The Texas A&M University System delivers a common set/embraces a common view of important outcomes and is accountable for sustained measurement.
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.
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.
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.
Two primary assessment methods are used: (1) positive participation in Study Abroad experiences, and (2) student global and cultural perceptions as reported to NSSE.
Assessment 1. After experiencing a 29% increase from 2013 to 2014 in the number of students studying abroad, the number declined 7% for 2015. Assessment 2. Student responses on the NSSE Global Perspectives module indicate positive gains from freshman to senior years. For 7 of 12 NSSE prompts of specific interest to globalization and cultural diversity, response means for TAMUK seniors exceeded national means (example: I think of my life in terms of giving back to society). TAMUK seniors tied national means in 3 areas (example: I consider different cultural perspectives when evaluating global problems), and fell slightly below national means in 2 areas (example: I can discuss cultural differences from an informed perspective).
Various initiatives are planned to expand student access to study abroad experiences because of the richly positive effect these experiences can impart to students. Student perceptions as noted on the NSSE indicate no significant shortcoming in global or cultural awareness. Nevertheless, specific efforts at the program level are in place for the purpose of improving cultural exchange and cooperation.
Prior to adoption of the 2014 Core Curriculum, TAMUK measured Global Learning as a core component. With the loss of this data stream, the University opted to use the NSSE Global Perspectives module to collect data on Globalization and Cultural diversity. The NSSE instrument appears to be adequately complete and relevant.