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 on Student Learning Assessment and Quality in Undergraduate Education.

SCHEV Assessment Reporting

Please find George Mason’s most recent report detailing progress on the assessment of the six aforementioned competencies: George Mason University Update on Learning Assessment and Quality in Undergraduate Education

• * The programs and services offered by George Mason University are open to all who seek them. George Mason does not discriminate on the basis of race, color, religion, ethnic national origin (including shared ancestry and/or ethnic characteristics), sex, disability, military status (including veteran status), sexual orientation, gender identity, gender expression, age, marital status, pregnancy status, genetic information, or any other characteristic protected by law. After an initial review of its policies and practices, the university affirms its commitment to meet all federal mandates as articulated in federal law, as well as recent executive orders and federal agency directives.

**Fall 2025 Course Materials are due by Monday, December 8, 2025**

Submission Guide for Mason Core Assessment

Fall 2025-Spring 2026

Natural Science | Writing Intensive | Global History

Thank you for your participation in the Mason Core Assessment cycle! All instructors teaching Mason Core courses in the Natural Science, Writing Intensive, and Global History categories participate in data collection each semester during the defined assessment period. Instructors of record will receive an email with a submission link after the add/drop period ends.

Please have the following materials prepared and ready to upload by the end of the semester, December 8, 2025.

Materials	Instructions	Notes
Course Syllabus	Upload the course syllabus.	File Name: Course_Section_Syllabus (e.g., ENGR107_001_Syllabus).
Course Assignment	Upload one assignment that assesses student learning of the Mason Core Learning Outcome(s) for this course.	File Name: Course_Section_Assignment (e.g., ENGR107_001_Assignment). Ensure the assignment allows students to clearly demonstrate proficiency in the identified Mason Core Learning Outcome(s).
Learning Outcomes	Select the Mason Core Learning Outcome(s) that align with the competencies assessed in the uploaded assignment.	Choose only the outcomes that are directly relevant to the assignment. Briefly explain how the assignment supports and assesses these outcome(s).
Student Artifacts	Upload artifacts (completed student work) from a randomly selected sample of three students based on the chosen assignment.	File Name : Course_Section_Student GNumber (e.g., ENGR107_001_G123456). Uploaded files can be up to 50MB.

Ready to submit your course materials for Mason Core Assessment?

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

Resources

• Mason Core Assessment Workshop Recording (Spring 2025)
• Mason Core Assessment Workshop PowerPoint (Spring 2025)

• * The programs and services offered by George Mason University are open to all who seek them. George Mason does not discriminate on the basis of race, color, religion, ethnic national origin (including shared ancestry and/or ethnic characteristics), sex, disability, military status (including veteran status), sexual orientation, gender identity, gender expression, age, marital status, pregnancy status, genetic information, or any other characteristic protected by law. After an initial review of its policies and practices, the university affirms its commitment to meet all federal mandates as articulated in federal law, as well as recent executive orders and federal agency directives.

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

• * The programs and services offered by George Mason University are open to all who seek them. George Mason does not discriminate on the basis of race, color, religion, ethnic national origin (including shared ancestry and/or ethnic characteristics), sex, disability, military status (including veteran status), sexual orientation, gender identity, gender expression, age, marital status, pregnancy status, genetic information, or any other characteristic protected by law. After an initial review of its policies and practices, the university affirms its commitment to meet all federal mandates as articulated in federal law, as well as recent executive orders and federal agency directives.

Frequently Asked Questions

Assessment

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.

Why do multiple sections need to submit, even with the same syllabus?

Sections can differ by time, modality, or instructor, even with a shared syllabus. Submitting from multiple sections ensures a more accurate and comprehensive assessment of student learning.

If I teach the same course in both Fall and Spring, do I need to submit again in the Spring?

Yes. Courses can differ between semesters, so submissions are required each term to ensure a broad and representative sample of student learning.

What assignments should be chosen for assessment?

Choose the one assignment that best demonstrates student mastery of the full outcome. It can be a low-stakes or final assignment, but it should clearly reflect student learning and be easy for raters to understand without additional context.

Do I need to use the assessment rubric to grade students?

No. The assessment rubric differs from your grading criteria. It’s used only to evaluate student artifacts against learning outcomes, not for assigning grades.

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. George 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.

Submission Process

What is required for submission?

Instructors will be asked to submit randomly selected student artifacts, along with the assignment prompt, course syllabus, and a brief explanation of how the assignment aligns with the student learning outcome(s). Refer to the How to Submit link for more information about the submission process.

Who will receive information about the assessment submission process?

The primary instructor of record receives all emails about assessment requirements. All instructor levels are required to participate, including adjuncts or TAs. Coordinate with any TAs who may be listed as instructors of record on recitation sections regarding who will submit materials. Each department functions differently with regard to lab instruction, thus it is the responsibility of the primary instructor to coordinate and participate in assessment for their set of courses.

What are the submission requirements for courses that have a separate number for the lab and the lecture, or for courses that do not require concurrent enrollment?

For 4-credit combined lecture-lab courses, submit one artifact per selected student. If lecture and lab have separate course numbers (e.g., 3-credit lecture + 1-credit lab), submit artifacts for each course separately, as they are cataloged independently. Assigned students may differ between sections. Lab instructors should submit for Outcome 5; lecture instructors may choose from the other four outcomes.

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.

Do I have to wait until the end of the semester to submit materials?

No, you can submit as soon as you receive the email with assigned student G-numbers—usually about six weeks into the semester. For paper assignments, scan all submissions before grading to retain clean copies for submission.

• * The programs and services offered by George Mason University are open to all who seek them. George Mason does not discriminate on the basis of race, color, religion, ethnic national origin (including shared ancestry and/or ethnic characteristics), sex, disability, military status (including veteran status), sexual orientation, gender identity, gender expression, age, marital status, pregnancy status, genetic information, or any other characteristic protected by law. After an initial review of its policies and practices, the university affirms its commitment to meet all federal mandates as articulated in federal law, as well as recent executive orders and federal agency directives.

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.

• * The programs and services offered by George Mason University are open to all who seek them. George Mason does not discriminate on the basis of race, color, religion, ethnic national origin (including shared ancestry and/or ethnic characteristics), sex, disability, military status (including veteran status), sexual orientation, gender identity, gender expression, age, marital status, pregnancy status, genetic information, or any other characteristic protected by law. After an initial review of its policies and practices, the university affirms its commitment to meet all federal mandates as articulated in federal law, as well as recent executive orders and federal agency directives.

Assessment Cycle

Assessment is most effective when it focuses on continuous improvement, rather than simply assuring quality. This ongoing cycle is critical for fostering a culture of assessment within an institution. By clearly defining learning outcomes, faculty can design meaningful assignments aligned with those outcomes. Direct measures, such as student artifacts, are then collected and analyzed. Based on the analysis, adjustments to the curriculum or teaching methods are made to improve student learning. This process of continuous feedback enhances both individual courses and the broader general education curriculum, ensuring that students receive a consistent, comprehensive, and rigorous undergraduate education.

The three questions below are the framework for Mason Core Assessment. For each category, all questions are addressed to analyze student artifacts and develop findings and improvements.

• 1. Are students demonstrating achievement of learning in this assessment cycle?
  2. How has student learning changed since the last assessment cycle?
  3. What changes should be made to improve based on the assessment findings in this report?

Mason Core Data Collection Timeline

Mason Core categories 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.

The dates below indicate the semesters during which categories will participate in Phase 2: Collect Data. All Mason Core instructors are required to submit a syllabus, an assignment description, and at least three student artifacts from each course during the category’s data collection period.  

• * The programs and services offered by George Mason University are open to all who seek them. George Mason does not discriminate on the basis of race, color, religion, ethnic national origin (including shared ancestry and/or ethnic characteristics), sex, disability, military status (including veteran status), sexual orientation, gender identity, gender expression, age, marital status, pregnancy status, genetic information, or any other characteristic protected by law. After an initial review of its policies and practices, the university affirms its commitment to meet all federal mandates as articulated in federal law, as well as recent executive orders and federal agency directives.

Mason Core Assessment

Mason Core is George Mason University’s general education program that builds the foundation for the Mason Graduate – an engaged citizen and well-rounded scholar who is prepared to act in a global, diverse world. The purpose of Mason Core Assessment is to support evidence-based analysis and informed decision-making about how the university can best foster student learning and achievement of general education learning outcomes through the Mason Core curriculum. Assessment plays a critical role by providing a systematic approach to collecting, reviewing, and using findings to ensure a high-quality and consistent undergraduate educational experience. This assessment process is coordinated by the Office of Institutional Effectiveness and Planning (OIEP).

There are three main aims of Mason Core Assessment:

• Students: Ensure measurable student achievement of the Mason Core learning outcomes through a high-quality, comprehensive general education curriculum.
• Academic Programs and Departments: Make informed decisions about the curriculum using assessment data and provide faculty with targeted resources to strengthen teaching effectiveness and promote student learning.
• Institution: Meet accreditation requirements set by the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) and the State Council of Higher Education for Virginia (SCHEV), ensuring compliance with external reporting standards and demonstrating institutional effectiveness.

Mason’s assessment efforts are guided by the belief that student learning is enhanced through shared commitment to effective teaching and learning practices. To that end, OIEP works collaboratively with the Stearns Center for Teaching and Learning, the Office of Undergraduate Education, the Mason Core Committee, the Mason Core Assessment Council, and other university leaders to support faculty development. These partnerships foster a collaborative approach to promote best practices in curriculum design, learning outcomes, assignment development, and assessment strategies.

• * The programs and services offered by George Mason University are open to all who seek them. George Mason does not discriminate on the basis of race, color, religion, ethnic national origin (including shared ancestry and/or ethnic characteristics), sex, disability, military status (including veteran status), sexual orientation, gender identity, gender expression, age, marital status, pregnancy status, genetic information, or any other characteristic protected by law. After an initial review of its policies and practices, the university affirms its commitment to meet all federal mandates as articulated in federal law, as well as recent executive orders and federal agency directives.

Mission

The Mason Core Assessment Council (MCAC) is a university-wide committee dedicated to advancing best practices in general education assessment and supporting the continuous improvement of the Mason Core curriculum through evidence-based analysis and informed decision-making. In collaboration with the Office of Institutional Effectiveness and Planning (OIEP), the council serves as an advisory body to advance effective assessment of the general education curriculum for student learning and achievement.

MCAC 2025-2026

• • Promote a culture of reflective and meaningful assessment in support of the Mason Core curriculum
  • Advise and support the Mason Core Committee by offering expertise on assessment practices related to Mason Core outcomes and rubrics
  • Collaborate with the Office of Institutional Effectiveness and Planning (OIEP) to refine tools and methods for collecting and analyzing general education assessment data
  • Guide the continuous improvement of general education through the interpretation and application of assessment findings
  • Provide recommendations to advance effective and meaningful assessment of the Mason Core

Membership

Members of the Mason Core Assessment Council are appointed by leadership from each college or unit. They serve as ambassadors to the broader university community and contribute their expertise by providing feedback on the assessment of the Mason Core curriculum. The council is chaired by Chris Lee from the Office of Institutional Effectiveness and Planning (OIEP).

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	(vacant)
College of Engineering and Computing	Kenneth Strazzeri
College of Humanities and Social Sciences	Melissa Broekelman-Post Doug Eyman Teresa Michals 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 Teresa Michals
Costello College of Business	Cheryl Druehl
Schar School of Policy and Government	(vacant)
Honors College	(vacant)
Stearns Center	Tom Polk
Quality Enhancement Plan (QEP)	Kristen Wright
University Libraries	Ashley Blinstrub

• * The programs and services offered by George Mason University are open to all who seek them. George Mason does not discriminate on the basis of race, color, religion, ethnic national origin (including shared ancestry and/or ethnic characteristics), sex, disability, military status (including veteran status), sexual orientation, gender identity, gender expression, age, marital status, pregnancy status, genetic information, or any other characteristic protected by law. After an initial review of its policies and practices, the university affirms its commitment to meet all federal mandates as articulated in federal law, as well as recent executive orders and federal agency directives.