Student Engagement:
Ramapo College
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Beth Barnett, Provost
Miki Cammarata, AVP Student Affairs
Pat Chang, AVP Student Affairs
Eric Daffron, Vice Provost
Chris Romano, AVP Enrollment Management
Steering Committee
Retreat Participants
Student Success in College
• College completion
• a primary indicator of student success in college
• a gauge of an individual’s economic potential and
contribution to the community and the workforce.
• a measure of the productivity of colleges and universities.
• a benchmark of the value and cost of higher education
Colleges must demonstrate increasing percentages of
students who complete college and graduate within six
years.
Goal 1:
ADVANCE ACADEMIC EXCELLENCE AND
ENGAGEMENT
OBJECTIVE 1.2
The College will ensure that students increase academic,
personal, social, and civic engagement by offering
enhanced curricular, co-curricular, and extra-curricular
programming.
Ramapo College Strategic Plan
2014-2018
Student
Engagement
Consistently aligns with student
success
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).
COMMONLY RECOGNIZED
HIGH IMPACT ACTIVITES
THAT ENGAGE STUDENTS:
substantive interaction with peers, faculty, and staff
first year seminars, peer mentoring/education,
faculty-student research,
student attendance/presentation at conferences,
living-learning communities,
service learning, common readings, or study abroad,
campus jobs, clubs, organizations and teams.
 Student engagement is generally considered to be among the better
predictors of learning and personal development (Carini, Kuh, &
Klein, 2006).
 “Educationally purposeful” practices produce the following student
outcomes:
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Investing time and effort
Interacting with faculty, staff, and peers about substantive matters
Experiencing diversity
Responding to more frequent feedback
Reflecting and integrating learning
Discovering relevance of learning through real-world experiences
(Brownell & Swaner, 2010)
Positive Outcomes of
Student Engagement
How an institution deploys its resources and
organizes the curriculum, other learning
opportunities and support services to lead to
positive experiences and desired outcomes
such as persistence, satisfaction, learning
and graduation.
(Kuh, 2001 and Pascarella/Terenzini, 2005)
Student Engagement Plan
• 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!
Why did we decide to focus
on Student Engagement?
• Understanding “Why a Student Engagement Project?”
• Review work to-date:
First Year Student Engagement Plan
Second Year Student Engagement Plan
• Begin planning for the Junior and Senior years
Retreat Goals
Student Engagement:
Ramapo College
What Has Been Accomplished?
FYE Board
Student Engagement Retreat
Friday, October 18th
Christopher Romano
Meghan Gregory
Student Engagement Goals
and Outcomes
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Goal 1, Academic Engagement: Interaction,
participation and interest in gaining skills and
increasing knowledge. Seeking ways to relate learning
inside the classroom with life outside the classroom.
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Outcome 1: Students will apply classroom knowledge to
current experiences and future goals.
Outcome 2: Students will explore their own and other
cultures, beliefs, and practices.
Outcome 3: Students will use college-level discourse in
speaking and writing both individually and in groups.
Outcome 4: Students will conduct research and use
technology responsibly and effectively.
Goal 2, Social Engagement: Interaction,
participation, and interest in socializing with others
within an active community. Seeking activities that
facilitate positive relationships with others.
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Outcome 1: Students will explore opportunities for
involvement in campus activities.
Outcome 2: Students will establish connections with their
peers, faculty, and staff.
Outcome 3: Students will embrace being a member of the
Ramapo College community and celebrate college pride.
Goal 3, 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.
Understanding one’s strengths and weaknesses and
using this knowledge to reach one’s goals.
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Outcome 1: Students will demonstrate their ability to
identify and utilize campus resources when needed.
Outcome 2: Students will take responsibility for their
personal development and construct a plan to achieve it.
Outcome 3: Students will become self-reflective and
challenge their current view of the world and their place in
it.
Goal 4, Campus/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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Outcome 1: Students will understand their roles, rights and
responsibilities as citizens of the Ramapo campus.
Outcome 2: Students will understand their roles, rights and
responsibilities as local, national and global citizens.
Key Points of Engagement and Intended Outcomes Map
Term
Fall
KPE
Spring
Academic
1.1
1.2
1.3
Social
1.4
2.1
2.2
X
X
X
Orientation
X
Summer Reading/Convocation
X
X
AlcoholEdu
Arching and New Student
Assembly
X
Maroon Madness
X
Green Dot
X
X
Choices and Consequences
X
X
Club Bites/Taste of Tuesdays
X
Club Fair
X
X
X
X
X
11
X
X
Personal
2.3
3.1
3.2
Campus/Civic
3.3
4.1
4.2
X
X
X
X
X
X
X
FYS/Peers
X
X
Advising
X
X
World Expo
3
SUBTOTALS
X
X
X
X
X
3
X
X
X
X
3
X
X
X
X
X
X
2
1
4
5
6
X
X
6
4
2
X
4
1
2012 First Semester Survey
Social Engagement
2011 SA/A
2012 SA/A
100.0%
90.0%
81.0%
83.4%
80.0%
87.4%
90.5%
78.3%
82.2%
70.0%
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
(2.1) I have explored opportunities for
involvement in campus activities.
(2.2) I have established connections with my (2.3) I embrace being a member of the
peers, faculty, and staff.
Ramapo College community and participate
in activities that celebrate college pride.
2012 First Semester Survey
Personal Engagement
100.0%
91.8%
93.5%
2011 SA/A
2012 SA/A
96.5%
97.1%
91.6%
91.9%
90.0%
80.0%
70.0%
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
(3.1) I can identify campus resources if
needed.
(3.2) I have taken responsibility for my
personal development.
(3.3) I have reflected on my current view of the
world and my place in it.
2012 First Semester Survey
Campus and Civic Engagement
2011 SA/A
100.0%
93.4%
96.4%
2012 SA/A
95.8%
96.2%
90.0%
80.0%
70.0%
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
(4.1) I understand my rights, roles and responsibilities as a citizen of (4.2) I understand my rights, roles and responsibilities as a member
the Ramapo campus.
of the global community.
2012 First Semester Survey
Academic Engagement
2011 SA/A
100.0%
90.0%
94.2%
93.7%
2012 SA/A
93.3%
85.4%
92.0%
93.9%
93.2%
84.8%
80.0%
70.0%
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
(1.1) I understand how to apply (1.2) I have had the opportunity
(1.3) I can use college-level
classroom knowledge to current to explore my own and other
discourse in speaking and
experiences and future goals. cultures, beliefs, and practices. writing both individually and in
groups.
(1.4) I understand how to
conduct research and use
technology responsibly and
effectivetly.
Changes based on Academic
Engagement Data for Fall 2013
Programming
• Moved Convocation to Welcome Week to better
target first-year students and raise academic
expectations
• Introduced School Receptions
Welcome Week School Receptions
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Over 400 students attended the School Receptions
providing a meaningful conclusion to an
academically engaging Tuesday afternoon that
began with Convocation and included discussions
with First-Year Seminar Faculty.
91.8% of students strongly agreed or agreed that
their attendance at the School Reception provided
them an opportunity to interact with other
students, faculty and/or staff
Better understand Ramapo's
academic expectations to
enhance my learning.
3% 1%
Strongly Agree
76.5% of students rated the Receptions as Very
Good or Excellent
44%
Disagree
53%
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The overall objective of adding School Receptions
was to raise the academic expectation of the
entering class. Based on the data, this goal was
achieved: 97% of students strongly agreed or
agreed that they better understand Ramapo's
academic expectations to enhance their learning
because of Welcome Week.
Agree
Strongly Disagree
SYE Board
Student Engagement Retreat
Friday, October 18th
Eric Daffron
Michael LaPorta
Goal 1:
Academic Engagement
Interaction, participation and interest in gaining skills and increasing knowledge. Seeking ways to relate
learning inside the classroom with life outside the classroom.
Outcome 1:
Students will apply classroom knowledge to current experiences and future goals.
Outcome 2:
Students will explore their own and/or other cultures, beliefs, and practices.
Outcome 3:
Students will use college-level discourse in speaking and writing both individually and in groups.
Outcome 4:
Students will conduct research and use technology responsibly and effectively.
Student Engagement Goals and Outcomes
Second Year
Goal 2:
Social Engagement
Interaction, participation, and interest in socializing with others within an active community. Seeking activities
that facilitate positive relationships with others.
Outcome 1:
Students will participate in campus activities.
Outcome 2:
Students will interact meaningfully with faculty, staff, and peers and reflect on those interactions.
Outcome 3:
Students will actively serve or participate in the Ramapo College community.
Student Engagement Goals and Outcomes
Second Year
Goal 3:
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. Understanding one’s strengths and weaknesses and
using this knowledge to reach one’s goals.
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.
Student Engagement Goals and Outcomes
Second Year
Goal 4:
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.
Outcome 1:
Students will engage actively as responsible citizens of the Ramapo campus.
Outcome 2:
Students will understand their roles, rights and responsibilities as local, national and global citizens.
Student Engagement Goals and Outcomes
Second Year
Annual Research Day
Finding Your Compass Points
CA Advisement
Overlook/ Linden Program
Boys and Girls Club
Cyber Footprint Workshop
Pen Pal Day
You’re Hired-the VIP Series
Academic Advisement
Information Literacy Class
Sessions
Internship Conference
Are You In the Rama-Know?
Sophomore KPE’s
•13 scheduled KPE’s
•10 implemented and
assessed
Sophomore Year
Experience 2012-2013
SAIL
• Series of seminars
• 25 participants
• Completers received honor cords and certificates
at a Leadership Reception.
Sophomore Year
Experience Highlight
Academic Advisement
• Only required KPE
• Target of 75% of holds removed
• Target met: 93% of holds removed
Sophomore Year
Experience Highlight
• Paused at the end of second-year planning to look at
transfer students
• Reviewed the unique characteristics and needs of transfer
students and discussed how to incorporate this knowledge
into current and future planning
Transfer Students
Tracking KPE’s via “My CCT”
What we know about today’s
college students and
Juniors and Seniors in
particular
• Digital Natives
• Most diverse generation in Higher Education history
• At once more connected and more isolated than their
predecessors
• Facing worst economy in recent memory but continue to
have high aspirations for the future
Today’s College
Students
• Academic skills developed from “teaching to the test”
• More dependent on parents – “not permitted to skin their
knees”
• Much more likely to move back home with parents
• Born into and will live their lives in a nation enduring
profound change at a speed and magnitude never before
experienced
Today’s College
Students
Continued….
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•
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•
Engaged in community service
Utilitarian in their goals for College
More issue-oriented than ideological
Will likely have 8-10 different jobs and 3-4 different
careers in a lifetime
Today’s College
Students
Continued….
Undergraduate
Enrollment
Fall 2012
Transfers by Student Level
Fall 2012
JR (65-95
Credits)
36%
SO (3364
Credits)
41%
FY (0-32
Credits)
23%
SR (96
or more
Credits)
0%
39
Transfer Students by
Institution Type
Fall 2012
Four-Year,
27.60%
Two-Year,
72.40%
40
Undergraduate Residential
Status
Fall 2012
Commuters
(2,859)
51%
Residents
(2,765)
49%
Residence Life
(areas of concentration)
Juniors (673, 24.3%)
Laurel = 42.6%
CPA = 30.3%
Village = 14.2%
Other Areas = 12.9%
Seniors (549, 19.9%)
Village = 75.2%
Laurel = 15.3%
Other Areas = 9.5%
Special Interest Housing:
Sustainable Living: 6 juniors & 6 seniors
Gender Neutral: 26 juniors & 9 seniors
Undergraduate
Degrees by School
Fall 2012
Cooperative Education
Participation
Fall 2012
TOTAL
ASB
SSAIS
CA
SSHS
TAS
Undeclared
FY'13
321
65
17
198
24
14
3
FY'12
323
69
13
198
27
15
0
FY'11
325
81
16
174
31
23
0
Fall
Winter
Spring
Summer
28
Spring
Break
12
FY'13
12
2
FY'12
12
2
26
0
Study Abroad
Participation
Fall 2012
48
Total
Juniors
27
Total
Seniors
68
54
20
64
During the current school year, about how often have you
done each of the following?
(1=never; 2=sometimes; 3=often; 4=very often)
Activity
RCNJ
Mid East
Public
Carnegie
NSSE
Talked about career paths with
faculty or advisor
2.27
2.41
2.52
2.44
Worked with faculty on
activities other than coursework
1.86
1.89
1.92
1.86
Which of the following have you done or do you plan to do before you graduate?
(0 = have not decided or do not plan to do; 1 = done)
.61
.53
.49
Participated in a practicum,
internship, field experience,
co-op, or clinical
.58
.55
.57
Participated in community
service or volunteer work
Participated in Study Abroad
.12
.10
.12
.53
.59
.14
About how many hours do you spend in a typical 7-day week
doing the following?
(1=0 hrs.; 2=1-5 hrs.; 3=6-10 hrs.; 4=11-15 hrs.; 5=16-20 hrs.; 6=21-25 hrs.; 7=26-30
hrs.; 8=more than 30 hrs.)
Activity
RCNJ
Preparing for class
3.69
Mid East
Public
4.27
Carnegie
NSSE
4.30
4.40
Working off campus
4.44
3.69
4.07
3.72
Participating in cocurricular activities
2.27
2.15
2.02
2.11
Relaxing/socializing
3.68
3.47
3.38
3.44
To what extent has your experience at this institution
contributed to your knowledge, skills, and personal
development in the following areas?
(1=very little; 2=some; 3=quite a bit; 4=very much)
Activity
RCNJ
Mid East Public Carnegie
NSSE
Thinking critically and
analytically
3.25
3.32
3.40
3.40
Understanding self
2.71
2.87
2.93
2.89
Understanding others (ethnicity
and race)
2.54
2.78
2.75
2.71
Developing a personal code of
values and ethics
2.60
2.75
2.85
2.81
What should our students
know and be able to do by
Graduation…
UNDERGRADUATE RESEARCH
Many colleges and universities are now
providing research experiences for students in
all disciplines. Undergraduate research,
however, has been most prominently used in
science disciplines. With strong support from
the National Science Foundation and the
research community, scientists are reshaping
their courses to connect key concepts and
questions with students' early and active
involvement in systematic investigation and
research. The goal is to involve students with
actively contested questions, empirical
observation, cutting-edge technologies, and
the sense of excitement that comes from
working to answer important questions.
Undergraduate Research
DIVERSITY/GLOBAL LEARNING
Many colleges and universities now emphasize
courses and programs that help students
explore cultures, life experiences, and
worldviews different from their own. These
studies-which may address U.S. diversity, world
cultures, or both-often explore "difficult
differences" such as racial, ethnic, and gender
inequality, or continuing struggles around the
globe for human rights, freedom, and power.
Frequently, intercultural studies are
augmented by experiential learning in the
community and/or by study abroad.
Diversity/ Global Learning
SERVICE LEARNING, COMMUNITY-BASED
LEARNING
In these programs, field-based "experiential
learning" with community partners is an
instructional strategy-and often a required part
of the course. The idea is to give students
direct experience with issues they are studying
in the curriculum and with ongoing efforts to
analyze and solve problems in the community.
A key element in these programs is the
opportunity students have to both apply what
they are learning in real-world settings
and reflect in a classroom setting on their
service experiences. These programs model
the idea that giving something back to the
community is an important college outcome,
and that working with community partners is
good preparation for citizenship, work, and
life.
Service Learning/Community-Based Learning
INTERNSHIPS
Internships are another increasingly common
form of experiential learning. The idea is to
provide students with direct experience in a
work setting-usually related to their career
interests-and to give them the benefit of
supervision and coaching from professionals in
the field. If the internship is taken for course
credit, students complete a project or paper
that is approved by a faculty member.
Internships/
Cooperative Education
CAPSTONE COURSES AND PROJECTS
Whether they're called "senior capstones" or
some other name, these culminating
experiences require students nearing the end
of their college years to create a project of
some sort that integrates and applies what
they've learned. The project might be a
research paper, a performance, a portfolio of
"best work," or an exhibit of artwork.
Capstones are offered both in departmental
programs and, increasingly, in general
education as well.
Capstone Courses
How should our Juniors and
Seniors be engaged?
Lunch
Closing/Next Steps