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Assessments

  • Academic Program Assessment

    Assessment of the quality of degree programs is included as part of Clemson’s overall program assessment process, an online platform for collection of information about student learning outcomes and program quality.  Program review occurs at the department or unit level and requires a five year assessment cycle beginning with program implementation or review and culminating in “closing the loop” by using assessment results and data (both qualitative and quantitative) to improve curricula and programs. In addition, CHE annually evaluates degree completion by major, requiring a 5-year average degree completion rate of five graduates for undergraduate programs (minimum enrollment of 12.5 students), three for masters (minimum enrollment of 6 students) and two for doctoral programs (minimum enrollment of 4.5 students).

    As part of our participation in the Voluntary System of Accountability (VSA) sponsored by the Association of Public and Land Grant Universities (APLU), the University is committed to demonstrating that a Clemson University degree adds value.  The ETS Proficiency Profile®, NSSE®, GRE®, specialty field tests, professional / occupational licensing, and other forms of assessment are used to collect quantitative feedback on student learning and engagement.  We also use focus groups, exit interviews, and alumni surveys to seek more qualitative information from students and graduates.  We engage in specialized accreditations, SACSCOC five-year and ten-year reviews, and CHE productivity reviews to ensure continuous improvement of our degree programs.  

  • Center and Institute Assessment

    Centers and institutes are evaluated annually, including the development of an assessment plan and assessment report. In addition, all centers and institutes undergo a comprehensive fifth-year review. Research centers and institutes are to be self-sustaining within a three-year period. Educational centers and institutes that offer courses and support department or university curricula should have substantial external funding but are not required to be entirely self-supporting.