Student Engagement Retreat #2
March 17, 2011
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
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).
GOALS: broad statement about desired ends
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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.
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.
STUDENT LEARNING OUTCOMES
identify knowledge, skills, and abilities students should gain or improve
through engagement in an academic program or other learning experience.
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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 timebound.
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.
ACHIEVEMENT TARGET
Overall level for satisfactory performance on an Outcome/Objective
Goals of Student Engagement
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4.
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.
Academic Engagement
Interaction, participation and interest in gaining skills and increasing
knowledge. Seeking ways to relate learning inside the classroom with real
world experiences.
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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)
Academic Engagement
Interaction, 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)
Academic Engagement
Interaction, 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)
Academic Engagement
Interaction, 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)
Social Engagement
Interaction, 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)
Social Engagement
Interaction, 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
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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)
Social Engagement
Interaction, 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)
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.
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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)
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.
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)
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.
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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 extracurricular 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)
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.
Students will become self-reflective and challenge their current view
of the world and their place in it.
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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)
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.
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)
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.
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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)
Key Points of Engagement Criteria
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4.
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
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
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
Measure:
method to gauge achievement of expected
results
Examples of Tools for Measurement
(from WEAVEonline)
Direct
Measures
Indirect
Measures
Administrative
Measures
(Examines student work
or performance)
(Gathers perceptions of
work or performance)
(Gauges effectiveness)
Capstone Assignment
Comprehensives
Internship Evaluation
Licensure Exam
Performance
Portfolio
Pre/Post Test
Presentation
Project Assessment
Standardized Test
Thesis Assessment
Video/Audiotape Evaluation
Written Assignment
Writing Exam
Advisory Board
Alumni Survey
Benchmarking
Curriculum Analysis
Employer Survey
Exit Interviews
Focus Groups
Grad School Acceptance
Honors/Awards/Fellowships
Job Placements
Satisfaction Survey
School Performance
Student Evaluations of ….
Transfer Acceptances
Activity/Attendance Volume
Benchmarking
Climate/Environment Scans
Discussions
Document Analysis
Efficiency Analyses
Evaluations
Existing Data Analysis
External Reports
Focus Groups
Government Standards
Professional Standards
Satisfaction Survey
Service Quality Analysis
After this Retreat
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Action Planning in the Units
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Review and refine retreat information.
Define challenges, needs, and measures.
Indicate ways to support activities.
Work of the Steering Committee
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Coordinate student focus groups.
Gather institutional data.
Plan the next retreat.
Next Retreat (May 23)
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Review action plans.
Create a WEAVE online plan.
Create a master calendar.
Create student version of the plan.
Discuss implementation strategies.