Background
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
In fall 2010, the Pittsburgh campus enrolled 17,083 full-time undergraduates, approximately 22 percent of whom were admitted as freshmen through one of the five schools that admit freshmen: the Kenneth P. Dietrich School of Arts and Sciences; the Swanson School of Engineering; the College of Business Administration; the School of Nursing, and the College of General Studies, which admits non traditional students. The remaining students enter the campus either as transfers to one of these schools or to one of the five upper-division schools (the Schools of Education, Social Work, Information Sciences, Health and Rehabilitation Sciences, and Pharmacy) or as students re locating from one of the regional campuses. The Pittsburgh campus draws from a national and, increasingly, international pool of applicants interested in a research-oriented undergraduate experience on an urban campus.
Collectively, the regional campuses enrolled in fall 2010 a total of 6,612 full-time equivalent students, approximately 27 percent of the total undergraduate enrollment of the University of Pittsburgh. Each of the regional campuses is unique, and collectively they provide additional choices for undergraduate applicants within the University of Pittsburgh. All four of the regional campuses admit students as freshmen and draw heavily from the local communities, though they are increasingly recruiting from outside Western Pennsylvania. More than 24 percent of Pitt–Bradford’s students come from outside Pennsylvania (primarily New York), while the percentage of students from outside Pennsylvania is 17 percent at Pitt–Titusville, 5 percent at Pitt–Greensburg, and 3 percent at Pitt–Johnstown.