Introduction
Self-Study 2012
- Executive Summary
- Introduction
- History and Overview of the University of Pittsburgh
- Summary of Major Accomplishments
- Challenges and Opportunities
- Why The University Chose the Topic of Assessment
- Assessment as a Strategic Tool to Advance the University
- Leadership in Assessment of Student Learning Outcomes
- Expected Outcomes of the Self Study
- Description of the Self-Study Process
- General Summary of Conclusions and Suggestions
- Using Assessment to Improve Institutional Effectiveness
- Introduction
- Using Assessment in University-level Planning and Budgeting, Annual Planning, and Benchmarking
- Using Assessment in Unit-level PLanning and Budgeting,Annual Planning, and Benchmarking, Selected Schools
- Using Assessment to Improve Institution-wide Infrastructure Investment
- Summary of Findings and Suggestions
- Using Assessment to Improve the Student Experience
- Introduction
- Assessment of Student Learning Outcomes
- Introduction
- Structure of Assessment of Student Learning Process at Pitt
- Building a Culture of Assessment
- Documentation of Assessment of Student Learning
- Examples of Developing a Culture of Assessment
- Examples of How Assessment of Student Learning Is Leading to Curricular Change
- General Education
- Examples of General Education Assessment
- How Assessment Is Used to Make Changes and Drive Progress
- Assessment of Student Retention, Satisfaction, and Graduation
- Assessment of Undergraduate Recruitment and Admissions
- Summary of Conclusions and Findings
- Appendices
While the University has a long traditionof assessing the student experience throughstudent surveys and the examination ofinstitutional data, the strategic use of planningand ongoing assessments to advancethe University’s ambitions for undergraduateeducation moved to a new level starting inthe mid-1990s with the introduction of thePlanning and Budgeting System and thepassage of a Board of Trustees resolution thatestablished the University’s goals for pursuingexcellence in undergraduate education.
The position statements adopted bythe board in 1996 identified the aggressivepursuit of excellence in undergraduate educationas one of the University’s top prioritiesand articulated the University’s ambitionsregarding undergraduate education. In 2000,the board again adopted a position statementthat reinforced excellence in undergraduateeducation as a top priority, noting thatbuilding on the successes the University hadexperienced since the 1996 statement wouldrequire, among other things, “the continuousassessment of progress by monitoringindicators—such as retention rates, timeto graduation, academic achievement, andalumni satisfaction—that can be monitoredover time.” Over the ensuing years, ambitious,measurable goals were established, and theUniversity engaged in a process of ongoingplanning and assessment through whichthe University has successfully advancedthose goals.
The following sections report onthe findings of the Working Group onUsing Assessment to Improve the StudentExperience’s findings regarding the effectivenessof the University’s assessment processesas they relate to the student experience appendix reference.