Memorial Student Center (MSC) Abbott Family Leadership Conference (AFLC) sponsored two separate conferences, one in San Antonio (January 23-27, 2019) and one in Houston (March 20-25, 2018). MSC AFLC also sponsored additional pre-conference events that included all delegates. Different students attended each conference. MSC AFLC addresses four “pillars” in their pre-conference events and at both conferences: ethics, importance of family, service, and values. Evaluations of each conference and surrounding pre-conference events also included assessing delegates’ awareness, knowledge and application of the four pillars as a result of their participation. The following report details the results of those evaluations.
Each spring the Memorial Student Center (MSC) Student Conference on National Affairs (SCONA) hosts a conference to provide “programs for students across Texas, the nation, and the world to exchange ideas and discuss the role of the United States in the global community.” The theme for SCONA 64 was “Extinguishing the Flames of Fury: U.S. Strategy and Response in the Face of Global Terror” and was held February 14-16, 2019. SCONA 64 utilized speakers and team facilitators with first-hand experience in the topic to guide delegates in the creation of a policy paper. The following report summarizes the results of a survey assessment completed by student participants of the conference.
The MSC Spencer Leadership Conference focuses on leadership development through the exploration of three pillars: Self-Aware Leadership, Innovative Leadership, and Selfless Leadership. Held in Dallas, approximately 44 student delegates attend programs and small group discussions featuring leaders in business, industry, education and public service. The following report summarizes the results of a survey intended to measure the delegates learning and satisfaction from attending the conference.
Student Life Studies administered an electronic survey with students in the spring 2017 semester. The survey focused on skills students gained through their college experience and what specific experiences are contributing to those skills.
According to its website (http://fishcamp.tamu.edu/), Fish Camp “welcomes the freshmen class to Texas A&M each year with the purpose of giving them an opportunity to have fun, make friends, and learn more about life at Texas A&M.” Furthermore, Fish Camp “is led by A&M students who are passionate about making the first year of college a success for freshmen!” Fish Camp, a four-day extended orientation camp through Texas A&M University, provides a transition from high school to college for about 6,500 incoming freshmen, out of the approximately 11,000 students in the freshman class. Freshmen attend various programs to learn about campus life, Aggie traditions, and a variety of services and resources to help students succeed. Additionally, freshmen are divided into smaller Discussion Groups (DGs) to meet other students and have the opportunity to ask questions in a smaller environment.
This year, the seven sessions ran from July 27th through August 17th, 2018. Fish Camp has partnered with Student Life Studies to assess participants’ camp experience since 2000.
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.
Residence Life wanted to explore how living on-campus contributed to students’ experience at Texas A&M University. These results will be used by Residence Life to make improvements to the on-campus learning experience. This is the third time that Student Life Studies and Residence Life have worked together on this project.
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.
Trip participants were provided a pre-trip assessment, trip assessment, and post-trip assessment at different points during the experience in order to gauge how well the outcomes were met and the overall impact of this experience.
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 about their weekly activities, the tasks they perform in organizations, the importance of their experiences, and the gains they have made in their leadership skills.
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 about their time spent volunteering, the importance of participating in community service, reasons they participate, and reflection on their individual responsibility for service.
T-Camp is an extended (three day), optional orientation camp for students who have previously attended another institution and are transferring to Texas A&M University for the fall semester. Participants travel to Trinity Pines in Trinity, Texas and stay in cabins. Two sessions of T- Camp were held; Session One was held on August 7-9, 2017 and Session Two was held on August 11-13, 2017. T-Camp is led by students currently attending Texas A&M and who have familiarity with transferring. The camp student staff is made up of directors, co-chairs, teamers, and counselors. Their goal is to help new transfer students establish relationships with fellow students and learn Texas A&M traditions. This report summarizes the results of assessments of both the camper and co-chair/counselor experience with T-Camp 2017.
Peer Advisers for Veteran Education (PAVE) is a peer support program that connects incoming student veterans with student veterans already on campus in order to help them navigate college life. This summary report documents the assessment of learning of the 2016-2017 PAVE peer advisers and team leads from their participation in the program, specifically in the areas of interpersonal and written communication.
Peer Advisors for Veteran Education (PAVE) is a “peer support program that connects incoming student veterans with student veterans already on campus in order to help them navigate college life, identify challenges they are facing, refer them to appropriate resources on or off campus, and provide ongoing support to their academic and personal ventures.” The PAVE program originated as a collaboration between the University of Michigan Depression Center and the Department of Psychiatry, and the Student Veterans of America. The Texas A&M University Veterans Resource and Support Center (VRSC) started offering student veterans the PAVE program in 2014. In the 2016-2017 academic year, over 120 student veterans participated, linked to approximately 15 Peer Advisors who assisted these incoming student veterans. Additionally, Peer Advisors were assigned one of three Team Leads, who were responsible for the management, coordination and training of their assigned Peer Advisors.
In 2016 PAVE was designated as a Division of Student Affairs High Impact Practice (HIP) for the participating Peer Advisors and Team Leads. The VRSC contacted Student Life Studies to provide assistance in assessing the defined learning outcome and the reflection exercise for the Peer Advisors and Team Leads. Rubrics were developed to measure interpersonal and written communication skills, adapted from the Texas A&M University Division of Student Affairs Student Leader Learning Outcomes (SLLO) project interpersonal and written communication rubrics. The attached report summarizes the results of the assessment activities completed by the Peer Advisors and Team Leads.