Student Engagement

Report
Developing a Four-Year Model of Student
Engagement: Collaboration between
Academic and Student Affairs
Beth E. Barnett,
Provost and V.P. Academic Affairs
Pat Chang,
A.V.P., Student Affairs (Services)
Eric Daffron,
Vice Provost, Curriculum and Assessment
Chris Romano,
A.V.P., Enrollment Management
Mission Statement
Ramapo College is New
Jersey's Public Liberal
Arts College, dedicated
to providing students a
strong foundation for a
lifetime of achievement.
The College is
committed to academic
excellence through
interdisciplinary and
experiential learning,
and international and
intercultural
understanding. Ramapo
emphasizes active
learning and individual
attention to all students.
We promote teaching
excellence, diversity,
inclusiveness,
sustainability, student
engagement, and
community involvement.
Ramapo College is New
Jersey’s Public Liberal Arts
College
ABOUT RAMAPO COLLEGE
• Approximately 5600 undergraduate students
•Average SAT score of 1170 (Critical Reading and Math)
•51% of students live on campus
•Designated by the state as “New Jersey’s Public Liberal Arts College”
•Founding Member of COPLAC
Student Engagement:
Student engagement is the result of the
time and effort students devote to activities
empirically linked to the intended outcomes
of college and what institutions do to both
provide these activities and induce students
to participate in them. Student engagement
is characterized by critical examination,
analysis, reflection, and problem solving.
( Adapted from Kuh, 2009).
Office of the Provost
__________________l__________________
Deans
AIS ASB CA SSHS TAS
Enrollment
Student
Management
Affairs
Why did we decide to focus on
Student Engagement?
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-
-
Survey data showing perception of Ramapo College as a
“suitcase” college.
Survey data showing unsatisfactory level of student time
dedicated to out of class academic work.
Policy change to no freshman cars on campus.
Procedure changes on alcohol policy violations.
Desire to improve retention and graduation rates.
Student success!

How does Student Engagement fit within the
Ramapo context?
◦ NSSE data review
◦ Retention and Graduation Rates vs. competitors

Using SE definition, create inventory of
activities that meet SE outcomes
◦ Place them on Year 1-4 continuum

Brainstorm what students get from these
activities

Small Group Big Picture Conversations
◦ What do we want students to know/be able to do at
end of first year?
◦ What would a high level of first year student
engagement look like?

Steering Committee translates takeaways into
outcomes language
◦ Connect with WEAVE- Institutional Planning
Software

Steering Committee presents draft SE goals
and outcomes for first year students based
on small group conversations




Steering Committee presents draft SE goals
and outcomes for first year students based
on small group conversations
Steering Committee presents concept of “Key
Points of Engagement” to prioritize
Re-present Inventory stripped down to year 1
Match year 1 activities with now agreed upon
goals and outcomes



Refine definition of KPE based on group
feedback
Ask units to provide more informationdescriptions, person responsible, etc for each
identified KPE
Hold focus group with FY students on their
experience thus far

Present Finalized definition of KPE for First
Year Engagement
Criteria for Key Points of Engagement for
First Year Students
Student Engagement Retreat #3:
May 24, 2011
A Key Point of Engagement, as defined by the Student Engagement
Steering Committee, is:
 A structured opportunity designed for all first-year
students;
 A structured opportunity open to all first-year students;
and
 A high-impact activity or an activity leading to a highimpact activity, meaning that it is:
o A substantive interaction, in class and out of class,
with peers, faculty, and staff or
o A common experience that deepens understanding of
self and others or
o An opportunity to connect in-class and out-of-class
learning.


Present Finalized definition of KPE for First
Year Engagement
Review agreed upon KPEs and how they map
to FY goals and outcomes
◦ Identify gaps or weakness in map
KPE
Orientation
Summer Reading/Convocation
Alcohol.edu
Arching and First Year
Assembly
Maroon Madness
Choices and Consequences
Green Dot
LollaNoBooza
Club Fair
FYS/Peers
Advising
1.1
Academic
1.2 1.3
x
x
1.4
Social
2.1 2.2 2.3
x
x
x
Personal
3.1 3.2 3.3
x
Campus/Civic
4.1
4.2
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x


Present Finalized definition of KPE for First
Year Engagement
Review agreed upon KPEs and how they map
to FY goals and outcomes
◦ Identify gaps or weakness in map


Identify how units can better support
institutional KPEs
Brainstorm ways to market plan in student
friendly terms

Steering Committee works with individual
reports on assessment plans and measures
for determining progress towards reaching
desired outcomes
◦ How do we measure?

Steering Committee to identify a body
responsible for managing KPEs as Steering
Committee moves to Year 2


Board created by EM prior to SE work to
develop shared definition of FYE
This group transitions to working group
utilizing outcomes to inform programming
◦ review assessment data to determine where
improvements can be made
◦ report back to individual units on other activities
beyond the unit that need support

Identify gaps and create programming to
meet those identified needs
◦ i.e. World Expo


FYE Board pre-dated Engagement Initiative,
so not all FYE members were involved in
retreats
Inclination to use particular KPEs to achieve
multiple outcomes
◦ i.e. First Year Seminar and Academic Advisement


Majority of FY KPEs are in the first 10 days
of the semester
FYE Board’s role in programming versus
planning and assessment
◦ Defining assessment


Research on Sophomores
Revision of Outcomes





Outcome 1: Students will utilize campus
resources when needed.
Outcome 2: Students will engage in selfreflection and develop a sense of purpose.
Outcome 3: Students will reflect on their current
view of the world and their place in it.
Outcome 4: Students will reflect on their
academic performance, strengths, and interests
in order to identify an appropriate major
Outcome 5: Students will explore opportunities
for career development.



Research on Sophomores
Revision of Outcomes
Revision of KPE Definition

A high-impact activity or an activity leading to a
high-impact activity, meaning that it is:
 A substantive interaction, in class and out of class, with
peers, faculty, and staff or
 A common experience that deepens understanding of self
and others or
 An opportunity to connect in-class and out-of-class learning


An opportunity, either designed for or
beneficial to sophomore students, that meets
their developmental needs
An opportunity that fosters self-reflection and
leads to personal development



Presentation of research
Presentation of revised outcomes and KPE
definition
Exercises
◦ Inventory
◦ Gap analysis

Turned activities into categories









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Major/career-related event
School-related event
Mentorship/leadership activities
Service activities
Academic advisement
Health, wellness, and spirituality
Class traditions
Class-focused activities
Sophomore exploration
Workshops


Turned activities into categories
Created map
KPEs and KPE Categories
Major/career-related event(s)
Internship Conference
School-related event
Annual Research Day
CA Advisement
Mentorship/leadership activities
Service activities
Boys and Girls Club
Pen Pal Program
Academic advisement
Academic Advisement
Health/wellness/spirituality
Are You in the Rama-Know?
Finding Your Compass Points
Class traditions
Class-focused activities
Overlook/Linden Program
Sophomore exploration activities
Workshops
Cyber Footprint Workshop
You’re Hired: The VIP Series
Information Literacy Class Sessions
1.1
1.2
1.3
1.4
2.1
2.2
2.3
3.1
3.2
3.3
X
X
X
X
X
X
X
X
X
X
X
X
X
X
4.2
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
4.1
X
X
X
X
X
X
X
X
X
X
X
X
X
X
3.5
X
X
X
X
X
X
3.4
X
X



Presentation of proposed KPE categories
Presentation of proposed map
Follow-up Exercises

Use template to:
◦ Propose new or revised KPEs;
◦ Link to KPE category, definition, and outcomes;
◦ Create assessment plan.

Present proposals to steering committee.

Presentation of proposed KPEs











Internship conference
Annual research day
Advisement in School of Contemporary Arts
Boys and Girls Club and Pen Pal Program
Academic advisement
Are you in the Rama-Know?
Finding your compass points
Residence Hall Program
Cyber Footprint Workshop
Information Literacy Workshops
You’re Hired: The VIP Series


Presentation of proposed KPEs
Presentation of assessment plans



Survey (pre- and post-)
Attendance (e.g., ID card swipes)
Observations



Presentation of proposed KPEs
Presentation of assessment plans
Updates from First Year





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Support KPE implementation.
Ensure KPEs meet definition and outcomes.
Monitor assessment methods.
Evaluate assessment results.
Market plan to students.
Educate campus.




KPEs are new.
Second-year students are not a captive
audience.
SYE Board is “young.”
Staff is fatigued.

“Incentivization”
◦ Priority housing selection
◦ Priority parking for commuters
◦ Compatible with the e-portfolio product





Breaking down of silos between
divisions/units.
Improved retention and graduation.
Improved integration of curricular, cocurricular, and extra curricular activities.
Outcome based, measurable results.
Greater student engagement!
•
•
•
Addressing all students (e.g. transfers).
Developing consistent objectives all 4 years.
Resource reallocation (what do we stop
doing?).

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