Every couple of years, Disability Services gathers feedback from faculty members to understand how they can best work with faculty to serve students. This year Disability Services and the Center for Teaching Excellence wanted to gather information to understand how faculty and staff may be incorporating Universal Design for Learning (UDL) in their work with students. This is the fourth time Student Life Studies has assisted Disability Services in conducting this type of assessment. The other times were in 2011, 2016, and 2018.
One accommodation offered through Disability Services is peer notetaking for classes. As part of the accommodation, students can volunteer to serve as a peer note taker to take lecture notes and upload the notes on Google Drive for students approved for this accommodation.
Disability Services wanted to gather feedback from the volunteer students who take notes to make improvements to this accommodation service. Disability Services has worked with Student Life Studies before and has assessed the students who receive this accommodation previously; however, this was the first time to assess the student volunteers taking the notes.
The 2019 International Women’s Day Conference, Balance for Better, was held on the evening of Wednesday, March 6, 2019. The conference included performances, presentations, and small group discussions, as well as dinner. The Women’s Resource Center wanted to assess the effectiveness of the conference. This is the third time Student Life Studies has worked with the Women’s Resource Center to assess this conference.
In fall of 2018, all First Time in College (FTIC) students were invited to complete a survey about their expectations, goals, and adjustment to college. This report describes new students’ sense of belonging, pride being a student, and feeling welcome.
The Student Experience in the Research University (SERU), a national survey provided to all Texas A&M undergraduate students in spring 2017. Students were asked a series of questions about their political beliefs, experiences, and interactions with others who might have different political views.
In 2018, within ODSL, the Health Promotion offices and the former office of CLEAR (Consensual Language, Education, Awareness and Relationships) merged under Health Promotions. With that merger, presentations offered through the office of CLEAR now fall under the guise of Interpersonal Violence Prevention Programs. In early fall 2017 the CLEAR staff contacted Student Life Studies to develop assessments that could measure presentation participants level of satisfaction with the various presentations and its facilitators. Per its website https://studentlife.tamu.edu/clear/descriptions/ the Interpersonal Violence Prevention Programs presentations include In their Shoes, Love the Way You Lie, Consent 101, Sexual Violence, Healthy Relationships, Dating Violence, Man/Lady Box, Stalking, Sexual Harassment, and Overview. This is the first time that Health Promotions: Interpersonal Violence Prevention and Student Life Studies have worked together to assess the CLEAR presentations. The attached summary highlights the survey results from 25 presentations held during the 2017-2018 academic year.
The Step IN, STAND Up campaign on the Texas A&M University campus invites Aggies to Step In and Stand Up against sexual harassment and sexual violence. Per its website, https://stepinstandup.tamu.edu/, the campaign proclaims, “It is up to us – students, faculty, and staff – to step in as active participants to end sexual harassment and sexual violence in our community, and stand up to support the survivors of these behaviors. What harms even one of us harms us all.” As an educational component of the campaign, the STAND Up workshop “is designed to assist individuals in learning positive and helpful ways to have conversations with individuals who have been involved in a traumatic event.”
The Offices of the Dean of Student Life (ODSL) Health Promotion trains the STAND Up workshop facilitators and coordinates the workshops. In the fall of 2017, ODSL contacted Student Life Studies for the second time to help develop an assessment for the workshops, in effort to measure its learning outcomes and participant satisfaction with the presentations. Workshops held for primarily faculty and staff and those held for students were assessed. The attached report summarizes the results of those assessments.
The Division of Student Affairs (DSA) Committee on Student Learning in the Co-Curricular (CSL) promotes the understanding, implementation, assessment, and improvement of transformative learning student experiences ans provides resources for DSA staff who facilitate co-curricular learning experiences for students. As the Division of Student Affairs is committed to providing High Impact Practice (HIP) experiences and assessing students’ learning through their involvement in these experiences, CSLAT wanted to assess students involved in one or more division High Impact Practice to understand their learning and skills developed through these experiences. The committee developed assessment questions to be included on the existing Texas A&M Graduating Senior Survey, administered through the Office of Institutional Effectiveness & Evaluation (OIE&E). This report summarizes the results of responses to those questions included in the Graduating Senior Survey.
The Leadership Education for APIDA Development (LEAD) Conference intends strengthening the campus identity and development of Asian, Pacific Islander, Desi American (APIDA) students on campus. Facilitated by the Department of Multicultural Services and the Asian Presidents’ Council, the purpose of the conference is to support and advocate for the APIDA community. Student Learning outcomes identified for students attending the inaugural conference, on April 22 2018 were:
• Identify current issues and needs of the APIDA community
• Learn how their personal values connect to leadership and social change
• Engage in networking with their peers to positively impact their communities
• Address the social and educational needs of the APIDA community
The attached report summarizes the results of the survey provided to the attendees at the end of the conference. Survey intended to measure conference attendees’ satisfaction with the conference as well as what they gained from attending.
The GLBT Resource Center Mentorship program offers support and guidance to lesbian, gay, bisexual, transgender, queer or questioning students (LGBTQ) within Texas A&M University. In 2016, this program was awarded a Division of Student Affairs College Completion Grant, intending to sharpen its focus on retention, persistence, and graduation of students involved in the program. By connecting these students with a mentor who is like them, the Mentorship program proposes that its student participants will gain efficacy in persisting to graduation at Texas A&M University. The attached report summarizes the results of an end-of-year survey sent to both participants of the mentorship program (mentees) and the mentors.
In 2016, MSC CAMAC was awarded a Division of Student Affairs College Completion Grant to fund two featured programs. Those programs include the current and growing Mi Casa es Su Casa, which provides a support system for Hispanic students through interaction with Hispanic professors as the latter prepares a home cooked meal in their home, and a new initiative, MSC CAMAC Amig@s. A peer mentoring program pairs current MSC CAMAC members with first-year and/or first-generation Latina/o students, and has established four core pillars; academics, identity, culture and legacy. Benefits to becoming an MSC CAMAC Amig@s mentor includes developing interpersonal relationship, time management skills, and gaining leadership experience. Mentees benefit from one on one meetings with their mentors, colegas (Texas A&M faculty or staff), and are given opportunities to develop transferable skills, like communication and time management skills. The attached report summarizes the results of five assessments given to both mentees and mentors regarding their training and experience with the program during different points of time during the 2017-2018 academic year.
As part of the DSA College Completion Grant, identity-conscious programs and mentoring opportunities were planned throughout the 2017-2018 academic year for these student populations. Programs included topics such as academic connections, money management, stress management, and finishing the semester strong. Through these events, AFAM and Aggie Familia students were able to connect with faculty, staff, and other students to establish and build a community with people, programs, and resources.
The grant planning committee worked with Student Life Studies to understand students’ experience over the 2017-2018 academic year. While several assessments have been conducted as part of the Aggie Familia/AFAM initiative, this was the first time for assessing the students’ overall experience at the end of the academic year.
In January 2018, the Southwestern Black Student Leadership Conference (SBSLC) held its 30th annual conference on the campus of Texas A&M University. Program outcomes for this year's SBSLC included giving participants the opportunity to participate in workshops that will educate them on issues of leadership, community, health, relationships, culture, race and ethnicity. Participants would also be able to connect with with corporations and graduate schools in efforts to gain admissions into graduate programs or obtain internship and employment opportunities. SBSLC staff developed surveys to evaluate participants' and their advisers' experiences with the Career Fair, Advanced Leadership Institute (ALI), the overall conference, and events specifically developed for advisers. Individual workshop surveys were also developed, however the results of those surveys are not included in the attached report which highlights the results of the participants evaluations of the overall conference, career fair, ALI and adviser experience.
The 2018 International Women’s Day Conference, Press for Progress, was held on the evening of Wednesday, March 7, 2018. The conference included performances, presentations, and small group discussions. The Women’s Resource Center wanted to assess the effectiveness of the conference.
The MSC Student Conference on Latino Affairs (SCOLA) sponsors a conference yearly and this year's conference occurred on April 5-7 2018, and its theme was Influential Voices: Shaping Perspective through Representation. The conference featured five keynote speakers and 15 workshops. The goal of the conference was to explore how one can grow as an individual and a professional while maintaining and fostering one’s identity/culture. Delegates attend the MSC SCOLA conference from colleges and universities from all over the country. The attached report is a summary of the results of the conference evaluation completed by delegates at the conference.