Category: Mason Core

External Reporting Agencies and Requirements

Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) 

As the institution’s accreditor, SACSCOC requires that institutions teach and assess the general education curriculum. In Principle 9, SACSCOC states, “General education is an integral component of an undergraduate degree program through which students encounter the basic content and methodology of the principal areas of knowledge.” 

Principle 9.3 Defines the minimum components of the general education  program:  “The institution requires the successful completion of a general education component at the undergraduate level that:  

• is based on a coherent rationale.  
• is a substantial component of each undergraduate degree program. For degree completion… in baccalaureate programs, a minimum of 30 semester hours or the equivalent.  
• ensures breadth of knowledge. These credit hours include at least one course from each of the following areas: humanities/ fine arts, social/behavioral sciences, and natural science/ mathematics. These courses do not narrowly focus on those skills, techniques, and procedures specific to a particular occupation or profession.” 

Assessment for continuous improvement of general education is also required.  “The institution identifies expected outcomes, assesses the extent to which it achieves these outcomes, and provides evidence of seeking improvement based on analysis of the results for student learning outcomes for collegiate-level general education competencies of its undergraduate degree programs.” (Principle 8.2.b). This principle requires the institution to define competencies for its general education program and identify measures used to determine student achievement of those competencies. SACSCOC instructs institutions of higher education to use assessment results to guide decision-making about programs and services, and to demonstrate evidence-based improvement. 

State Council of Higher Education for Virginia (SCHEV) 

The Code of Virginia § 23.1-203 requires SCHEV to work with higher education institutions in the state to develop guidelines and strategies for assessment of student achievement, and to publicly report the results for use in state-level strategic planning. SCHEV has recently adopted an assessment policy that was implemented in in the 2017-18 academic year. The policy requires the assessment of six competencies: 

• Critical thinking (SCHEV defined) 
• Written communication (SCHEV defined) 
• Quantitative reasoning (SCHEV defined) 
• Civic engagement (SCHEV defined) 
• Inquiry (Competency area to be selected by Mason in accordance with institutional priorities for student learning and development) 
• Oral communication (Competency area selected by Mason in accordance with institutional priorities for student learning and development) 

The policy requires the development and application of at least one learning outcome per area, to be assessed using direct measures (i.e., the review of student work or performance). In this regard, the policy states: 

Assessment of the six competencies may be done at the level of general education, disciplinary and interdisciplinary majors, curricular and co-curricular programs, or a combination of these, depending on the needs and priorities of the institution and the particular outcome being assessed. Assessment strategies may include methods that generate quantitative data, qualitative data, or both. Indirect methods (such as surveys and student self-reports of achievement) and logical inferences may be used as a complement to the direct assessments described above (page 6). 

The policy provides a reporting template that outlines required achievement data to be disaggregated by student “characteristics used to define underrepresented populations” (page 6). To access the full assessment policy, download SCHEV Policy 2020.

 

**Fall 2024 Course Materials are due by December 9, 2024**

 

Submission Guide for Mason Core Assessment

Fall 2024: Arts | Literature | Social and Behavioral Science

 

Thank you for your participation in the Mason Core Assessment cycle! All instructors teaching Mason Core courses in the Arts, Literature, or Social and Behavioral Sciences categories will receive an email with a submission link. Please answer the following question:

Do you need to submit course materials this semester?  

 

• No, I submitted materials for this course during the 2023-2024 academic year.

If you submitted materials for this course during the 2023-2024 academic year, you would not need to submit again. You will indicate this in the submission form and be directed to the end of the survey.

 

• Yes, I need to submit materials for this course.

If you need to submit, please have the following materials prepared and ready to upload by the end of the semester, December 9, 2024.

1. 1. Course Syllabus
      1. Upload the course syllabus
         1. Naming the file: Course_Section_Syllabus (e.g., ENGR107_001_Syllabus)
   2. Course Assignment
      1. Select the assignment that best aligns with the Mason Core Learning Outcome(s) in this course. When selecting the assignment, consider if students can demonstrate their level of proficiency on the Mason Core Learning Outcome(s) by completing this assignment.
      2. Upload the course assignment
         1. Naming the file: Course_Section_Assignment (e.g., ENGR107_001_Assignment)
   3. Learning Outcome(s)
      1. Indicate which Mason Core Learning Outcome(s) students are being assessed on when they complete the selected assignment (select all that apply)
      2. Explain how the course assignment addresses the Mason Core Learning Outcome(s) in this course
   4. Student Artifacts
      1. You will be assigned to submit materials for a random sample of 3 students in the course
      2. Using the drop-down, select the Course
      3. Using the drop-down, select the Student GNumber
      4. Upload the student artifact from the selected assignment
         1. Uploaded files can be up to 50MB
         2. Naming the files: Course_Section_Student GNumber (e.g., ENGR107_001_G123456)

 

Ready to submit your course materials for Mason Core Assessment?

You will receive an email with a submission link. In the meantime, please start gathering your course materials using the list provided above.

 

Resources

• Mason Core Assessment Workshop (September 2024)
• Exploring Alignment of Mason Core Outcomes and Assessments video (transcript available)

2017 – 2020 Assessment Findings

Our sincerest appreciation to all of the faculty, administrators, reviewers, and working group members who supported this assessment process over the past three years. The AY18-20 assessment cycle was successful, informed plans for student learning improvement, and strongly supported the university’s reaffirmation with our regional accreditor, SACSCOC. Your commitment to student achievement is clear; we are proud of our Mason faculty! The final reports from the 2017-2020 Assessment cycle are linked below.

Full Report

Mason Core AY17-20 Assessment Full Report (pdf) 

Assessment Purpose, Framework, Methods, and Data (pdf) 

Arts

Mason Core Arts Full Report (pdf) 

Mason Core Arts Rubric (pdf) 

Critical Thinking (Capstone and Synthesis)

Critical Thinking Full Report (pdf) 

AAC&U-Mason Development of Critical Thinking Rubric (pdf) 

Global Understanding

Mason Core Global Understanding Full Report (pdf) 

Global Understanding Rubric (pdf) 

IT and Computing

Mason Core IT and Computing Full Report (pdf) 

Mason Core IT and Computing Rubric (pdf) 

Literature

Mason Core Literature Full Report (pdf) 

Mason Core Literature Rubric (pdf) 

Natural Sciences

Mason Core Natural Sciences Full Report (pdf) 

Mason Core Natural Sciences Rubric (pdf) 

Quantitative Reasoning

Mason Core Quantitative Reasoning Full Report (pdf) 

Social and Behavioral Sciences

Mason Core Social and Behavioral Sciences Full Report (pdf) 

Mason Core Social and Behavioral Sciences Rubric (pdf) 

Western Civilization and World History

Mason Core Western Civilization and World History Full Report (pdf) 

Western Civilization and World History Rubric (pdf) 

Written Communication (English Composition)

Mason Core Written Communication Full Report (pdf) 

Written Communication (Writing Intensive in the Major)

Written Communication in the Major Full Report (pdf) 

AAC&U Written Communication VALUE Rubric (pdf) 

Previous Assessment of the Mason Core (2009-2015)

Between 2008 and 2015, the Mason Core program was assessed using faculty-prepared course portfolios. During each assessment period, a list of courses and faculty were randomly selected from all of the Mason Core courses in the designated category. Faculty participated in a pre-semester workshop to learn about student learning outcomes, assignment design, and expectations for the portfolio. Faculty were provided with online resources and one-on-one assistance as requested. At the end of the semester, each participating faculty member submitted a course portfolio that included: course syllabus, course map with assignments mapped to learning outcomes, selected assignment instructions or exams, samples of student work from a randomly selected list of students, and a narrative responding to prepared prompts.

The course portfolio review was conducted by members of the Mason Core Committee and by peer faculty reviewers who were paid a small stipend. The review focused on how well each course addressed the Mason Core student learning outcomes through instruction, assignments/activities, and samples of student work. Portfolios were assessed on how well the instructors articulated the learning outcomes, the congruence of the learning outcomes with the course content, the appropriateness of the course material for the Mason Core curriculum, and the appropriateness of the assignments or forms of assessment in relation to the learning outcomes. Results were shared with course faculty, department chairs, and the Mason Core Committee.

Exploration and Foundation courses were assessed on a six-year cycle, and each area was assessed at least once since 2008. Mason Core courses at Mason’s Korea campus were assessed during three semesters: Spring 2014, Fall 2014, and Spring 2015.

Assessment results for the 2009-2015 Mason Core assessment cycle are linked below:

Arts 2009

Critical Thinking Trends 2010-2014

Global Understanding 2013

IT 2012

Literature 2009

Mason Core at Mason Korea 2014

Mason Core at Mason Korea 2015

Natural Sciences 2014 

Oral Communication 2014

Quantitative Reasoning 2013

Social and Behavioral Sciences 2010

Synthesis 2011

Western Civilization 2010

Frequently Asked Questions

What is assessment?

Assessment is “the process of collecting and analyzing information to determine if progress is being made toward a desired end” (AALHE, 2020). In the context of higher education, our focus is on learning outcomes assessment, which is an ongoing and reflective process. For the Mason Core curriculum, we assess student learning outcomes for each area, which span across courses and disciplines. The overall goal is to better understand how students are performing so that we can identify ways to better support their learning.

Why should we assess?

Assessment offers important information about student learning and experiences, which can be used to inform meaningful dialogue and decisions about how Mason can further support student success and institutional effectiveness. The process can help faculty to reflect upon their teaching practices and make informed decisions about their curriculum and coursework. Engaging in the assessment process, as well as using the findings for improvement, are required for Mason’s regional accreditation with the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC); specialized accrediting agencies such as ABET and AASCB; and the State Council of Higher Education for Virginia (SCHEV) to meet external reporting requirements.

Who is required to participate?

ALL FACULTY who are teaching a course that is required for a given Mason Core category are expected to submit course materials for assessment when requested. This includes tenure-line, term, part-time or adjunct faculty, and graduate students who are instructors of record. It is important that all faculty who teach our students are represented in assessment findings. If you have questions or concerns about this requirement, please reach out to Laura Poms (Mason Core Director) in the office of Undergraduate Education / Provost’s Office.

Is this an evaluation of my teaching?

Absolutely not. The learning outcomes assessment process is not about evaluating individual instructors or their teaching. Course materials are reviewed using a common rubric, and findings are reported in aggregate across the Mason Core categories. For example, there may be 400 documents across the area of Quantitative Reasoning across 100 sections of courses within the category). Individual course-level data is kept confidential and will not be shared or reported in that way. However, if you would like to discuss your individual course assessment findings, please reach out to Laura Poms (Mason Core Director) to request an individual consultation.

Do I need to get students’ permission to use their work for this assessment?

It is not necessary to get student permission to use their work for the purpose of academic assessment. The Catalog contains a statement in the Student Rights and Responsibilities section about the use of student work for academic assessment. We do not recommend telling individual students that their work has been selected for assessment. Mason does not provide individual assessment results to students, and this type of assessment makes no impact on grades or degree progress. All student work is treated with respect and confidentiality during the assessment process.

How do I submit my course materials for assessment?

Step-by-step instructions are provided at the information sessions, which are held near the beginning of each semester. Instructors are provided a “how-to” document with a submission link, where they can enter their course information and upload course materials for assessment. Documents may include the course syllabus, assignment description(s), and examples of student work (de-identified). and course materials.

Should I submit student work samples with my grading comments, or provide clean copies?

We prefer that you not share your grading comments, just the student work. The idea is that the work will be reviewed on a rubric that is looking for specific learning outcomes, and the reviewer will not necessarily be looking for the same things that you are when you grade the paper. Typically, the assessment has a much narrower focus, such as evidence of critical thinking (rather than everything that you look for to assign a grade).

What do I do about submitting student work samples that are on paper?

Please submit digital copies of course materials for assessment, following the instructions that are provided during the Mason Core assessment information sessions held at the beginning of each semester. If you only accept paper submissions, please scan them and turn them into PDFs.

Foundation

Written Communication (Lower)
1. Students are able to analyze and respond to a range of rhetorical situations with increased awareness of the purposes, audiences, and contexts of writing. They are able to identify appropriate rhetorical strategies and apply them in their own writing.
2. Students develop strategies for anticipating and using audience response as they engage in and reflect upon a recursive writing process that includes exploration, inquiry, and invention, as well as drafting, organizing, revising, peer-reviewing, and editing.
3. Students gain emerging college-level proficiency in critically reading and writing nonfiction genres to develop analysis, reflection, exposition, argumentation, and research skills.
4. Students are able to use research strategies for topic exploration and refining research questions; locate, select, evaluate, synthesize, and document sources; and incorporate outside facts, perspectives, and ideas in their writing to complicate and extend their own ideas. They are able to employ appropriate technologies and resources to support their reading, thinking, researching, and writing.
5. Students develop knowledge of linguistic structures and writing conventions through critical reading and practice (writing and revision). They understand why writing conventions vary based on genre and audience and apply this knowledge by composing different types of texts.

Oral Communication
1. Students will demonstrate understanding of and proficiency in constructing and delivering multiple message types.
2. Students will understand and practice effective elements of ethical verbal and nonverbal communication.
3. Students will develop analytical skills and critical listening skills.
4. Students will understand the influence of culture in communication and will know how to cope with cultural differences when presenting information to an audience.
5. Students develop the ability to use oral communication as a way of thinking and learning, as well as sharing ideas.

Quantitative Reasoning
1. Students are able to interpret quantitative information (i.e., formulas, graphs, tables, models, and schematics) and draw inferences from them.
2. Given a quantitative problem, students are able to formulate the problem quantitatively and use appropriate arithmetical, algebraic, and/or statistical methods to solve the problem.
3. Students are able to evaluate logical arguments using quantitative reasoning.
4. Students are able to communicate and present quantitative results effectively.

Information Technology / Computing
1. Students will understand the principles of information storage, exchange, security, and privacy and be aware of related ethical issues.
2. Students will become critical consumers of digital information; they will be capable of selecting and evaluating appropriate, relevant, and trustworthy sources of information.
3. Students can use appropriate information and computing technologies to organize and analyze information and use it to guide decision-making.
4. Students will be able to choose and apply appropriate algorithmic methods to solve a problem.

Exploration

Arts
Courses in the Arts category must meet the first learning outcome and a minimum of two of the remaining learning outcomes. How well the outcomes are met is much more important than the number of outcomes covered by the course. Upon completing an Arts course, students will be able to:
1. Demonstrate an understanding of the relationship between artistic process, and a work’s underlying concept, and where appropriate, contexts associated with the work.
2. Identify and analyze the formal elements of a particular art form using vocabulary and critique appropriate to that form.
3. Analyze cultural productions using standards appropriate to the form, as well as the works cultural significance and context.
4. Analyze and interpret the content of material or performance culture through its social, historical, and personal contexts.
5. Engage in generative artistic processes, including conception, creation, and ongoing critical analysis.

Literature
Courses in the Literature category must meet a minimum of three learning outcomes. How well the outcomes are met is much more important than the number of outcomes covered by the course. Upon completing the Literature category, students will be able to:
1. Students will be able to read for comprehension, detail, and nuance.
2. Identify the specific literary qualities of language as employed in the texts they read.
3. Analyze the ways specific literary devices contribute to the meaning of a text.
4. Identify and evaluate the contribution of the social, political, historical, and cultural contexts in which a literary text is produced.
5. Evaluate a critical argument in others’ writing as well as one’s own.

Social & Behavioral Science
1. Explain how individuals, groups or institutions are influenced by contextual factors;
2. Demonstrate awareness of changes in social and cultural constructs;
3. Use appropriate methods and resources to apply social and behavioral science concepts, terminology, principles and theories in the analysis of significant human issues, past or present.

Natural Science
1. Understand how scientific inquiry is based on investigation of evidence from the natural world, and that scientific knowledge and understanding: a. evolves based on new evidence b. differs from personal and cultural beliefs
2. Recognize the scope and limits of science.
3. Recognize and articulate the relationship between the natural sciences and society and the application of science to societal challenges (e.g., health, conservation, sustainability, energy, natural disasters, etc.).
4. Evaluate scientific information (e.g., distinguish primary and secondary sources, assess credibility and validity of information).
5. Participate in scientific inquiry and communicate the elements of the process, including: a. Making careful and systematic observations b. Developing and testing a hypothesis c. Analyzing evidence d. Interpreting results

Global History
1. Identify major chronological developments in global history from the pre-modern period (before 1400 CE) to the present.
2. Communicate a historical argument through writing, speech, and/or digital media using a variety of primary and secondary sources.
3. Apply historical knowledge and historical thinking to contemporary global issues.

Global Contexts
1. Identify and articulate one’s own values and how those values influence their interactions and relationships with others, both locally and globally.
2. Demonstrate understanding of how the patterns and processes of globalization make visible the interconnections and differences among and within contemporary global societies.
3. Demonstrate the development of intercultural competencies.
4. Explore individual and collective responsibilities within a global society through analytical, practical, or creative responses to problems or issues, using resources appropriate to the field.

Just Societies
Courses with a Just Societies flag must meet both of these outcomes, in addition to other required course outcomes related to the primary Mason Core Exploration category. Upon completing a Just Societies course, students will be able to demonstrate the following two competencies:
1. Define key terms related to justice, equity, diversity, and inclusion as related to this course’s field/discipline and use them to engage meaningfully with peers about course issues.
2. Articulate obstacles to justice and equity, and strategies for addressing them, in response to local, national, and/or global issues in the field/discipline.

Integration

Mason Apex

(Formerly Capstone and Synthesis)   1. Integrate skills, abilities, theories, or methodologies gained across a Mason student’s undergraduate education to explore complex issues in original ways.   2. Communicate effectively the results of the student’s work with awareness of audience, purpose, and context using an appropriate modality (for example: written, oral, visual, material, embodied, multimodal).   (Rubric in development)

Capstone and Synthesis (prior to Fall 2024)
Capstone: (Learning outcomes are defined by each degree program)
Capstone Rubric (PDF)
Synthesis: 1. Communicate effectively in both oral and written forms, applying appropriate rhetorical standards (e.g., audience adaptation, language, argument, organization, evidence, etc.) 2. Using perspectives from two or more disciplines, connect issues in a given field to wider intellectual, community or societal concerns 3. Apply critical thinking skills to: a. Evaluate the quality, credibility and limitations of an argument or a solution using appropriate evidence or resources, OR, b. Judge the quality or value of an idea, work, or principle based on appropriate analytics and standards

Writing-Intensive
1. Writing-to-Learn: students will use informal or formal writing in ways that deepen their awareness of the field of study and its subject matter.
2. Writing-to-Communicate: students will compose one or more written genres specific to the field of study in order to communicate key ideas tailored to specific audiences and purposes; genres may be academic, public, or professional.
3. Writing-as-a-Process: students will draft and revise written works based on feedback they receive from instructors and peers, using strategies appropriate to the genre, audience, and purpose.

Written Communication (Upper)
1. Students are able to analyze and respond to a range of rhetorical situations with increased awareness of the purposes, audiences, and contexts of writing. They are able to identify appropriate rhetorical strategies and apply them in their own writing.
2. Students develop strategies for anticipating and using audience response as they engage in and reflect upon a recursive writing process that includes exploration, inquiry, and invention, as well as drafting, organizing, revising, peer-reviewing, and editing.
3. Students gain emerging college-level proficiency in critically reading and writing nonfiction genres to develop analysis, reflection, exposition, argumentation, and research skills.
4. Students are able to use research strategies for topic exploration and refining research questions; locate, select, evaluate, synthesize, and document sources; and incorporate outside facts, perspectives, and ideas in their writing to complicate and extend their own ideas. They are able to employ appropriate technologies and resources to support their reading, thinking, researching, and writing.
5. Students develop knowledge of linguistic structures and writing conventions through critical reading and practice (writing and revision). They understand why writing conventions vary based on genre and audience and apply this knowledge by composing different types of texts.

Assessment Cycle

The assessment cycle for Mason Core consists of four phases: Identify Outcomes and Measures, Collect Data, Analyze and Interpret Evidence, and Use Results for Improvement.

Mason Core Assessment Timeline

Mason Core areas are divided into groups for staged implementation of the assessment cycle over the course of four years. Each group will participate in the assessment process in their assigned year.

Mason Core Assessment

Assessment is the systematic process of collecting, reviewing, and using information to determine how well performance matches expectations. The purpose of Mason Core assessment is to inform meaningful dialogue and decision-making about how the university can further support student learning and success in the Mason Core curriculum. The Office of Institutional Effectiveness and Planning (OIEP) facilitates this assessment process.
 
Mason’s assessment efforts are guided by the belief that student learning is enhanced in classrooms in which instructors use best practices for collegiate teaching and learning. As such, OIEP partners with Mason’s Stearns Center for Teaching and Learning, Office of Undergraduate Education, the Mason Core Committee, and leadership across the institution to facilitate faculty development activities that encourage best practices in curriculum development, student learning outcomes, assignment design, and learning assessment.

Mission

Council Mission: The Mason Core Assessment Council engages in best practices of learning outcomes assessment of the courses and requirement areas within the Mason Core curriculum by supporting and promoting assessment for learning.

 

Learning Community Mission: The Mason Core Assessment Council promotes best practices of learning outcomes assessment through ongoing and collaborative partnerships with OIEP and Stearns Center for Teaching and Learning for professional development opportunities that support pedagogical and continuous improvement strategies.

 

Current Members
Chair	Chris Lee
Office of Institutional Effectiveness and Planning	Eunkyoung Park Sheena Serslev Diana Bharucha
Undergraduate Education	Laura Poms Tricia Wilson
Carter School for Peace and Conflict Resolution	Mara Schoeny
College of Education and Human Development	Debra Sprague
College of Engineering and Computing	Kenneth Strazzeri
College of Humanities and Social Sciences	Melissa Broekelman-Post Doug Eyman Samaine Lockwood Courtney Wooten
College of Public Health	Ali Weinstein
College of Science	Younsung Kim Jason Kinser Pamela Yusko
College of Visual and Performing Arts	Don Starr
Costello College of Business	Cheryl Druehl
Schar School of Policy and Government	(vacant)
Honors College	John Woolsey
Stearns Center	Tom Polk
Quality Enhancement Plan (QEP)	Kristen Wright
University Libraries	Ashley Blinstrub