Displaying 1 - 6 of 6
Student Life Studies
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.
January 29, 2019
Student Life Studies
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 where they worked (if at all), the relationship of employment and academic success, and social class.
January 3, 2018
The report details the results of a customer satisfaction survey sent to customers who contacted the help (service) desk of the Department of Information Technology within the Division of Student Affairs in the 2016-2017 academic year. Intent was to measure the satisfaction level of customers of the help desk regarding their interactions with both student techs who work the Service Desk, and full time, professional staff who assist with troubleshooting and problem solving of issues brought through the help (service) desk.
July 31, 2017
Memorial Student Center
The Memorial Student Center (MSC) offices (Box Office, OPAS, Student Programs Office or SPO) developed student learning outcomes for their student employees for the 2015-2016 academic year focused on active listening as a component of the Texas A&M University learning outcome for undergraduates of demonstrating effective communication. During the MSC student employee retreat held in August, students were asked to identify major components of active listening (identified as pay attention, show you are listening, provide feedback, defer judgement and respond appropriately) and choose one on which to focus during the 2015-2016 academic year. Supervisors then met with their students throughout the year to gauge progress and ensure students were still focused on improving their chosen component. The MSC supervisors wanted to evaluate the student employees’ learning regarding this outcome and contacted Student Life Studies (SLS) to help create an assessment, and decided on a near end- of- term focus group, which would include approximately 50% of the MSC student employees. The attached report summarizes the findings of the MSC Focus Groups.
July 20, 2016
In 2012,based on the University of Iowa's GROW (Guided Reflection on Work) program, the TAMU Division of Student Affairs (DSA) created Aggies RISE (Reflecting and Integrating Student Employment) to assess what students were learning from their student worker positions within the DSA. In 2012-2013 the Aggies RISE committee developed a pre- and post-survey to measure these identified outcomes. In addition, supervisors volunteered that year to be part of the pilot project to have conversations with their student workers using a structured interview protocol. The purpose was to have students reflect on how their on-the-job learning may have an impact on their academics and career choices.In 2016,
Aggies RISE wanted to continue assessing the student employees throughout the Division to look at these common learning outcomes, as well as opportunities for student employees to reflect on their employment, connections between students’ work and the classroom or their future careers, and how student employment positions fit the criteria for being considered a high impact practice. However the 2015-2016 assessment included only one survey sent out near the end of the 2015-2016 academic year to student employees with the DSA. The attached report summarizes the results of that survey.
July 16, 2016
In order to assist with running the residence halls and university apartments, the Department of Residence Life employs graduate students as Graduate Hall Directors (GHD) to work in the residence hall communities. The Graduate Hall Director works with both the staff and residents to develop a comfortable living and learning environment coinciding with the mission and goals of Texas A&M University. GHDs fill many roles in their communities including conflict mediation, personal and disciplinary advising, student development programming, and supervision for the Resident Advisors (RA).
Graduate Hall Directors have the opportunity to build supervision skills and develop several transferable skills. Residence Life wanted to explore how the GHD position contributed to the Texas A&M University graduate learning outcomes (http://catalog.tamu.edu/graduate/university-information/) and understand how this position impacted graduate students’ educational experience. The attached report summarizes the results of that assessment.
June 16, 2016