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

Texas A&M University System Student Learning Outcome–Globalization & Diversity

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.

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 METHOD

Cadets who participated in the 2-week Global Leadership Initiatives Program (visiting Indonesia/Singapore, Georgia/Armenia, or Germany/Poland) responded to a survey and were rated using a rubric on a three-hour debrief presentation on diplomacy, information (media), military, economic, and religion/culture.

RESULTS: 2015

Exemplary

ANALYSIS

I was able to recognize the differences of the host country culture to my own=3.96/4.00. I feel more knowledgeable of the host country culture=3.96/4.00. I feel more comfortable in an international setting=3.90/4.00. Qualitatively, students articulated the role of the US as mediator in the global community. In the presentations, students articulated overcoming communication barriers, understanding the lasting influence of culture and background, having assumptions challenged, and identifying similarities and differences.

ACTION

During the excursions, students will be provided with opportunities to reflect , rather than waiting until the flight home. There will also be a plan for students here to connect with students they met in the countries 3-6 months after the trip to continue discussions they started on the trip.

COMMENTS

The summary report can be found at: http://studentlifestudies.tamu.edu/sites/studentlifestudies.tamu.edu/files/results/full/268-full.pdf

UNIVERSITY

TAMU (incl. TAMUG and TAMUQ

ASSESSMENT METHODS

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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