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 addresses issues surrounding financial concerns and resources.
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 addresses health and wellbeing, particularly around stress, mental health, physical health, and knowledge of resources.
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 examines how new students expect to allocate their time during their first year in college and manage their time and stress.
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.
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 how students plan to get involved in organizations, work and community service, as well as the amount of time spent in clubs, physical activity, and work.
VRSC sponsors Vet Camp, an orientation specifically for veterans held in the fall and spring prior to the first day of classes which is designed to prepare new student veterans for academic success by identifying resources and networking connections. The attached report summarizes the results of assessments completed by participants during the Spring 2018 Vet Camp and one completed half way through the spring semester.
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.
The Gardens Apartments rents to Texas A&M graduate students, married students, students with a dependent child or children, international students, US military veteran students, students who are at least 21 years old or undergraduate students who have completed at least 30 semester hours or 2 semesters in residence at a 2 or 4 year college. Due to some changes, specifically the addition of the Peer Mentoring Program, the Gardens Apartments staff assessed current residents’ preferences regarding sponsored programs offered for all residents, as well as the residents’ perception of and experience with the Academic Peer Mentor program. The attached report summarizes the results of that assessment.
The Department of Student Activities was awarded a DSA College Completion Grant which funded the MaroonLink Student Engagement Support Graduate Assistant to support and market MaroonLink to students, student organizations, DSA departments and faculty. The assessment summary report attached highlights the Class of 2020 cohort's use of Maroonlink to record their connection, engagement and leadership from fall 2016 through the end of fall 2017.
This pilot study looked at reasons undergraduate students took four and a half years to graduate, including employment, student organization involvement, leadership positions, and academics. The academic topics included summer school, study abroad, registration, and tutoring
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 program outcomes were as follows:
• Create tangible support systems for students through interactions with faculty and staff in a mentoring capacity.
• Enhance the dialogue around LGBTQ+ student support amongst faculty and staff.
• Generate a sense of community for LGBTQ+ faculty and allies.
• Of the students who participate in the mentorship program, 90% will be retained in the program from the active mentorship year to the next full academic year.
Attached reports the summary of results of a survey sent to both mentors and mentees to assess their experiences with the GLBT Resource Center mentorship program.
Since 2005, MSC CAMAC has featured the program Mi Casa Es Su Casa whose purpose is to develop
a support system for Hispanic students, especially freshmen and transfer students. It is an opportunity
for Hispanic students to interact with Hispanic professors as the latter prepare a home cooked meal in
their house. The 2016-2017 year dinners where hosted monthly from September through April, except
December, January and March. The MSC CAMAC leadership wanted to understand the student experiences with the program,
especially its effect on the participating students’ motivation to stay in college through graduation. A
survey was designed to collect this information and given to students after their participation in each
dinner; the assessment results are highlighted in the attached report.
The Department of Student Activities was awarded a Division of Student Affairs College Completion Grant which funds the MaroonLink Student Engagement Support Graduate Assistant service and support based position within the Department of Student Activities.The position focuses on supporting University constituencies (students, student organizations, DSA departments, and faculty) in their use of MaroonLink to further the mission, vision, and goals of the University and Division of Student Affairs. Features available in MaroonLink can be used by individual students and student organizations alike. Student Activities wanted to measure student engagement, connection and leading through their use of MaroonLink. Beginning with the fall 2016 Texas A&M freshmen (Class of 2020), various MaroonLink user data was to be analyzed to establish a baseline, and will be subsequently reviewed and compared at least in yearly intervals. Attached summary report provides the results of that attempt to establish the baseline during the fall 2016 semester.
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. T-Camp is led by students currently attending Texas A&M and who have familiarity with transferring, and sponsored by the student organization Aggie Transition Camps. The two sessions in the fall were held on August 8-10 and August 12-14. The attached summary report provides the results of the surveys used to assess the experience of the campers and those students who participated as counselors, teamers and co-chairs for ATC.