Student Learning Outcomes

We embrace a common set of student learning outcomes and we are accountable for sustained measurement of these outcomes

Tarleton State University: Integration of Broad Knowledge

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.

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:

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

TSU

ASSESSMENT

Integration of Broad Knowledge is also assessed through TSU’s Applied Learning Experience program through the use of student written reports and e-portfolios.

RESULTS: 2017

Integration of Broad Knowledge is assessed in TSU’s Applied Learning Experience program through the following student learning outcome:

“Connect Their Holistic Experience: Students will analyze how this real world experience enabled them to apply what they learned from their courses, both in major and core curriculum areas, and from their extracurricular experiences to a real world experience.”

Overall in 2016 (the most current available year), students achieved an average of 4.37 out of 5 on this measure, meeting the target for this outcome.

ANALYSIS

Tarleton has several different type of ALE experiences for students. Each type of ALE experience is assessed independently. The findings show there is success in this area across the board:

Internship/Practicum: 4.63 out of 5
Leadership: 4.29 out of 5
Research: 4.15 out of 5
Service Learning: 4.36 out of 5
Study Abroad/Away: 4.48 out of 5

These results are consistent with the results from 2014 where 92% of ALEs met their targets.

ACTION

6) This year Tarleton is building upon the current success of the ALE program by seeking ways to provide students increased opportunities for participation in the program. The ALE program is being relocated to the Center for Transformative Learning. The Director of the center is working with faculty and staff from across the university to develop and implement new models that will allow for increased ALE participation by improving student awareness of and access to ALE programs.

UNIVERSITY

TSU

ASSESSMENT

Assessment of Integration of Broad Knowledge was done on a program by program basis using a combination of embedded objective questions, written assignments, presentations, internship evaluations, portfolios, and other direct measures of student work. Subjective assessment methods were evaluated by two or more faculty members using program developed standardized rubrics or, in the case of internship reports, by a qualified outside evaluator.

RESULTS: 2017

This is a Proficient area for Tarleton.
This outcome was measured in the following subarea of TSU's Undergraduate Learning

Outcomes:
2.3.4 UG-Synthesize new knowledge to solve problems

73% of academic program assessments of subarea 2.3.4 met or partially met their targets.

ANALYSIS

The number of programs meeting their targets has decreased from the last reporting cycle:

2.3.4: 82% in 2014 and 73% in 2017.

This reflects the fact that based on past success program's have been encouraged to raise their targets for student success. This is a positive sign of improving student learning as programs are raising their targets and students are still achieving a high level of success.

ACTION

1) Disseminate and discuss data results with faculty and administration;

2.) Provide ongoing faculty development for implementation and assessment of critical thinking in both academic programs and core courses;

3.) Monitor the development and availability of courses to ensure students have opportunities to develop critical thinking skills; and

4.) Monitor assessment reporting cycles to ensure that all academic programs assessing critical thinking are reporting data and linking their findings to the related TSU Undergraduate Learning Outcomes.

5) Tarleton has been making intentional institutional efforts to expand High Impact Practices that promote the integration of Broad Knowledge. Initiatives such as the Tarleton Town Hall and the Great Debate as well as increased emphasis on student research and service learning opportunities that have been implemented over the past several years should begin to be reflected in these discipline assessment findings in the coming years.

UNIVERSITY

TSU

ASSESSMENT

A combination of embedded objective questions, written assignments, presentations, internship evaluations, portfolios, and other direct measures of student work. Subjective assessment methods were evaluated by two or more faculty members using program developed standardized rubrics or, in the case of internship reports, by a qualified outside evaluator.

TSU’s Applied Learning Experience program through the use of student written reports and e-portfolios.
2013 National Survey of Student Engagement (NSSE) and the 2013 Faculty Survey of Student Engagement (FSSE). Core Curriculum Assessment via course assessments.

RESULTS: 2014

Proficient. This outcome was measured in the following subarea of TSU’s Undergraduate Learning Outcomes:
2.3.4 UG-Synthesize new knowledge to solve problems
82% of academic program assessments of subarea 2.3.4 met their targets.
Integration of Broad Knowledge is also assessed through TSU’s Applied Learning Experience program through the following student learning outcome:

“Connect Their Holistic Experience: Students will analyze how this real world experience enabled them to apply what they learned from their courses, both in major and core curriculum areas, and from their extracurricular experiences to a real world experience.”
92% of ALE assessments met their target for this outcome.
The FSSE and NSSE first year and senior year cohorts showed the following results (all results are on a four point scale):

When faculty were asked how important it is for students to “combine ideas from different courses” and students were asked how often they did this:
FSSE mean 3.19
NSSE fr mean 2.38
NSSE sr mean 3.00

When faculty were asked how important it is for students to “connect ideas from courses to their prior experiences/knowledge” and students were asked how often they did this:
FSSE mean 3.52
NSSE fr mean 2.83
NSSE sr mean 3.27

All courses reported objectives were met at or above the 70% threshold set by the core curriculum committee. This is the final year for evaluation of the old core curriculum under the THECB.

ANALYSIS

The overall data shows that a high number of programs are reporting assessment data in this area. More than a third of programs reported data this year for the 2.3.4 subarea. The assessment results show a decline from the previous cycle. However, the sample size of programs reporting data increased significantly from 26 programs to 38 programs and the overall success rate remained high. The percentage of academic program assessment that met their targets for the two cycles are:
2.3.4: 82% in 2013-2014 and 92% in 2012-2013
Analysis of the Applied Learning Experience results also point towards continued success on a year to year basis with high numbers of Integrative ALEs being completed.

In the 2013-2014 cycle there were 1155 ALEs and 92% met their target for “Connect Their Holistic Experience”.
In the 2012-2013 cycle there were 1130 ALEs and 88% met their target for “Connect Their Holistic Experience”.
The FSSE and NSSE results indicate both that faculty place a high emphasis on Integration of Broad Knowledge and that students perceive they experience increasing levels of Integration of Broad Knowledge in their coursework over their enrollment history at Tarleton.
This is an improvement over the prior year’s findings by an average of 26%. All of these findings would indicate that this is a Proficient area for Tarleton.

ACTION

1) Disseminate and discuss data results with faculty and administration;

2.) Provide ongoing faculty development for implementation and assessment of Integration of Broad Knowledge in both academic programs and student activity experiences;

3.) Monitor the development and availability of courses and experiences to ensure students have opportunities to build their Integration of Broad Knowledge; and

4.) Monitor assessment reporting cycles to ensure that all academic programs and student activity programs assessing Integration of Broad Knowledge are reporting data and linking their findings to the related TSU Undergraduate Learning Outcomes.

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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