First Year Program Annual Report 2004

I. Presentation of Task Force Project

B. Hallmark #2: Student Engagement

  1. Seeks to engage students in the collegiate experience both in and out of class. Student engagement represents the extent to which students take part in educationally productive activities that are linked to desired outcomes of college. Student engagement is not only a means to student learning and success, it is also a worthy end in itself in that it promotes intellectual curiosity and excitement, as well as acquisition of various habits of mind that are the foundation for critical thinking, lifelong learning, and civic involvement. On Hallmarks campuses, student engagement is a clear and explicit goal both for first-year instruction across the disciplines and for the nature and content of out-of-class learning opportunities.
  2. Suggested Revision:
    A first year experience seeks to engage students in the collegiate experience both in and out of class. Student engagement represents the extent to which students take part in educationally productive activities that are linked to desired outcomes of college. Student engagement is not only a means to student learning and success, it is also a worthy end in itself in that it promotes intellectual curiosity and excitement, as well as acquisition of various habits of mind that are the foundation for critical thinking, lifelong learning, and civic involvement. Student engagement is highly correlated with a successful academic sojourn and with the completion of the bachelor's degree. It is manifested in educationally productive activities and is positively linked to good academic and other outcomes for the students. On Hallmarks campuses, student engagement is a clear and explicit goal both for first-year instruction across the disciplines and for the nature and content of out-of-class learning opportunities.
  3. Suggested Areas for Review
    1. Communications competencies. (Writing and oral skills)
    2. Academic competencies. (Library research. Critical thinking. Problem-solving/Decision-making. Technological knowledge and skills)
    3. Awareness of and participation in a diverse university community
    4. Dedication to a liberal arts and general studies core
    5. Expectations of students within the campus community (On-campus residence, intramural athletics, student groups and organizations)
    6. Campus facilities (such as laboratories, library, gym)
    7. Extracurricular activities (e.g., theater & music performances, art exhibitions)
  4. Sources and Forms of Evidence
    • Information derived from CSEQ/CSXQ
    • Information derived from NSSE
    • Usage data for course management software, email, registration software, library-provided databases, computer labs,
    • Data from academic support services (e.g., writing center, other study centers, tutoring service)
    • Attendance information for cultural and entertainment events on campus
    • Participation rates for student organizations, intramural athletics, fraternities and sororities, student government (including participation rates in campus elections)
    • Additional data collected by Student Services, Residential Life Office, Multicultural Affairs Office