Texas A&M University System Student Learning Outcome–Globalization & Diversity
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 analyze the impact of multiple factors on the interconnectedness of diverse peoples in the global environment.
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: International Student Services and Study Abroad Programs. Indirect: Graduating Student Survey; Student self-assessment administered at the conclusion of the International Student Mentor program (developed by International Engagement).
Sufficient to Proficient
Direct: Designation of International Education week to promote cultural awareness and celebrate diversity; Flag Walk representing each country; Global Talk where panel of international students discuss their culture, religion, politics, etc.; Photo and Video Exhibit to showcase global experiences; International events such as Cultural Festival, Chinese New HYear, and Holi, Indian Festival of Colors. Increase in number of faculty-led study abroad programs; student participation average of 120 per year; two grants were awarded for study abroad programs; Martinez Foundation increased funds designated for study abroad scholarships.
Indirect: Seniors completing the Graduating Student Survey (n=762) indicated that their academic experience prepared them "somewhat" to "very much" for the following elements of cultural diversity: (a) Recognize & understand the contributions of individuals from different ethnic and cultural backgrounds = 73.6% (n=561) very much & 18.4% (n=140) somewhat; (b) Explore and communicate an under-standing of the interdependence of global, national, state, and local issues = 66.5% (n=507) very much & 23.6% (n=180) somewhat; (c) Effectively interact with others in a changing global context = 68% (n=518) very much & 21% (n=161) some what; and (d) Appreciate and respect the value systems of diverse cultures = 79.4% (n=605) very much & 13.6% (n=104) some what. 85% of students participating as international student mentors during the spring 2015 semester demonstrated an increased awareness of their own identity and culture.
The need for a more inclusive documentation process for globalization and diversity activities was identified. University-wide assessment of the identified Undergraduate Learning Principles will provide an excellent opportunity for the collection and documentation of data for globalization and diversity. Additionally, during the upcoming NSSE administration the institution will utilize the Cognitive and Social Global Perspectives module for the first time. Continue to review and develop rubrics that assess student learning across programs and align outcomes with external entities such as CAS Professional Standards and accrediting entities.