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Why Logan

Measures of Success

Measures of Success

A world-class education at a great value makes Logan a natural choice for students who are passionate about pursuing health care professions training. With Logan’s competitively priced tuition and the area’s low cost of living, students can obtain an outstanding education with smaller student debt.

At Logan, we take the same outcome-focused approach to education that we do to health care. We are truly committed to the success of each of our students academically, clinically and professionally. Our low student-to-faculty ratio, nationally prominent faculty, state-of-the-art facilities, and curricular emphasis on practical knowledge and skills are evidence of our ongoing commitment to educational excellence. Our administrative staff, faculty, and academic technology team are passionate innovators, dedicated to quality face-to-face and online education.

The success of our programs, students and graduates are indicated by various measures, including course grades, board scores, graduation rates and student loan default statistics.

Logan is proud that its student loan default rate is 2.9%, considerably lower than the national rate of 9.7% and Missouri average of 10.1%. This is a testament to our graduates’ success after completing their degrees and their willingness and ability to satisfy their loan obligations.

*Latest available official three-year cohort default rate is 2017.

https://www2.ed.gov/offices/OSFAP/defaultmanagement/cdr.html

Student Persistence

A student persistence rate of at least 90 percent is considered a benchmark for professional schools and represents Logan’s Doctor of Chiropractic Program (DCP) strategic goal for persistence. The DCP’s persistence rate has consistently exceeded that benchmark.

The NBCE Licensing Exam Completion Rates 2017-2020

DC Degree Completion Rates

National Board of Chiropractic Examiner (NBCE) Results

NBCE scores are one of many ways a program can measure how well it prepares students to meet professional competencies compared to the national standards, and compared to other programs. Logan’s DCP strives to exceed The Council on Chiropractic Education’s (CCE) policy of a minimum 80 percentage pass rate and has a goal of being in the top-25 percentage of all reporting programs by 2025.

NBCE Logan University Comparison Scores

Employment

Employability and sustainable employment are common indicators of professional preparation in higher education. With the understanding that some graduates choose to move into other fields or stay at home and raise families, the DCP strategic goal is to stay at or above 95 percent overall for students practicing chiropractic. Chiropractic employment rates are calculated based off an annual survey sent to graduates who have provided an email address to the University. The data excludes anyone who has not provided an email address or did not respond to the survey.

Student Perception

DCP believes in the promotion of a participatory learning community rich with mentorship, engaging classrooms and a positive culture is integral to positive student outcomes. DCP measures this in many ways. Two important measures are course evaluations and a student’s willingness to refer others to their institution. DCP strives for a mean of four or higher on the end of course evaluation tool, which asks students to report whether their faculty member helped improve their clinical experience (on a five-point Likert scale). DCP has set a strategic goal of 80 percent by 2025 on students/alumni self-reported desire to refer future students to their alma mater.

Value

Logan University believes education should be top quality and should be affordable. As such, Logan strives to offer a quality education, defined as meeting or exceeding our strategic goals, at an affordable cost, and charging at or below the mean cost for a like degree.

Logan University’s College of Health Sciences’ mission is to contribute through our commitment to excellence in health care education and preparing students to become leaders in their professions in integrative health care.

Our vision is the commitment to be leaders in health care education, to make a difference in the lives of our students, their careers and the health of future patients; to continuously seek to improve existing programs and identify, design and implement additional complementary programs.

The College of Health Sciences (CoHS) began in 2013. The Master of Science (MS) programs in Sports Science and Rehabilitation and Nutrition and Human Performance underwent curricular changes to become stand-alone programs. The two Bachelor of Science (BS) programs were 3+3 programs into the Doctor of Chiropractic Program (DCP). Both underwent curricular changes in Fall 2015; the BS in Life Science became a 3+1 program into the DCP while the BS in Human biology became a stand-alone degree. The CoHS started the MS degree in Health Informatics (MSHI) in the Fall of 2015 and the Doctorate of Health Professions Education (DHPE) in the Summer of 2016. The CoHS programs are currently online degrees.

Student Persistence

Master level student persistence at or above 75% is considered the standard best practice. Logan CoHS has a strategic goal to be at 80%.

*The MS in Nutrition & Human Performance curriculum was changed in Fall 2014 to a stand-alone program instead of a combined DC/MS program. In Fall 2015 this program became a 100% online program. In Spring 2020 the Applied Program in Dietetics was created and students are now shown separately.

*The MS in Sports Science and Rehabilitation curriculum was changed in Fall 2014 to a stand-alone program instead of a combined DC/MS program. In Fall 2016 this program became a 100% online program.

*The BS in Life Science degree was completed in the first two years of the DC program. Fall of 2015, the BSLS became a 3+1.

Bachelor level student persistence at or above 65% is considered the standard best practice. Logan CoHS has a strategic goal to be at 70%. The Human Biology program was converted as a stand-alone in Fall 2015.

The curricular changes to both BS degrees included the introduction of a general education framework that allowed first time freshman.

In Fall 2017, first-time, full-time students were introduced to Logan University. At this time, counts are still relatively small and might show skewed persistence rate changes per academic year.

*2018-2019 is not available due to program changes and pause in recruitment.

*Program began Summer 2016

*Program started Spring 2020. Applications are only received for Fall and Spring trimesters. Nutrition with Dietetics track students were transferred to the Applied Nutrition & Dietetics program in AY2020.

Part-Time / Full-Time Online Masters

In the online Masters programs, our students are approximately 84% part time, although they may become full-time anytime in their studies. As the industry standard for full-time students is at 150% of the program, we have set the graduation rate for part time students at 5-years.

Graduation Rates

In the online master’s programs, our students are approximately 84% part-time, although they may become full-time anytime during their studies. As the industry standard for full-time students is at 150% of the program, we have set the graduation rate for part-time students at five years.

The goal for our graduate degree programs is 75% and our undergraduate degree program goal is 65%. These goals were established based on current literate outlining current industry standards.

MS in Nutrition and Human Performance

MS in Sports Science and Rehabilitation

MS in Health Informatics

The CoHS started the MS degree in Health Informatics in the Fall of 2015.

Doctorate of Health Professions Education

The CoHS started the Doctorate of Health Professions Education (DHPE) in the Summer of 2016. Approximately 80% of the DHPE population is part time, although student may accelerate their studies. Therefore, 150% graduation rate would calculate to 7 years.

BS in Human Biology

The BS cohort counts include first time freshman and transfer students.

BS in Life Science

The Life Science program was converted to a 3+1 program in Fall 2015, so trending data is not readily available.

Logan University believes education should be both top quality and affordable. As such, Logan strives to offer a quality education, defined as meeting or exceeding our strategic goals, at an affordable cost, and charging at or below the mean cost for a similar degree.