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 : Globalization & Diversity

Texas A&M University System Student Learning Outcome–Globalization & Diversity

Bold 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.

GLOBALIZATION & DIVERSITY LEARNING OUTCOME:

Upon completion of their degree program, students will be able to analyze the impact of multiple factors on the interconnectedness of diverse peoples in the global environment.

Generic Descriptions of Campus Assessment Results:

EXEMPLARY
All criteria met and results exceed expectations with little room for improvement.

PROFICIENT
Most criteria met and results indicate mastery of objective with some room for improvement.

SUFFICIENT
Acceptable number of criteria met and results meet expectations with room for improvement.

EMERGING
Some criteria met and results indicate need for improvement.

INSUFFICIENT
Few criteria met; results indicate need for significant improvement or no/insufficient results reported to measure performance of objective.

UNIVERSITY

PVAMU

ASSESSMENT METHOD

(Direct) Engineering ABET (h) “Solutions in Global and Societal Context” 1a) Mechanical Engineering, 1b) Computer Science, 1c) Civil Engineering; 2) Business EBI “Global Perspectives”; 3) Arts and Sciences “Cultural Essay” Spanish;

(Indirect) Global Perspective Inventory (GPI) 4a) “I consider different cultural perspectives when evaluating global problems,” 4b) “I understand the reasons and causes of conflict among nations of different cultures,” 4c) “I know how to analyze the basic characteristics of a culture,” 4d) “I intentionally involve people from many cultural backgrounds in my life”; National Survey of Student Engagement (NSSE) (Very Much to Quite a Bit) 5a) 17h “Understand People of Other Backgrounds”, 5b) 2c “Included Diverse Perspectives”; Graduating Student Experience Survey (GSES) (Good to Excellent, N=358) 6) C-5 “Globalization and Cultural Diversity.”7) Educator Preparation Program (EPP) Candidate Exit Survey (Well to Sufficiently Prepared) Q22 "Prepared to make appropriate decisions..." for Individualized Education Program (IEP), for limited English students (LEP-ELL).

RESULTS: 2015

1a) S
1b) P 1c) E
2) S
3) S (Gen. ed)
4a-d) P
5a) P 5b) S
6) P
7) E

Overall: S

ANALYSIS

(Direct) Engineering ABET (h) “Solutions in Global and Societal Context” 1a) Mechanical Engineering 78.6%, 1b) Computer Science 81.9%, 1c) Civil Engineering 96%; 2) Business EBI “Global Perspectives” 4.98/7; 3) Arts and Sciences “Cultural Essay” Spanish 2.5/4;

(Indirect) Global Perspective Inventory (GPI) 4a) “I consider different cultural perspectives when evaluating global problems” 3.90/5, 4b) “I understand the reasons and causes of conflict among nations of different cultures” 3.52/5.0, 4c) “I know how to analyze the basic characteristics of a culture” 3.69/5.0, 4d) “I intentionally involve people from many cultural backgrounds in my life” 3.67/5.0; National Survey of Student Engagement (NSSE) (Very Much to Quite a Bit) 5a) 17h “Understand People of Other Backgrounds” 77%, 5b) 2c “Included Diverse Perspectives” 57%; Graduating Student Experience Survey (GSES) (Good to Excellent, N=358) 6a) C-5 “Globalization and Cultural Diversity” 90.7%; 7) Educator Preparation Program (EPP) Candidate Exit Survey (Well to Sufficiently Prepared) Q22 "Prepared to make appropriate decisions..." for Individualized Education Program (IEP) 98%, for limited English students (LEP-ELL) 97%

ACTION

1) Continued focus on increasing the awareness of global and international opportunities supported by the University; 2) Increase study aboard opportunities for students through passport and visa documentation support, scholarship opportunities, and MOUs with international universities; 3) Increase collaboration and partnership with non-academic units in developing a more globally aware student by improving the alignment of academic and co-curricular activities

COMMENTS

The new core curriculum outcomes went into effect in fall 2014; therefore, many core courses introduce elements of global awareness through the social responsibility object ivy. Results of this emphasis will not be seen in seniors for three more years. More immediate results should be seen in students studying abroad or on international experiences abroad

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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