Student Learning Outcomes

We embrace a common set of student learning outcomes and we are accountable for sustained measurement of these outcomes

Prairie View A&M University : Discipline Specific Knowledge

System Statement:

The Texas A&M University System delivers a common set/embraces a common view of important outcomes and is accountable for sustained measurement.

Institutional Effectiveness:

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.

Discipline Specific Knowledge Outcome:

Upon completion of their degree program, students will be able to synthesize knowledge from general and specialized studies.

Generic Descriptions of Campus Assessment Results:

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) Graduating Student Experience Survey Question C-7 "Demonstrate a mastery of the depth of knowledge required for their respective degree." 2) NSSE Senior Data Question 11A "Participate in an internship, co-op, field experience, student teaching, or clinincal placement" and 11F - "Complete a culminating senior experience such as capstone course, senior project or thesis, comprehensive exam, portfolio, etc." 3) Student learning outcome alignment of "Discipline Specific Knowledge" within program assessment.


1) Sufficient
2) Proficient
3) Sufficient


1) 62% responded "Excellent" or "Very Good" related to mastery of discipline specific knowledge. 2) NSSE 11A: 40% already done/in progress, 46% plan to. 11F: 37% already done/in progress, 40% plan to. 3) 69% of academic programs aligned at least one student learning outcome with "Discipline Specific Knowledge"


Continue to evaluate and identify the alignment of Discipline Specific Knowledge with learning outcomes assessment across academic programs. Implement further strategies and/or best practices to enhance and increase discipline specific knowledge opportunities within learning activities and the curriculum. Strengthen the relationship with the Office of Career Services to continue to provide opportunities for student internships/co-ops as a means of applying Discipline Specific Knowledge.




1) NSSE senior data 11f – “Complete a culminating senior experience such as capstone course, senior project or thesis, comprehensive exam, portfolio, etc.” and 11a “Participate in an internship, co-op, field experience, student teaching, or clinincal placement”

2) Major Field Tests (MFT); certification/licensure exam pass rates, and comprehensive examinations;

3) PVAMU Graduating Student Academic Program Experience Survey (APES) question Q3 “I am as well prepared in my major as graduates from other colleges” and question Q4 “My degree prepared me to enter jobs in my field”.


1. Sufficient

2. Sufficient

3. Proficient


1) NSSE 11f: 37% already done/in progress, 42 % plan to; 11a: 50% already done/in progress, 38% plan to

2) MFT: 4 departments were scheduled to administer the MFT in 2014. We are awaiting the passing rate results; Certification/Licensure Rates: Nursing BSN 91.9% on NCLEX; Engineering 50% on NCEES; teacher certification 59.7%; Communication BA senior capstone portfolio average across three outcomes = 72.7% (2.89/4.0) target 3.0/4.0.

3) APES Q3 83% indicated they were prepared as other colleges; Q4 85.6% indicated they were prepared to enter job market (n=188).


1) Partner with career services to identify and develop relationships with industrial partners to increase the number of intern/co-op opportunities available to PVAMU students.

2) Establish a schedule that all MFT must adhere and report findings to the appropriate offices so that the data gathered can be effectively used and incorporated during the next review cycle. Invest in providing more test prepartion opportunities for fields where licensure is available/required.

3) Continue to work to strengthen the curriculum to provide current and relevant knowledge to all students.


Engage Student Affairs earlier in the process. Student Affairs SLO assessment are captured in assessment method

1) internship, co-op, field experience and

2) communication rubric assessment.

Information by System Members
Texas A&M University
Prairie View A&M University
Tarleton State University
Texas A&M International University
Texas A&M University Corpus Christi
Texas A&M University Kingsville
West Texas A&M University
Texas A&M University Commerce
Texas A&M University Texarkana
Texas A&M University Central Texas
Texas A&M University San Antonio
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