Student Engagement Retreat: Progress Updates February 15, 2013
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Transcript of Student Engagement Retreat: Progress Updates February 15, 2013
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Student Engagement Retreat: Progress Updates
February 15, 2013
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)
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Updates from SE Steering Committee
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
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Updates from SE Steering Committee
Ramapo College Strategic Plan 2013-2018
Goal 1: Advance Academic Excellence and Engagement
Objective 1.2The College will insure that students increase academic, personal, social, and civic engagement by offering enhanced curricular, co-curricular, and extra-curricular programming.
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Outcomes for Today’s Retreat
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
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Outcomes for Today’s Retreat
Review report from Transfer Student Engagement Task Force
Brainstorm ideas of ways to incorporate Transfer students into the current work of both boards
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Eric DaffronGurvinder Khaneja
NSSE & CLA Results
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– 88 for the total CLA score
Seniors: lower percentile rank– 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 aninstitution that uses NSSE to inform about Student Engagement.
–The current year results also focuses on measuring “DeepApproaches to Learning” and provides evidence to the question “Whether Students have learning Experiences that are likelyto results in effective and enduring learning.”
NSSE
Five Important Benchmarks: • 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 2012 SCORES
Level of Academic Challenge (LAC) First-Year 54.9
Seniors 56.7
Active and Collaborative Learning (ACL) First-Year 44.9
Seniors 51.3
Faculty-Student Interaction (FSI) First-Year 35.3
Seniors 40.8
Enriching Educational Experience (EEE) First-Year 26.5
Seniors 40.7
Supportive Campus Environment (SCE) First-Year 59.7
Seniors 55.1
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
Results: The first-year students are at par with their peers in the nation, while seniors lag behind their peers.
Ramapo College
Mid-East Public
Carnegie Class
NSSE 2012
First year
Average (mean) 61 60 62 61
ES 0.07 -0.02 0.02
Senior
Average (mean) 62 65 67** 66**
ES -0.13 -0.24 -0.21
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
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FYE Board Updates
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Joseph Connell, Director of Student Success
Meghan McDonough, First-Year Experience Coordinator
First-Year Experience Board
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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– At this point in the semester, indicate your
agreement with the following statements– Addressed all 12 outcomes specifically
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Academic Engagement
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Social Engagement
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Personal Engagement
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Campus and Civic Engagement
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SYE Board Updates
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Transfer Student Engagement Task Force
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
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Overview of Task Force Activities
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
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Who are our current Transfer students?
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Fall 2012 Transfers
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Fall 2012 Transfers
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Fall 2012 Transfers
39*ALP defined as student 24 years or older that came through the Adult Admissions Office
Fall 2012 Transfers
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Fall 2012 Transfers by Student Level
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Fall 2012 Financial Aid Information(Native vs. Transfer)
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Research: Expectations and Needs of Transfer Students
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Transfer students can be characterized by:
Previous college experience– Has shaped attitude towards new college
experience– Presents challenges in adapting to new set of
policies and procedures Pragmatic approach to college
– Prefer objective-specific advisement, career and internship opportunities
– Timeline and plan for graduation
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Financial Concerns
Greater financial need Cost conscious Usually employed part-time
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Engagement
Express a lower sense of community in new college environment
Transfer students want programs that address time-sensitive objectives:– Financial Aid– Internship– Career and Graduate School
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Best Practices for Transfer Students
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Curricular Best Practices
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Oregon 97701 | (541) 383-7700 | www.cocc.edu
• 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
Course Articulation
Program Articulation
Block Transfer Agreements or Degrees
Co-Admission: meeting requirements at two-year
Co-Admission and Shared Services
Co-Admission with Co-Enrollment
Degree Partnership
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Impact on Institution
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
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Group Exercise
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
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Success, Challenges, Next Steps
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