Consumer Information
The following information is intended to provide current students, prospective students and their families with important information regarding the university. Some of the links are to downloadable forms and other documents, while others lead to Web pages.
Availability of Institutional and Financial Aid Information
Notice of Availability of Institutional and Financial Aid Information
- Availability of employees for information dissemination purposes: Enrollment Services Offices shall be available on a full-time basis to assist enrolled or prospective students in obtaining information on the school, financial assistance, graduation and completion rates, security policies, and crime statistics to any enrolled or prospective student throughout the normal administrative working hours of the university.
- Federal Aid
- State Aid
- Funded/Endowed Scholarships
- Southeastern Aid Program
- Contact Information for Assistance in Obtaining Institutional or Financial Aid Information
- Special Provisions for Books and Supplies under Title IV
- Percent of Enrolled, Full-Time Students Who Receive A Federal Pell Grant
Student Financial Assistance
Academic Program (Educational Programs, Instructional Facilities and Faculty)
Health and Safety | Vaccinations Policies
- Medical Health Information and Immunization Policy
- Security Report (Including Emergency Response and Evacuation Procedures), Timely Warnings, and Crime Log
Student Outcomes
At the heart of everything Southeastern University does is the mission to equip “students to discover and develop their divine design to serve Christ and the world through Spirit-empowered life, learning, and leadership.” To assist in evaluating how well students are doing with respect to student achievement, Southeastern chose a set of measures addressing both the student journey from matriculation to graduation and the personal and professional success attained after graduation.
For each measure, SEU established both minimum and aspirant levels of performance. Minimum Levels of Performance are operational standards. These thresholds are baseline standards which trigger remedial responses if dropped below minimum levels. Aspirant Levels of Performance establish desired levels of growth or improvement. Each measure, levels of performance and outcomes are published below.
Retention Rates
Southeastern University monitors first-year first-time-in-college (FTIC) retention rates. Retention rates are defined as the percentage of first-time in college, FTIC, students entering in the fall of their first year and returning for the fall term of their second year. Retention Rates are an early indicator of if a student will graduate. SEU performs a peer comparison with ACT National Collegiate Retention and Persistence to Degree Rates and the Consortium for Student Retention and Data Exchange.
Aspirant Levels of Performance: 74% of full-time first-year, first-time in college students will return for their second year at SEU.
Minimum Level of Performance: 70% of full-time first-year, first-time in college students will return.
| FTIC Students by delivery | SEU | ACT | CSRDE | MLP | ALP |
|---|---|---|---|---|---|
| Traditional Students | 71.8% | 66.6% | 63.1% | 70.0% | 74.0% |
| Non-Traditional (Site and Online) | 62.4% | 66.6% | 63.1% | 70.0% | 74.0% |
| Overall | 67.5% | 66.6% | 63.1% | 70.0% | 74.0% |
SEU disaggregates this data by location, academic program, delivery, and demographics. If you would like to explore SEU’s retention rate further, please use the Retention, Persistence and Graduation Initiative at the end of the Student Achievement section of this web page.
Transfer First Year Return Rates
Transfer students enter SEU already having attended at least one other college or university. The challenges for transfer students to success vary from those FTIC students. To monitor transfer student achievement SEU uses a similar metric to retention rates. Unfortunately, there is little data to benchmark ourselves against as transfer data focuses mostly on graduation rates. Since, SEU’s transfer return rates somewhat mirror our FTIC retention rates, SEU chose to adopt the same levels of performance.
Aspirant Levels of Performance: 74% of full-time transfer students in their first year at SEU will return for their second year.
Minimum Level of Performance: 70% of full-time transfer students will return for their second year.
| Transfer First Year Return Rates | SEU | MLP | ALP |
|---|---|---|---|
| Traditional Students | 69.8% | 70.0% | 74.0% |
| Non-Traditional (Site and Online) | 64.6% | 70.0% | 74.0% |
| Overall | 66.1% | 70.0% | 74.0% |
As it does with FTIC students, SEU disaggregates this data by location, academic program, delivery, and demographics. You can explore results in the same Retention, Persistence and Graduation Initiative at the end of the Student Achievement section of this web page.
Student Thriving
SEU recognizes that student success is about more than grades and attendance. It’s also about personal growth and development. Students who do best grow and thrive in 8 measurable domains. Grounded in positive psychology, the Thriving Quotient is a research-validated and nationally benchmarked measure that quantifies the degree to which human flourishing takes place in the lived experiences of undergraduate students in college. Those eight domains are listed in the table below along with SEU’s scores.
Aspirant Levels of Performance: A thriving score of 5.23 is the current goal for the ALP. It was set, a quarter point below what is considered the measure of where students are thriving for each domain.
Minimum Level of Performance: SEU administered the Thriving Quotient as part of the Council for Christian Colleges & Universities (CCCU) Collaborative Assessment Project (CAP). With that in mind, the MLP was set at the mean score of all CCCU institutions for each domain.
| CCCU Norms (N=11,673) | SEU (N=850) | |||
|---|---|---|---|---|
| Thriving Quotient Domain | MEAN | STANDARD DEVIATION | MEAN | STANDARD DEVIATION |
| Engaged Learning Scale | 4.75 | 0.89 | 4.91 | 0.93 |
| Academic Determination Scale | 4.81 | 0.73 | 5 | 0.73 |
| Social Connectedness Scale | 4.1 | 1.03 | 4.18 | 1.06 |
| Diverse Citizenship Scale | 4.85 | 0.65 | 5.07 | 0.64 |
| Positive Perspective Scale | 4.57 | 1.01 | 4.9 | 0.95 |
| Psychological Sense of Community Scale | 4.67 | 1 | 4.85 | 1.02 |
| Spirituality Scale | 5.09 | 1.06 | 5.5 | 0.77 |
| Institutional Integrity Scale | 4.65 | 1.03 | 4.83 | 1.05 |
| Total Thriving Quotient Score (Mean of All TQ Items) | 4.62 | 0.6 | 4.81 | 0.62 |
Program Exams and Licensing
SEU currently tracks licensure exam pass rates for two of its programs. The Florida Teacher’s Certification Examination (FTCE) for students graduating in the teacher education program and the NCLEX-RN exam for Nursing students.
A third program the Pilot Licensure and Certifications for those in the Professional Pilot and Aviation Management programs began in September 2019. Since the program is in its infancy there is little data and no MLPs or ALPs have been established.
Aspirant Levels of Performance:
- Florida Teacher’s Certification
- General Knowledge Test (GKT): 75% first time pass rate.
- Florida Teacher Certification Examination (FTCE): 75% first time pass rate.
- NCLEX-RN Licensing Exam for Nursing: 90% pass rate.
Minimum Level of Performance:
- Florida Teacher’s Certification
- General Knowledge Test (GKT): 65% first time pass rate.
- Florida Teacher Certification Examination (FTCE): 65% first time pass rate.
- NCLEX-RN Licensing Exam for Nursing: 80% pass rate. (The expectations of CCNE accreditation body.)
Pass Rates
- Florida Teacher’s Certification: Recent changes in Florida exams triggered a 30% drop in first-time pass rates across the state. We are currently at 28% for first-time and 67% overall.
- NCLEX-RN Licensing Exam: of the 107 students completing the BSN since the program’s inception in 2017, 90% have passed.
Graduation Rates
The ultimate goal of starting a college program is graduation and finding a job. This and the following measure address these goals. SEU uses the same to peer sources the ACT National Collegiate Retention and Persistence to Degree Rates and the Consortium for Student Retention and Data Exchange to benchmark its graduation rates.
Aspirant Levels of Performance: The goal for the next four years is to graduate 52%
Minimum Level of Performance: The goal for the next four years is to graduate 47%.
| Graduation Rates | SEU | ACT | CSRDE | NSC | MLP | ALP |
|---|---|---|---|---|---|---|
| Traditional Students | 53.4% | 60.1% | 34.2% | 64.1% | 47.0% | 52.0% |
| Non-Traditional (Site and Online) | 39.6% | 60.1% | 34.2% | 64.1% | 47.0% | 52.0% |
| Overall | 49.8% | 60.1% | 34.2% | 64.1% | 47.0% | 52.0% |
SEU disaggregates this data by location, academic program, delivery, and demographics. If you would like to explore SEU’s graduation rates further, please use the Retention, Persistence and Graduation Initiative at the end of the Student Achievement section of this web page. Graduation rates are on the Demographic and Academic Trends tabs.
Employment and Continuation Rates
Southeastern University measures the effectiveness of its academic programs by tracking employment and continuing education rates. Rates are reported as: Employed, Enrolled in Post-Undergraduate Education or Both – Currently working and continuing their education.
Aspirant Levels of Performance: 86% combined Employment / Continuing Education Rate.
Minimum Level of Performance: 75% combined Employment / Continuing Education Rate.
SEU uses two primary data sources to collect post-graduation data. In 2019, SEU partnered with Emsi, for employment data on its alumni. Data from the National Student Clearinghouse is used for continuing education information.
| Employment/Continuing Education | Employed | Continuing Education | Employed and in School |
|---|---|---|---|
| Undergraduate Completers | 86.5% | 67.3% | 35.6% |
| Graduate/Doctoral Completers | 93.0% | 45.0% | 24.0% |
| Overall (Unduplicated) | 88.3% | 62.0% |
An 88.3% employment rate, coupled with 62.0% continuing their education, suggests that Southeastern University graduates are prepared to “make a positive and consequential impact on society” through the careers, professions, and further education they chose after graduation.
Additional information including breakdowns by locations and programs is below.
Intercollegiate Athletic Program
Voter Registration
Disclosure Requirements Relating to Education Loans
In accordance with the Higher Education Opportunity Act of 2008, before a private educational lender may offer a private loan to a student, the lender must obtain a signed Self-Certification form from the applicant.
As a result, the Self-Certification form may be found here, which may be provided to the Student Financial Services Office for Section 2 to be completed upon request. Alternatively, applicants may obtain a copy of this form from your lender directly or from our online private loan comparison tool, FastChoice, located here.
Institutional Review Board (IRB)
If you’re planning on conducting scientific research in the SEU community, you may need to get prior approval from the SEU IRB. Click the link below to determine whether or not you’ll need an IRB review for your project.
Veterans — Coverage Policy
In accordance with Title 38 US Code § 3679 subsection (e), this school adopts the following additional provisions for any students using U.S. Department of Veterans Affairs (VA) Post 9/11 G.I. Bill® (Ch. 33) or Vocational Rehabilitation & Employment (Ch. 31) benefits, while payment to the institution is pending from the VA. This school will not:
- Prevent the student’s enrollment;
- Assess a late penalty fee to the student;
- Require the student to secure alternative or additional funding;
- Deny the student access to any resources (access to classes, libraries, or other institutional facilities) available to other students who have satisfied their tuition and fee bills to the institution.
However, to qualify for this provision, such students will be required to:
Provide the enrolling institution with a copy of his/her VA Certification of Eligibility (COE) – A “certificate of eligibility” can also include a “Statement of Benefits” obtained from the U.S. Department of Veterans Affairs’ (VA) website; eBenefits; or a VAF 28-1905 form, for chapter 31 authorization purposes.
General Complaint Policy for Unrestricted Education Students
Any general complaints and appeals, not outlined explicitly in the following sections, should be directed to the College of Unrestricted Education, including concerns related to academic coursework and faculty, technology, and other aspects of the student experience. Please direct all such concerns to Associate Provost for the College of Unrestricted Education, at UnrestrictedEd@seu.edu.
Out-of-state (i.e., non-Florida) distance education students who are not satisfied with institution’s response should follow the steps outlined in the State-Specific Complaint Polices. Students enrolled in face to face courses at locations other than the main campus should refer to the state-specific complaint policies below.
Out-of-state (i.e., non-Florida) distance education students must first follow the institution’s complaint procedure as outlined above. If the student is not satisfied with the response, the student may file a complaint with the Office of Articulation within the Florida Department of Education at 325 West Gaines Street, Room 701, Tallahassee, Florida 32399-0400, Phone: 850-245-0427, Fax: 850-245-9010 or articulation@fldoe.org
The complaint should include the following:
- Name of Student (or Complainant)
- Complainant Address
- Phone Number
- Name of Institution
- Location of the Institution (City)
- Dates of Attendance
- A full description of the problem and any other documentation that will support your claim such as enrollment agreements, correspondence, etc.
Students who have completed the internal institutional grievance process and the applicable state grievance process may appeal non-instructional complaints to the FL-SARA PRDEC Council. For additional information on the complaint process, please visit the FL-SARA Complaint Process page.
