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1. Faculty Jury
Overview for Day 1
Tuesday, May 26, 2020
Assessment for General Education Program
May 26-29, 2020

2. WHY we’re doing what we’re doing
9. 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 in the areas below:
b. Student learning outcomes for collegiate-level general education
competencies of its undergraduate degree programs, (student
outcomes: general education)
from Section 9 - Educational Program Structure and Content, SACSCOC Principles of
Accreditation, 2018. http://www.sacscoc.org/principles.asp

3. How it all fits together
https://www.clemson.edu/undergraduate-studies/documents/gen-
ed/18to19/General%20Education_Infographic_p4.pdf

4. Schedule & Logistics Updates
• Check-in daily at 9 am via Zoom
• As you need clarifications or have points do discuss in real time, email
U’grad Studies:
• Trogden@Clemson.edu, Aschmau@Clemson.edu, Bracke6@Clemson.edu

5. In General
• Work with your partner on scoring each artifact and coming to
agreement on how your rate for each component of the rubric.
• Check in with the team regularly on rubric interpretation. Make
sure that you are interpreting the guiding language in the same
ways.

6. 1.) Assessment Task: Quantitative – Excel file
• Student learning outcome statements and assessment rubrics are in
Box.
• Excel files are available in Box for input of your scores, one for each
partner set.
• Artifacts are available in Box folder 19to20_GE_ASST, in sub-folders
named for each Gen Ed area, by semester (F19, S20). Some
instructors also submitted the assignment instructions and/or a
syllabus.

7. Some additional info about Excel sheets…
• You can copy these files to your desktop as you work to avoid synching
errors.
• Quantitative assessment using rubric scores for each artifact, once agreed-upon by
you and your partner, may be placed in each Excel scoring file
• Please disaggregate by rubric row.
• Communication: Rows 4/5/6 are “one of the following,” not all. Please only assess
according to one of those (oral, written, digital/visual)
• Comments on the artifacts may also be added to the Excel file, if you think
there is something that needs to be communicated.
• Please do not reorder the columns
• You may color code, create gridlines, etc. to help with visibility as you work.

8. Information about Zeros
• In general, there are two reasons for a zero:
• Did the student not do it? (There is an absence of evidence that the students
addressed the criteria.)
• Did the instructor not ask the students to do it? (There is an absence of
evidence that the students were ever asked to address the criteria. This
points to the need for future faculty development.)
• Zero ranking: need to be able to collect qualitative data on those
zeroes. Add comments to the Excel column “general comments”
• We would like to have a note or a code if you assign a 0.
• Will help with our data processing and future faculty development areas.

9. 2.) Assessment Task: Qualitative – Word
document
• Your team should provide qualitative feedback on particular
assignments/assignment instructions, noting areas of strength or
room for improvement.
• Instructors will be able to see the de-identified assessment results of the
student work samples they submit from their own courses, along with the
distribution of scores. Chairs will receive a summary report describing the
results of the student learning assessment and strengths and suggested areas
for improvement for the general education courses taught in that
department.
• From Assessment Plan - https://www.clemson.edu/undergraduate-
studies/gen-ed.html

10. 3.) Assessment Task: Clarification on Rubrics
• Do you want to add any future clarifying information for next year’s
assessment team on how you used the rubrics?
• Make some notes as you go along (add to your Word document).
There will be some time on Friday to summarize.

11. 4.) Extra project – Information Literacy, Digital Literacy
• Should we have an information literacy student learning outcome and
expectation in our General Education Curriculum?
• How and where to assess it?
• Beta-testing of draft proposal (In Box)
• Everyone look at it and have it in mind. Perhaps in Communication courses? Perhaps in
Natural Sciences courses?
• Report-out of ideas on Friday
• How can we improve digital literacy?
• When and how - assignments, student learning outcomes?
• From General Education Committee
• Not just for students. Faculty and academic staff may also benefit from improved focus on
digital literacy.
• Digital literacy is about using and consuming, but also about the critical functions of literacy.

12. How we will be using the results of your work
August 13, 2020– General Education Faculty Retreat
9 am-4 pm
Watt Family Innovation Center
bit.ly/CU_GEP20