The mission of the Becky Gates Children’s Center (BGCC) “…is to provide an exemplary, affordable, accessible early childhood education program for the children of students, staff, and faculty affiliated with Texas A&M University” (http://bgcc.tamu.edu/mission-and-goals/ ). The BGCC provides services to a diverse group of children and parents/guardians. Yearly, a parent/guardian evaluation survey is sent out in an effort to evaluate and continue to provide high quality services to children and parents/guardians. The survey was designed to assess both the overall quality of the center, parent/guardian perspectives of the inquiry-based curriculum and the individual classrooms at the BGCC. The attached report summarizes the results of the survey sent out in reference to the 2016-2017 school year.
Yearly the Becky Gates Childrens Center surveys parents and guardians of the children who attend the center in effort to gauge the effectiveness of their services and the parent and guardian satisfaction level with the Center. The attached reports on the results of that survey for the 2017-2018 school year.
In effort to assess the quality of its services, The Becky Gates Children’s Center (BGCC), designed and developed a survey, sent to the parents/guardians of the children who attend the Center. This is the eighth time that Student Life Studies has administered the survey and analyzed the results for the BGCC. This year's survey included a Net Promoter Score (NPS) question, which is a customer loyalty metric that gauges how willing a customer is to recommend a product or service. The attached report summarizes the results of the survey.
The Corps Global Leadership Initiatives Program is a partnership between the Corps of Cadets, the Department of International Studies, the Study Abroad Programs Office, and the Confucius Institute. Each year, cadets apply for one of the three international trips. Each year, different countries are selected, and once students are chosen, they attend orientation meetings to prepare for their experience prior to the actual trip in May. In 2017 three different trips were planned: China, Panama & Costa Rica, and South Africa. While in each country, students meet with various military personnel and diplomats to learn about the country and the relationship that country has with the United States. The trips utilize the DIME-R framework and focus on topics of diplomacy, information (media), military, economics, and religious/culture. Cadets also have time built into the schedule to explore the country to experience the culture, eat the food, and go to various museums or historical sites. The attached summarizes the assessments given to provide the Corps of Cadets a better understanding of the cadets' experiences during the program.
The Global Leadership Initiatives Program focuses on developing a context of international awareness, regional expertise, and language competence among the cadets at Texas A&M University. The Corps Global Leadership Initiatives Program is a partnership between the Corps of Cadets, the Department of International Studies, the Study Abroad Programs Office, and the Confucius Institute. Each year, cadets apply for one of the international trips. This year there were three different trips planned: Mexico, Japan, and Israel. The Corps of Cadets wanted to understand the experiences of the cadets on these trips, and three different surveys were developed in effort to measure the cadets' experiences in each country. The attached report summarizes the results of those assessments.
Counseling & Psychological Services (CAPS) completely revamped their website, first showcasing in the fall of 2019. Early spring 2020 a series of student focus groups were held to understand student use and obtain their feedback regarding changes and improvements that were needed to further update the website to better meet students' needs. This report summarizes the feedback shared by the students during those focus groups, with recommendations for updates.
Every couple of years, Disability Services gathers feedback from faculty members to understand how they can best work with faculty to serve students. Disability Services wanted to understand faculty’s training needs as it relates to serving students with disabilities and working with the Department of Disability Services. This is the third time Disability Services has conducted an assessment with faculty members, the last time being in 2016.
Every three years, Disability Services assesses the students registered with the department to understand their experience with the department and the services provided. In the 2018 spring semester, Disability Services served 2,882 students, an increase of 64% compared to the students registered in 2015 when the last survey was administered. This is the fourth time Disability Services has worked with Student Life Studies to assess the students registered with their office.
Disability Resources wanted to assess the overall satisfaction of the students registered with the department to understand their experience working with the department staff, as well as specific changes based on the university moving to a remote environment due to COVID-19. This is the sixth time Disability Resources worked with Student Life Studies to assess the students registered with their office.
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.
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.
In August 2019, Division of Student Affairs (DSA) staff members who used the DSA Department of Information Technology (DoIT) services during the 2018-2019 academic year were surveyed regarding their overall satisfaction with DoIT services. The following report summarizes those results.
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.
In July 2016, a survey was developed and delivered to assess DSA staff satisfaction with DoIT customer support, focusing on the areas of workstation, software and end user support. The survey results were intended to provide information regarding the customer satisfaction level which would be used to improve the customer service that the DoIT Service Desk provides to the staff within the Division of Student Affairs. The attached report summarizes the results of the survey..