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Ramapo College of New Jersey

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 Affairs Pat Chang, A.V.P., Student Affairs (Services) Eric Daffron,

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Ramapo College of New Jersey

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  1. 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 Affairs Pat Chang, A.V.P., Student Affairs (Services) Eric Daffron, Vice Provost, Curriculum and Assessment Chris Romano, A.V.P., Enrollment Management

  2. 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

  3. 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

  4. 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

  5. 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!

  6. The First-Year Student Engagement Experience

  7. First Steps- Retreat #1 • 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

  8. Post-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

  9. Retreat #2 • Steering Committee presents draft SE goals and outcomes for first year students based on small group conversations

  10. 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

  11. Post-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

  12. Retreat #3 • Present Finalized definition of KPE for First Year Engagement

  13. Key Points of Engagement (KPEs)

  14. Retreat #3 • 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

  15. Map

  16. Retreat #3 • 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

  17. Post 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

  18. First Year Experience (FYE) Board • 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

  19. Challenges of FY Engagement Work • 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

  20. The Second-Year Student Engagement Experience

  21. Pre-Retreat • Research on Sophomores • Revision of Outcomes

  22. Revision of Outcomes: Goal 3(Personal Engagement) • 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.

  23. Pre-Retreat • Research on Sophomores • Revision of Outcomes • Revision of KPE Definition

  24. 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

  25. Retreat #1 • Presentation of research • Presentation of revised outcomes and KPE definition • Exercises • Inventory • Gap analysis

  26. Between Retreats 1 and 2 • Turned activities into categories

  27. 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

  28. Between Retreats 1 and 2 • Turned activities into categories • Created map

  29. Map

  30. Retreat 2 • Presentation of proposed KPE categories • Presentation of proposed map • Follow-up Exercises

  31. Between Retreats 2 and 3 • Use template to: • Propose new or revised KPEs; • Link to KPE category, definition, and outcomes; • Create assessment plan. • Present proposals to steering committee.

  32. Retreat 3 • Presentation of proposed KPEs

  33. 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

  34. Retreat 3 • Presentation of proposed KPEs • Presentation of assessment plans

  35. Assessment Methods (examples): • Survey (pre- and post-) • Attendance (e.g., ID card swipes) • Observations

  36. Retreat 3 • Presentation of proposed KPEs • Presentation of assessment plans • Updates from First Year

  37. Role of SYE Board • Support KPE implementation. • Ensure KPEs meet definition and outcomes. • Monitor assessment methods. • Evaluate assessment results. • Market plan to students. • Educate campus.

  38. Challenges • KPEs are new. • Second-year students are not a captive audience. • SYE Board is “young.” • Staff is fatigued.

  39. Tracking and Marketing

  40. Tracking: The Co-curricular Transcript

  41. Tracking: The Co-curricular Transcript

  42. Tracking: The Co-curricular Transcript

  43. Tracking: The Co-curricular Transcript

  44. Marketing • “Incentivization” • Priority housing selection • Priority parking for commuters • Compatible with the e-portfolio product

  45. Benefits of this model • 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!

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

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

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