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.
National Survey of Student Engagement (NSSE) Topical Modules:
1) Experiences with Diverse Perspectives and 2) Global Perspectives - Cognitive and Social
1) Experiences with Diverse Perspectives:
First-year - Sufficient
Seniors - Emerging
2) Global Perspectives:
First-year - Sufficient
Seniors - Sufficient
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.
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.