About CUUniversity Outcomes

In our desire to express the value of a Cornerstone education, CU is committed to publishing data regarding retention rates, graduation rates, placement rates, licensure rates and other relevant information related to the student outcomes of the university at both the undergraduate and graduate levels.

Traditional Undergraduate Outcomes

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Professional & Graduate Studies Outcomes

At Cornerstone University, faculty and staff take seriously their responsibility to provide an excellent education designed for working adults. From program learning outcomes to surveys, the Professional & Graduate Studies division uses a variety of evaluative instruments to measure the progress, accomplishments and transformation of enrolled students and recent graduates.

We strive to be transparent regarding the assessment of student outcomes and the disclosure of educational effectiveness data. Cornerstone values such reviews for our stewardship, critical feedback in the process of organizational learning and as a matter of integrity with our students. The following percentages are five-year averages from various PGS surveys.

Graduation Rates

With a commitment to student success, our team of faculty and staff help empower you to cross the finish line of graduation with your degree. These graduation rates demonstrate how many of our students complete their program on average.

• Associate Programs: 43%
• Bachelor’s Programs: 70%
• Master’s Programs: 78%

Employment Rates

Whether your next career move is a step up or a transition into a new field, the practical experience gained through a degree program can help you achieve that goal. These employment rates show the percentage of students that are employed after they complete their degree program.

• Associate Programs: 94%
• Bachelor’s Programs: 95%
• Master’s Programs: 93%

Grand Rapids Theological Seminary Outcomes

Assessment of student learning is highly valued at Grand Rapids Theological Seminary. It is our responsibility to deliver on the promise to provide excellence in graduate theological education. At GRTS, assessment of student outcomes is not an externally imposed burden. Rather, assessment of student learning and the disclosure of educational effectiveness is a task of stewardship, a process for organizational learning, and a matter of accountability.

The effectiveness of our educational programs is assessed in a disciplined and routine manner. Through a variety of instruments and processes, we assess the achievement of the intended student learning outcomes of our curriculum, student and alumni satisfaction, readiness for ministry of our students, and vocational achievement of our graduates.

The following provides a few highlights and demonstrates how GRTS is delivering on its promise to provide excellence in graduate theological education.

Readiness for Ministry

GRTS students are assessed for their readiness for ministry at the mid-point of their degree program and the end of their degree program. The process engages the student with the academic dean, associate dean, faculty adviser, practicum/internship supervisor or ministry residency mentor and the practicum/internship faculty supervisor or ministry residency director to assess student progress holistically as they prepare to serve in ministry. The potential outcomes of the process include the following: 1) The student is making good progress in readiness for ministry, 2) The student is making progress in readiness for ministry but with specific concerns (with reservation), or 3) the student is not making sufficient progress in readiness for ministry. The three-year average outcomes by degree are as follows:

• 96% of Master of Divinity students achieved the highest outcome (i.e., making good progress in readiness for ministry) at the mid-point assessment and 100% at the exit assessment
• 94% of Master of Arts in Counseling students achieved the highest outcome (i.e., making good progress in readiness for ministry) at the mid-point assessment and 97% at the exit assessment
• 93% of Master of Arts in Christian Studies students achieved the highest outcome (i.e., making good progress in readiness for ministry) at the mid-point assessment and 89% at the exit assessment.
• 100% of Master of Arts in Christian Formation students achieved the highest outcome (i.e., making good progress in readiness for ministry) at the mid-point assessment and 100% at the exit assessment.

Degree Completion

• 64% of Master of Arts in Counseling students who begin a degree progress to degree completion
• 72% of Master of Divinity students who begin a degree program progress to degree completion.

Vocational Outcomes

• 74% of Master of Divinity alumni surveyed report being vocationally employed in a ministry context.
• 67% of Master of Divinity alumni have achieved licensure and/or ordination as a minister.
• 67% of Master of Arts in Christian Studies alumni surveyed report being vocationally employed in a ministry context.
• 83% of Master of Arts in Counseling alumni have obtained their Limited License or Full License as a Professional Counselor (LLPC/LPC).

Please Note: Data above was taken from the results of a variety of surveys and other evaluative instruments administered in recent years at Grand Rapids Theological Seminary.

Asia Biblical Theological Seminary Outcomes

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Cornerstone University equips students to excel as flourishing influencers in the world for Christ and His kingdom. Here, we define vocational preparation as the faithful stewardship of one’s God-given talents and opportunities throughout his or her professional, personal and civic life. As a result, our Christ-centered, student-focused learning community supports the development of intellectual curiosity, character-based virtues and creative habits.

Comprised of multiple principal academic units, Cornerstone awards associate (A.A., A.S.); bachelor’s (B.A., B.Mus., B.S., B.S.W.); master’s (M.A., M.B.A., M.Div., M.S.); and doctoral (Ed.D.) degrees.

Educational Outcomes

Our graduates enter career fields, ministry roles and graduate programs with essential knowledge and skills in five distinct areas or learning domains, all of which help produce well-rounded individuals who are prepared to influence the world for Christ. Our five university-wide learning outcomes include specialized knowledge; applied knowledge and collaborative learning; intellectual skills; civic and global learning and biblical worldview integration.

1. Specialized Knowledge: Cornerstone students will demonstrate knowledge of and proficiency in the terminology, theories, concepts, practices and skills specific to their field of study.
2. Applied Knowledge and Collaborative Learning: Cornerstone students will exhibit competency in applying their knowledge to address real-life problems through both individual and group effort.
3. Intellectual Skills: Cornerstone students will demonstrate their ability to integrate both traditional and non-traditional cognitive skills, including analytical inquiry, information literacy, quantitative fluency and communicative fluency.
4. Civic and Global Engagement: Cornerstone students will demonstrate intercultural competence in addressing civic, social, environmental and economic issues.
5. Biblical Worldview Integration: Cornerstone students will be able to articulate a Christ-centered worldview and its personal, professional and communal embodiment through Christian virtues.

Program-Specific Learning Outcomes

Undergraduate Program Learning Outcomes

Adult Program Learning Outcomes

Graduate Program Learning Outcomes

Seminary Program Learning Outcomes

For Cornerstone, assessment is a matter of institutional integrity. In addition to providing an opportunity for organizational learning and a credible foundation for data-based decision making, we view assessment as an ongoing and cyclical process.

Purpose of Assessment

Because we understand assessment as having internal value and theological connections, Cornerstone engages in the work of assessment to achieve the following objectives:

• To document an explicit plan and process for assessing student learning.
• To clearly articulate a set of student learning outcomes for degree programs and individual courses.
• To map intended student learning outcomes (SLOs) across the curriculum (e.g., mapping SLOs to select courses and student learning artifacts).
• To enact assessment projects on a scheduled and routine basis which seek to measure the level of achievement of the intended student learning outcomes at the course and program level.
• To identify needed changes to the curriculum (programs and courses) through the work of assessment.
• To demonstrate the administrative will to enact the needed changes identified in the work of assessment.
• To document the changes to curriculum resulting from the administration of the assessment plan and process.
• To develop as educational professionals in the art and science of assessment of student learning.
• To facilitate a culture of assessment that leads to continuous improvement of curriculum, personnel, programs and overall educational quality.

Assessment Reports

Our annual assessment reports reflect the work of the university in the area of assessment. The reports highlight some of the best practices observed in specific divisions or courses. In addition, the reports outline next steps we are taking to invest in the advancement of assessment at Cornerstone.

Annual Assessment Report for 2017-18

Annual Assessment Report for 2016-17

Annual Assessment Report for 2015-16

Annual Assessment Report for 2012-13

Annual Assessment Report for 2010-11

Annual Assessment Report for 2009-10

Annual Assessment Report for 2008-09

Annual Assessment Report for 2007-08

Annual Assessment Report for 2006-07

Annual Assessment Report for 2005-06

In conducting an evaluation of the university, the following items constituted the formal charge which guided the self-study process. The Cornerstone University community worked for two years in the evaluation of its practices and processes and moved forward following the contours of the “Accreditation Plan” submitted to the HLC for early review.

Specifically, the following goals guided this organizational evaluation:

• To render a just and accurate evaluation of the condition of the university to the Higher Learning Commission in light of the five accreditation Criteria and four Themes of high-functioning organizations of higher education.
• To invite the professionals employed by the university to appraise the organization, to reach conclusions about its strengths and weaknesses, and to show the institutional will and resolve to know what to do in order to improve the organization’s processes and behaviors as it meets the needs of its stakeholders.
• To provide the university community with an evaluation of itself with the aspiration of internal ownership of the findings.
• To allow the reaccreditation process to guide organizational development and provide a scheme for overall maturation as well as a set of specific “next steps” for the university.
• To assist in the transition of the university to the Pathways accreditation system.

The campus-wide introspection fostered by this reaccreditation self-study is becoming a part of the campus ethos and organizational expectations. With the advent of the new accrediting process, this review will serve the university well as it moves into the future.

Self-Study Report | November 2011

Cornerstone University Self Study (234-page report)

Cornerstone University Self Study Executive Summary (20-page summary report)

• The organization operates with integrity to ensure the fulfillment of its mission through structures and processes that involve the board, administration, faculty, staff and students.
• The organization’s allocation of resources and its processes for evaluation and planning demonstrate its capacity to fulfill its mission, improve the quality of its education, and respond to future challenges and opportunities.
• The organization provides evidence of student learning and teaching effectiveness that demonstrates it is fulfilling its educational mission.
• The organization promotes a life of learning for its faculty, administration, staff and students by fostering and supporting inquiry, creativity, practice and social responsibility in ways consistent with its mission.
• As called for by its mission, the organization identifies its constituencies and serves them in ways both value.

Criteria are listed in the: Handbook of Accreditation, Third Edition.