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: 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

TAMU (incl. TAMUG and TAMUQ

ASSESSMENT

Graduation Survey – Approximately 3 weeks prior to commencement (in Dec, May, and Aug), students graduating with a bachelor’s degree are asked to complete a survey designed to assess their overall educational experience and post-graduation plans. Although an indirect measure of learning, students’ assessment of their ability to work within a diverse environment are nonetheless valuable. The responses from Dec ‘17, May ‘18, and Aug ’18 graduates (n = 5405; representing a 42%) response rate) are reported here. Specifically, two items related to this SLO ask to what extent their education at TAMU contributed to (1) their ability to work effectively in a diverse and global environment, and (2) their awareness of various cultures and their impact on society.
Direct Assessment of learning Each academic program is assessed annually to determine the extent to which identified learning outcomes are being achieved by their students. Annual assessment reports indicate whether or not the learning outcomes are met based on established measures and targets. Findings related to students' ability to demonstrate social, cultural, and global competency (i.e., the ability to work effectively within a diverse environment) based on the use of direct measures (e.g., exam or project grades, instructor or professional scoring of work product) are reported here. It should be noted that academic programs often do not report findings on every learning outcome annually. Instead, programs often report findings for a subset of outcomes based on a 2 – 3-year cycle.

Global Perspectives Inventory (GPI) – Nationally recognized instrument designed to measure a students’ global perspective. The tool is designed specifically to assess 3 dimensions of global learning and development – cognitive knowledge (i.e., knowledge of various cultures), intrapersonal affect (respect for varying cultural perspectives), and interpersonal social interaction (engagement with those who are different from oneself). The instrument is completed annually by a sample of students across classifications and colleges who are preparing to participate in a study abroad experience. The responses from students completing the GPI during AY17-18 (n = 308, with representatives from across 10 colleges and from both TAMUG and TAMUQ) are reported here, including comparisons with the national averages for the same year.

RESULTS: 2018

Proficient. Across the graduates completing the survey in AY17-18 (apx. 42% of those who graduated), the average response for the first item was 4.2 (based on a 5-point scale where 1 = none and 5 = significantly; SD = .96), and for the second item was 4.1 (SD = 1.03). Thus, seniors recognize that their education not only raised their awareness and respect for multiple cultures, but also helped prepare them to be able to work effectively in a global environment.
Proficient. Of the 111 baccalaureate programs assessed during AY17-18, 20 (18%) used direct measures to evaluate the extent to which their students had achieved social, cultural, and global competence. Of these, all but 3 programs (85%) met established targets, thus demonstrating their students had achieved an acceptable level of competency.

Proficient. Results indicate students achieved a satisfactory level for each of the three dimensions reported here and aligned with the national averages for each. Specifically, the average for the Cognitive Knowledge scale was 3.74 (based on a 5-point scale; SD = .60; national average of 3.76, SD = .59); the average response for the Intrapersonal Affect scale was 4.19 (SD = .48; national average of 4.17, SD = .50); and, the average response for the Interpersonal Social Interaction scale was 3.42 (SD = .65; national average of 3.34, SD = .75).

ANALYSIS

When comparing results reported here from the AY17-18 graduates with the responses from AY14-15 graduates, we find an improvement in students’ perceptions of the extent to which their education at TAMU contributed to their overall awareness of various cultures as well as their ability to work effectiveness in a diverse and global environment. Specifically, with respect to their ability to work effectively within a diverse and global environment, the average response among AY14-15 graduates was 4.01 (SD = 1.03) in comparison to an average response in AY17-18 of 4.2. Similarly, with respect to their overall awareness of various cultures, the average response among AY14-15 graduates to a similarly worded item (specifically focused on the students’ respect for cultural and ethnic differences) was 4.00 (SD = 1.06) in comparison to an average response in AY17-18 of 4.1.
Trends in assessment results since AY14-15 for the same 20 programs based on the same direct measures (i.e., those assessing social, cultural, and global competence) were examined. The majority of programs consistently reported meeting the established targets each time the outcome was measured. In four of the programs, improvements were reported with only one program reporting a decline in findings.
When comparing responses reported here with responses from those who completed the GPI during AY14-15, we find some improvements with respect to students’ global perspective. Specifically, among the 173 students preparing to complete a study abroad who responded to the survey, the average for the Cognitive Knowledge scale was 3.51 (compared to 3.74, thus demonstrating an improvement), for the Intrapersonal Affect scale was 4.23 (compared to 4.19, thus demonstrating a slight decline), and for the Interpersonal Social Interaction scale was 3.38 (compared to 3.42, demonstrating a slight improvement).

ACTION

The Action Plan outlined in the 2015 report (based on AY14-15 data and reviewed in the present report as a point of comparison) focused on developing and implementing a recertification/review process for the Intercultural and Diversity (ICD) graduation requirement. This process was approved and implemented during AY17-18 . ICD courses are systematically reviewed by the Core Curriculum Council to ensure courses designated as ICD courses, at a minimum, focus on student achievement of three specific learning outcomes: (1) live and work effectively in a diverse and global society; (2) articulate the value of a diverse and global perspective; and, (3) recognize diverse opinions and practices and consider different points of view. The process includes a review of strategies being used within each course to assess student achievement of these outcomes. The data summarized in this report suggest that some improvements have been made in these outcomes, albeit small.

The Action Plan based on the data presented in this report is related specifically to the ICD courses and the newly implemented recertification process. Specifically, the next step will be to finalize and implement a strategy for evaluating student work products based on a rubric designed to assess the ICD learning outcomes. The systematic review of the ICD courses, coupled with more systematic assessment strategies, should result is continued improvement on students’ understanding of the interconnectedness of diverse people and their ability to work effectively in a global environment.
Across the 20 programs that assessed social, cultural, and global competency during the AY17-18 cycle, 6 established an Action Plan specifically designed to enhance this particular outcome for their respective students. Actions include enhancements in targeted courses as well as initiatives designed to foster participation in related experiences such as study abroad or similar international programs.

See Action Plan outlined above.

COMMENTS

UNIVERSITY

TAMU (incl. TAMUG and TAMUQ

ASSESSMENT

Global Perspectives Inventory - nationally recognized instrument designed to measure a student’s global perspective. The GPI instrument has 64 items including a few biographical items. It has been specifically designed to provide a self-report of a person's perspectives in three dimensions of global learning and development — cognitive, intrapersonal, and interpersonal.

RESULTS: 2015

Proficient

ANALYSIS

Texas A&M seniors and students who participate in a study abroad experience were invited to participate.

Results (TAMU Seniors/ TAMU Study Abroad Participants/National Average of public doctorate universities seniors)

Cognitive Knowledge (awareness of various cultures and impact on society): 3.62/3.79/3.63

*Intrapersonal Affect (respect and acceptance of differing cultural perspectives): 4.17/4.21/4.17

Interpersonal Social Interaction (engagement with others/cultural sensitivity): 3.38/3.52/3.36

*Indicates areas where all Texas A&M University participants meet or exceed the national average.

ACTION

The local emphasis on high-impact practices and learning experiences has lead to increased efforts to send students on study abraod experiences, which clearly has positive gains related to global learning. These efforts will continue.

Additionally, the Core Curriculum Council is discussing the processes necessary to more closely examine the Intercultural and Diversity (ICD) graduation requirement to gain a better understanding of the content delivered in courses with that distinction. More direct methods of student learning data are being explored. These efforts should have positive impacts on the "Cognitive Knowledge" area of the instrument.

COMMENTS

Reports and summaries can be found at: http://assessment.tamu.edu/Projects/GPI

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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