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.
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.
(1) Academic degree program annual assessment reports; (2) National Survey of Student Engagement; (3) Licensure examination pass rates, internship placement rates, and job placement rates.
Proficient. Increase in NCLEX passing rate from 79.6% to 95%. Increase in College of Education exit exam pass rate to 96%.
(1) Academic degree programs conduct and report annual assessments of student learning outcomes through a structured and established process and timeline. A complete compilation of reports is housed on campus. Examples of assessment activities are provided here: BSN-Nursing student pass rate on the NCLEX-RN licensure exam was 79.6% in 2013. Program faculty took action by way of faculty development, review and mapping of curriculum, student specific remediation programs, end of course review guides and use of simulation labs. The pass rate for 2014 increased to 95%; The College of Education academic degree programs implemented strategic processes to address student difficulties in exit exam pass rates by way of increased focus on students’ demonstration of readiness, enhanced preparation through review sessions and changes in curriculum to mimic testing tasks, as well as a system of checks and balances with faculty oversight.
The institutional passing score increased to 96%, well above the required 80%; The Sanchez School of Business examined every degree program as part of their AACSB accreditation and determined that individual discipline-specific capstone courses were not effective; thus, curriculum changes during 2014 led to the creation of a single capstone course to be taken by undergraduate BBA students during the last semester; Faculty in the graduate Criminal Justice program addressed unsuccessful attempts at passing two out of three portions of the comprehensive exam (Criminology and Research Methods) by creating a standard exam format, re-sequencing the course offerings, and holding review sessions for each section every semester.
2) Seniors (n=260) completing the National Survey of Student Engagement reported participating in at least one high impact practice such as learning community, service learning, research, internship, study abroad or culminating senior experience within their academic major as indicated below: Arts & Humanities (75%), Biological & Natural Sciences (93%), Social Sciences (85%), Business (69%), Education (87%), and Health Professions (88%). Additionally seniors reported that their academic experience prepared them to think critically & analytically: Arts & Humanities (82%), Biological & Natural Sciences (85%), Social Sciences (93%), Business (89%), Education (85%), and Health Professions (80%) as well as acquire work related knowledge & skills: Arts & Humanities (68%), Biological & Natural Sciences (50%), Social Sciences (71%), Business (80%), Education (70%), and Health Professions (72%).
(3) The most current institutional data indicates the following: Student pass rates = 95% of first-time test takers passed the Board of Nursing Exam and 96% passed the teacher certification exams; Internships = Over the course of two years, 85 students secured internship opportunities. In addition, based on the most recent Texas Higher Education Coordinating Board data, 79% of undergraduate students who have completed a degree at TAMIU are working full-time in the state.
(1) Assessment activities are conducted for each academic degree program every year. Faculty in each discipline evaluate assessment data to identify strengths and challenges and address identified issues through curricular reform, faculty development, and continued assessment. (2) Student feedback is requested on a regular schedule through a variety of methods including nationally normed instruments such as the National Survey of Student Engagement as well as locally developed instruments. Data is disseminated to the University community for review and identification of future actions and initiatives. (3) Continue to monitor outcomes on licensure exams, develop assessments of student learning within internship opportunities, and drill down on data reflecting placement within the field of study.