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: Integration

TAMU System Student Learning Outcome–Integration of Broad Knowledge

Bold 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.

Integration of Broad Knowledge Outcome:

Upon completion of their degree program, students will be able to synthesize knowledge from general and specialized studies.

Generic Descriptions of Campus Assessment Results:

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.



Assessment Method

Course embedded assessment and co-curricular assessment: written projects and/or presentations evaluated with rubrics and/or integration criteria.

Results: 2014

90% proficient to exemplary;
10% emerging or insufficient.


87% of students in Fall 2013 enrolled in the core curriculum-based learning communities program demonstrated the ability to integrate knowledge from multiple disciplines in a written assignment or project.

Sample successful interdisciplinary projects include the rhetorical analysis of a historical document in first-year composition and seminar; a “campus improvement” proposal to connect political science, seminar, and composition; or a scientific poster reporting on observational research, connecting composition, seminar, biology, and chemistry.

Students in a leadership course scored between emerging and developing on connecting experiences between the course and practice. This intensive leadership co-curricular course is required for Residence Assistants and may be expanded.


1.) A university-wide Assessment Committee is reviewing assessment reports and performing other assessment-related tasks.

2.) The Assessment & Continuous Improvement Office is coordinating the process of university-wide SLO assessment.

3.) Resources will be developed by the Center for Faculty Excellence to promote the assessment of integrative thinking beyond the core curriculum.

4) The leadership course will be reviewed and revised, based on the student learning results.


Our First-Year Learning Communities Program (FYLCP) is a national model and leader for undergraduate student learning. Collaborating with the Washington Center (The National Resource Center for Learning Communities), the FYLCP has focused on helping students integrate their learning for several years. The program continues to seek better ways to make those integrative experiences deeper and more explicit for students; however, we are very happy with our success in this area. Our new leadership program shows promise and is an area we are interested in expanding.

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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