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.
National Survey on Student Engagement (NSSE) (indirect)
Question: During the current school year, about how often have you…[i]ncluded diverse perspectives (political, religious, racial/ethnic, gender, etc.) in course discussions or assignments?
Question: How much has your experience at this institution contributed to your knowledge, skills, and personal development in…[u]nderstanding people of other backgrounds (economic, racial/ethnic, political, religious, nationality, etc.)?
Responses to the NSSE questions indicated that both first-year students and seniors perceive that their courses touch on issues of globalization and diversity “Often” or “Quite a bit.” First-year students perceive a slightly higher amount of exposure, possibly because the university environment itself is more diverse than the high schools from which they graduated.
NSSE results are distributed throughout the institution; each department is encouraged to incorporate this data into its ongoing strategic planning.
A&M-SA is using two NSSE items to assess Globalization and Cultural Diversity: Institutional Contribution: Understanding people of other racial or ethnic backgrounds; and Included diverse perspectives in class discussions or writing assignments.
Understanding people of other racial/ethnic
backgrounds: Seniors who completed the NSSE had an average score of 2.89, while
juniors averaged 2.87.
Seniors who completed the NSSE had an average score of 3.03, while juniors averaged 2.95. (Spring 2012 Administration Results)
NSSE scores indicate that seniors and juniors provided similar responses to both items.
A&M-San Antonio will be administering the NSSE to upper-division students in Spring 2016. This will provide an additional cycle of data on this student learning outcome.
There are several limitations to this assessment measure. The NSSE is meant to be administered to a cross-section of students to measure the"value‐added" by students' experience at the institution.
The NSSE is administered to students enrolled in senior‐level courses, so it is possible to see growth from reported values for students classified as juniors versus seniors.
However, the NSSE is not a direct measure of students' awareness of globalization and cultural diversity.