Developing a Four-Year Model of Student Engagement: Collaboration between Academic and Student Affairs Beth E. Barnett, Provost and V.P. Academic Affairs.

Ramapo College of New Jersey

Developing a Four-Year Model of Student Engagement: Collaboration between

Academic and Student Affairs

Beth E. Barnett, Provost and V.P. Academic AffairsPat Chang, A.V.P., Student Affairs (Services)Eric Daffron, Vice Provost, Curriculum and AssessmentChris Romano, A.V.P., Enrollment Management

Ramapo College is New Jersey’s Public Liberal Arts

College

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.

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 Enrollment Student

AIS ASB CA SSHS TAS Management Affairs

Why did we decide to focus on Student Engagement?

- 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!

The First-Year Student Engagement Experience

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

First Steps- Retreat #1

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

Post-Retreat #1

Steering Committee presents draft SE goals and outcomes for first year students based on small group conversations

Retreat #2

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

Retreat #2

Refine definition of KPE based on group feedback

Ask units to provide more information- descriptions, person responsible, etc for each identified KPE

Hold focus group with FY students on their experience thus far

Post-Retreat #2

Present Finalized definition of KPE for First Year Engagement

Retreat #3

Key Points of Engagement (KPEs)

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 high-impact 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

Retreat #3

KPE Academic Social Personal Campus/Civic1.1 1.2 1.3 1.4 2.1 2.2 2.3 3.1 3.2 3.3 4.1 4.2

Orientation x x x

Summer Reading/Convocation x x x x

Alcohol.edu x  

Arching and First YearAssembly

x

Maroon Madness x x x x x

Choices and Consequences x x x

Green Dot x x x x

LollaNoBooza x x  

Club Fair x

FYS/Peers x x x x x x x

Advising x x x

Map

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

Retreat #3

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

Post Retreat 3

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

First Year Experience (FYE) Board

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

Challenges of FY Engagement Work

The Second-Year Student Engagement Experience

Research on Sophomores Revision of Outcomes

Pre-Retreat

Outcome 1: Students will utilize campus resources when needed.

Outcome 2: Students will engage in self-reflection 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.

Revision of Outcomes: Goal 3(Personal Engagement)

Research on Sophomores Revision of Outcomes Revision of KPE Definition

Pre-Retreat

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

Revision of KPE Definition

Presentation of research Presentation of revised outcomes and KPE

definition Exercises

◦ Inventory◦ Gap analysis

Retreat #1

Turned activities into categories

Between Retreats 1 and 2

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

Categories

Turned activities into categories Created map

Between Retreats 1 and 2

MapKPEs and KPE Categories 1.1 1.2 1.3 1.4 2.1 2.2 2.3 3.1 3.2 3.3 3.4 3.5 4.1 4.2

Major/career-related event(s) X                   X X      Internship Conference           X           X    School-related event           X         X        Annual Research Day           X         X        CA Advisement X         X         X      Mentorship/leadership activities           X X           X  Service activities   X             X         X  Boys and Girls Club                 X         X  Pen Pal Program                 X         XAcademic advisement X         X     X   X        Academic Advisement X         X         X      Health/wellness/spirituality             X X X            Are You in the Rama-Know?         X   X X              Finding Your Compass Points                 X X        Class traditions           X X              Class-focused activities         X                    Overlook/Linden Program         X X X              Sophomore exploration activities         X     X            Workshops   X X X       X   X     X X  Cyber Footprint Workshop       X   X               X  You’re Hired: The VIP Series     X                 X      Information Literacy Class Sessions       X                    

Presentation of proposed KPE categories Presentation of proposed map Follow-up Exercises

Retreat 2

Use template to:◦ Propose new or revised KPEs;◦ Link to KPE category, definition, and outcomes;◦ Create assessment plan.

Present proposals to steering committee.

Between Retreats 2 and 3

Presentation of proposed KPEs

Retreat 3

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

KPEs

Presentation of proposed KPEs Presentation of assessment plans

Retreat 3

Survey (pre- and post-) Attendance (e.g., ID card swipes) Observations

Assessment Methods (examples):

Presentation of proposed KPEs Presentation of assessment plans Updates from First Year

Retreat 3

Support KPE implementation. Ensure KPEs meet definition and outcomes. Monitor assessment methods. Evaluate assessment results. Market plan to students. Educate campus.

Role of SYE Board

KPEs are new. Second-year students are not a captive

audience. SYE Board is “young.” Staff is fatigued.

Challenges

Tracking and Marketing

Tracking: The Co-curricular Transcript

Tracking: The Co-curricular Transcript

Tracking: The Co-curricular Transcript

Tracking: The Co-curricular Transcript

“Incentivization”◦ Priority housing selection◦ Priority parking for commuters◦ Compatible with the e-portfolio product

Marketing

Breaking down of silos between divisions/units.

Improved retention and graduation. Improved integration of curricular, co-

curricular, and extra curricular activities. Outcome based, measurable results. Greater student engagement!

Benefits of this model

Issues and Future Directions• Addressing all students (e.g. transfers).• Developing consistent objectives all 4 years.• Resource reallocation (what do we stop

doing?).

http://ww2.ramapo.edu/provost/student.aspx