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 synthesize knowledge from general and specialized studies.
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.
1) Graduating Student Experience Survey Question C-6 "Synthesize knowledge from general and specialized studies, demonstrate a clear understanding of the General Education core curriculum, and apply broad knowledge to academic, professional, or technical fields at the upper-division and/or graduate levels." 2) NSSE Senior Data Question 2A "Combined ideas from different courses when completing assignments" and 2G: "Connected ideas from your courses to your prior experiences and knowledge" 3) Student learning outcome alignment of "Integration of Broad Knowledge" within program assessment .
1) 64% responded "Excellent" or "Very Good" related to synthesizing knowledge. 2) NSSE 2A: 71% responded "Often" or "Very Often" 2G: 79% responded "Often" or "Very Often" 3) 64% of academic programs aligned at least one student learning outcome with the "Integration of Broad Knowledge"
Implement further strategies and/or best practices to increase the Integration of Broad Knowledge into learning opportunities, activities and the curriculum. Continue to evaluate and identify the alignment of Integration of Broad Knowledge with learning outcomes assessment across academic programs.
1) ETS Proficiency Profile (Freshman vs. Senior scores)
2) NSSE senior data: 2a – “Combined ideas from different courses when completing assignments” and 2g: “Connected ideas from your courses to your prior experiences and knowledge”
3) PVAMU Graduating Student Academic Program Experience Survey (APES) Question 9 “Faculty required students to make extensive use of the library and other out-of-class resources”.
2) Q2a: Sufficient Q2g: Proficient
1) ETS Profile freshman mean score 424.8 vs. senior 431.5 (7 pt increase – 50th percentile);
2)NSSE 2a: Integration of Coursework 78% responded often or very often; 2g: 86% responded often or very often;
3) APES Q9 82.2% responsed extensive use of library services.
Evaluate our existing academic programming to clearly identify instances where students are provided opportunities to integrate knowledge broadly. From this assessment, develop strategies to strengthen student performance as demonstrated by a larger point gain between the freshman and senior year. Look at other best practices and high impact activities that would also enhance student performance for this SLO.