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.
NSSE administrations in 2017 and 2018 were used to assess this SLO.
1) Developing or clarifying a personal code of values and ethics
2)Discussed the ethical consequences of a course of action
3) Discussed complex problems with others to develop a better solution
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
1) Sufficient- Acceptable number of criteria met and results meet expectations with room for improvement.
2) Proficient- Most criteria met and results indicate mastery of objective with some room 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.
1) Freshman data shows a mean of 2.6 which is just below the comparison mean of 2.7. Senior data shows a mean of 2.9 which is slightly above the comparison mean of 2.8.
2) 48% of freshmen indicated they had discussed ethical consequences of a course of action Often or Very Often. The mean for this question was 2.5 which is slightly above the statistical comparison provided. 56% of seniors indicated Often or Very Often on the same question. The mean was 2.6 which is equal to the statistical comparison provided.
3) 52% of freshmen indicated they discussed complex problems with other to develop a better solution which Often or Very Often. The mean for this question was 2.6 which is slightly below the statistical comparison provided (2.7). 67% of seniors indicated Often or Very Often on the same question. The mean is 2.9 which is equal to the statistical comparison provided. Growth in these experiences between the freshmen and senior year indicates improvement in this area as students progress towards their degree.
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).
Provide other measures for this SLO besides NSSE results. Possible sources include:
Identification and alignment of course and program SLOs to ethical decision making and social responsibility.
Create training/workshops to help faculty understand and emphasize ethical decision making and social responsibility in their courses.
Consider adding questions to the graduation survey about decision making and responsibility.
WTAMU mapped 18 items on the National Survey of Student Engagement (NSSE), administered in spring 2015, to this A&M System SLO.
Emerging to Proficient
Direct: Approximately half of the undergraduate programs included learning outcomes that addressed this A&M System SLO. Assessments ranged from rubric-scored capstone-embedded assignments to external professional exams. Analyzing results indicated that the majority of students met program-specified achievement targets.
Indirect: First-year students rated WTAMU similarly to three comparison groups on 15 of 18 items, higher at a statistically significant level on one item for all comparison groups, and lower at a statistically significant level on two items for all groups. Seniors rated WTAMU similarly to three comparison groups on 13 of 18 items, higher at a statistically significant level on one item for all comparison groups, and lower at a statistically significant level on four items for all groups.
Direct: 1) Academic programs are incorporating previous results in updating annual assessment plans and processes. 2) A task force at WTAMU has adapted LEAP VALUE Rubrics for this SLO and has identified specific courses across the curriculum from which student work artifacts will be sampled and scored as part of the ongoing effort for continuous improvement. 3) The Office of Learning Assessment is assisting academic programs to increase the number of programs that map learning outcomes to this SLO, while also enhancing program learning outcomes/measures/targets that are currently associated with this SLO.
Indirect: A multi-year trend analysis of NSSE results is being conducted and will be disseminated to stakeholders to be incorporated in revising assessment plans and processes at the program/unit level. These items will be re-evaluated using future NSSE administrations to determine growth on this SLO.