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 Texarkana: Globalization & Diversity

System 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

TAMUT

ASSESSMENT

Assessment of Globalization & Cultural Diversity at TAMU-T currently includes: (a) results from programs that have aligned their student learning outcomes with Globalization & Cultural Diversity; (b) results from the National Survey of Student Engagement (NSSE) on items aligned with Globalization & Cultural Diversity; (c) results from our Graduating Student Survey (GSS) on items aligned with Globalization & Cultural Diversity; and (d) results from our Culture, Diversity, & Globalization Survey.

RESULTS: 2018

All academic programs set their own acceptable performance standards for their students. Results from available program outcomes assessment showed students met or exceeded the standards set by programs aligned with Globalization & Cultural Diversity. For the NSSE, GSS, and the Culture, Diversity, & Globalization Survey, the acceptable performance standard is for 70% of students or more to respond in desired ways on survey items. Results for the NSSE revealed that students met the acceptable student performance standard on one item aligned with Globalization & Cultural Diversity but fell just short of meeting this standard on the remaining five items. Results from the GSS indicated that the percentage of students who Agreed or Strongly Agreed that TAMU-T contributed to their development on various competencies was: (a) 64.3% on an item focused on utilizing multidisciplinary perspectives; (b) 52.6% on an item focused on global interdependence; and (c) 69.8% on an item focused on articulating cultural differences. Finally, results from our Culture, Diversity, & Globalization Survey revealed that 71.6% of students selected "Agree" or "Strongly Agree" in response to 27 items aligned with Globalization & Cultural Diversity.

ANALYSIS

Overall, these results indicate that student performance is sufficient at TAMU-T. Students in programs aligned with Globalization & Cultural Diversity met or exceeded the acceptable performance standard set by those programs. However, results from indirect assessment sources (GSS, NSSE, and the Culture, Diversity, & Globalization Survey) were mixed: Students exceeded the acceptable performance standard on some items and fell short of this standard on other items aligned with Globalization & Cultural Diversity.

ACTION

1) We will work with program faculty to articulate the impact of Globalization & Cultural Diversity within their programs; 2) training materials, workshops, or other resources will be developed to help increase or maintain faculty competency of Globalization & Cultural Diversity (and assessment approaches to Globalization & Cultural Diversity); and 3) we will continue to use the NSSE, GSS, and the Culture, Diversity, & Globalization Survey. Results from the NSSE, GSS, and the Culture, Diversity, & Globalization Survey instrument, in particular, will be helpful in providing fruitful insight on the specific areas we should focus on because each item highlights a different aspect of Globalization & Cultural Diversity.

COMMENTS

Since TAMU-T's last report on Globalization & Cultural Diversity (2015), we started using the Global Perspective Inventory (GPI) as a possible additional source of indirectly assessing Globalization & Cultural Diversity. Unfortunately, the GPI was unable to help us meet our needs as we had hoped. As such, we discontinued use of the GPI. The Culture, Diversity, & Globalization Survey was created to take the place of the GPI and we will continue to look for ways to enhance the usefulness of this survey.

UNIVERSITY

TAMUT

ASSESMENT

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: 2015

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.

ANALYSIS

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).

ACTION

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.

COMMENTS

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.

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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