OFFICE OF INSTITUTIONAL ASSESSMENT, RESEARCH AND PLANNING

Student Achievement

Goals for Student Achievement

Texas A&M International University Mission Statement

Texas A&M International University (TAMIU), a Member of The Texas A&M University System, prepares students for leadership roles in an increasingly complex, culturally diverse state, national, and global society. TAMIU provides a learning environment built on a solid academic foundation in the arts and sciences. The University offers a range of baccalaureate and master’s programs and the Doctor of Philosophy degree in International Business Administration. In addition, the University pursues a progressive agenda for global study and understanding across all disciplines.

Through instruction, faculty and student research, and public service, TAMIU improves the quality of lives for citizens of the border region, the State of Texas, and national and international communities.

Texas A&M International University Strategic Goal 2: Empowered Student Success

Texas A&M International University aspires to prepare a community of critical thinkers for leadership roles by providing a strong support system.

Texas A&M International University Strategic Goal 4: Transformative International Experience

Texas A&M International University aspires to provide international experiences through global study and understanding across all disciplines.

Key Performance Indicators

First Year Persistence Rate

Graduation Rates

• 4-Year Graduation Rate
• 6-Year Graduation Rate
• 8-Year Graduation Rate (Indicator for SACSCOC)
• 4-Year Non-First Time Entering (Transfer) Graduation Rate

Completion Rates by Economically Disadvantaged students

Total Degrees Awarded

State Licensing Exams

• Nursing NCLEX 
• Texas Educator Certification Pass Rate

Study Abroad Participation 

Summary Table of Student Achievement Measures and Current Status (Fall 2020)

For More information, please read our 2020 Student Achievement Report. 

Academic Program Assessment

Expectations:

Academic programs will be engaged in the assessment process by explicitly stating program learning outcomes, continuously evaluating students’ achievement of those outcomes, providing evidence that results have been used to consider programs, and demonstrating that assessment is ongoing and continuous.

Process:

All transcribed certificates offered for credit by TAMIU, undergraduate, graduate, and minor programs are expected to fully participate in the assessment process. All programs are responsible for following our Annual Assessment of Academic Programs workflow through AEFIS.

Concentrations are assessed as a standalone program if they meet the 25% rule for both curriculum and program enrollment. E.g., For the concentration of Mathematics Education, housed under Mathematics, MS program is assessed as a standalone program. This decision is due to a 42% difference in course curriculum between Mathematics MS and Mathematics MS with a concentration in Mathematics Education AND 31% of overall student enrollment. However, the concentration Applied Statistics housed under the Mathematics, MS program is not assessed as a standalone and is subsumed by the Mathematics, MS program. This decision is due to the 42% difference in curriculum, but the enrollment only makes for 20.7% and therefore is not a standalone program. 

Currently, the OIARP and the Registrar are working together to determine which programs are credentialed and therefore must be assessed. 

UPDATED 2021-2022 Assessment Timeline:

2022-2023 Assessment Timeline:

2023-2024 Assessment Timeline:

Academic Assessment Process Forms and Guides:

Change to Academic Assessment (Uploaded Fall 2022):

Link to PowerPoint Slide Deck

Tutorials on Using AEFIS (Assessment System) for Academic Assessment:

Basic Expectations for the Assessment Process:

1) Learning Outcomes – Each program and transcribed certificate must have a set of comprehensive program learning outcomes which are measurable (i.e., need to use action verbs such as those found in the Bloom’s tables) and can all be assessed within a 3-year cycle. We generally recommend narrowing down the list of outcomes to 3 to 5 high-level outcomes (e.g., analyzing, synthesizing, creating, etc.) the faculty would expect students to be able to do or know as a result of graduating from the program.

2) Measures – Each program and transcribed certificate must use direct measures of learning that are aligned with the outcomes. When done well and in the aggregate, these methods will allow programs to determine not only the extent to which students achieved the outcome, but will allow faculty to identify both strengths and areas for improvement for the program, which is a requirement of the process.

3) Data Analysis & Reporting – Data Analysis allows programs to 1) determine whether or not students met the benchmark, 2) make necessary improvements as a result of the new information, and 3) identify themes and trends in program assessment. It is recommended that degree programs incorporate the analysis of all assessment data as a routine part of departmental functioning. The data gathered for each PLO should be analyzed and evaluated either on a semester or annual basis.

4) Using Results for Improvement – The use of results for improvement may be one of the most significant aspects of the assessment phase. It involves program faculty working together in closely examining the results to improve the quality of students’ experiences and learning. It is important to learn from the assessment results to “close the loop” rather than simply maintaining the benchmark or criterion. There is no one, right way to use information for decision making; as long as you’re collecting data and using the findings to inform next steps, then you’re on the right path. Some examples changes you might think about using assessment information are teaching approaches, curriculum changes, and/or change assessment processes.

Your action plan due to assessment results, as well as, your data analysis will be the final entry into the AEFIS Data Collection in the assessment process.

AEFIS Academy Webinars and Hubs

Democracy and Assessment Content Hub

 Planning and Improvement Hub

Lightning Talk Series-Program Assessment Done Right

Panel Discussion - Accessibility and Assessment What You Need to Know

Have questions, concerns, or feedback?  Send an e-mail.

Administrative and Educational Support Units Assessment

Overview:

The purpose of AES assessment process is to ensure that all offices progress in their mission to promote success of the whole student at TAMIU. These units provide direct support to faculty and students as related to their educational programs, indirect support for student learning, or a specific co-curricular mission that supports the college experience.It would be common to find that some of these units have expected student outcomes very similar to those of educational programs. In addition, expected outcomes might not be related to a directly measurable students learning outcome but instead related to administrative goals for the unit. It is sometimes difficult to separate assessment of outcomes of administrative goals from assessment of outcomes related to academic and student support services. It is expected that all services engage in institutional effectiveness processes. 

Process:

All administrative and educational support units are expected to fully participate in the assessment process. All units are responsible for following our Annual Assessment of Administrative and Educational Support workflow through AEFIS.

2021-2022 Assessment Timeline:

2022-2023 Assessment Timeline:

2023-2024 Assessment Timeline:

Administrative and Educational Support (AES) Application and Assessment Guidelines

Assessment Process Training  

Administrative Support Units Institutional Effectiveness

Overview:

Effective institutions demonstrate a commitment to ongoing, comprehensive, and integrated research-based planning and evaluation processes that (a) focus on institutional quality and effectiveness and (b) incorporate a systematic review of institutional goals and outcomes consistent with its mission. An institutional planning and effectiveness process involves all programs, services, and constituencies; is linked to the decision-making process at all levels; and provides a sound basis for budgetary decisions and resource allocations. 

It is critical that administrative support services are provided effectively in order for the institution to obtain its strategic goals as well as operational efficiency. These offices serve the educational mission of the institution in a much more indirect way than do offices related to educational programs or academic and student services, but they are just as critical for the ability of the institution to achieve its mission.

While these units rarely have “expected learning outcomes,” “expected outcomes” for administrative units typically include outcomes such as efficiency and quality of service targets (e.g., energy usage, response times, error rates, “clean report” targets, satisfaction rates); monetary targets (e.g., fund-raising targets, research grant targets, auxiliary income targets). Many times, the goals are explicit parts of the budgeting process or components of the strategic plan.

It is expected that administrative services engage in a process to evaluate their effectiveness

Process:

All administrative support units are expected to fully participate in the institutional effectiveness process. All units are responsible for following our workflow through AEFIS located at site  HTTPS://tamiu.aefis.net

2021-2022 Assessment Timeline:

2022-2023 Assessment Timeline:

2023-2024 Assessment Timeline:

Administrative Support (AS) Application and Institutional Effectiveness Guidelines:

Assessment Process Training  

Resources

All Administrative Support units are encouraged to utilize any of the resources below throughout the assessment process.

• Direct Versus Indirect Measures
• Strategic Plan

General Education Core

What is the Core Curriculum?

The Texas A&M International Core Curriculum, in compliance with the Texas Core Curriculum, is a set of common courses that are required of all undergraduate students and are considered the necessary general education for students, no matter their choice in major. The Core Curriculum ensures that students will be provided with the essential knowledge and skills to succeed in college, their careers, their communities, and in life. Through the core curriculum, students will (1) gain a foundation of knowledge of human cultures and the physical and natural world, (2) develop principles of personal and social responsibility for living in a diverse world, and (3) advance intellectual and practical skills that are essential for lifelong learning.

What are TAMIU's Core Curriculum Student Learning Outcomes?

What courses are included in the TAMIU Core Curriculum?

How many students in the course should be assessed?

 Your sample size should be 30% or 25, whichever is less. 

How is the Core Curriculum Assessed?

Core Curriculum is assessed through the AEFIS system. This system tracks all of our assessment activities. The following PowerPoints and Training Videos can assist you in your use of this system:

Assessment Process Training  

Additional Resources

Communication Rubric

Critical Thinking Rubric

Empirical and Quantitative Skills Rubric

Personal Responsibility Rubric

Social Responsibility Rubric

Teamwork Rubric

VALUE Rubrics

Due Date for fall 2022: February 3, 2023

Writing Intensive Assessment

What is WIN Assessment?

In 2005, Texas A&M International University launched "Write on, TAMIU", a Quality Enhancement Plan to improve undergraduate writing and become part of a campus culture promoting and valuing writing. This campaign promised to prepare students for success in their personal and professional lives by embracing writing. Since then, TAMIU continues to hold WIN assessment as a separate area of institutional assessment linked to a graduation requirement. 

What is the Student Learning Outcome for WIN Assessment Courses?

What courses are included in TAMIU WIN Assessment?

How many students in the course should be assessed?

 Your sample size should be 30% or 25, whichever is less.

How do we record WIN Assessment Results?  

WIN Assessment is done through the AEFIS system. This system tracks all of our assessment activities. The following PowerPoints and Training Videos can assist you in your use of this system:

Additional Resources

WIN RUBRIC

Due Date for for Fall 2022: February 3, 2023

Institutional Outcomes, Objectives, and Marketable Skills

Institutional Outcomes ~ Information Coming Soon! 

Program Learning Outcomes ~ Information Coming Soon!

Assessment Deadlines