Student Development Planning Goal #3

Student Development Planning Goal #3
2002-2006

1. What is a visionary goal that your unit set?

To increase student engagement through provision of research-based co-curricular education.

2. What information and data did you use to set this goal?

Astin (1992), Chickering (1993), Pascarella & Terenzini (1991), and Tinto (1993) have all indicated that students that are engaged in their education, in and outside of the classroom, are more likely to graduate. They have also all noted that increased levels of intentional engagement lead to increased learning outcomes for students – both in and out of the classroom (see reference information at the end of this report).
In 1999, the Century II Commission observed that our freshman to sophomore, and 5 year graduation rates were at levels that we did not find satisfying (see Executive Summary of the Century II Commission Report on Student Experience for an executive summary). In order to improve these retention ratios, a goal was set to improve retention through increasing the number and intentionality of research-based co-curricular programs, departments, and events.

3. What actions did you take to try and reach this goal?

Several committees were established to explore co-curricular programs that had been developed on other campuses and for which the outcomes had been studied. The committees determined which programs best fit the mission and philosophy of Point Loma Nazarene University, and then designed co-curricular programs, departments, and events to fit our needs.
In 2000, Nancy Quinones began the retention efforts at PLNU, which resulted in a task force evaluating the co-curricular offerings and organizational structure of Student Development. This task force recommended the creation of the Engagement and Retention team, which was initiated in November 2003. This team consisted of the divisions of Community Life, Mane Events, Career Services, Student Employment, Commuters, Outdoor Leadership, and Diversity and International Student Services. Each of these divisions directly impacts student engagement.
New Student Orientation was redesigned and a commitment was made for total community involvement in this important event which helps with the transition of new students.
Current Student Development co-curricular programs were assessed and appropriately adjusted.

4. What progress did you make?

New Student Orientation was completely redesigned in 1997, and for the last several years have received very positive response from students and parents.
In Spring 2002 we established the Loma Learning Communities in the Flex apartment buildings. These have run with some success for the past three years. In Fall 2005 two Living-Learning consultants meet with faculty, administrators, resident directors, and students to help assess and advise our living learning programs. From this consultation, we are making some adjustments to the Loma Learning Communities for the 2006-2007 school year, and establishing a Loma Learning Committee/Task Force to oversee the expansion of the Living Learning philosophy into more of the Flex apartments as well as the other residence halls.
The Fall of 2002 marked the beginning of Mane Events, a division of Student Development charged with increasing school spirit and engagement, and offering leadership opportunities, through the support of other large campus events, particularly athletic events. The Mane Events have proven to be popular, and we are noticing increased momentum of school spirit during the 2005-2006 school year.
In the Fall of 2002 the Guide Development program offered by the Outdoor Leadership program was enhanced under the leadership of Rob Simpson.
In the Fall of 2003 the concept of the Co-Curricular Transcript (CCT) was developed and data collection began. During the following years criteria were established and a design was created for CCT hardcopy output. We are hoping that during the Spring 2006 that the programming necessary to implement this process will be completed.
In Fall 2004 the Campus Activities Task Force was created to help to coordinate efforts amongst Student Department divisions in order to partner together in event planning. During the 2005-2006 school year we noticed a marked increase in the number of collaborative events that had high attendances and served multiple populations and purposes. Examples of this include the Backyard Bash, Samedi Gras, and Homecoming Basketball game.
In Fall 2004 a part time Director of Commuter programs was hired to facilitate the Commuter co-curriculum. Several existing programs were expanded, and several new services and events have been created to help commuter students.
In Fall of 2002 the office of Diversity and International Student Services created Team Barnabus, which is a student organization that facilitates connections and provides assistance and advice to new students. In Fall of 2005 this division also inaugurated the “Voices in Praise” Gospel choir.
In Fall 2002 the Office of Student Employment created an online job board which allowed for increased job listings from internal and external employers, as well as easily accessible jobs for students. This office is currently developing a Student Employee Training program that will address improving personal, professional, and technical skills which will make students more marketable after graduation from PLNU.

5. What information and data did you use to evaluate your progress?

Each of the Student Development divisions conducted assessment plans to evaluate the outcomes of these various programs. Details of these assessments can be found in the 2003-2004 and 2004-2005 Student Development End of Year Reports.
Retention data from the Department of Institutional Research
NSSE data from 2000 and 2005
Co-Curricular Transcript data records

Supporting Documentation

Executive Summary of the Century II Commission Report on Student Experience
Commuter Program Counts
National Survey of Student Engagement (NSSE) Data