Texas A&M University System Student Learning Outcome–Globalization & Diversity
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.
Assessment of Globalization & Cultural Diversity at TAMU-T currently includes: (a) course-embedded assessments of student artifacts using the Global Learning LEAP VALUE rubric; (b) results from Outcomes Assessment for program learning outcomes in undergraduate majors that aligned with Globalizational & Cultural Diversity; (c) results of specific survey items from the National Survey of Student Engagement (NSSE) that are aligned with Globalization & Cultural Diversity-related perceptions; and (d) results of specific survey items from our Graduating Student Survey (GSS) that are aligned with Globalization & Cultural Diversity-related perceptions.
Results of course-embedded assessments revealed mean scores ranging from 1.06 to 1.69 on all rubric criteria. Results from discipline-specific outcomes assessment showed students met or exceeded standards set by the programs. For the NSSE, 67% of students indicated that TAMU-T contributed "Very Much" or "Quite a Bit" towards their ability to understand people of other backgrounds. Results from the GSS indicated that the percentage of students who Agreed or Strongly Agreed that TAMU-T contributed to their development of various competencies was: (a) 76.5% on an item aligned with use of multidisciplinary perspectives; (b) 64.7% on an item aligned with understanding global interdependence; and (c) 76.5% on an item aligned with understanding cultural differences.
Overall, these results indicate that student performance is sufficient at TAMU-T. For our direct assessments, the acceptable student performance standard (which is currently set as achieving a mean score of 1.0 or higher on all rubric criteria) was met. Furthermore, in majors programs, seniors met or exceeded the standards set by their programs in discipline-specific assessments. Because these artifacts were taken from freshmen classes, a 1 indicates acceptable student performance developmentally for first-year students. In terms of indirect assessments, student did sometimes meet the standard (which is currently set at 70% for both the NSSE and the GSS).
1) We will continue to utilize the Global Learning LEAP VALUE rubric for future Globalization & Cultural Diversity assessment of student artifacts; 2) We will work with program faculty to articulate the impact of Globalization & Cultural Diversity within their majors; 3) Training materials, workshops, or other resources will be developed and/or planned to help increase or maintain faculty competency of Globalization & Cultural Diversity (and assessment approaches to Globalization & Cultural Diversity). Special emphasis will be placed on clearly demonstrating what appropriate "fit" looks like between course-embedded assignment parameters and the features of the Global Learning LEAP VALUE rubric; and 4) We will continue to use the NSSE & GSS and monitor items aligned with Globalization & Cultural Diversity.
In addition to the NSSE and GSS, we will soon begin using the Global Perspective Inventory (GPI) to provide an additional source of indirect assessment for Globalization & Cultural Diversity. We will also expand options for the direct assessment of Globalization & Cultural Diversity within majors, beginning with research on options such as the Global Awareness Profile.