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
For many years, the University has conducted periodic evaluations of academic programs as a substantive and consistent way to ensure high-quality academic programs. Traditionally, these evaluations focused on inputs such as the quality of the program faculty, the structure of the curriculum, and the availability of resources (see the Guidelines for Conducting Evaluations of Academic Programs). Until recently, however, the University did not systematically include in these reviews regular, ongoing assessments of the outcomes of the academic programs that would allow it to determine, in a consistent way, the extent to which graduates left the institution with the skills and knowledge they needed to be successful.
The first efforts to use outcomes assessment were in the form of indirect evidence such as retention rates, graduation rates, and student surveys to assess and guide program development. In the early 2000s, several different schools and programs began to look systematically at direct evidence of student learning outcomes as part of their evaluation of academic programs. Several of the professional programs, such as engineering and medicine, began to incorporate assessment of learning outcomes into their comprehensive graduate and professional programs began routinely collecting data on student placements; and the collection of placement data on undergraduates was strengthened.
By the mid-2000s, the University was using a variety of assessment activities on its campuses, including collecting both direct and indirect evidence of student learning. As a natural progression of University-wide discussions and the real progress individual schools and campuses had made in assessing student learning, in 2006, the Council of Deans established guidelines regarding institutional expectations for ongoing and regular assessment of student learning. Today, the University has a comprehensive, ongoing practice of assessing student learning outcomes, which leads to improved academic programs.