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: Discipline Specific

TAMU System Student Learning Outcome–Discipline Specific 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.

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

TAMU (incl. TAMUG and TAMUQ)

ASSESSMENT METHOD

Percentage of baccalaureate academic programs aligned to the “master the depth of knowledge required for a degree” outcome (in WEAVEonline).

RESULTS: 2014

Proficient. 75% of baccalaureate academic programs aligned at least one program-level student learning outcome to the “master the depth of knowledge required for a degree” outcome. 82% of achievement targets were reported as “met.”

ANALYSIS

In their individual program-level assessment plans and reports, academic degree-granting programs are assessing discipline specific knowledge and are documenting improvements based on the results.

UNIVERSITY

TAMU (incl. TAMUG and TAMUQ)

ASSESSMENT METHOD

Student Engagement in the Research University (SERU) survey: Student ratings of gains for “Understanding of a specific field of study.”

RESULTS: 2014

SUFFICIENT: “When you started here” – 3.38/6. “Current ability level” – 4.75/6

ANALYSIS

Students reported an average gain of 1.37 on a 6-pt scale when responding to their “understanding of a specific field of study” comparing their current ability level to when they started at TAMU.

UNIVERSITY

TAMU (incl. TAMUG and TAMUQ)

ASSESSMENT METHOD

Student Research Week participants were given a survey after the event.

RESULTS: 2014

EXEMPLARY: 94%

ANALYSIS

94% of participants said they were able to apply knowledge of their research and other related information they gained in the classroom setting during their Student Research Week experience.

ACTION

More undergraduate students will be recruited to participate in the event (which has traditionally been for graduate students).

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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