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 demonstrate an understanding of and use ethical reasoning for responsible personal and professional decision-making in a culturally and ethnically diverse world.
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 on Student Engagement (NSSE) (indirect)
Core assessment data (direct)
Question: During the current school year, about how often have you…[c]onnected your learning to social problems or issues?
Question: How much has your experience at this institution contributed to your knowledge, skills, and personal development in… [d]eveloping or clarifying a personal code of values and ethics?
Faculty conducted a blind assessment on a random sample of student artifacts from GOVT 2305 and GOVT 2306. For GOVT 2305, the average score on the Social Responsibility dimension was 3.84/5, with 3 being an acceptable score; 96% of scores were 3 or above. For GOVT 2306, the average score was 3.52/4; 80% of scores were 3 or above.
Faculty conducted a blind assessment on a random sample of student artifacts from HIST 1301 and HIST 1302. These results are still being compiled.
Responses to the NSSE questions indicated that both first-year students and seniors perceive that their courses touch on issues of ethics and personal responsibility “Often” or “Quite a bit.” Seniors perceive a slightly higher amount of exposure, which would make sense in light of the more advanced, discipline-specific courses they would be taking at the time of the survey administration.
Overall, students completing required core government classes at A&M-San Antonio successfully demonstrate their grasp of social responsibility.
NSSE results are distributed throughout the institution; each department is encouraged to incorporate this data into its ongoing strategic planning.
Government faculty are incorporating this assessment data in their ongoing planning and development of curricula.
A&M-SA is using two NSSE items to assess ethical decision making and social responsibility: Institutional Contribution: Developing a personal code of values and ethics; and Contributing to the welfare of your community.
Personal code of ethics: Seniors who completed the NSSE had an average score of 2.95, while juniors averaged 2.85.
Welfare of your community: Seniors who completed the NSSE had an average score of 2.50, while juniors averaged 2.56. (Spring 2012 Administration Results)
NSSE scores indicate that seniors report a slightly greater institutional contribution to developing their personal code of ethics, which is expected given that seniors have completed more coursework than juniors. However, juniors scored slightly higher than seniors on the item measuring contributions to the welfare of their community.
A&M-San Antonio will continue to use the NSSE to evaluate students' attitudes with respect to ethical decision-making and social responsibility. The NSSE will be administered to A&M-SA undergraduates again in Spring 2016.
Starting Fall 2016, A&M-SA will also be assessing this student learning outcome as part of its core curriculum. This System SLO aligns with the Texas Core Curriculum's core objectives in personal responsibility and social responsibility.
There are several limitations to
these assessment measures. First,
the NSSE is meant to be administered to a cross-section of students to measure the "value-added" by students' experience at the institution.
The NSSE is administered to
students enrolled in senior‐level
courses, so it is possible to see
growth from reported values for
students classified as juniors versus
However, the NSSE is not a direct
measure of students' ethical