1 Student Engagement Retreat: The Sophomore Student April 27, 2012

2 Opening Remarks

Workshops – What does your on-line profile say about you? – You’re Hired….The VIP Series Health/Wellness/Spirituality – Are you in the Rama-know? – Finding Your Compass Points School-Related – CA Advisement – Faculty/Student Research Day Presentation and Discussion of Original Proposed KPEs 3

Career-Related Event – Internship Conference Workshops – Information literacy class sessions – Reading and using information workshop Service Activities – Boys and Girls Club Class-Related Activities – Overlook/Linden program Academic Advisement Presentation and Discussion of Original Proposed KPEs - continued 4

First Year Engagement Progress Report 5 Between Summer 2011 and Spring 2012, the FYE Board oversaw the execution of 11 KPEs: Orientation Summer Reading/Convocation AlcoholEdu Choices and Consequences Green Dot Academic Advisement Arching and First Year Assembly Maroon Madness LollaNoBooza FYS/Peers Club Fair

Of the 11 KPEs, 9 were programs/activities that were already in existence, but utilized goals and outcomes to drive the planning and incorporated assessment into the delivery of the program 2 KPEs: Maroon Madness and AlcoholEdu were new programs that were implemented this year. We missed an opportunity to communicate to students before they arrived on campus about the set of KPEs and the expectations that they would participate in all of the 11 Observations about KPEs 6

This year’s weather, primarily Hurricane Irene, caused challenges for communication with first-year students upon check-in or move-in and thus a lower turn out for Welcome Week sessions (notably Green Dot and Choices and Consequences were lower than usual) Institutionally, we need to find a better way to communicate with first-year students about the Welcome Week Programs being mandatory. – Better incorporate the Peers, RAs and other student leaders to get first-year students out to Welcome Week workshops Observations about KPEs - continued 7

Those KPEs that have incentives (or disincentives for not completing) have the highest attendance rates/participation counts - Orientation (class schedule), AlcoholEdu (Registration Hold), Academic Advisement (Registration Hold), First Year Seminar (Graduation Requirement) Observations about KPEs - continued 8

We placed all First Year SE outcomes on a likert scale on the First Semester Survey (administered in November), top 3 that had highest percentages with Strongly Agree or Agree: – I have taken responsibility for my personal development, – I understand my roles, rights and responsibilities as a member of the global community, – I understand how to apply classroom knowledge to current experiences and future goals 3 FY SE Outcomes with Strongest Responses 9

Three that indicate our FY students need more work around these outcomes: – I embrace being a member of the Ramapo College Community and participate in activities that celebrate college pride – I have explored opportunity for involvement in campus activities – I have had the opportunity to explore my own and other cultures, beliefs and practices. 3 FY SE Outcomes where we need to enhance our efforts 10

Of these KPEs, 11 were scheduled in the first semester with only Academic advisement carrying over with a second assessment in the spring semester (mandatory advising) As a result, and realizing the need to strengthen International and Intercultural Understanding (as discussed in 1 st year retreats), FYE Board has put together World Expo on May 2 nd. KPE Observations 11

6 of the 11 KPEs utilized the First-Semester survey to assess their outcomes. While this allowed for larger participation rates, it also led to the diminishing effect (i.e. asking students about a September event in November) might cause them not to remember the event in the same way. – Example: Orientation Assessment Observations 12

Trying to utilize assessment tool makes units dependent on the analysis of one survey, so that holds up discussions on “closing the loop”. FYE Board is currently still reviewing the results of KPEs because it took longer to review data. Assessment Observations - continued 13

KPEs that administer “on the spot” assessments get immediate feedback and can begin discussing results immediately following the KPE. However, these are more time consuming as they require someone in the unit to compile and then analyze the results. Assessment Observations - continued 14

Assessment doesn’t necessarily mean that you have to ask the exact outcome in the form of a question, because student’s don’t necessarily speak our language; we need to find ways to ask students questions that get at the outcomes, but in language that better resonates with them. Assessment Observations - continued 15

Center for Health and Counseling Services KPEs: – AlcoholEdu – Choices and Consequences – LollaNoBooza Unit Perspective on KPE Assessment 16

GoalOutcomeMeasureAchievement targetFindings 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. Students will take responsibility for their personal development and construct a plan to achieve it. Embedded survey question: When answering this question in Survey 1 (administered in August) consider the importance you believe it would be to have a personal plan about your alcohol use. When answering this question in Survey 3 (administered in October) comment on whether you used your personal plan and found it helpful. Creating and following a personal plan to minimize the negative consequences of alcohol use was helpful. 60% of students will agree or strongly agree. Survey 1 (August) 84% Survey 3 October 79% AlcoholEdu 17

GoalOutcomeMeasureAchievement targetFindings 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. Students will explore their own and other cultures, beliefs, and practices. Survey question: Through attendance at this workshop, I was able to explore my beliefs and practices about alcohol use. 80% of students will agree or strongly agree. 61% 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. Students will demonstrate their ability to identify and utilize campus resources when needed. Survey question: As a result of attending this workshop, I am able to identify College resources related to alcohol education and intervention. 90% of students will agree or strongly agree. 89% 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. Students will understand their roles, rights and responsibilities as citizens of the Ramapo campus. Survey question: As a result of attending this workshop, I have a greater understanding of my role, rights, & responsibilities connected to alcohol use as a member of the Ramapo Community. 80% of attendees will agree or strongly agree that the workshop helped them to better understand their roles, rights and responsibilities related to alcohol use. 90% Choices & Consequences 18

GoalOutcomeMeasureAchievement targetFindings Social Engagement: Interaction, participation, and interest in socializing with others within an active community. Seeking activities that facilitate positive relationships with others. Students will explore opportunities for involvement in campus activities. Question on the first-semester survey: LollaNOBooza (the event which occurred the night before classes began which consisted of a carnival like setting with recreational activities sponsored by student groups) provided me with information about how to get involved on campus. 90% of students will agree or strongly agree. 76% Students will establish connections with their peers, faculty, and staff. Question on the first-semester survey: My attendance at LollaNOBooza provided me with an opportunity to interact with other students and staff. 90% students will agree or strongly agree. 85% LollaNoBooza 19

20 Sophomore 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/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.

Sophomore Goals and Outcomes 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. 21

Sophomore Goals and Outcomes 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. 22

Sophomore Goals and Outcomes 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. 23

24 Criteria for Sophomore KPEs A high-impact activity or an activity leading to a high-impact activity, meaning that it is: – A substantive interaction, in class and out of class, with peers, faculty, and staff or – A common experience that deepens understanding of self and others or – An opportunity to connect in-class and out-of-class learning. An opportunity, either designed for or beneficial to sophomore students, that meets their developmental needs. An opportunity that fosters self-reflection and leads to personal development.

The activity must: Meet the definition of a sophomore KPE; Meet the outcome(s) aligned to the KPE Category; and Meet a reasonable expectation of student participation. 25 Criteria for Inclusion as a KPE Under a KPE Category

Workshops – What does your on-line profile say about you? – You’re Hired….The VIP Series Health/Wellness/Spirituality – Are you in the Rama-know? – Finding Your Compass Points School-Related – CA Advisement – Faculty/Student Research Day Proposed KPEs 26

Career-Related Event – Internship Conference Workshops – Information literacy class sessions – Reading and using information workshop Service Activities – Boys and Girls Club Class-Related Activities – Overlook/Linden program Academic Advisement Proposed KPEs 27

 A clear,cohesive theme is required (e.g., The “RAMAzing Race”  Faculty understanding and support of this initiative is key. The way that CEC’s are communicated by professors is absolutely essential to student motivation  Keys to Success: What’s the Payoff ? (how about the PUSHING=>BOUNDARIES motif with “payoffs” like INTERNSHIP=> JOB). Should be “fun and future oriented” Marketing 28

 There needs to be a master calendar targeted to each of the “classes” coordinated by each group o Luminis, Orgsync, Google? o Delineate the “goals/outcomes” by colors (Academic, Social, Personal, Civic) o Tie events in with the Platinum Series (perhaps a “Gold Series” calendar?) Marketing 29

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 What incentives will there be for completing these “KPE’s”? o Priority registration o Priority housing  Begin HEAVY marketing with Admitted Students Day and keep it going through Orientation and Welcome Week  Market this as being unique to the Ramapo experience  DO NOT MANDATE THIS PROGRAM!!! If you do, it will suck all of the joy and motivation out of it! Marketing 31

Electronic portfolios vs. co-curricular transcripts Assessment and Tracking 32

KPEs in progress Fine-tuning Assessment Plans Sophomore Year Experience Board Action Items Next Steps 33

34 Closing Remarks