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 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!

   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 information descriptions, 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 high impact activity, meaning that it is: o A substantive interaction, in class and out of class, with peers, faculty, and staff or o o A common experience that deepens understanding of self and others or 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

1.4

x x 2.1

x

Social

2.2

x x 2.3

3.1

Personal

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3.3

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

Campus/Civic

4.1

4.2

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 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.

   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

          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

X 1.3

1.4

2.1

2.2

2.3

X X

X

X X

X X X X

X X

X

X

X

X

3.1

X

X

X X X X 3.2

3.3

3.4

X 3.5

X

X

X X X 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 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

      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, co curricular, 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?).