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
The following sections report on thefindings of the Working Group on Using Assessment to Improve Institutional Effectiveness (WGIE). WGIE’s charge was to examine how the University uses assessment to improve the institution in areas that are not related to the student experience but that are instead related to planning and budgeting, benchmarking, and infrastructure.
The first section of this chapter presents an overview of the University-level planning and budgeting system, annual planning, and benchmarking. This section describes the systems and processes and indicates how the University uses assessment to help achieve its goals. The second section offers four examples of unit-level planning, budgeting, and benchmarking processes. Highlighted within this section are linkages between unit-level and institutional goals; the use of assessment to guide planning, program development, and resource allocation; the role of benchmarking in the assessment process; and the sustainability of the assessment process. The final section explores how the University has used assessment to improve institutional effectiveness in relation to infrastructure.