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.
• National Survey of Student Engagement (NSSE)
• ETS HEIghten
Overall - Proficient
• NSSE People of Other Backgrounds - Proficient
• NSSE Diverse Perspectives - Sufficient
• NSSE Diverse Race - Proficient
• NSSE Diverse Economic - Proficient
• NSSE Diverse Religion - Proficient
• NSSE Diverse Political - Proficient
• HEIghten® Intercultural Competency & Diversity - Sufficient
Students proficiently achieve this outcome upon completion of our baccalaureate degrees as demonstrated by the two assessment instruments, both indirect, employed to evaluate program effectiveness.
In 2018, the university established a Diversity Committee charged with recommending initiatives to increase campus diversity and globalization. Central Texas is a region of diverse cultures and the University’s student, faculty, and staff populations mostly mirror that diversity. Despite the results of these assessments, the campus community believes we have room for improvement.
The assessment could be enhanced by adding a direct measure that will provide a more objective analysis of the outcome. However, the rich nature of the NSSE instrument on this subject should be adequate in the assessment of the diversity perspectives of our students.
The university should employ a direct measure for this outcome by asking faculty to identify assignments applicable to the AAC&U VALUE rubric for “Intercultural Knowledge and Competence” and “Global Learning” and rate student work to directly assess student’s achievement of this outcome.
Attaining and maintaining awareness of the diverse cultures and backgrounds of our stakeholders enriches our campus environment and is at the heart of our core values and essential to achieving our university’s mission.
2015 National Survey of Student Engagement - Global Perspectives Topical Module
A&M-Central Texas is one of the most culturally diverse universities in the State of Texas. Furthermore, because of the number of military students and families that attend the institution, many students from A&M-Central Texas have experienced the interconnectedness of diverse peoples. To analyze the impact of their social and academic experiences on their ability to develop a global perspective, the institution surveyed its graduating senior students in 2014-2015 using the National Survey of Student Engagement (NSSE). The focus of this analysis is the NSSE topic module - Global Perspective. NSSE's Goal Perspective module is a shorter version of the Global Perspectives Inventory (GPI). The module focuses on the cognitive and social elements of a global perspective. When compared to the other universities (N=101) who participated in the Global Perspectives module, A&M-Central Texas seniors provided, on average, statistically different answers on five of the twenty-one questions. On each of these questions, the differences related to respondents from A&M-Central Texas being more accepting of diverse peoples than the average student from the participating institutions. For instance, 45% of the respondents from A&M-Central Texas indicated that they disagreed or strongly disagreed with the statement: “Most of my friends are from my own ethnic background”. 28% of the students from the other participating institutions responded in a similar manner.
The Central Texas is a very diverse region. For instance, according to ACS Demographic and Housing Estimates for Killeen, Texas (2013 American Community Survey Estimates), only 33.1% of the population identifies as White only. Therefore, as the institution looks to enhance students’ ability to analyze the impact of multiple factors on the interconnectedness of diverse peoples in the global environment, A&M-Central Texas will be placing increasing focus on becoming a leader in community engagement and community based research. Combined, these areas are one of the five priorities in the institution’s academic master plan. By integrating community issues into classes, research, and service opportunities, students will be able to analyze diversity issues at multiple levels. Furthermore, through increased study aboard initiatives, students will get a chance to contrast issues that may occur both here and abroad.
A&M-Central Texas plans to repeat this analysis every two years.