USACSelf‐AssessmentTable
USACCharges
ReviewIssuesforSub‐
Committees
1. Developbetter
guidelinesforaligning
newUScourseswith
thetargetedlearning
outcomes.
ImportantIssuestoConsider
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Examinehowmany(average)different
 Getdataforlastyearor
twoofBSmightbe
prefixesstudentstooktogetthroughtheBS
helpfulforknowing
curriculum(findoutifthiscurriculumis
this
consolidatingstudentsintothemajors).

GetareportontheUS
ExaminethecapacityofapprovedUScourses,
coursesandtheir
particularlyasurveycourse,formeetingSLO’sfor
listingforvarious
multiplecategoriesinaneffectiveway(identify&
categories
re‐evaluatecoursesthatarecountedformorethan

Inquirethedouble
twocategoriestomakerecommendations)
countedcoursesSLOs
AssurethatcourseslistedaseitherLDNorLGS,
andrationaleform
onlyoneofthemiscountedfor“Approachesand

inquiretheupdated
Perspectives”(AILP,SANW,HPA,UHIB)
coursesyllabusfor
Checktoseeiffoundationsandperspectives
doublecountedcourses
courseswithineachdisciplinearehelpingstudents

inquiretheupdated
obtainabroadknowledgebaseacrossmany
coursesyllabusfor
disciplines
variouscategories
EnsurethatapprovedUScoursesforthecategory
of“Approaches&Perspectives”areonlylistedfor  DatacollectedbyUSAC
survey
oneofthefourcategories(differentprefixes)

Currentguidelines
EnsurethattheapprovedUScoursesarenotlisted
availableforfaculty
forbothLDNandLGS
andstudents
Reviewprogramareastoexaminethedegreeto
whichUScoursesexposedstudentstoawide
rangeofdisciplines,approaches,andperspectives
ExamineSLOsforarandomsampleof“Building
Competencies”coursestoensurethealignment
betweenSLOs,assignmentsandlearningactivities
ExamineSLOsforarandomsampleof“LDNand
LGStoensurealignmentbetweenSLOs,
assignmentsandlearningactivities
1
PossibleDataSources
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Available
Instrument/
Resources
Facultysenate
motions
US“Curriculum
Overview”
US“ University
StudiesCourse
ProposalRubric”
BasicStudies
“FacultyForum
Minutes”
USscoringrubrics
forvarious
componentsofUS
courses
Possiblynew
assessment
matricestoalign
SLOswith
instructional
strategies&
assignments
2. ExaminewhetherUS
coursesarelayered
properlyinorderto
scaffoldstudents’
progressacross
targetedlearning
outcomesand
engagementinhigh‐
impactpractices.
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3. ExamineGeneral
EducationAssessment
findingsfortrendsand
issues.
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4. Identifyspecific
approachesand
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Examinecoursesapprovedfor“Building
Competencies”toseeifthethreerequiredcourses
(9credithrs)forWIandILareproperlylayered
(coursesofferedatthelowerlevel,mid‐leveland
upperlevel;SLOsareprogressivelymorecomplex)
Examinecourseslistedfor“CriticalThinking
Skills”tofindoutiftheprogressionisconsidered
ExaminecoursesapprovedforQLRtoensurethe
alignmentbetweenSLOs,assignmentsand
learningactivities(alsocross‐checktoseeifthese
coursesaddresscriticalthinking)
Identifyexemplarycoursesforeachdiscipline
regardingWI,ILandQLR
Students’improvementinBuildingCompetencies
(WI,IL,QLR)
Students’perceptionoftheirownlearning
UScoursesthatwereexaminedandissues
emerged(SLOs,assignments,learningactivities,
etc.)regardingdesignanddeliveryofthecourses
giventhecategoriestheyaddressed
FacultyperceptionoftheUScoursesandtheir
implementation
Examinefacultysurveyfortheirperception
Examineassessmentreportstoidentifysuccessful
2
 Randomsampleofa
 BasicStudies
fewprogramarea
“FacultyForum
coursesforWIandIL)
Minutes”
 Assessmentreport
 USscoringrubrics
forvarious
 Randomsampleof
componentsofUS
currentcoursesoffered
courses
forcriticalthinking
 Possiblynew
 Randomsampleof
assessment
currentcoursesoffered
matricestoalign
forQLR
SLOswith
 Samplemathcourses
instructional
thatcountasQLRto
strategies&
seeiftheyaddressCT
assignments
 Criticalthinking
rubric
 Assessmentreport
 Scoresanddata
presentedin
 UNCWILexam
assessmentreport
 Criticalthinking
 ResultsofILexam
testthatisbeing
considered
 Recommendationsin
assessmentreport
 Surveyresults
regardingobserved
 Possiblynew
bestpractices
surveysand
 Resultsoffaculty
interviewprotocol
survey
 Exemplarycourses
regardingdesign,
deliveryandpositive
assessmentresults
accordingto
assessmentreport
 Facultysurveyresults
 Facultysurvey&its
results
 Recommendations
principlesthatare
proventobeeffective
inimplementingand
sustainingUScourses.

courses
listedinassessment
report
Examineassessmentreportstoidentifycourses
thatwerenotsuccessfulinaddressingthetargeted  Exemplarycourses
categories
5. Identifystrategiesthat Willhavetowaittoseetheresultsoftheotherareas
USACcoulduseto
support
implementationand
assessmentofUS
coursestoensurethat
allstudentsachieve
theireducationalgoals.
6. Developcurricular
Willhavetowaittoseetheresultsoftheotherareas
planningsuggestionsto
helpensurethe
availabilityof
appropriatecourses.
7. Implementapost‐
approvalreview
process,asperGA’s
request.
8. Evaluatetheoverall
sizeofthecurriculum.
Willhavetowaittoseetheresultsoftheotherareas
Examineprogresstowarddegree
Examinenumberofdoublemajorsandmultiple
minorsincomparisontoBasicStudiesprogram.
3
 Possiblyanew
rubric/guidethat
canbegenerated
fromsuccessful
course
Registrar’soffice
Registrar’soffice
4,5and6year
Graduationrates
(TerryCurran)–even
ifwedonothaveafull
cohortweshouldbe
abletoseehowthisis
impactingstudents.