TAMU System Student Learning Outcome–Discipline Specific Knowledge
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.
Discipline Specific Knowledge Outcome: Upon graduation, students will demonstrate mastery of the depth of knowledge required for their respective degrees.
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.
A combination of embedded objective questions, written assignments, presentations, internship evaluations, portfolios, and other direct measures of student work. Subjective assessment methods were evaluated by two or more faculty members using program developed standardized rubrics or, in the case of internship reports, by a qualified outside evaluator.
Use of the 2013 National Survey of Student Engagement (NSSE) and the 2013 Faculty Survey of Student Engagement (FSSE). Graduate Survey (conducted Dec. 2013). Use of TExES certification exams.
Proficient. This outcome was measured in four subareas of TSU’s Undergraduate Learning Outcomes:
2.4.1 UG-Describe contemporary and enduring issues in the discipline
2.4.2 UG-Use techniques, skills, and tools necessary for the practice of the discipline
2.4.3 UG-Identify and solve problems related to the discipline
2.4.4 UG-Effectively use discipline specific technology
79% of academic program assessments of subarea 2.4.1 met their targets.
81% of academic program assessments of subarea 2.4.2 met their targets.
84% of academic program assessments of subarea 2.4.3 met their targets.
76% of academic program assessments of subarea 2.4.4 met their targets.
The FSSE and NSSE first year and senior year cohorts showed the following results (all results are on a four point scale):
When faculty were asked how important it is for students to have “culmintating senior experiences (capstone courses, senior projects/theses, comprehensive exams,etc.)” and students were asked whether they plan to or were completing such culmination senior experiences:
FSSE mean 3.27
NSSE fr mean 2.18
NSSE sr mean 2.81
When faculty were asked how often their courses were substantially tructured to requrired students to “acquire job or work related knowledge and skills” and students were asked how their experiences have allowed them to acquire these skills:
FSSE mean 3.15
NSSE fr mean 2.54
NSSE sr mean 3.03
TSU’s Graduate Survey found that:
46% of surveyed graduates had found employment in an area related to their degree, and 21% were pursuing graduate study
During the 2013-2014 academic year the TExES certification exam pass rates were as follows:
EC-6 Generalist = 93%
4-8 English Lang Arts, Reading, and Social Studies = 100%
4-8 Math/Science and 4-8 Math = 100%
7-12 Speech = 100%
8-12 English Lang Arts & Reading = 100%.
8-12 Social Studies = 100%
8-12 Math = 100%
8-12 Life Science = 100%
6-12 Business Education = 100%
6-12 Ag Science & Technology = 97%
6-12 Family & Consumer Sciences = 100%
EC-12 Physical Education, EC-12 Music, EC-12 Art = 100%
The overall data shows that a high number of programs are reporting assessment data in this area. More than a third of programs reported data this year for each subarea assessed and all programs have Discipline Specific Knowledge objectives that will be assessed at least twice over the next five years. The percentage of academic program assessment that met their targets for the two cycles are:
2.4.1: 79% in 2013-2014 and 76% in 2012-2013
2.4.2: 81% in 2013-2014 and 83% in 2012-2013
2.4.3: 84% in 2013-2014 and 78% in 2012-2013
2.4.4: 76% in 2013-2014 and 75% in 2012-2013
The FSSE and NSSE results indicate both that faculty place a strong emphasis on Discipline Specific Knowledge and that students perceive they experience increasing levels of Discipline Specific Knowledge in their coursework over their enrollment history at Tarleton.
The TSU Graduate Survey results indicate that 67% of respondents were either employed within their field or pursuing graduate studies. This is an improvement from the December 2012 TSU Graduation Survey which indicated 57% of students were employed within their field or attending another university. This indicates that two-thirds of graduates were in fields directly drawing upon expertise in their Discipline Specific Knowledge.
The TExES certification exam results indicate that in most areas there is a 100% success rate. This trend has been consistent over time and is indicative that the outcome of Discipline Specific Knowledge is being met.
All of these findings would indicate that this is a Proficient area for Tarleton.
1) Disseminate and discuss data results with faculty and administration;
2.) Provide ongoing faculty development for implementation and assessment of Discipline Specific Knowledge in both academic programs and student activity experiences;
3.) Monitor the development and availability of courses and experiences to ensure students have opportunities to build their Discipline Specific Knowledge; and
4.) Monitor assessment reporting cycles to ensure that all academic programs and student activity programs assessing Discipline Specific Knowledge are reporting data and linking their findings to the related TSU Undergraduate Learning Outcomes.