Student Learning Outcomes

We embrace a common set of student learning outcomes and we are accountable for sustained measurement of these outcomes

Texas A&M University Commerce: Discipline Specific Knowledge

System Statement:

The Texas A&M University System delivers a common set/embraces a common view of important outcomes and is accountable for sustained measurement.

Institutional Effectiveness:

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.

Generic Descriptions of Campus Assessment Results:

EXEMPLARY
All criteria met and results exceed expectations with little room for improvement.

PROFICIENT
Most criteria met and results indicate mastery of objective with some room for improvement.

SUFFICIENT
Acceptable number of criteria met and results meet expectations with room for improvement.

EMERGING
Some criteria met and results indicate need for improvement.

INSUFFICIENT
Few criteria met; results indicate need for significant improvement or no/insufficient results reported to measure performance of objective.

UNIVERSITY

TAMUC

ASSESSMENT

Graduate Exit Survey

Texas A&M University-Commerce Exit Graduation Survey has been identified as the most appropriate measure of students' perceptions of their own skills, education, and place in the culturally changing world upon graduation from the university. It was added as an additional measure for 2017 for Discipline Specific Knowledge. Students were asked to rate their progress that they have made in the following area: "Discipline Specific Knowledge" based on a 5 point Likert scale of Poor, Fair, Good, Very Good, Excellent.

RESULTS: 2017

The Texas A&M University-Commerce Graduate Exit Survey for Undergraduates in Spring 2016, Summer 2016, Fall 2016, Spring 2017, and Summer 2017 was administered to all students who applied for graduation. The survey was delivered electronically via Qualtrics as soon as the application for graduation was completed. The survey closed on commencement day.

For Spring 2016, a total of 774 undergraduate students out of 897 applicants for graduation completed the survey, yielding an overall response rate of 86%. Results for Spring 2016 Discipline Specific Knowledge - Mastery of the depth of knowledge required for my degree program: of a total of 593 responses, 96% reported good and above.
For Summer 2016 of the 296 graduation applicants, 200 completed the survey at a rate of 68% completion. Results for Summer 2016 Discipline Specific Knowledge - Mastery of the depth of knowledge required for my degree program: of a total of 187 responses, 95% reported good and above.
For Fall 2016, a total of 446 undergraduate students out of 732 applicants for graduation completed the survey yielding an overall response rate of 61%. Results for Fall 2016 Discipline Specific Knowledge - Mastery of the depth of knowledge required for my degree program: of a total of 419 responses, 95% reported good and above.
For Spring 2017, a total of 594 undergraduate students out of the 856 applicants for graduation completed the survey, yielding an overall response rate of 69%. Results for Spring 2017 Discipline Specific Knowledge - Mastery of the depth of knowledge required for my degree program: of a total of 541 responses, 96% reported good and above.
For Summer 2017, of the 281 graduation applicants, 184 completed the survey at a rate of 66% completion. Results for Summer 2017 Discipline Specific Knowledge - Mastery of the depth of knowledge required for my degree program: of a total of 174 responses, 98% reported good and above.

ANALYSIS

Although the Graduation Exit Survey is self-reported data, A&M-Commerce greatly values that a majority of students for each term surveyed reported that they reported so highly on "Discipline Specific Knowledge" skills and abilities.

ACTION

The results of the Graduation Exit Survey are available and shared with the TAMUC community.

COMMENTS

Graduating students reporting highly on this skill area is positive for both the university future outlook and the future of the students.

UNIVERSITY

TAMUC

ASSESSMENT

Strategic Audit •MS in Management

Discipline-embedded assessment scored by a panel of faculty with a rubric in MGT 527

RESULTS: 2017

Academic Year 2014-2015: The learning outcome was assessed in Spring 2015 for the SLO 5b criteria, analyze strengths and weaknesses in an organization's financial and human resources, 89% of students (n = 18) scored at the acceptable or above level on the Strategic Audit.
Academic Year 2015-2016: The learning outcome was assessed in the Spring, 2016 in the MGT 527 (Strategic Management) course (n = 16 students) using a rubric. For SLO 5b, articulating ways to coordinate the use of financial and human resources to meet organizational goals & objectives, the panel of faculty found that 94% of the students met or exceeded expectations.
Academic Year 2016-2017: The learning outcome was assessed in the Spring, 2017 in the MGT 527 (Strategic Management) course (n = 16 students) using a rubric. For SLO 4b, ability to evaluate organizing capabilities and organizational structures, the panel of faculty found that 100% of the students met or exceeded expectations.

ANALYSIS

Academic Year 2014-2015: The results for SLO 5b (89%) met the standard of success set at 80% of students meet or exceed “Proficiency” on the MGT 527 common rubric. Students were successfully able to demonstrate skills required to coordinate the use of financial and human resources to meet organizational goals and objectives.
Academic Year 2015-2016: The results for SLO 5b (94%) met and significantly exceeded the standard of success set at 80% of students meet or exceed “Proficiency” on the MGT 527 common rubric. The standard of success will be raised to 90% effective Fall 2016.
Academic Year 2016-2017: The results for SLO 4b (100%) met the standard of success set at 90% of students meet or exceed “Proficiency” on the MGT 527 common rubric.

ACTION

Based on panel’s recommendation at the end of the previous academic year, the faculty teaching strategic management course MGT 527 revised the rubric to assess planning for SLO 5b during Spring 2015. It was also suggested to change the assessment venue to better align with student learning outcome. The panel of faculty results that this objective is being accomplished. Panel of faculty recommended that some minor changes should be incorporated in the strategic audit outline and rubric to ensure that all students continue to demonstrate the ability to coordinate and use financial and human resources to meet organizational goals and objectives in 2015-16: (1) Emphasize articulating ways to coordinate use of financial and human resources and other functional areas to meet organizational goals and objectives in the “Analysis of Organization” section VIII of the instructions for strategic audit rubric and outline; (2) Students demonstrate knowledge of Marketing, Finance, Operations, Purchasing, Human Resources & Information Systems Strategies and their alignment with emphasis on meeting organizational goals and objectives under “exceeds minimum standards” in section VIII of the outline and rubric.
Minor changes were incorporated in the strategic audit outline and rubric to ensure that all students continue to demonstrate the ability to coordinate and use financial and human resources to meet organizational goals and objectives: (1) Emphasizing on articulating ways to coordinate use of financial & human resources and other functional areas to meet organizational goals & objectives in the “Analysis of Organization’ section VIII of the instructions for strategic audit rubric and outline; (2) demonstrating knowledge of Marketing, Finance, Operations, Purchasing, Human Resources, & Information Systems Strategies and their alignment with emphasis on meeting organizational goals & objectives under ‘exceeds minimum standards’ in section VIII of the outline and rubric.
The students continue to demonstrate the ability to provide a comprehensive and integrated analysis of planning and organizing learning objectives. Continuous monitoring is suggested. However, it is suggested by the faculty teaching graduate courses to review curriculum for MS MGT and to better encompass the definition of Planning and Organizing in the curriculum. In SLO 4b (Organizing)- It is suggested that structure should be aligned with strategies in order to achieve mission, vision, goals and objectives.

COMMENTS

Learning outcome 5b revised to 4b between cycles 2015-16 and 2016-17. Implemented actions and modifications will continue to be assessed.

UNIVERSITY

TAMUC

ASSESSMENT

TExES Certification Examination •BS/BA Interdisciplinary Studies-Special Education

A state certification exam which students sit for in their last semester prior to graduation. Includes overall exam score and individual scores by domain.

RESULTS: 2017

Academic Year 2014-2015: Eleven of the fourteen students (79%) who are on the EC-12 SPED standard plan passed the SPED EC-12 TExES with overall scores ranging from 247-281 (240 is passing). For Domain/SLO #1, 79% of students passed. For Domain/SLO #2, 71% of students passed. For Domain/SLO #3, 86% of students passed. For Domain/SLO#4, 57% of students passed.
Academic Year 2015-2016: Eight of the nine students (89%) who are on the EC-12 SPED standard plan passed the SPED EC-12 TExES with overall scores ranging from 231-277 (240 is passing). For Domain/SLO #1, 89% of students passed. For Domain/SLO #2, 78% of students passed. For Domain/SLO #3, 56% of students passed. For Domain/SLO#4, 44% of students passed.
Academic Year 2016-2017: Nineteen of the nineteen students (100%) who are on the EC-12 SPED standard plan passed the SPED EC-12 TExES with overall scores ranging from 243-275 (240 is passing). For Domain/SLO #1, 100% of students passed. For Domain/SLO #2, 100% of students passed. For Domain/SLO #3, 95% of students passed. For Domain/SLO#4, 44% of students passed.

ANALYSIS

Academic Year 2014-2015: The current overall TExES pass rate was 79% for 2014-2015, below the 85% minimum set by the department. The goal for SLO #3 (85%) was met; however, the goals for SLOs #1 (79%), 2 (71%), and 4 (57%) were not met. The special education faculty recognizes a need for a comprehensive review of course content to ensure alignment with the program's SLOs.
Academic Year 2015-2016: The current overall TExES pass rate was 89% for 2015-2016, an increase from the previous year. This meets the 85% minimum set by the department and represents an increase from last year's results. The goal of 85% achievement for SLO #1 was met (89%); however, goals for SLOs 2 (78%), 3 (56%), and 4 (44%) were not met.
Academic Year 2016-2017: The current overall TExES pass rate was 100% for 2016-2017. This meets the 85% minimum set by the department and represents an increase from last year's results. The goal of 85% achievement for SLOs #1(100%), 2 (100%), and 3 (95%) were met; however, the goal for SLO #4 (44%) was not met.

ACTION

The task force determined the best course of action for SLO #4 was to add a unit on the origin and diversity of vertebrates to the BSc 1407 lecture class beginning Spring of 2016. This will correspond to chapter 34 in the current textbook.
Our students have performed below average in the past, but it has not been statistically significant. Our curriculum seems to be focused on the molecular and cellular levels with not enough emphasis on other aspects of biology such as evolution and ecology. The results will be shared with the faculty and used to discuss the coverage of ecology in the core classes in the biological sciences. The critical analyses aspect should be addressed throughout the core. One suggestion would to add more statistical analyses exercises to both lecture and lab to improve scores on SLO 9. A committee will be developed consisting of three faculty members who teach core classes to discuss how we should modify the curriculum to address SLO's 7 and 9.

COMMENTS

Results will continue to be collected and analyzed. Implemented actions and modifications will continue to be assessed.

UNIVERSITY

TAMUC

ASSESSMENT

Comprehensive Exam •MS in Applied Criminology

Assesses foundational knowledge learned in the core courses in law enforcement, corrections, criminological theory and the courts. Assessed on a rubric used by three faculty who blindly grade exams.

RESULTS: 2017

Academic Year 2014-2015: The panel of faculty using a standard rubric comprising of critical thinking and interpretive/analytic skills assessed the students on SLO#1, SLO #2, and SLO #3 in the Comprehensive Exam. Results indicated that 85% of students (22 out of 26) scored at the acceptable or exceptional level for SLOs #1, 2 and 3.
Academic Year 2015-2016: The panel of faculty using a standard rubric assessed the students on SLO #1, SLO #2, SLO #3, SLO #4, and SLO #5 in the Comprehensive Exam. Results indicated that 76% of students (19 out of 25) scored at the acceptable or exceptional level on SLOs #1, 2, 3, 4 and 5.
Academic Year 2016-2017: The panel of faculty using a standard rubric assessed the students on SLO #1, SLO #2, SLO #3, SLO #4, and SLO #5. Results indicated that 77% of students (24 out of 31) scored at the acceptable or exceptional level on SLOs #1, 2, 3, 4 and 5.

ANALYSIS

Academic Year 2014-2015: 85% of students (22/26) scored at the acceptable or exceptional level for SLOs #1, 2 and 3. This met the standard of success requiring 75% of students taking the exam to achieve a rating of Acceptable or Exceptional on each learning outcome assessed. Please note that this is lower than the 95% rate reported last year. Much of this difference can be accounted for in two changes on the comprehensive exam. First, the exam now consists of all essays and no longer has a multiple choice option. Secondly, the grading rubric has been more strictly enforced which greatly diminishes the variance in scores among the various graders. Overall, the program appears to be exceeding success standards in the assessed student learning outcomes.
Academic Year 2015-2016: 76% of students (19/25) scored at the acceptable or exceptional level on SLOs #1, 2, 3, and 4. This met the standard of success requiring 75% of students taking the exam to achieve a rating of Acceptable or Exceptional on each learning outcome assessed. In the essay exam format, the program has noted a degree of inconsistency in the scoring of the comprehensive exam and believes this may have contributed to the lower percentage of students achieving the target performance level in the past two cycles.
Academic Year 2016-2017: 77% of students (24 out of 31) scored at the acceptable or exceptional level on SLOs #1, 2, 3, 4 and 5. This met the standard of success requiring 75% of students taking the exam to achieve a rating of Acceptable or Exceptional on each learning outcome assessed. These results are consistent with those of the last cycle.

ACTION

The new exam format and rubric will continue to be used.
The faculty graders have been met with to discuss the rubric and variation in scores and recalibrate grading to improve consistency. Additionally, SLO #1 and #5 have been modified to incorporate the new track offered in Homeland Security.
Action has been taken to further align the rubrics for all assessments conducted in the program and to more fully reflect the student learning outcomes. This revised rubric will be used in the next assessment cycle. The standards of success for the SLOs have been re-phrased for the following academic year to reflect the new rubrics and target percentages increased.

COMMENTS

SLOs 4 and 5 not assessed in 2014-2015. Implemented actions and modifications will continue to be assessed.

UNIVERSITY

TAMUC

ASSESSMENT

1) Comprehensive Exam • MS in Applied Criminology

2) TExES Certification Examination •BS/BA Interdisciplinary Studies-Special Education

3) Major Field Test in Biology •BA/BS in Biological Sciences

4) Strategic Audit •MS in Management

RESULTS: 2014

1) Proficient

2) Proficient

3) Proficient

4) Sufficient

ANALYSIS

1) The panel of faculty scoring the Comprehensive Exam for the students (n=37) in the master's program in Applied Criminology found that 95% of students (35/37) scored at the acceptable or exceptional level for SLOs #1, 2, 3 and 4. This met the established Standard of Success requiring 75% of all students who took the exam to achieve an Acceptable or Exceptional pass rate on the exam. Given that the students achieved at an acceptable rate, meeting the established Standard of Success, only minor modifications are recommended at this time.

2) Scaled scores for students (n=9) taking the TExES exam exhibited a range from 100-300 with a minimum of 240 set as the passing standard. A score of 65 was set by faculty in the department as the passing Standard of Success for each Domain. Nine of 9 students (100%) met this Standard of Success for Domains 1 and 2. Eight of 9 (88.9%) met the Standard of Success for Domain 3. But only five of nine (55.56%) met the Standard of Success for Domain 4. Overall, 88.9% of the nine students taking the test passed it. The program faculty analyzed the results and determined that Domain 4 (Foundations and Professional Roles and Responsibilities) needed to be addressed due to the fact that almost half of the students did not pass that Domain. This result was used to make modification in the pedagogy of the program.

3) The established Standard of Success was that the average correct of TAMUC students (n=17) would be greater than the national institutional mean. Single sample t-tests where conducted on all SLOs (1-9) between the TAMUC students and the national mean for each SLO. SLO 4 and 6 (see Comments section) were the only two found to be statistically significant. These results were used to make modifications in pedagogy of the program.

4) 76.64% of online students (n=15) scored at the acceptable or above level on the Strategic Audit, administered in Strategic Management Course MGT 527. This result did not meet but was close to meeting the Standard of Success established at 80% for SLO 5b. The rubric identified deficiencies in theories and tools associated with the management function of organizing.

ACTION

1) Benchmarks will be modified to reflect the following: 75% of students will achieve an Acceptable (75-89%) Pass rate; 25% of students will achieve an Exceptional (90-100%) Pass rate. Currently, the grading rubric for this exam evaluates the student's abilities in the following areas overall: content, critical thinking, applied thinking, communications skills, and reading/acumen. Because the faculty panel found that the rubric does not disaggregate by question, it will be revised to assess student abilities in each of these 6 areas for each of the five questions on the exam.

2) The program faculty will more directly address the competency areas (010, 011, and 012) within Domain 4 via new or restructured activities in several special education courses (Ex., 346. 420, and 475).

3) A task force of faculty made a decision to work in more diversity type activities and quizzes into lab sections beginning with BSc 1407 in the Fall of 2014. The intent is to add more diversity type activities (with more emphasis on plants) to labs for other courses where appropriate.

4) A panel of faculty analyzed the results and concluded that the strategic audit requires the use of application theories and tools with greater emphasis on the analysis of the organization than identification of the organization theories and tools. The panel of faculty concluded also that the results for this one class during Spring 2014 might not be representative due to its smaller size. The faculty determined that they would continue watching the results to see if the difference in the results for the Strategic Audit for outcome 5b continues. If so, additional changes might be needed in the curriculum or pedagogy of the academic program.

COMMENTS

Beginning with the 2013-2014 Institutional Effectiveness cycle, all programs at A&M-Commerce established discipline-specific student learning outcomes. A representative sampling of results from a cross-section of these programs is provided below.

1) •SLO 1: Write critically with analytical thinking about issues in law enforcement. •SLO 2: Write critically with analytical thinking about issues in corrections. • SLO 3: Write critically with analytical thinking about issues in the courts. • SLO 4: Demonstrate advanced knowledge about crime and criminality. Additional measures were used to assess discipline specific Outcomes 1-9 in the MS in Applied Criminology program, but these results are offered as an example.

2) While student scores are reported by Domain, ETS recommends considering the overall score as the truest measure of the test-takers' proficiency. •Domain 4 (SLO 4): Understand foundations and professional roles and responsibilities. Additional measures were used to assess discipline specific Outcomes/Domains 1-4, but these results are offered as an example.

3) •SLO 4: Exhibit knowledge of the diversity of organisms. •SLO 6: Demonstrate an understanding of the organismal biology of plants.

4) The Strategic Audit was scored by a panel of faculty with a rubric in MGT 527. •Outcome 5b: Students will be able to articulate ways to coordinate the use of financial and human resources to meet organizational goals and objectives. Additional measures were used to assess discipline specific Outcomes 5a, 5c, and 5d, but these results are offered as an example.

Information by System Members
Texas A&M University
Prairie View A&M University
Tarleton State University
Texas A&M International University
Texas A&M University Corpus Christi
Texas A&M University Kingsville
West Texas A&M University
Texas A&M University Commerce
Texas A&M University Texarkana
Texas A&M University Central Texas
Texas A&M University San Antonio
X
Skip to toolbar