Sacred Heart School of Theology
About Us

Statement of Educational Effectiveness

Statement of Educational Effectiveness

Sacred Heart School of Theology is a Roman Catholic seminary. Over the past ten years, all of its seminarians who completed a master of divinity degree have been ordained and employed as priests upon graduation. The evidence that these graduates were well trained for successful ministerial careers is evident in data collected by the Association of Theological Schools (ATS).

Background: The Association of Theological Schools (ATS) surveyed the 2010 graduates from accredited institutions about the quality of their educational experience. ATS provided comparative data from all Roman Catholic seminaries.

Analysis: The results indicate that SHST graduates rank the quality of their educational experience higher than the norm among Roman Catholic seminary graduates.

Results: Provided below is the data from 2009-2010 graduates. The first table includes the rankings only from M.Div. graduates, which is the normative degree for priestly ordination. SHST scores higher in 13 of 15 categories than the average for all Roman Catholic Schools and scores the same in the remaining two categories. The other two tables include data from all SHST graduates (M.Div. and M.A.). Table 2 reveals that SHST scores higher or the same as the national average in 19 of 23 categories.

Conclusion: This ATS evidence verifies that SHST’s educational programs are effective since they exceed the norm in almost every category when compared to other Roman Catholic seminaries.

Tables 1 and 2 are based on a 1-5 Likert scale with the following point values:
1 = very dissatisfied; 2 = dissatisfied; 3 = neutral; 4 = satisfied; 5 = very satisfied.

 

Table 1: Level of Satisfaction with Education in Skills Related to Future Work arranged by SHST's Highest to Lowest Rankings by M.Div. Graduates

SHST

All Roman Catholic Seminaries

Knowledge of my own religious tradition

4.7

4.4

Ability to conduct liturgy/worship

4.6

4.3

Knowledge of church doctrine and history

4.4

4.0

Ability to think theologically

4.3

4.3

Ability to relate social issues to faith

4.3

4.2

Ability to use and interpret Scripture

4.3

4.1

Knowledge of church policy/canon law

4.3

4.0

Knowledge of Christian philosophy and ethics

4.3

4.0

Ability in pastoral counseling

4.3

3.9

Ability to preach well

4.1

4.1

Ability to teach well

4.1

3.9

Ability to lead others

4.1

3.9

Ability to give spiritual direction

4.1

3.8

Knowledge of other religious traditions

4.0

3.8

Ability to administer a parish

3.9

3.4

 

Table 2: Level of Satisfaction with School Services and
Academic Resources arranged by SHST's Highest to Lowest Rankings
by All Graduates (M.Div., M.A., Other)

SHST

All Roman Catholic Seminaries

Class size

4.6

4.4

Quality of teaching

4.5

4.4

Adequacy of library collection

4.5

4.4

Helpfulness of administration/staff support

4.5

4.4

Accessibility of faculty

4.5

4.3

Upkeep of campus

4.5

4.1

Academic advising

4.2

4.1

Campus security

4.2

3.9

Pastoral care

4.2

3.7

Writing and research support

4.1

4.0

Spiritual formation

4.0

4.0

Food service

4.0

3.5

Housing

3.9

3.5

Ease in scheduling required courses

3.8

4.1

Career/vocational counseling

3.8

3.3

Health and wellness program

3.8

3.0

Opportunities for cross-registration

3.5

3.9

Online/off campus learning

3.5

3.7

Extracurricular/cultural activities

3.5

3.5

Placement services

3.5

3.2

Child care

3.5

2.9

Financial aid

3.4

3.6

Sports/exercise facilities

3.4

3.2

 

Table 3: Three Most Important Influences on Educational Experience
by All Graduates (M.Div., M.A., Other)

SHST

All Roman Catholic Seminaries

Faculty

27.8%

19.9%

Biblical Studies

9.3%

9.3%

Studies in History and Theology

9.3%

8.4%

Spiritual Formation

9.3%

6.9%

Classroom Discussion

7.4%

8.1%

Interaction with Fellow Students

7.4%

8.7%

Experiences in ministry

5.6%

5.6%

Worship/liturgy

5.6%

3.6%

Differences in perspective

5.6%

3.5%

Field Education/internship

3.7%

4.9%

Personal life experiences

3.7%

6.7%

Multicultural/ethnic contacts

3.7%

6.7%

Community life of school

1.9%

1.6%