Student Engagement Retreat #2 March 17, 2011

1. Student Engagement Retreat #2March 17, 2011

2. Recap January 18, 2011-March 16,2011 First retreat (1/18/11) o Inventory of activities o Placement of activities on a continuum Small-group meetings o Refinement of activities o Creation of outcomes Preparation for second retreat o Creation of four proposed goals o Consolidation of small groups’ outcomes into proposed outcomes

3. What is Student Engagement? Student engagement represents 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 (Kuh, 2009).

5. GOALS:broad statement about desired ends • Goals are too general to guide assessment practice, but they can provide a bridge between the mission/purpose statement and the outcomes/objectives that specify the most important work of the unit or program. • Goals for student learning might include such broad ends as critical thinking and enhanced communication skills, while administrative goals might include such broad intentions as improve quality, increase efficiency, and establish a positive climate for student development.

6. OBJECTIVES:active-verb description of specific point or task entity will accomplish or reach – can be assessed OUTCOMES: active-verb description of a desired end result related to the entity mission – can be assessed! An outcome or objective is a statement of intention, describing a task to be accomplished or a point to be reached. Outcomes or objectives may be for a single year or cycle (pilot a living/learning community in Fall 2011) or may continue for more than one cycle (increase student attendance at weekend events over the next three years). Active verbs describe the action that is intended.

7. STUDENT LEARNING OUTCOMESidentify knowledge, skills, and abilities students should gain or improve through engagement in an academic program or other learning experience. • Student learning outcomes are typically the most important outcomes for a program. • The development of student learning outcomes for a program requires discussion and clarifies of what characteristics are expected in those who finish the program. Student learning outcomes also should be SMART: specific, measurable and verifiable, agreed upon, realistic and yet rigorous, and time-bound. • Use action verbs to describe what students will know and be able to do (e.g., Graduating students will identify complex problems during their final internships and then make appropriate referrals to existing community services). Select verbs that focus on observable and measurable action, such as describe or demonstrate. • Good outcome statements lead directly to identifying relevant measures and achievement targets for gauging the program’s success in producing program completers that display expected characteristics.

8. ACHIEVEMENT TARGET Overall level for satisfactory performance on an Outcome/Objective

9. Goals of Student Engagement • Academic Engagement: Interaction, participation, and interest in ideas. Seeking ways to relate learning inside the classroom with real world experiences. • Social Engagement and Civility: Interaction, participation, and interest in socializing with others. Seeking activities that facilitate positive relationships with others. Working with others to develop knowledge, skills and abilities. • Campus and Civic Engagement: Interaction, participation and interest in the social, cultural, and leadership aspects of the College. Building the skills necessary to become active, engaged citizens who make the College, the nation and the world better places to live, learn, and work. • Personal Engagement: Interaction, participation, and interest in knowing self and self in relation to the world. Reflection on one’s place on the campus, in the community, and in the world. Discovering one’s strengths and learning how to best use these characteristics to reach one’s goals.

10. Academic EngagementInteraction, participation and interest in gaining skills and increasing knowledge. Seeking ways to relate learning inside the classroom with real world experiences. Students will apply classroom knowledge to current experiences and future goals. • Students will be able to connect what they learn in class to what happens outside of class. (2.1) • Identify what they want their out of classroom experience to look like. (2.10) • Begin to identify and apply career goals and how they relate to academics. (3.10)

11. Academic EngagementInteraction, participation and interest in gaining skills and increasing knowledge. Seeking ways to relate learning inside the classroom with real world experiences. Students will explore other cultures, beliefs, and practices. • Understanding and exploring of different cultures and backgrounds. (2.6) • Analyze intermediate cultural products and practices critically and recognize orientation and stereotypes. (4.4) • Students will be exposed to diverse ideas, experiences and people (4.20) • Students will develop skills to work cooperatively in diverse communities…. (4.21)

12. Academic EngagementInteraction, participation and interest in gaining skills and increasing knowledge. Seeking ways to relate learning inside the classroom with real world experiences. Students will use college-level discourse in speaking and writing. • Write and speak using college level discourse. (4.1) • Express critical thinking skills in writing. (4.7)

13. Academic EngagementInteraction, participation and interest in gaining skills and increasing knowledge. Seeking ways to relate learning inside the classroom with real world experiences. Students will conduct research and use technology responsibly and effectively. • Conduct research responsibly and evaluate sources of information. (4.2) • Demonstrate the ability to recognize what plagiarism entails. (4.6) • Characterize a primary vs. secondary source. (4.2) • Use technology responsibly and effectively. (4.5)

14. Social EngagementInteraction, participation, and interest in socializing with others within an active community. Seeking activities that facilitate positive relationships with other. Students will explore opportunities for involvement in campus activities. • Students will engage in social activities (3.14) • Students have explored a variety of different extracurricular opportunities on campus. (3.26) • Act as a positive member of the Ramapo College community by participating in social, cultural, and diversity programming and sporting events. (1.15) • Students will identify with and become involved in Ramapo’s community in academic, co-curricular and social arenas. (4.10)

15. Social EngagementInteraction, participation, and interest in socializing with others within an active community. Seeking activities that facilitate positive relationships with other. Students will establish connections with their peers, faculty and staff • Identify fellow students they know really well (1.10) • Network with upperclassmen who can inspire first years to get involved. (2.11) • Build relationships with their peers that connect them to the college (1.19) • Students will be embraced by a group. (Team, Society, Fraternity) (3.8) • Students will connect/develop relationships with at least 1 faculty/staff member—develop effective interpersonal relationships (4.14) • Students will … build strong support network of faculty, staff and peers (4.21)

16. Social EngagementInteraction, participation, and interest in socializing with others within an active community. Seeking activities that facilitate positive relationships with other. Students will identify with the college and its spirited community. • Refresh school spirit through participation in activities. (3.12) • Characterize themselves as a Ramapo Roadrunner or Rowdie. (1.12) • Establish campus pride. (2.12)

17. Personal EngagementInteraction, participation, and interest in knowing self and self in relation to the world. Reflection on one’s place on the campus, in the community, and in the world. Discovering one’s strengths and learning how to best use these characteristics to reach one’s goals. Students will demonstrate self efficacy in their ability to identify and utilize campus resources when needed. • Have an inventory of all available services and resources on and off campus and their locations. (1.2) • Actively use resources on campus by being familiar with student services and academic services that are offered to students. (14) • Connection to Ramapo (3.18) • Students have made several connections with the college. (3.25) • To integrate academically and socially by making campus connections that will increase their awareness of resources, services and programs. (3.1)

18. Personal EngagementInteraction, participation, and interest in knowing self and self in relation to the world. Reflection on one’s place on the campus, in the community, and in the world. Discovering one’s strengths and learning how to best use these characteristics to reach one’s goals. Students will characterize themselves as active participants in Ramapo’s spirited community. • Characterize themselves as a Ramapo Roadrunner or Rowdie. (1.12) • Feel pride in their choice of school. (1.17) • Feel personally connected to Ramapo as an institution (1.16) • Students will be more satisfied with their overall college experience by making connections and getting involved in their first year. (2.2) • Establish campus pride. (2.12) • Refresh school spirit through participation in activities. (3.12) • Students will gain a sense of membership and engagement in the Ramapo community. (4.22)

19. Personal EngagementInteraction, participation, and interest in knowing self and self in relation to the world. Reflection on one’s place on the campus, in the community, and in the world. Discovering one’s strengths and learning how to best use these characteristics to reach one’s goals. Students will begin to take responsibility for their personal development and construct a plan to achieve it. • Develop an action plan of activities, curricular, co-curricular and extra-curricular to achieve during four year undergrad experience. (1.1) • Plan of action for final 3 years (professional, academic, cultural) (1.6) • Demonstrate what they would like the rest of their college career to look like based on all of their experiences the first year. What they liked and what they did not like. (1.11) • Begin to identify and apply career goals and how they relate to academics. (3.10) • Students will select an academic major and develop an appropriate career development plan (4.13) • Students will understand the importance of wellness and stress management (4.19) • Students will demonstrate commitment to and responsibility for their own education. (4.18)

20. Personal EngagementInteraction, participation, and interest in knowing self and self in relation to the world. Reflection on one’s place on the campus, in the community, and in the world. Discovering one’s strengths and learning how to best use these characteristics to reach one’s goals. Students will become self-reflective and challenge their current view of the world and their place in it. • Experiment outside their comfort zone (activities/friends/thoughts) • Reflect on their strengths and weaknesses (self-reflective). (1.5) • Student should be able to apply inter-personal skills in order to handle person conflict effectively and interact with others successfully. (1.13) • Teamwork-compromising skills (2.5) • Begin to explore effective leadership (through clubs and organizations). (3.13) • Students will develop both academically, socially and in personal developments. (3.6) • To identify what being proactive in their approach to making responsible life choices and taking responsibilities for their actions; using resources that help them maintain personal health, wellness and safety. (3.3) • Assess how and to what extent students will want to become engaged in campus leadership roles. (4.9) • Students will understand the importance of academic success. (4.15) • Students will develop appreciation of intellectual inquiry. (4.16) • Students will take responsibility for academic performance/success. (4.17)

21. Campus and Civic EngagementInteraction, participation and interest in the social, cultural, and leadership aspects of the College. Building the skills necessary to become active, engaged citizens who make the College, the nation and the world better places to live, learn, and work. Students will understand their roles and responsibilities as citizens of the Ramapo campus. • Explore their role in building community. (1.3)/(1.7) • Know what it means to be a member of the Ramapo Community (expectations, opportunities, rights and privileges). (1.8) • Responsibility – how to resolve issues, know where to go for answers or resolutions, research resolutions. (2.7) • Teamwork-compromising skills (2.5) • Students will demonstrate that they have respect for the community and value themselves and other by recognizing the importance of standards and expectations. (2.3) • Responsibility – how to resolve issues, know where to go for answers or resolutions, research resolutions. (2.7)

22. Campus and Civic EngagementInteraction, participation and interest in the social, cultural, and leadership aspects of the College. Building the skills necessary to become active, engaged citizens who make the College, the nation and the world better places to live, learn, and work. Students will understand their roles and responsibilities as local, national and global citizens. • Value community service as a civic engagement actively after participating in a project. (3.9) • Volunteer / community (3.16) • Gained an understanding of civic engagement. (3.21) • Students will have gained new perspectives on social justice and have participated in activities that promote civic engagement. (3.24) • Students will be more prepared for their participation in a global society by embracing a world view that fosters diversity, education, collaboration and awareness. (2.4) • To express what it means to be a member of a global community both within and outside of the college through involvement opportunities, leadership development and civic engagement. (3.2)

23. Key Points of Engagement Criteria • Open to All First Year Students • Meets multiple outcomes and at least two of the four goals • Must be more than a one-time activity • Something we want all students to do

24. Related Activities and Link to KPEs Key Point of Engagement: First Year Seminar Related Activity: Convocation Link between KPE and Activity: Common Themed Reading Potential Enhanced/Strengthened Activities: • AIS Colloquium organized around same theme • Residence Life sponsors coffee house around theme

25. Example 2 Key Point of Engagement: Academic Advising Related Activity: Attend Majors Fair Link between KPE and Activity: Preparing students for decision-making on their college career Potential Enhanced/Strengthened Activities: • Peer arranges for Cahill liaison to visit FYS/ other venue to review 1st year of Cahill four year plan • School utilizes Alumni Advisory Board for guest speaker geared toward first year students

27. Measure: method to gauge achievement of expected results

28. Examples of Tools for Measurement (from WEAVEonline) Direct Indirect Administrative Measures Measures Measures (Examines student work (Gathers perceptions of (Gauges effectiveness) or performance) work or performance) Capstone Assignment Advisory Board Activity/Attendance Volume Comprehensives Alumni Survey Benchmarking Internship Evaluation Benchmarking Climate/Environment Scans Licensure Exam Curriculum Analysis Discussions Performance Employer Survey Document Analysis Portfolio Exit Interviews Efficiency Analyses Pre/Post Test Focus Groups Evaluations Presentation Grad School Acceptance Existing Data Analysis Project Assessment Honors/Awards/Fellowships External Reports Standardized Test Job Placements Focus Groups Thesis Assessment Satisfaction Survey Government Standards Video/Audiotape Evaluation School Performance Professional Standards Written Assignment Student Evaluations of …. Satisfaction Survey Writing Exam Transfer Acceptances Service Quality Analysis

29. After this Retreat • Action Planning in the Units • Review and refine retreat information. • Define challenges, needs, and measures. • Indicate ways to support activities. • Work of the Steering Committee • Coordinate student focus groups. • Gather institutional data. • Plan the next retreat.

30. Next Retreat (May 23) • Review action plans. • Create a WEAVE online plan. • Create a master calendar. • Create student version of the plan. • Discuss implementation strategies.