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 Kingsville: 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

TAMUK

ASSESSMENT METHOD

Two primary assessment methods are used: (1) positive participation in Study Abroad experiences, and (2) student global and cultural perceptions as reported to NSSE.

RESULTS: 2015

Sufficient

ANALYSIS

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).

ACTION

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.

COMMENTS

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.

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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