Sciences conducted an Undergraduate Self-Study in 2011, and received job placement and post-graduation data from 25 students that had graduated between the years of 2009 and 2011. Of the 25 alumni listed, 13 gave information concerning their post-graduation status. The 13 students gave the name of their employers, which included George Mason University, Global Laboratory Services, Marine Corp Base Camp Lejeune, NuCor Steel, a staff member of a university, a health department, Colt’s Guns and Pawns, Biogen, a KFC Safety Inspector, and AmeriCorps; two graduates reported working within the public health service sector, and one graduate reported having entered graduate school.

 

Department of Exercise and Sports Science

The Department of Exercise and Sports Science gathered job placement data from concentrations within its department including the following:

       The concentration of Health Fitness Specialist reports that recent graduates are employed nationwide, including facilities such as Fitness Quest 10 in San Diego, California; L&T fitness (HUD site) in Washington, DC; SAS Institute in RTP, NC; Medifit (Lenova site) in Morrisville, NC; Cisco in Raleigh, NC; Healthtrax in Raleigh, NC; and Elite Gamespeed in Tampa, FL. Health Fitness Specialists have received positive appraisals from their employers and intern sites, which include Wake Med, Cigna, Kennedy Space Center, Rex Wellness, UNC Wellness, USAA, and Duke Diet Center., and Aquila, LTD.

       Physical Education reported that over eight semesters, it has had 143 graduates (comprised of both undergraduates and graduates enrolled in the Master of Arts in Teaching, or MAT); 74 of the 143 graduates reported job placement as teachers, and 21 out of the 143 reported that they were entering graduate school programs.

       The PhD in Bioenergetics and Exercise Science reported that students graduating with this degree “generally accept faculty positions, post-doctoral fellowships, or pursue medical school.”


Department of Foreign Language and Literature

The Department of Foreign Language and Literature received job placement data from 33 of 85 graduates solicited. Of the 33 respondents, 16 had entered graduate school, 20 reported being employed, and 5 respondents within those two categories reported doing both; two respondents reported they neither were in graduate school nor were they employed.

Of those respondents who reported they were in graduate school, 38% were in a field related to their language degree, while 62% were in a field unrelated to their language degree. 31% of the graduate school respondents reported that their program was within K-12 education; 18% were involved with post-secondary education; 25% were in programs concerning law, medicine, banking or government; and 26% reported that their program was within accounting, library science, historic preservation, divinity school or public health.

Of those respondents who reported they were employed, 70% were employed in a position related to their language degree, while 30% were employed in an unrelated field. 45% were employed in K-12 education; 20% were in law, medicine, banking or government; 20% were employed in commercial real estate, biological science, or public health. 10% were employed as translators or interpreters.

 

Department of Geography

The Department of Geography undertook an online survey resulting in 49 respondents who had graduated since 2004. Of the 49 respondents, 14 went to graduate school, with nine of the 14 continuing their studies in geography, or geography-related disciplines. Four of the 14 graduates entered geography PhD programs, and attended universities such as UNC-Chapel Hill, Louisiana State University, and the University of Georgia; all four were awarded with assistantships.

39 respondents reported their current employment. With ECU’s mission of service and regional transformation, it is significant that 29 out of the 39 were working in North Carolina. In terms of employment, 16 were employed in county and local agencies, with responsibilities mostly centered on planning or Geographical Information Systems (GIS). Nine reported that they were working in the private sector, using GIS, planning, and land-use skills and knowledge related to their degree. Two are involved with non-profit organizations, one is involved with an international non-profit, and one is a professor at a private university.

 

Department of Public Health

The Department of Public Health states that the job placement rate for graduates of the program averaged over 95% in each of the last three yearsexceeding the target rate is 90%. Between 2008 and 2011, 12 alumni were employed in governmental roles, six were in non-profit roles, 13 were employed in Health Care, 12 were employed with university/research roles, six were in proprietary roles, 14 were continuing their education, two were employed in non-health related roles, and two reported being unemployed.

 

Following are summaries of job placement data reported in Academic Programs Reviews conducted in 2008-2010:

 

Department of Chemistry

As part of its 2010 self-study, the Department of Chemistry surveyed graduates from the past three years on their first post-degree placement.  For all students graduating within that time period who responded, the two largest position groups were business/industry (37%) and graduate school in chemistry (24%).  Students also reported placement in dental, medical, and pharmacy schools (6%, 5%, and 9%, respectively), and government agencies (5%).  Less than one percent reported working in elementary or secondary schools or working as self-employed.  For 14% of the graduates the first post-degree placement was not reported and therefore unknown.

 

Department of Mathematics

In fall 2009, the Department of Mathematics completed its program review for 2002-2009.  The department reported that placement data for undergraduate alumni tend to be incomplete, but that the most frequent employment reported was high school teacher.  Other mathematics graduates reported that they went on to earn advanced degrees or were currently enrolled in graduate programs.  Graduates with an MA in Mathematics were largely successful in finding employment in their field.  Of the 38 students who graduated with an MA since 2002, six are employed as high school teachers; 11 are employed as college mathematics instructors; seven entered doctoral programs; seven are employed in technical positions in business, industry, or government; and one is on military deployment.    Two are deceased and employment information was unknown for the remaining four.  Seven MA graduates since 2002 have entered PhD programs, with five having completed their degrees.  Four are currently university faculty.

 

Department of English

Between 2002 and 2009, the Department of English graduated 489 students from its BA program.  Eighty-three (17%) have been tracked.  Forty-seven enrolled in the ECU MA program, with another 15 enrolling in another graduate program at ECU or at another university.  Prominent employment categories reported include assistant (e.g. marketing, financial, quality control, graphic design, etc.), writer (e.g. editor, technical writer, and reporter), and teacher.  Of 308 MA graduates in the same time frame, the department has tracked 163.  An estimated 25% serve as collegiate-level instructors across the United States.  Seventeen have continued on to PhD programs, with six being enrolled in a PhD program at ECU.  One student enrolled in an MFA program, and three are in law school.  Major employment categories reported include writing (13%), public relations (13%), high school teaching (9%), and management (9%).

 

Department of Philosophy

Approximately 25% of graduates (n=26) from ECU with a BS degree conferred by the Department of Philosophy in the last seven years responded to a request for information about post-graduation schooling and employment. Sixteen graduates went to professional or graduate school in a range of master’s programs including the following:

 

       Philosophy, Georgia State University

       Classics, University of Iowa

       Theological Studies, Duke Divinity School

       Strategic Public Relations and Communications Management, Stirling University (Scotland)

       Library and Information Studies, University of North Carolina – Greensboro

       Environmental Engineering, North Carolina State University

       Religious Education, Liberty University

       Public Health, East Carolina University

       Security Studies, East Carolina University

 

Two are enrolled in PhD programs (philosophy, University of Cincinnati and theology, Oxford University).  Three have completed or are enrolled in law school (University of Texas, Elon University, Campbell University).  One has completed studies at Brody School of Medicine, East Carolina University); one enrolled in Watts School of Nursing at Duke University; one enrolled in the College of Business, East Carolina University.

 

Recent philosophy graduates have found a wide variety of employment. Fields include cyber security standards analyst, analytical chemist, quality control specialist, physician, IT specialist, attorney at law, director of communications for a Catholic diocese, graduate research fellow (Oxford University), instructor (High Point University), research assistant (UNC – Chapel Hill), teacher (Latin, Philosophy, English, History), district services coordinator at American Youthworks, real estate agent, business owners, horse trainer, computer programmer, hospital administrator, medical coding and privacy compliance specialist, marketer, playback operator (for a news station), and yoga instructor.

 

College of Technology and Computer Science

As part of its 2010 self-study, the College of Technology and Computer Sciences Department of Construction Management collected job placement data for the past three years.  Three graduates of the master of construction management program were employed in commercial construction, while one each was employed in residential construction, mechanical construction (HVAC), or infrastructure construction. 

 

The department tracks first post-degree placement for students graduating with a BS in Construction Management, too.  Of the 150 students who graduated in fall 2009 or spring 2010, 48 reported they had found construction-related employment and 41 reported being employed by a construction or construction management firm.  Sixty-nine graduates indicated that they were seeking employment. 

 

As part of its 2008 Accreditation Board for Engineering and Technology (ABET) self-study, the Department of Engineering surveyed its spring 2008 (its first graduating class) graduates on their employment status.  Four had been admitted to graduate programs in engineering and fifteen were employed.

 

The Brody School of Medicine

As part of its 2010 self-study, the Brody School of Medicine Department of Physiology collected placement data of graduates for the past three years.  Two graduates were employed as biology instructors at community colleges in North Carolina.  Five graduates were enrolled in graduate or post-doctoral programs.  One graduate had entered medical school.  One graduate had entered medical residency.

 

The Brody School of Medicine also reports primary care residency rates and residency matches.

Primary care residency rates for 2002-2011

The Brody School of Medicine

 

 
The Brody School of Medicine Residency Matches 2011


 

ECU has evaluated the Brody School of Medicine in terms of job placement and has evidence of students’ success in the nationally recognized percentage of ECU graduates who were placed within family medicine residency programs; this level of quality is evinced through the statement that, “based on a three-year average for the period ending last October, 20.9 percent of the school’s graduates have entered an accredited family medicine residency program. That ranked ECU first in the country and marked the sixth consecutive year ECU has been ranked in the top 10”

(ECU News Services - April 27, 2012).

 

The Job Placement Data by Unit table summarizes these unit-reported job placement rates in specific fields for graduates in chemistry, mathematics, English, construction management, engineering, physiology and nursing for the sample years indicated.

  

Licensing and Examinations

Licensing examination pass rates are collected and maintained by the appropriate unit.  To assure a consistent lvel of exceptional student achievement ECU monitors the licensure examination data and pass-rate for academic programs preparing students for selected professions.

 

College of Education
Undergraduate College of Education students have also performed well on state licensure exams.  Between 2005 and 2008, no less than 96% of elementary education majors passed the elementary education area exam in any particular year.  In the same time frame, 100% of special education: adaptive curriculum and no less than 95% of special education: general curriculum majors passed their respective area exam, with the special education: general curriculum majors achieving a 100% pass rate two out of four years. 

 

 

 

East Carolina University and Peer Institutions – Other Licensures exams

 

 

ECU

Peer 1

Peer 2

 

Year

Elementary

Spec. Ed: A/C (n)

Spec. Ed: GC (n)

Elementary

Spec. Ed: A/C (n)

Spec. Ed: GC (n)

Elementary

Spec. Ed: A/C (n)

Spec. Ed: GC (n)

 

2005-2006

96.00% (245)

100.00% (9)

100.00% (18)

99.00% (219)

NA*

NA*

100.00% (56)

NA*

NA*

 

2006-2007

97.00% (235)

100.00% (8)

100.00% (39)

99.00% (175)

100.00% (9)

NA*

100.00% (47)

100.00% (6)

NA*

 

2007-2008

99.00% (252)

100.00% (17)

95.00% (22)

99.00% (158)

94.00% (16)

100.00% (18)

99.00% (106)

100.00% (13)

100.00% (29)

 

2008-2009

96.00% (304)

100.00% (15)

98.00% (41)

99.00% (235)

100.00% (19)

97.00% (37)

100.00% (74)

100.00% (11)

95.00% (20)

 

2009-2010

NA*

NA*

NA*

NA*

NA*

NA*

NA*

NA*

NA*

*data not available

 **Students seeking licensure in Elementary Education must score 161 or highger on the licensure exam. The Special Education program requires 24 hours of content area courses or PRAXIS II test(s). Students seeking a license in elementray and special education do not have an option. Students must take and pass the required tests.

College of Business
Certified Public Accountant (CPA) Passing Rates

The Master of Science in Accounting program is well known for preparing students for successful completion of the CPA exam.  For the past several years, ECU accounting students CPA pass rates have been significantly higher than the national and state averages, several years ranking ECU in the top 25 nationwide.  In 2009, ECU ranked third in the state for candidates without advanced degrees who passed all parts of the exam with a pass rate of 48.28%. 

 

Below is a table depicting the College of Business students’ performance on the CPA examination between 2004-2010.

 

Licensure Exam Pass Rates (CPA Exam)

2004

2005

2006

2007

2008

2009

2010

FT WITH BACHELOR'S

5.60%

21.88%

24.07%

33.33%

16.00%

48.28%

33.10%

FT WITH ADVANCED

6.70%

34.92%

30.00%

44.19%

27.08%

NA

52.00%

FT NATIONAL AVERAGE

5.20%

8.30%

6.30%

7.51%

7.80%

NA

NA

N/A = Not available -- we did not have the results sent to us that year.
FT with Bachelor's = First time sitting for the exam (Bachelors degree only)
FT with Advanced = First time sitting for the exam (after Masters degree)

 

Thomas Harriot College of Arts and Sciences

Psychology: This exam refers to the Praxis Series School Psychologist examination (ETS test 0401). A passing or qualifying score of 159+ is required for certification/licensure by NC Department of Public Instruction to work as a school psych in the NC public schools.

Geological Science: This exam is run by ASBOG (National Association of State Boards of Geology) a national organization and is required by 30 states (including NC) for a person seeking licensure as a professional geologist. Students are not required to pass the licensure exam for degree completion and therefore there are no ASBOG mandated benchmarks. 
 

Licensure Exam Pass Rates

2009

2010

2011

Psychology

100.00%

100.00%

100.00%

Geological Science

56.00%

25.00%

66.00%

 

College of Human Ecology

 

Nutrition and Dietetics

Academy of Nutrition and Dietetics

Exam Pass Rates

2005

2006

2007

2008

2009

2010

2011

ECU

70.00%

66.00%

91.00%

64.00%

75.00%

73.00%

90.00%

National

73.00%

72.00%

71.00%

67.00%

66.00%

72.00%

68.00%

*The Academy of Nutrition and Dietetics requires that accredited programs must maintain a 75% pass rate. If the pass rate falls below 75% , the program must address this in thier annual report.

School of Social Work

Licensed Clinical Social Work

Examination Pass Rates

2005

2006

2007

2008

2009

2010

2011

2012

ECU

71.0%

81.0%

67.0%

66.0%

54.0%

67.0%

66.0%

NA

National

74.0%

74.0%

74.0%

76.0%

75.0%

75.0%

78.0%

NA

*Please note that the Licensed Clinical Social Work Examination is not required to practice social work in North Carolina. The examination is required for those individuals who provide services in certain health care settings and in mental and behavioral health settings.

 

Child Development and Family Relations

Marriage and Family Therapy and Medical Family Therapy students choose to sit for state exams but this is not required. The pass rate is the number of students who have passed the test out of the entire cohort. Because the exam is not mandated, there is no pass rate be. 

 

 

 

Child Development and Family Relations

Licensure Examination Pass Rates

 

Year

Marriage and Family Therapy

Medical Family Therapy

 

2005-2006

92.0% (12)

100.0% (4)

 

2006-2007

100.0% (10)

100.0% (2)

 

2007-2008

80.0% (11)

67.0% (3)

 

2008-2009

70.0% (10)

100.0% (3)

 

2009-2010

77.0% (13)

67.0% (3)

 

2009-2010

73.0% (11)

100.0% (3)

 

2011-2012

NA*

67.0% (3)

*data not available

 

College of Fine Arts & Communication

 

School of Music

Certification Board for Music Therapists (CBMT)

Pass Rates

06-07

07-08

08-09*

09-10

10-11

11-12

All Candidates Summary

83.00%

(6)

89.00%

(9)

NA

(0)

100.00%

(1)

43.00%

(7)

80.00%

(5)

First Time Candidates Summary

83.00%

(6)

88.00%

(8)

NA

(0)

100.00%

(1)

60.00%

(5)

100.00%

(2)

Repeat Candidates Summary

NA

(0)

100.00%

(1)

NA

(0)

NA

(0)

0.00%

(2)

67.00%

(3)

National Mean

84.00%

(649)

78.00%

(575)

NA

75.00%

(299)

68.00%

(669)

70.00%

(773)

*There were no ECU testers in 2008-2009

 

College of Allied Health Sciences

 

Department of Clinical Laboratory Science

 

 

Department of Clinical Laboratory Science

American Society for Clinical Pathology Board of Certification

 

Year

Total #

Take Exam

#Pass

ECU Mean Score

National Mean Score

%Pass Rate ECU

% Pass Rate National

 

2005

10

9

471

495

90.00%

83.00%

 

2006

5

5

515

490

100.00%

83.78%

 

2007

11

11

505

491

100.00%

83.70%

 

2008

4

4

560

489

100.00%

82.01%

 

2009

6

6

480

489

100.00%

81.60%

 

2010

6

5

544

494

83.33%

82.31%

 

2011

5

4

496

502

80.00%

84.05%

 

2012

3

3

533

492

100.00%

80.87%


P
hysician Assistant Program

The Physician’s Assistant Program provides an example of improving pass rates over the last several years.  In 2004, 75% passed the exam on the first attempt, but starting in 2005, at least 91% passed the exam on the first attempt, with a 100% pass rate being achieved in 2008, 2009, and 2010.

 

 

 

College of Nursing

Nursing students have consistently performed above the state and national average on the National Council Licensure Examination for Registered Nurses (NCLEX-RN).  Between 2006 and 2011, the national and state pass rates ranged from 86.0% to 88.0% and 87.0% to 93.0%, respectively.  The ECU pass rate in the same time frame ranged from 93.0% to 99.0%.               

College of Nursing NCLEX pass rates for the past six years are provided in these figures.  East Carolina University’s passing rates consistently exceed both state and national passing rates.

 

Nursing Licensure Exam First Time Pass Rates

2006

2007

2008

2009

2010

2011

2012

ECU

99.0%

95.0%

96.0%

96.0%

97.0%

96.0%

93.0%

National

88.0%

87.0%

87.0%

88.0%

86.0%

87.0%

NA*

State

90.0%

89.0%

89.0%

89.0%

87.0%

93.0%

NA*

*Data not available
 **The North Carolina Board of Nursing mandates that programs shall maintain a three year average at or above 95% of the national pass rate for first time test takers. The North Carolina Board of Governors mandates that all UNC system schools have a 90% passage rate for first time takers.

The Brody School of Medicine

 

United States Medical Licensing Examination (USMLE):

The USMLE is a three-step examination for medical licensure in the United States and is sponsored by the Federation of State Medical Boards and the National Board of Medical Examiners. The Brody School of Medicine administers Step 1 of the examination following the second year of medical school education and both components of Step 2 (Clinical Knowledge and Clinical Simulation) following the third year of medical school education. This is the typical sequencing of the examination nationally, and allows comparison of the school to national benchmarks. The USMLE program recommends that for Step 3 (eligibility), licensing authorities require the completion, or near completion, of at least one postgraduate training year in a program of graduate medical education accredited by the Accreditation Council for Graduate Medical Education (ACGME) or the Alpha Omega Alpha (AOA).  To be eligible for step 3, the applicant must have the MD degree and have passed both Step 1 and Step 2. Passing rates for the last ten years are presented in the attached USMLE Passing Rate table.

 

These data are published on the University Dashboard.  Health Sciences Licensure Exam Pass Rates includes results from Nursing, Physician Assistants, and USMLE for the most recent five-seven years.

 

Conclusion

 

ECU evaluates students’ success as consistent with the institution’s mission and takes pride in students' achievements as they continue to carry out the mission of East Carolina University.

 


Documentation

 

Reference Title

Location

Academic Program Review SharePoint Site

Academic Program Review Sharepoint Site

Appendix B Student Placement

Academic Program Review Guidelines

College Portrait:  Majors and Degrees

College Portrait Majors and Degrees

College Portrait:  Student Success and Retention Rate

College Portrait Student Success and Progress Rate

Degrees Conferred

1.8.1

Degrees Conferred by Unit, Level, and Gender

Degrees Conferred by Unit, Level, and Gender

Department of Philosophy

PHIL Appendix F

East Carolina University College Portrait:  Student Success and Progress Rate

VSA College Portrait

 

ECU Fact Book 2011-2012

FactBook11-12

ECU News Services – April 27, 2012

Family Medicine Graduates AAFP Award

Enrollment

1.2.1

Fall Enrollment History, ECU Factbook

FactBook - Enrollment

Freshman Immersion Program

Freshman Immersion Program fall 2011

Graduate Degrees Conferred by Unit and Major

Grad Degrees Conferred by Unit and Major

Graduate Degrees Conferred by Unit, Major, Ethnicity, and Gender

Grad Degrees Conferred by Unit, Major, Ethnicity, and Gender

Graduates in the State and National Workforce

4.1.1

Graduating Senior Survey

GSS-FormSpr10-1

Graduation

1.3.2

Health Sciences Licensure Exam Pass Rates

3.1.11

Internship Placement Distribution and Graduate Employment Distribution Report

COE OAA Report for ECU Career Center

Job Placement Data by Unit

Job Placement Data by Unit

Licensure Exam Pass Rates

1.7.1

Mission

ECU Mission Statement

Pirate Tutoring Center

4.1 annual report 2010 2011

Post College Success

1.6.13

Procedures for Academic Program Review

Academic Program Review Guidelines

Project STEPP

Project STEPP

Proposed Core and Campus Specific Performance Measures (Goals)

Proposed Core and Campus Specific Performance Measures (Goals)

Retention

1.4.1

Retention and Graduation Rates

R and G May 2011

Starfish

fall 2011 report - Starfish 3052012

Undergraduate Degrees Conferred by Unit and Major

Undergrad Degrees Conferred by Unit and Major

Undergraduate Degrees Conferred by Unit, Major, Ethnicity, and Gender

Undergrad Degrees Conferred by Unit, Major, Ethnicity, and Gender

Unit Academic Program Review Schedule 2010-2015

UnitAcademicProgramReviewSch2012

University Dashboard

University Dashboard

USMLE Passing Rate Table

USMLE Passing Rates