°µÍøTV

• Respond to internal and external requests for information about the institutional characteristics of °µÍøTV
• Provide accurate and timely information and analyses concerning °µÍøTV's student body, programs, faculty and staff, finances and other areas of interest and importance
• Analyze and interpret information regarding the characteristics, activities, operations, and policies of °µÍøTV
• Collect and warehouse longitudinal student, faculty/staff, and institutional data
• Compile and publish Factbook and Common Data Set
• Provide data to facilitate the departmental self-study process
• Maintain an electronic executive information system and provide timely information updates
• Initiate and perform research relevant to anticipated institutional policy and decision-making needs

• Tableau Dashboards
• Factbook
• Common Data Set
• IPEDS Reporting
• Faculty Course Evaluations
• NCAA Reporting Compliance 
• State Authorization Reciprocity Agreement Reporting
• Federal Foreign Sources Reporting Compliance 
• Department Accreditation Data Support
• External Surveys 

• Facilitate the development of an awareness of outcomes assessment in the institutional community
• Initiate student evaluations of instruction process and report to academic leadership
  • Collect and process data from student evaluations of instruction surveys
• Conduct surveys that evaluate:
  • the impact of the °µÍøTV experience on graduating students
  • current student satisfaction
  • the value of a °µÍøTV education to alumni
• Provide resource support for unit activities related to outcomes assessment

°µÍøTV conducts consistent assessment of its success in achieving its mission and its mission to educate students. These learning outcomes guide the institution’s mission to foster social responsibility, sustainable solutions and ethical leadership, emphasizing commitment to the common good, human dignity, and holistic education. The assessment of institution-wide student learning outcomes is an enduring activity across the University including all academic programs and co-curricular programs. 

Core Outcomes were developed from the nationally recognized LEAP Essential Learning Outcomes, The Middle States Commission on Higher Education's general education standards, and the credit requirements of the PA Department of Education and are regularly assessed.

• CATHOLIC IDENTITY: °µÍøTV values reflection on the process of respectful engagement with people of diverse faiths and worldviews through thoughtful dialogue or collaboration.  It is the articulation of the connection between the work of the discipline and the pursuit of truth, goodness, beauty, justice, and the common good.
• RESPECT: In the spirit of °µÍøTV’s commitment to community, the demonstration of behaviors that honor the dignity, worth, and unique identity of every individual through the application of ethical and just decision-making in academic, social, and professional contexts.  Evaluate how choices and actions impact environmental stewardship, impact, and sustainability.
• EMPOWERMENT: Through the use of academic knowledge and skills, °µÍøTV values the pursuit of real-world goals with confidence and with the ability to analyze complex problems and create informed responses, to support accessibility, and to demonstrate self-advocacy, initiative, and leadership in academic and community settings.
• SERVICE: °µÍøTV’s community members identify and analyze real community needs or larger systemic inequities through research, dialogue, and observation. The goal is to prepare students to integrate academic learning with professional development.
• EXCELLENCE: Our institutional values demonstrate mastery of discipline-specific knowledge and skills in pursuit of high academic and professional standards.  The focus is on high-level cognitive skill building, including critical thinking and communication skills.

°µÍøTV assesses these outcomes through both direct and indirect measures, including the review of student work, exams, projects, surveys, and other feedback mechanisms including evaluations and surveys.

Each year, the Office of Planning and Institutional Effectiveness publishes a Fact Book to present concise tabular trend information on °µÍøTV's students, personnel, finances, and facilities.

The Fact Book is a source of information on important institutional measures, in a format that is easily accessible to all members of the °µÍøTV community.

The Office of Planning and Institutional Effectiveness collects, analyzes, and interprets data about °µÍøTV.

These data are then used to guide University planning and decision-making. 

Data on graduation rates are consistent with changes in Student Right to Know regulations.

The Office of Planning and Institutional Effectiveness has created several interactive custom reports to help make it easier for faculty, staff, and administrators to visualize institutional data in a user-friendly platform. The visualizations are based on our IPEDS data and include information on undergraduate and graduate enrollment by gender, race, and program.

The Common Data Set (CDS) initiative is a collaborative effort among data providers in the higher education community and publishers as represented by the College Board, Peterson’s, and U.S. News and World Report.  The combined goal of this collaboration is to improve the quality and accuracy of information provided to all involved in a student transition into higher education, as well as to reduce the reporting burden on data providers.

The CDS is a set of standards and definitions of data items rather than a survey instrument or set of data represented in a database. Each of the higher education surveys conducted by the participating publishers incorporates items from the CDS as well as unique items proprietary to each publisher. Consequently, the publishers’ surveys differ in that they utilize varying numbers of items from CDS.

Those who report data for their colleges are urged to abide by the definitions and the cohorts specified when answering CDS items. They are also urged to use the answers to CDS items to respond to the numerous survey requests and to publish the CDS on their websites.

The goals of the Common Data Set Initiative are:

Development of clear, standard data items and definitions in order to determine a specific cohort relevant to each item.

Data items and definitions used by the U.S. Department of Education in its higher education surveys often serve as a guide in the continued development of the CDS.

Common Data Set items undergo broad review by the CDS Advisory Board as well as by data providers representing secondary schools and two- and four-year colleges. Feedback from those who utilize the CDS also is considered throughout the annual review process.

The Office of Planning and Institutional Effectiveness gathers information about student experiences while they are attending °µÍøTV and beyond. The University participates in large-scale nationally benchmarked and community based surveys. Results are used to improve the quality of programs, services, and campus climate. 

The Office of Planning and Institutional Effectiveness provides completion/graduation dates and transfer out data as required by the US Department of Education.

Reports:

• 2020-2021
• 2021-2022
• 2022-2023
• 2023-2024
• 2024-2025