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

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.




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.


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.


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.


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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