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: 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

TAMUCC

ASSESSMENT

Program-level Assessment: Measures and targets for program-level assessment of Globalization and Cultural Diversity were identified by faculty of the respective program.

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
Pilot Scoring Session: Two faculty members and a staff member from the Office of Assessment, Accreditation, and Compliance (AA&C) applied the AAC&U VALUE Rubric for Intercultural Knowledge and Competence to samples of student work.

Target: For each rubric dimensions, aggregate ratings will average at least a 2.5.
Division of Student Engagement and Success (SEaS) Student Employee Training:
Post-test at the end of training. Student employees correctly identified inappropriate cultural language (micro-aggressions) and developed appropriate alternative language.

SEaS Student Employee Annual Performance Evaluation Rubric – Globalization/Diversity
The student was evaluated on their demonstration of Globalization/Diversity skills based on a five-point rubric ranging from 1-5. 1 = Insufficient, 2 = Emerging, 3 = Sufficient, 4 = Proficient, 5 = Exemplary.
SEaS Training Inclusion Action Plan
After participating in an introductory inclusion training workshop, participants create an action plan to address social challenges. Responses are graded on a four-point rubric. 1=Introduction, 2=Consideration, 3=Developing and 4= Embracing.

SEaS Cultural Competency Assessment from Safe Zone Training
As part of Safe Zone training, student take a pre-test and a post-test assessment using an instrument to measure intercultural sensitivity. Six weeks later, the students complete the instrument again to determine the longer-term impact of the experience.

College SOS Pre/Post Survey
Post Survey Question: “As a result of participating in the College SOS training, I learned how reducing mental health stigma contributes to a more inclusive campus environment for people who struggle with anxiety and depression.” (True/False Response)

RESULTS: 2018

Based on the definitions included in the Assessment Method section, the results are:
71% Exemplary
0% Proficient
14% Sufficient
14% Emerging
0% Insufficient
Cultural Self-Awareness = 3.0
Knowledge of Cultural Worldview Frameworks = 2.9
Empathy = 3.0
Verbal and Nonverbal Communication = 3.0
Openness = 2.9

Proficient
Exemplary
Sufficient to Proficient
Proficient
Proficient
Exemplary

ANALYSIS

Of the fourteen program-level assessments, twelve were at a level of sufficient or above. Of these, ten were at a level of exemplary.
All five of the rubric met the 2.5 target set. TAMU-CC continues to work on growing the scoring sessions for the Empower U Objectives that do not have as many embedded assessments at the program-level.
Division student employees (n=223) participated in a one day training. Scores on five micro-aggression outcome questions equaled 98.18% correct.

Division student employees (n=184) evaluated after one academic year of employment rated 3.54 on the Diversity and Globalization Job Performance Rubric.
4% scored Embracing, 74% scored Developing, 18% scored Consideration, and 4% scored Introduction. N=50.

On average, students (n=179) increased 12 points from the Pre-Assessment to the Post-Assessment. In the six week follow-up survey, scores decreased to a more moderate 5 point increase over the pre-assessment for those students (n=17) who responded.

Number of students who reported an increase in knowledge with respect to the role mental health stigma reduction plays in promoting inclusion = 95% (N=487).

ACTION

As is the case with all assessments at TAMU-CC, action plans are created when findings do not meet the target set. For example, one of the programs that had findings at a level of Emerging used components of an exam to assess student knowledge of culture as it applies to the field. For its action plan, the program is establishing a preparation class for the exam. To implement this plan, a committee will convene to discuss how to structure this class. The lack of program-level assessments of globalization and cultural diversity led the Office of Assessment, Accreditation, and Compliance (AA&C) to begin shifting towards a more centralized assessment approach towards the assessment of this outcome. Results from the Pilot Scoring session of the Ethical Decision Making and Social Responsibility Objective are reported in the next row.
Colleges are being notified earlier about which Empower U Objectives are being assessed for the academic year. This will allow for earlier identification and collection of student samples for these scoring sessions.
The presentation on civility and diversity will remain the same. Options for increasing the level of difficulty on the assessment instrument will be investigated.
Incorporate additional inclusion training into the student employee training program.
Provide additional diversity and inclusion programming.

Create methods of reinforcing the message after training to assist in maintaining the information and attitudes developed during training.

This training will continue.

COMMENTS

This is the first cycle in which the assessment findings for this objective were rated using the scale provided in the Assessment Method section. Future cycles will allow us to make comparisons between different cycles of data. Additionally, the Institutional Effectiveness Council has been split into two IE Councils – one for educational programs and one for academic, administrative, and student support services. The first meetings of these councils will be held in early spring 2019. Preliminary ideas for increasing data assessing this objective include using embedded exam items that assess Globalization and Cultural Diversity as it applies to the content of the course.
This is the first cycle that a scoring session was held to assess the Globalization and Cultural Diversity objective. Future cycles will allow us to make comparisons between different cycles of data. Additionally, the Institutional Effectiveness Council has been split into two IE Councils – one for educational programs and one for academic, administrative, and student support services. The first meetings of these councils will be held in early spring 2019. The results of the scoring session will be shared and action plans will be developed to address the weaknesses identified through these Empower U assessments.

UNIVERSITY

TAMUCC

ASSESSMENT

Academic Affairs:
1) Spanish majors - cultural understanding of Spanish-speaking countries. Essays from graduating seniors will be reviewed. Target: At least 70% of graduating seniors will demonstrate a comprehensive cultural understanding of Spanish-speaking countries.
2) COSC/ENGN ABET G: Performance Indicator Matrix scheduled to be assessed (16-17).
3) BSIS 4-8 MATH - Promote a positive classroom climate among diverse student populations. Target: At least 75% of BSIS 4-8 Math test takers will pass Domain II of the TExES PPR EC-12.
4) BSIS EC-6 Bilingual Generalist: Broad knowledge of bilingual education, and Depth of speaking ability in Spanish. Target: At least 80% of test takers will pass Domain III of the Bilingual Target Language Proficiency Test.
5) BSIS EC-6 Generalist: Positive classroom climate among diverse student populations. Domain II of the TExES PPR EC-12 exam was used as the measure. Target: At least 75% of test takers will pass Domain II.
6)BBA: All SLOs rewritten this year. They are writing rubrics this year. Globally responsible social behavior measured w/rubric.
Student Engagement & Success (SEAS):
7) Safe Zone Training Pre/Post Assessment of vocabulary, perceived knowledge and readiness to help LGBTQ students.

RESULTS: 2015

Academic Affairs:
1)Spanish majors - cultural understanding of Spanish-speaking countries. 100% of essays demonstrated a comprehensive cultural understanding of Spanish-speaking countries.
2) COSC/ENGN ABET G: Performance Indicator Matrix scheduled to be assessed (16-17).
3) BSIS 4-8 MATH measure: TExES exam - 80% of test takers from 9-1-14 to 8-31-15 passed Domain II.
4) BSIS EC-6 Bilingual Generalist: 100% pass TExES tests in Bilingual Generalist and Bilingual Target Language Proficiency Test.
5) BSIS EC-6 Generalist: 87% passed TExES test Domain II.
6) BBA: Results will be reported 15-16.
SEAS:
7) 79 students were trained and tested.
* 41% increased in their knowledge of LGBTQ vocabulary
* 97% indicated that they are knowledgeable (combined 44% somewhat and 53% very knowledgeable) about LGBTQ issues
* 76% indicated they are prepared (combined 25% very prepared and 51% more prepared) to serve as a Safe Zone Ally as a result of training.
79 students were trained and tested.
* 41% increased in their knowledge of LGBTQ vocabulary
* 97% indicated that they are knowledgeable (combined 44% somewhat and 53% very knowledgeable) about LGBTQ issues
* 76% indicated they are prepared (combined 25% very prepared and 51% more prepared) to serve as a Safe Zone Ally as a result of training.

ANALYSIS

Academic Affairs:
Globalization and Cultural Diversity have not been either identified as outcomes for programs or are not being reported. We believe this is due to a lack of awareness of the A&M System outcomes or a lack of alignment in language. Education of our administrators and faculty will help the reporting of this outcome.

Of the programs that reported data, 80-100% students were judged proficient.

SEAS:
The Safe Zone Training was very effective for training student workers to expand their knowledge of LGBTQ vocabulary and issues.

ACTION

1) The Assessment, Accreditation, & Compliance Office (AA&C Office) is coordinating the process of university-wide SLO assessment. The office is in the process of reviewing all assessment reports w/a rubric and providing feedback to departments, and assistaning programs/departments in enhancing their assessment for next cycle. In this process, it will publicize both the A&M System Student Learning Outcomes and the schedule for assessment and reporting.
2) The AA&C Office is documenting the alignment of current objectives with EmpowerU outcomes, which will improve reporting.
3) Resources will be developed by the Center for Faculty Excellence to promote the assessment of globalization and cultural diversity beyond the Core Curriculum.
4) The Core Curriculum Assessment schedules will be aligned with the A&M System Student Learning Outcomes schedule.
5) For the SES Safe Zone Training, the expected targets will be increased to better reflect the potential of the program.

COMMENTS

Turnover in our AA&C Office has limited our ability to coordinate the various assessment schedules. Our goal is to better align the various outcomes and schedules to gather better results and help programs and departments make the assessment meaningful.

For Safe Zone Training, this year established baseline data. Additional training sessions will be designed to further educate on various diversity and inclusion topics.

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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