Student Learning Outcomes

We embrace a common set of student learning outcomes and we are accountable for sustained measurement of these outcomes

West Texas A&M University: 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

WTAMU

ASSESSMENT

The University administers the NSSE annually and added the module for Global Learning for the May 2018 administration.
NSSE data for this SLO include: 1) Providing activities and experiences (speakers, events) that focus on global and international topics;
2) 2a Complete a course that focuses on global trends or issues (human rights, international relations, world health, climate, etc.
3) a Understand the viewpoints, values, or customs of different world cultures, nationalities, and religions
4) Discussions with diverse others;
Frequency of discussions with: 4a)People of a race or ethnicity other than your own
4b) People from an economic background other than your own
4c) People with religious beliefs other than your own
4d) People with political views other than your own

RESULTS: 2018

1. Sufficient- Acceptable number of criteria met and results meet expectations with room for improvement.
2. Emerging- Some criteria met and results indicate need for improvement.
3. Sufficient- Acceptable number of criteria met and results meet expectations with room for improvement.
4. Sufficient- Acceptable number of criteria met and results meet expectations with room for improvement.

ANALYSIS

1. Freshman data for this question shows a mean of 2.2 which is significantly below the comparison mean of 2.7. However, senior data shows a mean of 2.5 which is close to the mean of 2.6 for the comparison group.
2. Freshman data for this item shows 3% of those students have completed or plan to take a course focused on global issues or trends. This is well below the statistical comparison of 19%. 32% of seniors have or plan to complete a course that focuses on global issues compared to 48% in the comparison group. 45% of seniors report they do not plan to complete a course like this. While senior data shows a much higher percentage of students responding positively to this item, it is not enough to be proficient.
3. Freshman data for this item shows a mean of 2.2 compared to the mean of 2.6 in the comparison group. Senior data 2.5 compared to the 2.6 of the comparison group. This demonstrates obvious growth in this area between the freshman and senior year.
4. For the area of discussions with diverse others, overall percentages for this category are slightly below our peer comparison group (37.7% for WT and 38.7% for WT125 peers).

ACTION

1. Work with Study Abroad office, the Nationally Competitive Scholarship office, and Student Engagement offices to identify more learning opportunities and/or events for students that provide information about global and international topics. Additionally, Study Abroad is in the process of implementing an assessment instrument to evaluate items related to globalization and cultural diversity. Administration of this assessment is slated to begin in Summer 2019. In the future, this survey data will be used to help with the assessment of globalization and cultural diversity.
2. Inventory the existing number of courses with a significant global or international perspective. Increase the number of courses in each major that have a global perspective or deal with international issues. Work to add courses with the perspective or to add a global perspective to existing courses through the curriculum process.
3. Continue to discuss, bring in speakers, and create dialogue around different viewpoints, customs, and cultures. Partner with student engagement and study abroad to highlight learning events created by international student groups and discussions led by students who have participated in a faculty led or other study abroad experience.

COMMENTS

Study abroad data shows a 96% increase in study abroad participation in 2018-2018 compared to 2017-2017. This includes a large increase in faculty-led programs (57 in 2016-17 vs 118 in 2017-18). This increase should help with gains in the areas related to globalization and cultural diversity.

UNIVERSITY

WTAMU

ASSESSMENT

National Survey of Student Engagement (NSSE) Topical Modules:
1) Experiences with Diverse Perspectives and 2) Global Perspectives - Cognitive and Social

RESULTS: 2015

1) Experiences with Diverse Perspectives:
First-year - Sufficient
Seniors - Emerging

2) Global Perspectives:
First-year - Sufficient
Seniors - Sufficient

ANALYSIS

1) First-year students responded similarly to the national average on 10 of the 11 items in this module, and exceeded the national average at a statistically significant level on one of the 10 items. Senior students responded comparably to the national average on seven of the 11 items in this module, while scoring four of 11 items lower than the national average at a statistically significant level.

2) First-year students responded similarly to the national average on 19 of the 21 items in this module, while scoring one item higher and one item lower at statistically significant levels. Senior students responded comparably to the national average on 17 of the 21 items in this module, while scoring two items higher and two items lower at statistically significant levels.

ACTION

NSSE Modules: Results from these modules are being shared with campus stakeholders as part of an intentional effort to increase utilization of NSSE results for improvement. The Global Perspectives Module was comprised of a subset of items from the Global Perspectives Inventory, which WTAMU is currently reviewing for future use as a more robust external measure of this SLO.

University assessment: A task force collected curriculum maps from academic programs that indicated which programs address this SLO in specific courses. These maps are being used to create an institutional map in order to identify courses and assignments from which to pull a sample of student artifacts. The task force also adapted LEAP VALUE Rubrics that will be applied in the scoring of artifacts.

Program assessment: An audit of program assessment reports indicated room for improvement in specifically addressing this SLO within program learning outcomes. The Office of Learning Assessment is assisting programs in explicitly aligning program learning outcomes to this SLO, using the curriculum maps to implement measures/criteria for assessing attainment of SLO.

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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