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.
Four methods are being utilized to measure Globalization and Cultural Diversity: (1) Numbers of students involved in study abroad programs, (2) Information from the NSSE regarding Study Abroad participation, as well as student responses in “Learning with Peers” to having discussions with “people of a race or ethnicity other than your own,” and “people with religious beliefs other than your own.”(3) student performance on course-embedded assessment as indicated by program-level SLO measurements, and (4) student performance as indicated by General Education assessment measures. General Education assessment was carried out using AACU VALUE rubrics.
1. Study abroad participation: In 2016-2017, 79 students participated in study abroad programs and/or foreign travel, a 17% increase over the previous year. Of the nine faculty-led programs, five included a service-learning component. Eight students were admitted as exchange students, a 50% increase over the previous year.
2a. NSSE: “Study Abroad”
TAMUK compares favorably to THECB peers per 2018 NSSE report
15% planning to complete study abroad
(10% for THECB peers). 7% study abroad completion
(8% for THECB peers)
2b. NSSE: “Learning with Peers”
“Having a conversation with people of a race or ethnicity other than your own”
(-1 compared to THECB peers) 71%
(+1 compared to THECB peers)
“Having a conversation with people with religious beliefs other than your own”
(-1 compared to THECB peers) 66%
(-1 compared to THECB peers)
2. Program-level assessment: A total of twelve programs included SLOs pertaining to global diversity in 2016-2017 100% of programs achieved or surpassed the expected outcome as defined in the program reviews.
3. In Spring 2017, the College of Arts and Sciences ran a pilot for General Education assessment, and two courses assessed intercultural competence, while one also assessed global communities. In one case, students met the standard for intercultural competence. In the other two cases, students partially met the standard.
We look forward to continued growth in study abroad opportunities for our students. The university will continue to enhance the offerings in International Studies and Programs to provide more students with global experiences. The university will also work with Student Activities to continue to provide students with experiences that will enhance their understanding of diverse cultures on campus. The university will be able to collect data from General Education assessment despite the loss of the global learning component.
The university will create more opportunities for students to make connections in what they are learning about diversity in different courses and experiences throughout their college careers.
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.