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Student Engagement: Ramapo College
Steering Committee
• Beth Barnett, Provost
• Miki Cammarata, AVP Student Affairs
• Pat Chang, AVP Student Affairs
• Eric Daffron, Vice Provost
• Chris Romano, AVP Enrollment Management
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.
Ramapo College Strategic Plan
2014-2018
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.
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).
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.
COMMONLY RECOGNIZED
HIGH IMPACT ACTIVITES
THAT ENGAGE STUDENTS:
Positive Outcomes of Student Engagement
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:• 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)
Student Engagement Plan
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)
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!
Retreat Goals
• 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
Student Engagement: Ramapo College
What Has Been Accomplished?
FYE BoardStudent Engagement Retreat
Friday, October 18th
Christopher Romano
Meghan Gregory
Student Engagement Goals and Outcomes
• 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 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. • 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. • 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. • 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 KPE Academic Social Personal Campus/Civic
Fall Spring 1.1 1.2 1.3 1.4 2.1 2.2 2.3 3.1 3.2 3.3 4.1 4.2
X Orientation X X X
X Summer Reading/Convocation X X X X
X AlcoholEdu X X
X Arching and New Student Assembly X
X Maroon Madness X X X
X Green Dot X X
X Choices and Consequences X X X
X Club Bites/Taste of Tuesdays X X
X X Club Fair X
X FYS/Peers X X X X X X X
X X Advising X X X
X World Expo X X X X
11 3 SUBTOTALS 3 3 2 1 4 5 6 6 4 2 4 1
2012 First Semester SurveySocial Engagement
2012 First Semester SurveyPersonal Engagement
2012 First Semester SurveyCampus and Civic Engagement
2012 First Semester SurveyAcademic Engagement
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
• 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
• 76.5% of students rated the Receptions as Very Good or Excellent
• 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.
SYE BoardStudent Engagement Retreat
Friday, October 18th
Eric Daffron
Michael LaPorta
Student Engagement Goals and OutcomesSecond Year
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 OutcomesSecond 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 OutcomesSecond 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 OutcomesSecond 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.
Sophomore KPE’s
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 Year Experience 2012-2013
•13 scheduled KPE’s
•10 implemented and assessed
Sophomore Year Experience Highlight
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
Transfer Students
• 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
Tracking KPE’s via “My CCT”
What we know about today’s college students and Juniors and Seniors in particular
Today’s College Students
• 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 StudentsContinued….
• 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 StudentsContinued….
• 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
Undergraduate EnrollmentFall 2012
Transfers by Student LevelFall 2012
39
Transfer Students by Institution TypeFall 2012
40
Undergraduate Residential StatusFall 2012
Residence Life(areas of concentration)
Juniors (673, 24.3%) Seniors (549, 19.9%)
Laurel = 42.6% Village = 75.2%
CPA = 30.3% Laurel = 15.3%
Village = 14.2% Other Areas = 9.5%
Other Areas = 12.9%
Special Interest Housing:
Sustainable Living: 6 juniors & 6 seniors
Gender Neutral: 26 juniors & 9 seniors
Undergraduate Degrees by SchoolFall 2012
Cooperative Education ParticipationFall 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
Study Abroad ParticipationFall 2012
Fall Winter Spring SpringBreak
Summer Total Juniors
Total Seniors
FY'13 12 2 28 12 48 27 68
FY'12 12 2 26 0 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)
ActivityRCNJ Mid East
PublicCarnegie 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)Participated in a practicum, internship, field experience, co-op, or clinical
.61 .53 .49 .53
Participated in community service or volunteer work
.58 .55 .57 .59
Participated in Study Abroad .12 .10 .12 .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.)
ActivityRCNJ Mid East
PublicCarnegie NSSE
Preparing for class 3.69 4.27 4.30 4.40
Working off campus 4.44 3.69 4.07 3.72
Participating in co-curricular 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)
ActivityRCNJ 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
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.
Diversity/ Global Learning
DIVERSITY/GLOBAL LEARNINGMany 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.
Service Learning/Community-Based Learning
SERVICE LEARNING, COMMUNITY-BASED LEARNINGIn 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.
Internships/ Cooperative Education
INTERNSHIPSInternships 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.
Capstone Courses
CAPSTONE COURSES AND PROJECTSWhether 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.
How should our Juniors and Seniors be engaged?
Lunch
Closing/Next Steps
