The Texas A&M University System delivers a common set/embraces a common view of important outcomes and is accountable for sustained measurement.
For all TAMU System universities, the rationale for assessing student learning outcomes (SLOs) originates primarily from efforts to maintain institutional effectiveness, which is defined as a process of identifying outcomes, assessing the extent to which they are achieved, and providing evidence of improvement based on their analysis.
Upon completion of their degree program, students will be able to demonstrate critical thinking, including the ability to explain issues; find, analyze, and select appropriate evidence; and construct a cogent argument that articulates conclusions and their consequences. Students will be able to utilize, qualitative and quantitative reasoning as a base for problem solving.
All criteria met and results exceed expectations with little room for improvement.
Most criteria met and results indicate mastery of objective with some room for improvement.
Acceptable number of criteria met and results meet expectations with room for improvement.
Some criteria met and results indicate need for improvement.
Few criteria met; results indicate need for significant improvement or no/insufficient results reported to measure performance of objective.
1) ETS Proficiency Profile
2) ENGL 1133 Composition II and ENGL 1143 Essays scored with LEAP-Aligned Rubric
1) NSSE Items
2) Graduate Experience Survey
1) ETS Proficiency Profile: Critical Thinking 108.86 Mean
2) Student Position 1.8/4.0; Evidence 2.13/4.0
1) NSSE Items: 17c Thinking Critically and Analytically (Quite a Bit to Very Much), 77%; 17i Solving Complex Real-World Problems, 77%
2) Graduating Student Experience Survey: C-1 Demonstrate Critical Thinking (Very Good to Excellent), 63.9% say Good to Excellent
1) Fully implement College/School-level common reading program in the major modeled after the Freshman Common Read Program called the “A-GAME”. Each College is to establish a curriculum around a book on the President's Reading List and examine critically with all students. The program capitalizes on what the University has learned from the iREAD QEP.
2) Implement a Summer Bridge Program in every College to ensure stronger acclimation to college rigor, completion of 6 SCH of coursework early with full support from faculty and enhancement services; and higher TSIA completion prior to freshman year.
3) Hire professional advisors to strengthen student scheduling to include stronger pre-requisite oversight and schedule planning.
4) Conduct 11 Bachelors Program Reviews by the end of Summer 2017 to determine curricular and teaching strengths and areas of improvement.
At present, data show only slight gains since 2013. For the ETS Profile, the mean went from 108.01 in 2013 to 108.8 in AY 2015. Student perceptions of Higher-Order Learning on the NSSE remained constant from 2013 to 2015. Because the iREAD QEP focused on freshmen starting largely in 2011, a large group of graduating seniors have not yet been assessed for Critical Thinking. This will take place in Spring 2017. Furthermore, the new core curriculum and approach to teaching began in Fall 2014. Results of this initiative will show over time.