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: Globalization & Diversity

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.

Globalization & Diversity Learning Outcome:

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.

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

The papers for an ethical dilemma case of 30 students were assessed by a panel of three professors (College of Business-COB), in MGT 305 Management & Organizational Behavior-GLB/US at the conclusion of the Summer 2015 term, according to the COB's Global Environment Rubric in order to determine students' knowledge of criterion

RESULTS: 2015

EMERGING:
Criteria 1-Utilization of multidisciplinary perspectives to evaluate initiatives that have been employed to address global issues.
• Percent Scoring 1 (Needs Improvement): 33.33%
• Percent Scoring 2 (Proficient): 46.67%
• Percent Scoring 3 (Exceeds Proficiency): 20.00%

ANALYSIS

The program faculty observed that the percentage of students who were rated as “Proficient” and “Exceeds Proficiency” in criteria 2 and 3 was rather low, and this was mainly due to the fact that the students did not identify the obligations associated with the situation, circumstances, and issues to be analyzed related with ethics in the global environment.

ACTION

1. Instructions of the assignment will be revised to include following questions/comments in the "Action Plan" section i.e.,
-If the action plan is implemented, what are the consequences and impact to:
a. Government and/or society?
b. Employer?
c. Individuals?
- Student recommendations should be supported with both the pros (positive) and cons (negative), which would impact the “affected parties.”
2. To ensure that students are able to identify and analyze social and ethical challenges, including the possible resolutions, power point slides indicating steps to ethical decision-making will be shared with students and posted in "document sharing" in the course shell in e-College.

COMMENTS

A representative sampling of results is provided.

UNIVERSITY

TAMUC

ASSESSMENT

1. The papers for an ethical dilemma case of 28 students were assessed by a panel of three professors (College of Business-COB), in MGT 439 Business Policy-GLB/US in the Summer 2015 term, according to the COB's Globalization and Cultural Diversity Rubric in order to determine students' knowledge of criteria 1, 2, and 3.

RESULTS: 2015

SUFFICIENT:
Criteria 1-Utilization of multidisciplinary perspectives to evaluate initiatives that have been employed to address global issues.
• Percent Scoring 1 (Needs Improvement): 17.86%
• Percent Scoring 2 (Proficient): 57.14%
• Percent Scoring 3 (Exceeds Proficiency): 25.00%

Criteria 2-Description of the nature of global interdependence and its impacts.
• Percent Scoring 1 (Needs Improvement): 17.86%
• Percent Scoring 2 (Proficient): 42.86%
• Percent Scoring 3 (Exceeds Proficiency): 39.29%

Criteria 3-Articulation of an understanding of cultural differences from diverse perspectives in specific disciplines
• Percent Scoring 1 (Needs Improvement ): 17.86%
• Percent Scoring 2 (Proficient): 42.86%
• Percent Scoring 3 (Exceeds Proficiency): 17.86%

ANALYSIS

The program faculty observed that the percentage of students who were rated that the percentage of students who were rated as “Proficient” and “Exceeds Proficiency” totaled 82,15% was acceptable for criteria 1 and 2.

However, the combined results for the categories Proficient and Exceeds Proficiency on criteria 3 was unacceptable. Program faculty deemed that these results suggest that students did not understand how to apply the cultural differences in the discipline (business), which represented a gap.

ACTION

1. The first two criteria were covered within the class prior to the students receiving the case, and these two criteria had acceptable results. However, the last criteria was not addressed before the case was due, since it is one of the last topics covered within the class. Therefore, we recommend that the case be moved closer to the end of the semester, after all criteria have been covered in the class.
2. Program faculty also recommend that the instructions be revised to explicitly state that the student should use outside and current information from company, competitor, and industry websites in forming their decisions. Perhaps the instructions should give examples of websites and pertinent material (for example, annual reports).

COMMENTS

A representative sampling of results is provided.

UNIVERSITY

TAMUC

ASSESSMENT

The papers for an ethical dilemma case of 24 students were assessed by a panel of three professors (College of Business-COB) in MGT 305 Management & Organizational Behavior-GLB/US near the end of the Fall 2015 term, according to the COB's Global Environment Rubric in order to determine students' knowledge of criterion 1.

RESULTS: 2015

SUFFICIENT: Criterion 1-Identification of ethical dilemma in global environment
• Percent Scoring 1 (Needs Improvement): 12.50%
• Percent Scoring 2 (Proficient): 25.00%
• Percent Scoring 3 (Exceeds Proficiency): 62.50%

ANALYSIS

The program faculty observed that significant improvement was noted on the identification of ethical dilemma in global environment criteria (87.50% compared to 66.67% meet and exceed proficiency in Summer 2015) and that there has been significant improvement in results based on the recommendations and the action plan. 79.13% of the students meet and exceed proficiency (compared to 33.33% in Summer 2015).

ACTION

The following recommendation is based on the analysis of the assessment results:

A “Guide to Case Analysis” will be set-up in the Document Sharing files for online classes and a hand-out will be provided to on-premise classes. This guide should provide the students with an additional tool of reference as they begin the critical thought of analysis of the dilemma case. Faculty will continue monitoring the results as needed.

COMMENTS

A representative sampling of results is provided.

UNIVERSITY

TAMUC

ASSESSMENT

In Fall 2015, a panel of three department faculty (College of Education & Human Services-COEHS) evaluated 60 mid-term papers in PSY 310 Psychology and Sociology of Diverse Populations-GLB/US, according to a rubric in order to ascertain to what extent the students were able to "Articulate an understanding of cultural differences from diverse perspectives in specific disciplines" for component 1.

RESULTS: 2015

SUFFICIENT: Component 1-
• Percent Scoring Acceptable (22.5-25%): 50%
• Percent Scoring Adequate (17.5-22.4%): 30%
• Percent Scoring Unacceptable (12-17.4%): 15%
• Percent Scoring Poor (0-11.9%): 5%

ANALYSIS

The program faculty are scheduled to meet and discuss the results on December 4, 2015.

ACTION

The program faculty will determine what action to take after they meet and discuss the results on December 4, 2015.

COMMENTS

A representative sampling of results is provided.

UNIVERSITY

TAMUC

ASSESSMENT

The first projects of 12 students were evaluated in Spanish 333 during the Summer I term by a panel of faculty (College of Humanities, Social Sciences and Arts-CHSSA), according to a rubric to determine students' knowledge of components 1 and 3.

RESULTS: 2015

INSUFFICIENT:
Component 1 - Articulate multiple cultural perspectives in local, national and global communities
Category 1 "Insufficient" (59-0) score was 33%
Category 2 "Progressing" (66-75) score was 42%
Category 3 "Meets Expectation" (76-90) score was 17%
Category 4 "Exceeds Expectations" (91-100) score was 8%

Component 3 - Articulate and understand cultural differences from diverse perspectives in specific disciplines
Category 1 "Insufficient" (59-0) score was 66%
Category 2 "Progressing" (66-75) score was 17%
Category 3 "Meets Expectations" (76-90) score was 17%
Category 4 "Exceeds Expectations" (91-100) score was 0%

ANALYSIS

The program faculty observed that that the students’ performance started out primarily in the insufficient/progressing range in SPA 333. The overall evaluation of project 1 reveals that the majority of students performed poorly. Because this was the first project of many, a formative project understood as the beginning of a process rather than a product in and of itself, this result is not surprising, as students were just starting to talk about and become aware of cultural differences and perspectives. This helped to focus classroom discussion on what critical thinking entails. The overall evaluation of project 2 reveals that the majority of students performed sufficiently or met expectations. Again, it is possible to see how students are gradually improving as they work on new and more complex projects that build on their previously acquired knowledge and cultural awareness.

ACTION

Program faculty noted that the paper assignment did not specifically grade for critical thinking – the grading rubric was changed to include this. This helped to focus classroom discussion on what critical thinking entails. Faculty will continue monitoring the results as needed.

COMMENTS

A representative sampling of results is provided.

UNIVERSITY

TAMUC

ASSESSMENT

The second projects of 16 students were evaluated in Spanish 334 during the Summer II term by a panel of faculty (College of Humanities, Social Sciences and Arts-CHSSA), according to a rubric to determine students' knowledge of components 1 and 3.

RESULTS: 2015

PROFICIENT:
PROJECT 1
Component 1 Articulate multiple cultural perspectives in local, national, and global communities.
Category 1 "Insufficient" (59-0) score was 0%
Category 2 "Progressing" (66-75) score was 5%
Category 3 "Meets Expectations" (76-90) score was 12%
Category 4 "Exceeds Expectations" (91-100) score was 83%

Component 3 Articulate and understand cultural differences from diverse perspectives in specific disciplines
Category 1 "Insufficient" (59-0) score was 12%
Category 2 "Progressing" (66-75) score was 23%
Category 3 "Meets Expectations" (76-90) score was 60%
Category 4 "Exceeds Expectations" (91-100) score was 23%

PROJECT 2
Component 1 Articulate Multiple cultural perspectives in local, national, and global communities
Category 1 "Insufficient" (59-0) score was 0%
Category 2 "Progressing" (66-75) score was 0%
Category 3 "Meets Expectations" (76-90) score was 25%
Category 4 "Exceeds Expectations" (91-100) score was 75%

Component 3 Articulate and understand cultural differences from diverse perspectives in specific disciplines
Category 1 "Insufficient" (59-0) score was 6%
Category 2 "Progressing" (66-75) score was 0%
Category 3 "Meets Expectations" (76-90) score was 25%
Category 4 "Exceeds Expectations" (91-100) score was 69%

ANALYSIS

The overall evaluation of the second project indicates that students performed mostly in the exceed expectations range for the categories set for the class. Looking back at the evaluation of SPA 333 at 334 together, and then shifted to the meet expectations/exceed expectations range in SPA 334. The performance in each of the 4 projects for the courses clearly shows this progression: for the first project of SPA 333, the majority of students performed in the insufficient range; for project 2 in SPA 333, the majority of students performed in the progressing range; for project 1 in SPA 334, the majority of students performed in the meet expectations range; finally, for project 2 in SPA 334 the majority of students performed in the meets expectations range.

ACTION

Since project scores had improved, it was determined that no additional action was needed at the present time; however, faculty will continue monitoring the scores as/if needed.

COMMENTS

A representative sampling of results is provided.

UNIVERSITY

TAMUC

ASSESSMENT

The products of 76 students were assessed by a panel of three professors in the online classes of ECO 2301 Principles of Macro Economics-GLB/US (College of Business-COB), at the conclusion of the Fall 2015 term according to the COB's rubric in order to determine students' knowledge of Social Responsibility. Social Responsibility includes intercultural competence, knowledge of civic responsibility, and the ability to engage effectively in regional, national, and global communities.

RESULTS: 2015

Component 1-Articulate multiple cultural perspectives in local, national, and global communities.
Category 1 "Insufficient" (59-0) score was 33%
Category 2 "Progressing" (66-75) score was 42%
Category 3 "Meets Expectations" (76-90) score was 17%
Category 4 "Exceeds Expectations" (91-100) score was 8%

Component 3 Articulate and understand cultural differences from diverse perspectives in specific disciplines
Category 1 "Insufficient" (59-0) score was 66%
Category 2 "Progressing" (66-75) score was 17%
Category 3 "Meets Expectations" (76-90) score was 17%
Category 4 "Exceeds Expectations" (91-100) score was 0%

ANALYSIS

Although the results for the outcome appears to be skewed, it's important to note that the term "mastery" implies that students have mastered this skill, but not that it is exceptional. This requires students to write about social impacts of a chosen fiscal policy. The assignment is in the latter portion of the class and this skill is emphasized heavily throughout the semester. The same is true for global dynamics. The students are asked to identify global implications, including costs and benefits to other countries from the fiscal policy.

ACTION

This assignment was revised to include more emphasis on critical thinking and policy analysis, instead of just identification of the effects.

COMMENTS

A representative sampling of results is provided.

UNIVERSITY

TAMUC

ASSESSMENT

Globalization and Cultural Diversity was assessed through the collection of artifacts from four international courses associated with the College of Business majors (Accounting, Finance, Management, Marketing). Methods included both objective, multiple-choice test items and a case study. There were three components of the SLO: Cultural Diversity, Global Business Factors, and Global Business Decisions. Students in both face-to-face and online course sections were assessed.

RESULTS: 2018

PROFICIENT
Results reported percentage of students meeting or exceeding expectations on each SLO component.

Finance 471
• Face-to-face: Cultural Diversity 100%; Global Business Factors 90%; Global Business Decisions 100%
Management 380
• Online: Cultural Diversity 89.18%; Global Business Factors 94.59%; Global Business Decisions 91.89%
Marketing 420
• Face-to-face: Cultural Diversity 57%; Global Business Factors 50%; Global Business Decisions 71%
• Online: Cultural Diversity 73%; Global Business Factors 90%; Global Business Decisions 94%
Accounting 435
• Online: Cultural Diversity 86%; Global Business Factors 100%; Global Business Decisions 86%

ANALYSIS

The standard of success was set at 80% of students will meet or exceed expectations on each SLO component. Results indicate that the three components were met or exceeded in three of the four business disciplines assessed – Accounting, Finance, and Management. Marketing students in online sections fell below the standard of success in Cultural Diversity while Marketing students in face-to-face sections fell below the standard of success in all three components.

When taken separately, it is important to note that Accounting, Finance, and Management used embedded (multiple-choice) test questions while Marketing utilized a case study assessment. At the time of the assessment period, the case study was a pilot assignment, and results varied greatly between face-to-face and online course sections.

ACTION

While the case study and assignment utilized in marketing is standardized, faculty will take steps to standardize the student learning activity as well. For example, through utilization of an accompanying discussion board. The case instructions will also be updated to clearly request the expected information and align with the assessment rubric.

COMMENTS

The College of Business curriculum emphasizes the interconnectedness of the global market place. Students appear to be absorbing and putting into practice through case study key concepts and practices of international business.

UNIVERSITY

TAMUC

ASSESSMENT

Texas A&M University - Commerce Graduation Exit Survey of Undergraduate Students Spring 2018

The survey was administered via Qualtrics to all students who applied for graduation and completed by respondents as soon as the application for graduation was completed. A total of 736 out of 842 applicants completed the survey yielding an overall response rate of 87%.

RESULTS: 2018

PROFICIENT
When asked to rate their current level of skill, the average response (N = 662) for the item “Globalization and Cultural Diversity” was 3.52 (based on a 5-point scale where 1 = poor and 5 = Excellent).

ANALYSIS

Results indicate that students report on average a good-to-very good level of skill in the area of Globalization and Cultural Diversity. Averages from prior years show similar, although somewhat higher, results:
• Spring 2017 = 3.87 (N = 541)
• Spring 2016 = 3.85 (N = 685)

A&M-Commerce’s diverse campus population and commitment to promoting inclusion has created a nurturing environment where students encounter these issues.

ACTION

Current programing, curriculum and campus life appear to be working, providing a diverse campus population the opportunity to learn from others, across racial, ethnic and cultural differences. We will monitor these metrics to respond should the circumstances warrant.

COMMENTS

A&M-Commerce is nearing the midway point of its QEP promoting global competence. This has resulted in changes to the curriculum and campus life programming that appear to have positively influenced students’ awareness and appreciation of difference.

UNIVERSITY

TAMUC

ASSESSMENT

National Survey of Student Engagement (NSSE) 2018

RESULTS: 2018

PROFICIENT
When asked “How much has your experience at this institution contributed to your knowledge, skills, and personal development in the following areas – Understanding people of other backgrounds (economic, racial/ethnic, political, religious, nationality)” seniors (N = 673) at A&M-Commerce responded with a mean of 3.0 (on a 4-point scale where 1 = very little; 4 = very much). This result is slightly higher than the comparison group of Similar Institutions (mean = 2.8).

ANALYSIS

Results indicate that students on average indicate that their experience at A&M-Commerce has contributed to their understanding people of other backgrounds (economic, racial/ethnic, political, religious, nationality) “Quite a bit” (3). Results from prior years show similar results:
• 2016 = 3.0 (N = 442)
• 2014 = 3.1 (N = 438)

In comparison, first-year students responded with the following mean scores:
• 2018 = 2.8 (N = 389)
• 2016 = 3.0 (N = 212)
• 2014 = 2.8 (N = 87)

A&M-Commerce’s diverse campus population and commitment to promoting inclusion has created a nurturing environment where students encounter these issues.

ACTION

Current programing, curriculum and campus life appear to be working, providing a diverse campus population the opportunity to learn from others, across racial, ethnic and cultural differences. We will monitor these metrics to respond should the circumstances warrant.

COMMENTS

A&M-Commerce is nearing the midway point of its QEP promoting global competence. This has resulted in changes to the curriculum and campus life programming that appear to have positively influenced students’ awareness and appreciation of difference. This prepares them well for a diverse and ever-changing workplace.

UNIVERSITY

TAMUC

ASSESSMENT

Global Competence Aptitude Assessment (GCAA), an instrument measuring the researched dimensions of global competence, issued to students pre- and post-travel abroad experiences

RESULTS: 2018

SUFFICIENT
Of 516 students assessed post-travel, students’ average scores were as follows:
• internal readiness score = 77 (developing)
• external readiness score = 64 (developing)

ANALYSIS

The criteria was set at after travel students will score in the developed (internal score of 80 or external score of 70) or developing (internal score of 70 or external score of 60) sense of global competency range after study abroad.

Assessed students (n = 516) scored in the “developing” range for global competence. While meeting the goal, improvement can be made. Students are assessed within a few weeks of return and a longer timeline might capture more formative learning.

ACTION

1. Fall 2018 launched post-travel workshop to help students articulate travel abroad experiences into marketable skills and learning
2. Evaluating assessment timeline to give more time for reflection
3. Communicate pre and post assessment results to trip facilitators

COMMENTS

A&M-Commerce is nearing the midway point of its QEP promoting global competence. This has resulted in changes to the curriculum and campus life programming that appear to have positively influenced students’ awareness and appreciation of difference. This prepares them well for a diverse and ever-changing workplace.

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
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