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 an understanding of and use ethical reasoning for responsible personal and professional decision-making in a culturally and ethnically diverse world.
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.
(Direct) Nursing HESI 1a) “Legal/Ethical,” 1b) “Professionalism/Professional Values”; 2) Business EBI “Ethics”; Engineering ABET (f) “Professional and Ethical Responsibility” 3a) Mechanical Engineering, 3b) Computer Science, 3c) Civil Engineering; Arts and Sciences “Social Responsibility” 4a) Political Science, 4b) English;
(Indirect) 5) National Survey of Student Engagement (NSSE) (Very Much to Quite a Bit) 17g “Personal Code of Values and Ethics”; 6) Graduating Student Experience Survey (GSES) (Good to Excellent, N=358) 6a) C-4 “Ethical Decision Making and Social Responsibility,” 6b) C-10 “Personal Responsibility,” and 6c) C-11 “Social Responsibility"; 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).
1a and 1b) P
4a) EM 4b) EM (Gen ed.)
6a and 6b) P
(Direct) Nursing HESI 1a) “Legal/Ethical” 851, 1b) “Professionalism/Professional Values” 887 (850-899=Acceptable); 2) Business EBI “Ethics” 5.85/7; Engineering ABET (f) “Professional and Ethical Responsibility” 3a) Mechanical Engineering 75.9%, 3b) Computer Science 86.1%, 3c) Civil Engineering 90%; Arts and Sciences “Social Responsibility” 4a) Political Science 2.14/4, 4b) English (ENGL 1133) 2/4;
(Indirect) 5) National Survey of Student Engagement (NSSE) (Very Much to Quite a Bit) 17g “Personal Code of Values and Ethics” 79%; 6) Graduating Student Experience Survey (GSES) (Good to Excellent, N=358) 6a) C-4 “Ethical Decision Making and Social Responsibility” 90.7%, 6b) C-10 “Personal Responsibility” 89.1%, and 6c) C-11 “Social Responsibility” 89.7%; 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%.
1) Implement the AMS side of the current University assessment system Taskstream to better collect more direct measures of this outcome; 2) Investigate adopting the LEAP-aligned Social Responsibility rubric used for University core curriculum assessment at higher levels where this outcome is reinforced and integrated; 3) Continued professional development for faculty on best practice strategies that can be used to assess the Outcomes and alignment with SLO and throughout the curriculum.
The University made a critical decision in 2014, to discontinue PHIL 2013 Intro to Philosophy in the core in favor of PHIL 2303 Critical Thinking and 2023 Ethics as student choices for the Language, Philosophy & Culture component area. This was a direct result of a 2012-13 Faculty and Staff survey indicating the need for more University focus on ethical and personal responsibility. Furthermore, the new core curriculum outcomes went into effect for incoming freshmen in fall 2014 with many core courses introducing elements of ethical decision making and social responsibility through the social and personal responsibility objectives required in the Communication; Language, Philosophy & Culture; Creative Arts; American History; Government/Political Science; and Social and Behavioral Science Component Areas. Results of these combined emphases will not be seen in seniors for three more years.