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.
1) NSSE 2018 Question 17.g. “How much has your experience at this institution contributed to your knowledge, skills, and personal development in developing or clarifying a personal code of values and ethics?”
2) Social Responsibility Core assessment using a modified AAC&U VALUE rubric
a) domain 3: Analysis of knowledge
b) domain 4: Civic Identity and Committment
3) The A.R. Sanchez, Jr. School of Business (ARSSB) conducts multiple ethics evaluations
a) Undergraduate Attitudinal Survey on Ethics
b) Graduate Attitudinal Survey on Ethics
c) Ethics assessed via writing assignment in BA4390
1) Students (N=236) mean rank was 3.1 out of 4.0, which is significantly higher (p<.05, effect size <.3) than the comparison group mean rank of 2.9. Additionally, 75% of seniors responded “Very much” or “Quite a bit”
2) Students (N=523) were evaluated on Social Responsibility with a mean score of
a) 1.7 out of 4.0
b) 1.8 out of 4.0
3a) 90.6% of students (N=171) Met or Exceeded Expectations on the ARSSB Undergraduate Attitudinal Survey on Ethics
3b) 84.1% of students (N=69) Met or Exceeded Expectations on the ARSSB Graduate Attitudinal Survey on Ethics
3c) 77.5% of students (N=40) Met or Exceeded Expectations for all learning objectives
3c1) Unethical problem identification (92.5%)
3c2) Identification of unethical behavior consequences (77.5%)
3c3) Offering alternative actions to unethical behavior (82.5%)
1) Incorporate professional development through the prof center to help faculty include ethics components in learning activities and the curriculum.
2) Incorporate professional development through the prof center to include social responsibility components in learning activities and the curriculum.
3) Continue with the development of ethical business knowledge with foci on increasing the performance of MBA students on the attitudinal assessment and increasing the ability of undergraduate students to identify the consequences of unethical behavior.
2) These data serve as a baseline for future assessment comparisons.
Direct: Discipline-specific assessments; Indirect: Graduating Student Survey; Student self-assessment at the conclusion of counseling plan (developed by Student Counseling & Disability Services).
Sufficient to Proficient
Direct: All business students in the undergraduate capstone course were evaluated on the level of ethical decision-making skills. Students from the following disciplines were included in the assessment: Accounting , Business Administration, Finance, Information Systems, International Economics, Management, and Marketing. Of the (n=64) students participating in the assessment, 82% met or exceeded expectations; Counseling Psychology students participating in practicums were scored on their professional and ethical behavior based on a scale of 1 to 5. 94% (20 out of 21) meet the expectation of 4 or higher. Indirect: Seniors completing the Graduating Student Survey (n=762) indicated that their academic experience prepared them "somewhat" to "very much" to "Utilize ethical reasoning to guide personal and professional decision-making and be accountable for one's actions = 78.3% (n=597) very much & 14.2% (n=108) somewhat. During the 2014-2015 academic year, 93% of students who completed a counseling plan assessment recognized that they had learned to appropriately express and deal with other individuals and emotions as well as developed a clearer sense of identity.
Continue to review and develop rubrics that effectively assess student learning ; align outcomes with external entities for greater effectiveness and transparency, such as System learning outcomes, CAS Professional Standards, and external accrediting bodies.