Student Engagement Retreat Third and Fourth Years January 29, 2014

Student Engagement Retreat

Third and Fourth YearsJanuary 29, 2014

Retreat Goals

• Review refreshed Student Engagement Model and provide feedback

• Review criteria for Key Points of Engagement (KPE) and provide feedback

• Develop KPEs for third and fourth years

• Create Third and Fourth Year Student Engagement Boards

How we got here• Collected and reviewed all notes from retreat

and sought to use common verbs throughout model.

• Extended outcomes out to third and fourth years and refreshed overall plan to achieve continuity and follow a developmental model.

• Consulted with FY and SY Board Chairs and scheduled meetings with full Boards (SY occurred on 1/24, FY is scheduled for early Feb.) to generate feedback.

Goal 1: Academic Engagement

Objective 1: Students will explore, identify, participate in, and reflect upon opportunities to apply classroom knowledge and skills to real-world settings.

•First-Year Outcome: Students will explore opportunities to apply classroom knowledge and skills to real-world settings.

•Second-Year Outcome: Students will identify specific opportunities to apply classroom knowledge and skills to real-world settings.

•Third-Year Outcome: Students will participate in opportunities to apply classroom knowledge and skills to real-world settings.

•Fourth-Year Outcome: Students will reflect upon opportunities to apply classroom knowledge and skills to real-world settings.

Goal 1: Academic Engagement

Objective 2: Students will explore, identify, participate in, and reflect upon opportunities to interact with other cultures.

•First-Year Outcome: Students will explore opportunities to interact with other cultures.

•Second-Year Outcome: Students will identify specific opportunities to interact with other cultures.

•Third-Year Outcome: Students will participate in opportunities to interact with other cultures.

•Fourth-Year Outcome: Students will reflect upon their interactions with other cultures.

Goal 2: Social Engagement

Objective 1: Students will explore, participate, and engage meaningfully in campus life as well as encourage involvement of others.

•First-Year Outcome: Students will explore opportunities for involvement in campus life.

•Second-Year Outcome: Students will participate in campus life.

•Third-Year Outcome: Students will engage meaningfully in campus life.

•Fourth-Year Outcome: Students will promote the involvement of others in campus life.


Objective 2: Students will establish and strengthen connections with faculty, staff and/or peer mentors.

•First-Year Outcome: Students will establish connections with their peers, faculty, and/or staff.

•Second-Year Outcome: Students will interact meaningfully with faculty, staff, and/or peers.

•Third-Year Outcome: Students will identify at least one mentor.

•Fourth-Year Outcome: Students will consult with a mentor on post-graduation plans.


Objective 3: Students will develop a strong connection to the college.

•First-Year outcome: Students will participate in traditions/events that connect them to the college.

•Second-Year outcome: Students will participate in traditions/events that connect them to the college.

•Third-Year outcome: Students will participate in traditions/events that connect them to the college.

•Fourth-Year outcome: Students will participate in traditions/events that connect them to the college.

Goal 3: Personal Engagement

Objective 1: Students will explore and utilize campus resources.

•First-Year Outcome: Students will explore available campus resources.

•Second-Year Outcome: Students will utilize appropriate campus resources.

•Third-Year Outcome: Students will utilize appropriate campus resources.

•Fourth-Year Outcome: Students will utilize appropriate campus resources.


Objective 2: Students will explore and select a major as well as engage in relevant experiential activities and connect those activities to their future plans.

•First-Year Outcome: Students will explore Ramapo’s major and minor offerings.

•Second-Year Outcome: Students will select a major.

•Third-Year Outcome: Students will engage in experiential activities within their major.

•Fourth-Year Outcome: Students will connect experiential activities to their post-graduation plans.


Objective 3: Students will explore career development resources, create a career plan, engage in experiential activities and connect those activities with their future plans.

•First-Year Outcome: Students will explore career development resources.

•Second-Year Outcome: Students will create a career plan.

•Third-Year Outcome: Students will engage in experiential learning activities.

•Fourth-Year Outcome: Students will connect experiential activities to their post-graduation plans.


Objective 4: Students will identify, evaluate, integrate their values system and connect that system with their future plans.

•First-Year Outcome: Students will identify their values.

•Second-Year Outcome: Students will evaluate their values in the context of their experience at Ramapo.

•Third-Year Outcome: Students will develop an integrated values system.

•Fourth-Year Outcome: Students will reflect on how their values system influences their post-graduation plans.

Goal 4:Campus and Civic Engagement

Objective 1: Students will understand, engage in, and promote responsible citizenship in the Ramapo community as well as promote positive change.

•First-Year Outcome: Students will understand their roles, rights and responsibilities as citizens of the Ramapo campus.

•Second-Year Outcome: Students will actively engage as responsible citizens of the Ramapo campus.

•Third-Year Outcome: Students will promote active and responsible membership in the Ramapo community by self and others.

•Fourth-Year Outcome: Students will promote positive change on campus.


Objective 2: Students will understand, engage in, reflect upon, and promote the roles, rights and responsibilities of local, national and global citizens.

•First-Year Outcome: Students will understand their roles, rights and responsibilities as local, national and global citizens.

•Second-Year Outcome: Students will actively engage in local, national, and global democratic activities and issues.

•Third-Year Outcome: Students will reflect on the ideals of inclusion, justice and democracy and the individual’s role in promoting these ideals .

•Fourth-Year Outcome: Students will promote individual roles, rights, and responsibilities as local, national, and global citizens.


Objective 3: Students will understand, engage in, reflect upon, and promote service on the local, national, and global level.

•First-Year Outcome: Students will understand social issues and the role individual service can play in these issues.

•Second-Year Outcome: Students will engage in volunteerism and service learning .

•Third-Year Outcome: Students will reflect on the root causes of social issues and the scope of solutions .

•Fourth-Year Outcome: Students will promote service on the local, national, and global levels.

Criteria for Key Points of Engagement for First Year

Students • A Key Point of Engagement, as defined by the Student

Engagement Steering Committee, is:

• A structured opportunity designed for all first-year students;

• A structured opportunity open to all first-year students; and

• 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.

Criteria for Key Points of Engagement for Second Year

Students A high-impact activity or an activity leading to a high-

impact activity, meaning that it is: o A substantive interaction, in class and out of class, with peers,

faculty, and staff or o A common experience that deepens understanding of self and others

or o 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.

Criteria for Key Points of Engagement for Third and

Fourth Year Students

A high-impact activity or an activity leading to a high-impact activity, meaning that it is: o A substantive interaction, in class and out of class, with peers, faculty,

and staff or o A common experience that deepens understanding of self and others or o An opportunity to connect in-class and out-of-class learning.

An opportunity, either designed for or beneficial to third and fourth year students, that meets their developmental needs.

An opportunity that fosters self-reflection and leads to personal development.

Third-Year and Fourth-Year

KPEs Activity

Student Engagement Boards

•Each year will have a board. Currently, FYE and SYE have boards.

•Boards are responsible for:

• Ensuring alignment between outcomes and KPEs,

• Implementing KPEs,

• Marketing KPEs, and

• Assessing KPEs.

•We are looking for volunteers for junior and senior boards.

Documents

Student Engagement Retreat Third and Fourth Years January 29, 2014