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 Corpus Christi: Communication

Texas A&M University System Student Learning Outcome–Communication

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.

COMMUNICATION LEARNING OUTCOME:

Upon completion of their degree program, students will be able to express ideas clearly and coherently orally, in writing, and electronically to a diverse range of audiences and interact with others in large and small group settings.

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

TAMU-CC

ASSESSMENT METHOD

Program-level Assessment: Measures and targets for program-level assessment of communication were identified by faculty of the respective program. Direct measures included written assignments, presentations, and capstone projects. Indirect measures included graduating student surveys.

Exemplary- Exceeding target by ten percent
Proficient- Exceeding target by at least five percent but less than ten percent
Sufficient- Meeting or exceeding target by less than five percent
Emerging- Missing target by less than ten percent
Insufficient- Missing target by ten percent or greater

RESULTS: 2016

Based on the definitions included in the Assessment Method section, the results are:
53% Exemplary
5% Proficient
31% Sufficient
8% Emerging
3% Insufficient

ANALYSIS

89% were sufficient or higher with 53% of those being exemplary.

Results in 2013 only included "Proficient or Exemplary" and "Emerging" ratings. Future reports will follow the ratings and ratings definitions set in the Assessment Method section in order to better compare results to past cycles.

ACTION

1. The EmpowerU Objectives have been added to the WEAVEonline assessment reporting system that the University utilizes. Undergraduate programs have begun connecting their student learning outcomes to the EmpowerU Objectives. This will allow for assessment reports to be generated in WEAVEonline that focus on one or more of the EmpowerU Objectives.

2. An assessment schedule has been created that aligns with the EmpowerU Objective three-year assessment cycle. This schedule has been shared with the colleges and programs are strongly encouraged to follow it.

COMMENTS

1. Since the 2015-2016 cycle, the Office of Assessment, Accreditation, & Compliance has given annual assessment feedback to all academic and administrative units on campus. Meetings are held with each unit to review the feedback and to answer any questions. 2.The Office of Assessment, Accreditation, & Compliance is working closely with administration of all colleges in order for program level assessment cycles to better align with the EmpowerU Objective assessment schedule. This will lead to a larger sample size and more meaningful data.

UNIVERSITY

TAMU-CC

ASSESSMENT METHOD

Core Program Assessment: Measures and targets were identified by faculty of the respective core area. Measures included written assignments.

Exemplary- Exceeding target by ten percent
Proficient- Exceeding target by at least five percent but less than ten percent
Sufficient- Meeting or exceeding target by less than five percent
Emerging- Missing target by less than ten percent
Insufficient- Missing target by ten percent or greater

RESULTS 2016

Based on the definitions included in the Assessment Method section, the results are:
50% Exemplary
0% Proficient
11% Sufficient
22% Emerging
17% Insufficient

ANALYSIS

Findings from the majority of core programs that assessed communication during the 15-16 cycle showed 61% of students achieved at least a level of sufficient in the communication assessments with 50% of those being exemplary. Core programs were not included in the EmpowerU report from 2013, so there is no basis for comparison.

ACTION

1. The EmpowerU Objectives have been added to the WEAVEonline assessment reporting system that the University utilizes. All core curriculum programs have connected their student learning outcomes to these objectives. This will allow for assessment reports to be generated in WEAVEonline that focus on one or more of the EmpowerU Objectives.

2. An assessment schedule has been created that aligns with the EmpowerU Objective three-year assessment cycle. This schedule has been shared with the core curriculum programs, and all areas of the core will be following the schedule by the 2017-2018 cycle.

3. The Chair of the Department of Undergraduate Studies is working together with the Office of Assessment, Accreditation, & Compliance to give assessment feedback to each core curriculum program. Core curriculum programs will also be meeting with the Department Chair and the Institutional Effectiveness Officer to discuss the status of assessments and continuous improvement initiatives.

COMMENTS

The core curriculum program assessments of the EmpowerU Objectives were not reported in 2013, so comparisons are not available.

UNIVERSITY

TAMU-CC

ASSESSMENT METHOD

Scoring Session Assessment: The Office of Assessment, Accreditation, and Compliance collected and redacted samples of student writing from all colleges. Six faculty raters applied rubrics to these samples. Rubrics used included the AAC&U Communication VALUE rubric and adaptations of this rubric. Target: For each rubric dimension, aggregate ratings will average at least a 2.5.

RESULTS 2016

Three of the five rubric dimensions applied met this target. Both dimensions that did not meet the target missed it by only 0.1. Sufficient

Context & Purpose of Writing: 2.4
Content Development: 2.7
Genre & Disciplinary Conventions: 2.5
Sources & Evidence: 2.4
Control of Syntax & Mechanics: 2.7

ANALYSIS

The assessment of the samples of student work shows strengths in Content Development and Control of Syntax & Mechanics. Although barely missing the target, Context & Purpose of Writing and Sources & Evidence are the areas that this assessment showed student weakness in.

ACTION

1. The scoring for both communication and critical thinking occurred during the same scoring session. For future cycles, separate scoring sessions will be held for each of the two objectives being assessed that cycle.

2. The collection of student samples will occur much earlier in the cycle, and therefore, assignments that better fit the AAC&U VALUE rubrics will be identified and used during the scoring sessions.

COMMENTS

In the 2015-2016 cycle, a pilot scoring session was held in order to uniformly assess samples of undergraduate student work. This will allow for comparisons between colleges. The pilot only consisted of a single scoring session which limited the number of samples that could be assessed. In future cycles, at least two sessions will be held where each is focused on the assessment of a single objective.

UNIVERSITY

TAMU-CC

ASSESSMENT METHOD

Division of Student Engagement & Success Assessment:

Step Up! Program post-test scenario question: To show ability to apply bystander intervention through appropriate communication techniques. Performance graded with rubric. Target: 75% of the participants will be able to communicate effectively using the "I care, I see, I feel, I want, I will" method.

Resume Writing: Professional staff from Career Services used a grading rubric at the second resume visit to assess effective communication via resume writing. The rubric consists of "Format", "Mechanics", "Information", and "Visual Appeal". The students' resumes are measured on a scale from Level 4-Excellent to Level 1-Needs Significant Improvement.

RESULTS 2016

Step Up! Program post-test scenario question:
Proficient- 81.36% of participants were able to effectively communicate using the "I care, I see, I feel, I want, I will" method.

Resume Writing:
Exemplary- 97% of students received a rating of 3 or greater. 78% of students received a rating of 4.

Mock Interview:
Exemplary- 97% achieved a rating of 3 or better. 92% achieved a rating of 4.

Counseling Center Clients Responses:
Proficient- 80% of students satisfactorily described two healthy communication skills.

University Center and Student Activities Staff Performance Evaluations:
Insufficient- A five-point scale was used with a 4 being above average and a 5 being excellent.
Activities Staff Performance

Interpersonal Score UC=84.3% SA=73.7%
Written Emails Score UC=70% SA= 60.5%

ACTION

Improve University Center & Student Activities student worker training for specialized communication methods. Include professional communication skills as a part of student training schedule and also determine how to best coach individuals struggling with specific communication platforms.

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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