Student Engagement Retreat:
Progress Updates
February 15, 2013
1
Updates from SE Steering
Committee
We are on the right track:
Presentation at AASCU academic affairs
meeting (Barnett, Chang, Daffron, Romano)
Presentation at ACPA annual conference
(Cammarata, Romano)
2
Updates from SE Steering
Committee
3

Process for proposing new K.P.Es
established

“Paused” in looking at years to let two pilot
years work through (FYE and SYE)- though
next year will resume with Junior/Third Year

Used “pause” to zoom in on transfer students
and how they fit into model
Updates from SE Steering
Committee
Ramapo College Strategic Plan 2013-2018
Goal 1: Advance Academic Excellence and
Engagement
Objective 1.2
The College will insure that students increase
academic, personal, social, and civic engagement by
offering enhanced curricular, co-curricular, and extracurricular programming.
4
Outcomes for Today’s Retreat



5
Review two assessment instruments to get a
picture of our students’ engagement
(curricular and co-curricular)
Present Marketing Plan for Student
Engagement and how FYE and SYE
Connect
Share updates from both FYE Board and
SYE Board
Outcomes for Today’s Retreat
6

Review report from Transfer Student
Engagement Task Force

Brainstorm ideas of ways to incorporate
Transfer students into the current work of
both boards
NSSE & CLA Results
Eric Daffron
Gurvinder Khaneja
CLA and NSSE

Two of the most common institutional
assessments

Endorsed by the VSA

Often paired to demonstrate student
achievement and engagement
CLA

Tests analytic reasoning, problem solving,
writing effectiveness, and writing mechanics.

Asks students to:
–
–
–

respond to questions about a simulated real-life
scenario,
to support a position, or
to evaluate an argument.
Does not use multiple-choice questions.
CLA

Tests incoming first-year students and
graduating native students.

2011-12
–
–

90 first-year students drawn from 5 FYS sections
93 graduating native students drawn from capstone
courses in all five schools
Computes institutional mean scores, mean
score percentile ranks across participating
institutions, and a value-added score.
CLA

First-year students: high percentile rank
–

Seniors: lower percentile rank
–

88 for the total CLA score
59 for the total CLA score
Value-added score: near expected
–
-.38 for the total CLA score
CLA

Four skills:
–
–
–
–

Analytic reasoning and evaluation
Writing effectiveness
Writing mechanics
Problem solving
Best skill: writing mechanics
–
–
–
grammar
sentence construction
vocabulary
CLA

Three tests:
–
–
–

Performance Task
Make-an-Argument
Critique-an-Argument
Best test: make-an-argument
–
–
–
analytic reasoning and evaluation
writing effectiveness
writing mechanics
NSSE
NSSE - National Survey of Student Engagement,
Engagement through Learning, Research and Service.
•
Sponsored by Pew Charitable Trust in 1998, and operationalized as the
“College Report” the survey was piloted in year 1999.
•
Starting with 276 institutions, NSSE has been administered by up to 770
institutions in recent years.
•
Based on Chickering & Gamson’s (1987) “Seven Principles of Good
Practice in Undergraduate Education” and Astin’s (1984) Theory of
Student Involvement.
•
Currently, the survey also is also involved in measuring “Deep
Approaches to Learning”
NSSE
NSSE at Ramapo College of New Jersey
– The survey has been administered since 2000.
–
Current reporting is for Spring 2012 administration. Response rate was
about 20 percent for both first-year students (300) and seniors (194).
–
Ramapo was featured in NSSE’s Annual Results 2012 as an
institution that uses NSSE to inform about Student Engagement.
–
The current year results also focuses on measuring “Deep
Approaches to Learning” and provides evidence to the question
“Whether Students have learning Experiences that are likely
to results in effective and enduring learning.”
NSSE
Five Important Benchmarks:
ACTIVE AND
COLLABORATIVE
LEARNING
LEVEL OF
ACADEMIC
CHALLENGE
STUDENTFACULTY
INTERACTIONRT
NSSE
SUPPORTIVE
CAMPUS
ENVIRONMENT
ENRICHING
EDUCATIONAL
EXPERIENCE
• The Benchmarks
were a result of
“Factor Analysis
Technique” used
by NSSE research
team over time,
using pilot data.
• Each Benchmark
has a score that is
based on 6 to 12
questions from the
survey
NSSE
BENCHMARKS
Categories
Level of Academic Challenge (LAC)
First-Year
54.9
Seniors
56.7
First-Year
44.9
Seniors
51.3
First-Year
35.3
Seniors
40.8
First-Year
26.5
Seniors
40.7
First-Year
59.7
Seniors
55.1
Active and Collaborative Learning (ACL)
Faculty-Student Interaction (FSI)
Enriching Educational Experience (EEE)
Supportive Campus Environment (SCE)
2012 SCORES
NSSE
For Full Results Go To:
http://ww2.ramapo.edu//administration/oirp/reports.aspx
NSSE
Highlights of the Results – Highest Performing Benchmarks
First-year Students
• Wrote more than 4 papers or reports between 5 and 19 pages (LAC).
• Wrote more than 10 papers or reports of fewer than 5 pages (LAC).
• Made a class Presentation (ACL).
• Did a community project as part of the course (ACL).
• Received prompt written or oral feedback from faculty (SFI).
Senior Students
• Wrote at least one paper or report of 20 pages or more (LAC).
• Wrote more than 4 papers or reports between 5 and 19 pages (LAC).
• Made a class presentation (ACL).
• Did a practicum, internship, field experience, clinical assignment (EEE).
• Completed a culminating senior experience (EEE).
NSSE
Highlights of the Results – Lowest Performing Benchmarks
First-year Students
• Spent more than 10 hours a week preparing for class (LAC).
• Said the institution emphasizes study and academic work (LAC).
• Had serious conversations with students of another race/ethnicity (EEE).
• Participated in learning community (EEE).
• Completed foreign language coursework (EEE).
Senior Students
• Spent more than 10 hours a week preparing for class (LAC).
• Said the institution emphasizes studying and academic work (LAC).
• Had serious conversations with students of other religion, politics and value
(EEE).
• Completed a foreign language coursework (EEE).
• Positively rated their relationships with administrative/Personnel offices
(EEE).
NSSE
DEEP APPROACHES TO LEARNING
NSSE’s THEORY – “Students who participate in
activities that promote higher-order thinking, integration
and reflection are more likely to spend their time
purposefully”.
High impact activities for first-year students include
participation in learning communities, while the same for
seniors include participation in service learning,
internships, study abroad etc…
NSSE
Deep Approaches to Learning: A Comparison Report
Ramapo
College
Mid-East Carnegie
Public
Class
NSSE
2012
First year
Average (mean)
61
ES
60
62
61
0.07
-0.02
0.02
65
67**
66**
-0.13
-0.24
-0.21
Senior
Average (mean)
ES
62
Results: The first-year students are at par with their peers in the nation, while
seniors lag behind their peers.
NSSE
GAINS
•
Over the last five administrations, there have been gains in the following benchmarks: Level
of Academic Challenge, Active and Collaborative Learning and Student Faculty Interaction.
•
The benchmark score for first-year students is at par or slightly better than Seniors when
rating Ramapo as having a “Supportive Campus Environment.”
•
For Seniors, there is a gain in the benchmark score on “Enriching Educational Experience”
over the years.
•
Both First-year students and Seniors spend time writing papers of various lengths.
•
Both first-year and senior made presentations in front of class.
NSSE
CONCERNS
•
Low Benchmark Scores for first-year students on Student Faculty Interaction and Enriching
Educational Experience.
•
A significant proportion of first-year (23 percent) and senior students (30 percent) felt that the
institution did not emphasize studying and academic work.
•
Approximately 46 percent of first-year and 51 percent of the senior students spent less than
10 hours per week preparing for class.
•
Seniors at Ramapo are not as engaged on campus as their peers, when compared on “Deep
Learning” Benchmarks.
Overview of Marketing &
Communication Plan
25
FYE Board Updates
26
First-Year Experience Board
Joseph Connell, Director of Student Success
Meghan McDonough, First-Year Experience Coordinator
27
First-Year Survey Comparison



2012 (719 responses) v. 2011 (732
responses)
Program/Office specific information will be
shared separately
FOCUS – First-Year Survey Question 30
–
–
28
At this point in the semester, indicate your
agreement with the following statements
Addressed all 12 outcomes specifically
Academic Engagement
29
Social Engagement
30
Personal Engagement
31
Campus and Civic Engagement
32
SYE Board Updates
33
Transfer Student Engagement
Task Force




34
Review Ramapo Student Engagement
materials to provide context/background
Collect and review current statistics on
Ramapo transfers
Identify best practices for transfer students
Make recommendations to Student
Engagement Steering Committee
Overview of Task Force Activities



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35

Attended “Transfer Students: Assuring a
Smooth Transition” Webinar
Collected data on current transfer students at
Ramapo
Conducted a preliminary scan of national
research on transfer students and transfer
student engagement
Identified best practices
Made recommendations
Who are our current Transfer
students?
36
Fall 2012 Transfers
Male/Female Transfer Student Breakdown
Male, 45%
Female, 55%
37
Fall 2012 Transfers
Black, nonHispanic, 4%
Transfer Students by Ethnicity
American Indian, Alaskan
Native, <1%
Asian, Pacific Islander,
7%
Not specified or
unknown, 10%
Hispanic, 11%
38
White, non-Hispanic,
68%
Fall 2012 Transfers
Traditional vs. Adult Learner Transfers
ALP, 20%
Traditional, 80%
39
*ALP defined as student 24 years or older that came through the
Adult Admissions Office
Fall 2012 Transfers
Transfer Institution Type
Four-Year, 27.60%
Two-Year, 72.40%
40
Fall 2012 Transfers by Student
Level
# of Transfer Students
% of Transfer
Students
JR (65-95
Credits),
213
SO (33-64
Credits),
243
41
FY (0-32
Credits),
139
SR (96
or
more
Credits
), 0
JR (65-95
Credits)
36%
SO (3364
Credits)
41%
FY (0-32
Credits)
23%
SR (96 or
more
Credits)
0%
Fall 2012 Financial Aid Information
(Native vs. Transfer)
0 EFC
Pell Eligible
45%
45%
40%
40%
35%
35%
30%
30%
25%
25%
20%
20%
15%
15%
10%
10%
5%
5%
0%
0%
Native
42
Transfers
Native
Transfers
Research: Expectations and
Needs of Transfer Students
43
Transfer students can be
characterized by:

Previous college experience
–
–

Pragmatic approach to college
–
–
44
Has shaped attitude towards new college
experience
Presents challenges in adapting to new set of
policies and procedures
Prefer objective-specific advisement, career and
internship opportunities
Timeline and plan for graduation
Financial Concerns



45
Greater financial need
Cost conscious
Usually employed part-time
Engagement


Express a lower sense of community in new
college environment
Transfer students want programs that
address time-sensitive objectives:
–
–
–
46
Financial Aid
Internship
Career and Graduate School
Best Practices for Transfer
Students
47
Curricular Best Practices
•
Impact on Student Experience
•
Academic advisement
• Advisors who are knowledgeable about course requirements and transfer credits
• Early assignment of academic advisors
Movement from articulation agreements to seamless transition experiences
Degree Partnership
Co-Admission with Co-Enrollment
Co-Admission and Shared Services
Co-Admission: meeting requirements at two-year
Block Transfer Agreements or Degrees
Program Articulation
Course Articulation
Impact on Institution
Central Oregon Community College |
2600 N.W. College Way | Bend,
Oregon 97701 | (541) 383-7700 |
www.cocc.edu
Co-Curricular Best Practices
•
Mandatory orientation
•
Continued orientation / transition support
•
A transitional “course” or a series of workshops that focus on the needs of transfers
•
Peer mentors
•
Centralized Resources
•
One-stop resources
•
Easily accessed online resources that address transition, resources and services
•
Create a sense of community among transfers to help them be more successful and
thrive
•
A targeted and dynamic online community for new transfer students
•
Financial Support
•
Scholarships
Group Exercise
50
Group Exercise
51
1.
Looking at the KPEs that we currently have
at our institution and the information that we
presented today on transfer students … Do
you think that we are addressing their
needs?
2.
What would you do differently to better
integrate our transfer students
Success, Challenges, Next Steps
52