CAMPUS LABS, INC. FAQs

The Campus Labs Event Check-in App makes attendance tracking easier than ever. Why swipe cards when you can scan phones? Take your engagement on-the-go with our easy-to-use Campus Labs Event Check-in App. A seamless process and easy-to-use interface will make checking in for events a part of your new routine. Continue reading for more information about the new mobile app. Note:Campus Labs Event Check-in App is an add on feature. Please contact your Campus Consultant for more information.

How it works

One of the benefits of the Campus Labs Event Check-in App is that you don’t have to keep track of card swiping hardware. The system leverages smart phones or devices to complete the process. The simple setup requires two main components: an event pass for attending users and the mobile app to scan passes.

The event pass is similar to a mobile boarding pass. It’s unique to each user and it’s tied to their Engage account. As soon as you enable mobile check-in, users can access their Event Pass through the user drawer in your Engage community.

The other half of the equation is scanning passes and with the Campus Labs Event Check-in App, this process is a breeze. Users DO NOT need to download an app to be checked in, only administrators who are checking users in. To start checking users in, download the free app on your preferred device:

Using the mobile app

Once you’ve downloaded the app, open it up! The first screen will ask you to enter an event access code. This code is provided after you create an event within Engage. If you haven’t created an event, you’ll need to do this first before you can use the app to track a attendance.

To locate the code, navigate to the event through the Action Center. The access code should appear in the bottom right of the screen once you click on the appropriate event.

Enter the code into the mobile app, tap Start Session, and you’ll be prompted to sign in. Type in your credentials (the same you use to sign in to Engage) and you’ll be directed to the event’s check-in page.

Tap Start Scanning and you’re ready to scan! If your phone asks for permission to use your camera, choose “yes” because it will need the camera in order to scan event passes. Position the edges of the box over the edges of an attendee’s Event Pass. As soon as it recognizes the user, it will display a box with their basic details, including their RSVP status. Tap Check In to confirm the user and click OKto continue scanning.

If you come across an attendee without a mobile pass, tap No Pass? below the scanning area or select Lookup from the bottom menu. Search for the attendee by name or email and when you find the right person, tap their name to confirm their check-in. If searching by email, you will need to enter the complete email address of the user to locate them. If the attendee is not in the system, you can add them by email if you click the plus sign in the top right of the screen, type in their email address, and submit.

At any point, you can toggle between scanning passes and the attendee list. Tap Attendees in the bottom right of the screen to view the full list of attendees. If you need to remove someone from this list, tap on their name, swipe left, then select Remove.

Final Steps

When you’re done tracking attendance, there are no additional steps required. You can close the app and all of your attendance information will be saved. While not required, you can end your check-in session if you tap on your profile picture in the top left of the screen, then select End Session. You’ll also find a feedback option on this page. Please send along any questions, comments, or ideas to our Support Team!

What is Feedback?

Can Instructors add or edit Feedback questions?

Video overview

Are the Feedback sessions anonymous?

How were the Feedback questions chosen?

Who can see the Feedback session results

How does an Instructor start a Feedback session

What results are available to the Instructor?

How do students take a Feedback session?

Which Instructors should use Feedback?

What is Feedback?

Feedback is a tool that was created to allow Instructors to receive formative feedback from students throughout the semester. Instructors have the ability to start a Feedback session in which their students will answer six questions related to high impact teaching practices and a single question that gauges the students overall perception of if they understood the material that was covered.

Feedback session results allow Instructors to identify trends in student perceptions of their instruction and make improvements as soon as the next class.

Video overview

How were the Feedback questions chosen?

The questions were developed based on research and experience of our IDEA partners. Feedback questions are based on IDEA’s Teaching Essential form which was designed to provide formative feedback about teaching methods highly correlated with instructor and course excellence.

How does an Instructor start a Feedback session?

Instructors can log into Course Evaluations and click on the "Feedback" button in the navigation menu.

Once on the Feedback page, an Instructor can click on the "Start" button for the section they would like to start the Feedback session for. Sessions will be open for two hours after they have been started. An Instructor can stop a session early if they would like. After clicking on the "Start" button it will change to a "Stop" button that can be clicked anytime within the two hour time period.

How do students take a Feedback session?

After an Instructor has started a session they can provide the Student Link to the students in their section and student can log in from their smartphone tablet or computer. This link is displayed on the Feedback page. Students will have two hours or until the Instructor closes the session to complete it. The Student Link will be the same for all of the Feedback sessions that are administered at an Institution. When students log in they will only see Feedback sessions associated with their enrollment.

Can Instructors add or edit Feedback questions?

Instructors cannot add or edit questions. Feedback session questions are standard and were designed in order to provide developmental resources of the content. Institutions who have the Campus Labs Baseline product may create their own questionsfor measuring learning rather than teaching, using the Student Response System(SRS) tool.

Are the Feedback sessions anonymous?

Feedback results are not anonymous. Students and their responses are intentionally identified so that an Instructor can connect with their students to resolve any lingering questions and to reach out to students who responded that they did not understand the material.

Who can see the Feedback session results?

Only the Instructor of the section can see the results of a Feedback session they have conducted. CL Admins and Report Administrators will not be able to view the results unless the Instructor forwards the daily digest email report to external stakeholders or prints the web reports using the browser’s print option.

What results are available to the Instructor?

Email Digest

Once a Feedback session closes an email digest will be sent to the Instructor. The Instructor can click on "View Sessions Details" and they can log in and be directed to the full report.

Session Details

The session details page gives the Instructor more detail about the results of the session including how results have changed from the last Feedback session as well as the students and their associated responses.

Summary Results

Results are also available in a longitudinal view. From this view, Instructors can see how they are trending on each question over time. For each question, Instructors can click on "Suggestions" to be directed to resources that will help them improve on that teaching method.

Which Instructors should use Feedback?

The Feedback tool is recommended for any Instructor who directly engages with students. There are a few specific groups on campus that may be interested in learning about their teaching and who would most immediately benefit from using Feedback.

Adjuncts and New Professors

New employees teaching new classes at a new campus can use all the help we can give them. Feedback provides specific information about students perception of teaching practices, as well as data that helps them know when they need to check in with students.

Faculty in Educational Departments/Colleges

Who better to use data about teaching methods than the Education Faculty? It is an easy to use and the formative tool that can reinforce good teaching methodologies while the future teachers of the world are still students.

Faculty working on tenure portfolios

Anyone on a tenure-track knows the words teaching, research, and service! Use Feedback reports for clear and useful evidence of good teaching for the tenure portfolio.

Faculty who want to learn something new about an old class

Sometimes things just feel old and stale. Is it the content or could it be our teaching? Feedback canhelp any faculty member make informed decisions about changes they want to make to their courses.

Teachers teaching brand new courses or units

New content or classroom activities? Don’t let teaching methods get in the way of the curriculum. Using Feedback when you're trying something new can help you clearly determine what is going right and what could use some adjusting.

Scholarship of Teaching and Learning (SoTL)

Feedback provides data that can be used for Scholarship of Teaching and Learning (SoTL) projects in any department.

The IDEA Student Ratings of Instruction are designed to provide feedback you can useformative feedback that gives you suggestions for improvementas well as summative feedback that can be used as a component of a more comprehensive system of faculty evaluation.

The following tools are available for use:

Diagnostic Feedback - A comprehensive tool that provides both summative and formative feedback about student progress on relevant course objectives, instructor teaching methods, and overall impressions of the instructor and course. 40 questions.

Learning Essentials - Provides summative feedback about average student progress on relevant learning objectives and overall impressions of the instructor and course. 18 questions.

Teaching Essentials - Provides formative feedback about teaching methods highly correlated with instructor and course excellence. 12 questions.

Feedback -A tool that was created to allow Instructors to receive formative feedback from students throughout the semester.6 questions.

How do faculty choose which instrument to use?

Some institutions allow faculty to choose the instrument they wish to use for particular courses while others may make this decision for them based on policies for departments or other units. If you are allowed to choose your own instrument, your institution should have a way for you to communicate that choice because faculty cannot make the technical selection of an instrument--only the administrator can do this when setting up administrations. Contact your on-campus coordinator to find out how to make your choice.

See also this advice for selecting an instrument: Choosing an Instrument.

What the ratings will tell you

IDEA’s Student Ratings of Instruction provide feedback you can use to improve instruction with thefocus of the instrument onstudent learning. The student ratings provide evidence of progress on learning objectives and teaching methods used in a course.

One of the most important of the pieces of evidence is student ratings of how well they achieved learning objectives in your course. Students are asked to rate their achievement of learning objectives in both the comprehensiveDiagnostic Feedbackinstrument andLearning Essentialsinstrument. In your report, you will be able to see their rating and how you compare to other groups.

About adjusted scores

One of the unique things about the SRI instruments is that they control for course difficulty beyond the influence of the instructor. In theDiagnostic Feedbackinstrument, the system adjusts your Progress on Relevant Objectives scores, as well as your “excellent teacher” and “excellent course” ratings, through regression equations, to account for the influence of student background preparation, work habits, motivation, course difficulty, and class size. In Teaching Essentials, average ratings on both the “excellent teacher” and “excellent course” items are adjusted for student work habits, motivation, background, as well as class size.

These adjusted scores mayraise your scoressome to account for these influences. For instance, in a course where a large number of students report low motivation for the course, your scores are adjusted upward to account for the low motivation. The purpose of adjusting scores is to level the playing field when comparisons need to be made between instructors teaching different kinds of classes. So, for instance, scores of instructors teaching large, required general education classes can be compared more authentically to those teaching smaller, high level, in-major courses.

Adjusted Scores at a Glance

The default view you are shown in your reports is this adjusted score, but you can chose to view your Raw Averages if you wish by simply toggling the View option.

What students see and how they access the survey

Students access the survey for all their courses from one placethe Campus Labs portal for your campus. To learn more, access The Student Experience article.

Outcomes site administrators are able to choose which organizational units, courses, and course sections should be imported from Core Data in a given time period. Some data can be safely synced automatically, while site administrators will be given tools to make intentional decisions about some data types that are synced manually.

MANUALLY SYNCED DATA

To make good use of Outcomes, an institution may want to represent an organizational tree differently each annual term. However, units such as institution, division, school, department, and course are not associated with time periods in Core Data. Outcomes has a manual sync of this data for three reasons:

To give flexibility to institutions who have data in core that is used in different Campus Labs products for different purposes, with different needs.

To provide institutions with the ability to apply core data types differently each year.

To protect historical data assignment chains in Outcomes from impact or deletion that may occur unintentionally via changes in a Core Data import.

When you manually sync organizational units and courses from Core Data to an annual term, you are applying those units to only that annual term. When you manually edit the organizational tree to hide or move an organizational unit or course, you are applying those changes to only that annual term. This provides flexibility to make changes between years in Outcomes without impacting other Campus Labs products.

AUTOMATICALLY SYNCED DATA

Faculty and student enrollments: These enrollments are associated with course sections, which are already associated with a semester term in Core Data. For that reason, Outcomes doesn’t have to be concerned about this information changing from term to term and can update the data safely automatically. This data is loaded every time Outcomes loads.

Academic Programs: It is important that Outcomes protects historical data assignment chains from impact or deletion that may occur unintentionally via changes in a Core Data import. This is accomplished for other data types via a manual sync. For academic programs, functionality is in place to preserve historical data chains automatically, regardless of any changes to the courses that make up an academic program via import.

DATA TYPES

UPDATE PROCESS IN OUTCOMES

Annual Terms (Parent)

New Annual Terms

New annual terms are automatically displayed in Outcomes Settings > Time Period Management and will default to a state of “inactive”

To activate the term, click on the Manage button that corresponds to the time period, a modal will pop up on the right, then click on the Activate button. From there you'll be presented with options regarding copying the result scale and templates from another time period.

Changes to Annual Terms

Update annual terms on academic terms file in core data. (Note: updates can only be made by using the same external identifier; a new external identifier will create a new record. Also, data from Core Data is cached for 15 minutes, so you may also have to allow time for processing)

In Outcomes navigate to Settings > Time Period Management

Find the annual term you want to make updates to and click on the corresponding Manage button

A right hand modal will appear, where you can click the “apply updates” button. (If there is no “apply updates” option, the core data import was not successful as intended or is still processing.)

There will be a loading indicator, then “up to date.”

Updates will be applied in the main application for that annual term

Semester Terms (Child)

New Child Terms & Changes to Child Terms

note: Outcomes will pull in any terms that are children of an annual term. The type "semester, intersession, etc." is not relevant.

note: At this time the only changes to child terms that Outcomes will sync are changes to the title. Changes to parent identifier or external identifier will not be synced to Outcomes.

Update/add semester terms on academic terms file in core data. (Note: updates can only be made by using the same external identifier; a new external identifier will create a new record)

In Outcomes navigate to Settings > Time Period Management

Find the annual term with the update and click the “apply updates” button. (If there is no “apply updates” option, the core data import was not successful as intended.)

There will be a loading indicator, then “up to date.”

Updates will be applied in the main application for that annual term.

Organizational units (Institution, Division, School Department)

Courses

Course sections

Meta Data Changes (note: meta data changes include changes to names, types, container types, or acronyms; they do not include changes to parent org units to protect historical data assignment chains in Outcomes from impact or deletion that may occur unintentionally via changes in a Core Data import.)

Navigate to Outcomes Settings > Organization Tree

Change the time period to the time period you would like to sync, and select the Sync with Core button

A loading indicator will appear while changes are processed from Core. (This may take some time if a lot of data needs to be processed.)

Review the “Units with metadata changes in Core Data” section. This will display the name of the unit and type of unit with changes.

Select the changes you would like to accept by selecting the green checkbox. If all changes are desired, there is a “select all” option in the top right.

Select the blue “apply” button on the right

New Units

Navigate to Outcomes Settings > Organization Tree

Change the time period to the time period you would like to sync, and select the Sync with Core button

A loading indicator will appear while changes are processed from Core. (This may take some time if a lot of data needs to be processed.)

Review the “Added to Data Management” section. This will display the name of the unit and type of unit that can be added to Outcomes. (Note that if a unit says “[Unit Name] + X number of children” the parent unit and all child units will be added. If a unit and all of its children are new, it will display this way. If the parent unit already exists, each child unit will be listed separately.)

Select the units you would like to bring into Outcomes by selecting the checkbox. If all units are desired, there is a “select all” option in the top right.

Select the blue “apply” button on the right

Faculty enrollments

New enrollments: Faculty enrollments imported via Core Data are automatically pulled into Outcomes and do not need to be synced manually. A faculty enrollment grants an instructor implicit permission to a course section in a semester term.

Changes to enrollments: The only changes to enrollments that are possible are via manually importing the “Remove Instructors” file. If a faculty member is removed from an enrollment on a course section, their implicit permission to the course section will be revoked. Again, this is automatic and does not need to be synced manually.

Student enrollments

New enrollments: Student enrollments imported via Core Data are automatically pulled into Outcomes and do not need to be synced manually. A student enrollment allows for a user to “import course roster” when adding individual results on an assessment for a course section.

Changes to enrollments: On the student enrollment file in Core Data, a student’s status in the course can change. Outcomes returns all students and does not filter out based on status (enrolled, withdrawn, dropped). Again, this is automatic and does not need to be synced manually.

Academic Programs

New Academic Programs: Academic Programs are automatically pulled into Outcomes and do not need to be synced manually.

Meta Data Changes to Academic Programs: Meta Data changes to academic programs include changes to the name and parent org unit of an academic program. These changes are automatically pulled into Outcomes and do not need to be synced manually

Course Composition Changes to Academic Programs: The courses included in an academic program may change via a Core Data import, where a row with an existing program identifier can be re-imported to include different courses in the columns to the right. These changes are automatically pulled into Outcomes and do not need to be synced manually. In the case that a course had previously collected data for an academic program and then was removed via import, that historical data will remain in the site. If a campus wishes to remove that historical data, they can do so by editing and removing the connection in that historical time period.

Flexibility & Autonomy for Organizational Chart Management: Now At Your Fingertips

Our latest release to Outcomes opens up management of site structure to youthe people who know it best. Outcomes site administrators can now:

Modify the Outcomes organizational chart for each academic yearwithout impacting the data structure of other Campus Labs products

Remove academic semesters that won’t house assessment data from Outcomes

Choose which organizational units, courses, and course sections should be imported from Core Data

Bulk hide organizational units and courses in the organizational chart

These new capabilities should give you the tools you need to:

Adjust the organizational chart for each year, with a historical representation of prior years’ organizational charts and all outcome connections intact

Represent the structure for assessment in Outcomes differently than what appears in other Campus Labs products

Make needed changes confidently and safely

For more detail on this functionality, check out this support documentation.

The Outcomes Team

It is common practice for many institutions to continually make adjustments or tweaks to their respective assessment practices. With this in mind, Outcomes was created to provide a degree of flexibility when it comes to adjusting templates and fields across an institution and between academic years. As such, this allows for an institution to update how it makes use of it's Outcomes site. Outlined below are the steps and suggestions on creating and changing templates within Outcomes.

Key Takeaways:

Templates are adjusted within a single academic year.

Templates can only be adjusted to a certain degree once data has been entered.

Inheritance is used for template field settings.

Templates fields can be enabled/disabled for each level within an organizational tree.

The Outcomes site is made up of three template types: outcome, assessment and results.These three templates are customizable to a degree for each level of the organizational chart. Each template includes a number of fields that can be enabled, disabled or required for at varying levels of the organizational tree. Certain fields within each template are labeled with a red asterisk which denotes a “system field”. System fields are required within Outcomes and cannot be disabled. These fields represent the minimum amount of information needed for the tool to function.

At any given time you can hide, show or make a field required, regardless if data has been submitted using a template. The same applies for making changes to field display names and instructions. It is important to note that if a field is enabled after users have already submitted their assessments, the site administrator will need to notify users that an additional field has been enabled and users may now enter data within the given field. The same applies for disabling a field as well. If data has already been collected for a given field and it is turned off, the site administrator will need to notify users this has taken place.

It is for this reason we advise campuses to keep template changes to a minimum during a given academic year. Doing so will help avoid confusion among an institution's users. Making use of the Sitewide Maintenance function can be applied if changes are planned and you would like to prevent users from accessing the site and entering information before a template is ready.

Steps to Edit a Template(s) or a Field(s):

A Site Administrator should navigate to "Settings".

Choose which template (learning outcome, assessment or results) you would like to make adjustments to, ensure you have the correct academic year chosen.

In order to customize the "Display" name and/or "Instructions" for each field you have chosen to enable, click on the blue "Edit Fields" button located to the right of the screen.

Once you have customized your template click the blue “Save” button located on the bottom of the form.

Navigate to the organizational level of your institution's tree that you would like to enable or disable any fields for a given template (remembering some are required to be displayed by the system) and simply check or uncheck the field.

Check “Required” for any fields you would like to require your users fill out before allowing them to save their item.

Template Customization Worksheet

We have provided a worksheet that Campuses can choose to use when discussing template customization.

The worksheet works as a fillable form that you can use during discussions on how to customize templates. Campuses can save information when entered in the active fields and save edits to that information. Please note, the text boxes will not translate to a printable version. The character limits are built into the text boxes and campuses will not be able to work past the limit.

An academic program is defined as any combination ofundergraduate or graduate courses. Academic programs can be cross-disciplinary in nature bringing together courses from across an institution to make up a specific program of study.

*In order for an institution to begin using Academic Programs within Outcomes you will first need to enable this through the following steps:

Navigate to the "Settings" area within Outcomes

Click on "General Settings"

Find the section for Academic Programs and from the drop-down menu select "Enabled"

Once you have enabled Academic Programs you can start importing them through core data. If you would like more information on how to format your data for Academic Programs see our Core Data article.

*Only an institution's site administrator has the ability to enabled or disabled academic programs.

This article will providea brief review of the necessarysteps to use the Outcomes-CanvasIntegration. Using the integration will require some set up in Canvas and Campus Labs.

1. Configure Canvas Outcomes

The Outcomes integration with Canvas leverages data from the Outcomes feature of Canvas. This ensures that data pulled into Campus Labs for the purposes of demonstrating institutional learning performance includes results that are the result of intentional assessment efforts by faculty members.

For more information on setting up and using the Canvas Outcomes feature, see Canvas' admin guide.Canvas also has a helpful guide for instructors to use their Outcomes feature.

2. Collect Results in Canvas

In Campus Labs, you are able to pull in course-level outcomes from Canvas that have collected results. Results can be collected by appending outcomes to Canvas rubrics or associating outcomes with Canvas question banks for tests and quizzes. Any method of assessment Canvas supports can be used for results to be made available in Campus Labs.

3. Complete Technical Set Up In Campus Labs Outcomes

Some technical set-up in Campus Labs is required to use the integration, including the creation of a developer key in Canvas. If your campus has notyet completed this set-up, pleaseemail [email protected] or reach out to your Campus Labs Consultant.Thisstep requires a screen-sharing call of approximately 30 minutes andonlyhas tobe completedonce at your institution to enable the option for all users.This step will also require coordination with yourLMSAdministrator,so please identify and coordinate with this individual on campus.

4. Prepare to Aggregate Course-Level Canvas Data in Campus Labs Outcomes

At the end of a data collection period (typically the end of a semester or academic year), deans, department chairs, program assessment coordinators, and other institutional assessment professionals will log into Campus Labs Outcomes to report on their courses' Canvas results.

In order to utilize the integration, those individuals will need to have one of the followingcourse-level rolesin Canvas forthe courses they oversee:

Student

Teacher

TA

Designer

Observer

In addition, they will needadd/edit/delete permissions to Canvas Outcomes for those courses.

In Campus Labs Outcomes, they will need access to the organizational unit in Outcomes where assessment data will be imported with at least a creator-level permission.

Please note, Campus Labs will not be able to change or check your Canvas settings. These actions will have to be completed by someone with the proper access on your campus. We suggest you reach out to your campus’s LMS administrator for more information.You can also read more about the different perm issions in Outcomes and Canvas.

5. Initial usage

Whena user selectstheLMS Import option for an outcomefor the first time, theywill haveto verify theirCanvascredentials. Theywill be asked to eitheraffirmandverify your Canvas credentials, oraskedtoenter their Canvascredentials. Pleasenote,each userwill only be asked to do this on the first instance of importing data.Theywill not have to repeat the action every timetheychoose to import data from Canvas to Outcomes.

This resource will discuss the different permissions sets needed to use the Canvas-Outcomes integration. There are twodifferent set ofpermissionsused with this integration: Campus Labs Outcomes Permissions and Canvas Permissions.

Canvas Permissions

Using Canvas permissions, you will be importing outcome assessments and data from Canvasinto Campus Labs Outcomes. This means the person who will complete the import action in Outcomes will need to have the proper permissions in Canvas toallthe courses they will beimportingdata from.

In Canvas, youwill need to haveone of the followingcourse-level rolesinallthe courses where you want to import data from:

Student

Teacher

TA

Designer

Observer

Canvas permissions have a setting that lets you decide how long people have access to the data from a term. Please check to make sure this setting matches your needs appropriately.

You will also need to enable theLearning Outcomes add/edit/delete feature. When in Outcomes, the person performing the import will only have access to outcome data in the courses where theymeettheaforementionedrequirements in for Canvas.

Please note, Campus Labs will not be able to change or check your Canvas settings. These actionswill have tobecompleted by someone with the proper access on your campus. We suggest you reach out to your campus’sLMSadministrator for more information.

Campus Labs Permissions

The person performing the importmust have access to the organizational unitin Outcomeswhere assessment data will beimported to.This personwill need a minimum of Creatorpermission at the given organizational unit.

For example, ifyouwill be accessing the integrationto importassessment dataforthe courses in anacademic program,youwill need at least Creator permissions at that program in Outcomesto complete the action. Please note,you donot need permission at each individual course within Campus Labs Outcomes to access Canvass course data. You can reach out to your campus’s Outcomes Site Administrator for moreinformation.

The Canvas Integration with Outcomes will instantly aggregate course-level data captured in Canvas, engage faculty members in assessment using familiar LMS rubric and question bank assessment tools, and concentrate important assessment efforts on use of results and closing the loop instead of documentation and analysis.

When using the integration, we have prepared a list of items that will help you understand the actions needed to set up the integration successfully. The process below will outline our best practice recommendations to manage the workflow necessary to be set up for success and start using the integration.

Curriculum Mapping: Campus Labs recommends that our members first take some time to align their program level outcomes to their course level outcomes. It will be much easier to use the integration when the courses that are contributing to program level assessments have already been identified. This step is done outside of Outcomes and Canvas.

Identifying Roles:It is also helpful to identify the individuals on campus who will be responsible for utilizing the integration in Outcomes. They will need the proper Outcomes and Canvas permissions and will need to be trained on how to use the integration. You will also want to identify your Canvas Administrator whose input is required in future steps.

Setting Up Canvas: Once you understand your curriculum map, you will need to set up Canvas to do course level assessment using the Canvas outcomes feature. Campus Labs cannot assist in this process. We advise that you reach out to your Canvas Administrator to discuss this process.

Entering Data in Canvas:Once this feature is set up, it is important to have faculty collecting the course level data. Canvas courses must have data entered for their outcomes in order to be available in Campus Labs Outcomes.

Technical Implementation: If you have completed the processes outlined above, you are now ready to create the Canvas Integration with Outcomes and use it immediately. The next step is to complete the technical set up. This is a quick process which our specialist will be able to work you through in one phone call. Please email [email protected] to request a Canvas-Outcomes Technical Implementation Set-Up Call. You will also need tocoordinate with your CanvasAdministratorfor this call as well.

Training End Users and Using the Integration: After the technical implementation is properly completed, you are now ready to use the integration. When users log in to Outcomes for the first time after the integration is established, they will receive an in-app tutorial on how to use the integration. This will only occur for the first log in. To assist after this initial log in, we have also created a step-by-step guide that will work end users through the process of using the integration.

1. Canvas courses/outcomes don't load when I click the "LMS Import" button in Campus Labs. What could be causing this?

First, check and make sure you have the correct role on the course in Canvas.In Canvas, youwill need to haveone of the followingcourse-level rolesinallthe courses where you want to import data from:Student,Teacher,TA,Designer,Observer.This ensures that no one is gaining access to data in Campus Labs that they wouldn't already have access to in Canvas.

Next, check and make sure that the courses you expect to see populating in Campus Labs have Canvas outcomes that have collected data.The Outcomes integration with Canvas leverages data from the Outcomes feature of Canvas. This ensures that data pulled into Campus Labs for the purposes of demonstrating institutional learning performance includes results that are the result of intentional assessment efforts by faculty members.

Finally, make sure you still have access to the data in Canvas.Canvas has a setting that lets you decide how long people have access to the data from a term. Please check to make sure this setting matches your needs appropriately.

Please note, Campus Labs will not be able to change or check your Canvas settings. These actions will have to be completed by someone with the proper access on your campus. We suggest you reach out to your campus’s LMS administrator for more information.You can also read more about the different permissions in Outcomes and Canvas here.

If you have checked all of the above and cannot explain the issue, please submit a support ticket by emailing [email protected]

2. What type of integration is the Outcomes integration with Canvas?

The Campus Labs Outcomes integration with Canvas is an OAuth2 style integration. Data is transferred from Canvas to Campus Labs using API.

3. What data from Canvas is pulled into Outcomes when using the integration?

The following data points from Canvas are transferred to Campus Labs when the integration is used: Course Code, Course Name, Course ID, Outcome Title, Outcome Statement, Outcome ID, Assignment Name, Assignment Date, Submission Type, Outcome Score, Use Rubric for Grading, Student First and Last Name, Canvas User ID.

4. What happens if the result scale in Canvas is different from the result scale in Outcomes?

Outcomes requires the use of one institutional results scale.If the results scales across assessments in Canvas are different, Campus Labswill employ an intelligent algorithm to transform results into theinstitutions chosen resultsscale. You are not required to do anything for the algorithm to work. Only under specific circumstances will the algorithm be unable to import results.

5. Once I have pulled Canvas data into Outcomes, what will happen if the results change in Canvas? Canvas data is pulled into Outcomes one time, statically. If any changes are madeto the datain Canvas,youwill have to remove the static results for the outcome or assignmentin Outcomesand re-importthe editedresults. Campus Labs strongly recommendsyouconfirm all datahas been completed and entered in Canvas before importing. Most institutions pull data into Outcomes one time at the end of a data collection period, such as the end of an academic semester or academic year.

6. I just used the LMS Import button for the first time and I'm being asked to provide my Canvas credentials. Why?

Whenyou selecttheLMS Import option for an outcomefor the first time,youwill haveto verify yourCanvascredentials.You will be asked to eitheraffirmandverify your Canvas credentials oryou will be askedtoenter your Canvascredentials. This is for security and ensures that you are accessing the data from Canvas that you should be able to see based on your permissions. Pleasenote,each userwill only be asked to do this on the first instance of importing data.Youwill not have to repeat the action every time youchoose to import data from Canvas to Outcomes.

7. Do students have to do anything different if my campus is using the Canvas integration with Outcomes?

No. Students will only engage with Canvas in the same way they would engage with the LMS otherwise.

8. Do faculty have to do anything different if my campus is using the Canvas integration with Outcomes?

Potentially. Faculty members do not have to log into Campus Labs Outcomes in order for their data to be aggregated at the program- or institution-level.

However, the Canvas integration with Campus Labs outcomes relies on use of the outcomes feature in Canvas. Institutions may choose to implement that feature in Canvas in different ways, depending on what makes sense for them. In some implementations, courses are set up with outcomes and associated data collection methods (rubrics, question banks) for the faculty member. In other implementations, faculty members create their own outcomes and data collection methods (rubrics, question banks) on their own.For more information on setting up and using the Canvas Outcomes feature, see Canvas' admin guide.Canvas also has a helpful guide for instructors to use their Outcomes feature.

Campuses are able to make to changes, modifications, and additions to their organizational chart. We recommend that you make your changes through Core Data, in order to make them available in additional products. If you, however, want to make Outcomes specific changes, you can do so without affecting other products.

When should you make changes?

Some types of changes, such as moving or hiding organizational units, cannot be made once assessment data has been entered for that organizational unit (or its related units) for that particular Time Period. The system works to protect historical data in your Outcomes platform.

When a campus initializes a new academic year, the Outcomes platform will appear without data. Settings and organizational charts will be copied over but the site will be blank in terms of assessment data. This is a great time to make changes to your organizational unit. No data has yet been entered and we recommend initialization occurs during low usage times.

What changes can be made?

There are three general type of changes or modification that can be made

Additions

Re-locating or Hiding Organizational Units

Non-Identifier Changes

Additions

You can add additional units or courses to your organizational chart. The Organizational Units file works on an add/update protocol. This means you don't have to re-create your entire organizational chart just to make additions. Instead, campuses can prepare an Organizational Units file with the additions only. Once validated and imported through Core Data, these files will be added to the existing organizational chart. Please keep the reporting features in mind when thinking about changes and follow the standard guides provided by Technical Resources.

You can also add units manually in Outcomes. We strongly recommend talking with your consultant about your goals in doing so, as it should only be done in rare cases where adding is a unit or course is only needed in Outcomes.

Re-locating or Hiding Organizational Units

You can re-locate existing organizational units in your organizational chart. If assessment data has been entered for an organizational unit (or its related units/courses), the unit cannot be relocated.

In order to re-locate units or courses, you will have to perform the action inside of Outcomes from the Settings > Organization Tree. From there, you'll be able to click on the Move action and search for a new parent unit to put it under.

Relocating an organizational unit in Data Management, so that it moves across other Campus Labs products, requires changing the Parent Identifier.

This will change the parent-child relationships and can have an affect on the reports that can be produced.When a unit is relocated, anything attached to it will follow. This includes other organizational units, courses, and academic programs.

In the example below, we can see that the Economics units is a child unit of the College of Arts and Science. The Economics unit also has the courses Economics 105 and Economics 550 attached to it.

Imagine that this campus has recently undergone some institutional changes. The campus has now placed the Economics unit in the College of Business. After consulting with Campus Labs, the campus would need to import a new Organizational Units file with the College of Business now being the parent unit of Economics by changing the Parent Identifier of Economics.

We can see that Economics is now the child unit of the College of Business and that the courses attached to Economics followed it.

Once an Organizational Unit has been created it cannot be deleted. However, you can hide the organizational unit so no one sees it or contributes data to it. Hiding a unit cuts off access to it by any user. No one will see it in the platform and no one will be able to contribute data to it or do any type of work in the unit. When a unit is hidden,anything attached to it will follow. This includes other organizational units, courses, and academic program. If a campus still wants to access these other units, courses, or programs, they will need to be re-located.

If an organizational unit has current or historical assessment data in it, the unit cannot be hidden until the data is moved.In order to hide a unit or course, you can do so by click on the Edit button and then selecting the Hide Unit / Course checkbox and saving (from within the Settings > Organization Tree).

Non-Identifier Changes

Non-identifier changes refer to changes that will not affect reporting functions. This includes changes to the Name, Acronym, and Type fields.

Changing the name field will change the visual display of the organizational unit in various places in the platform without affecting reporting capabilities.

Changing the Acronym does not have and real affect on your Outcomes platform.

Changing the Type changes the type designation of the organizational unit. This does not have any real affect on the reporting capabilities.

EDITING AN ORGANIZATIONAL CHART IN A TIME PERIOD

DECIDING WHERE TO MAKE NEEDED CHANGES

Note that any manual changes to the organizational structure in Outcomes (new units, moved units, hidden units) will apply only to Outcomes. Other products that leverage core data will display this data as imported.

REORGANIZING

Once units and courses have been imported into Outcomes, changes to parent units in Core Data don’t affect their position in the org chart. Changes must be made in Outcomes manually to move units and courses.

Inversely, moving units and courses in Outcomes does not affect Core Data.

You will not be able to move units/courses that are associated with Outcomes data.

Most campuses emphasize students in their marketing strategy. We have included here a number of examples of advertising campaigns used by campuses to reach their students and bring them onto Engage.Consider engaging student staff in creating videos, posting on social media, and hosting events/tabling opportunities. In addition to utilizing print media to advertise their communities, many campuses also purchase promotional items and giveaways so that students will bring the advertising with them wherever they go.

Stony Brook University

us

Great marketing often involves both variety and frequency. Picking several different kind of promotional items (pictured above: folder, water bottle, pen) can ensure students see your branding early and often, making them more likely to visit back over the course of the year.

Texas Lutheran University

Texas Lutheran University utilizes some of its Co-Curricular Paths as a method to attract students into Engage and add value for them once they arrive. In addition to laptop stickers and webcam covers, Texas Lutheran also gives out these beautifully designed printed booklets displaying a timeline map through the college experience and each moment along the way where a student might look to Engage for further resources. The timelines portrayed in these booklets parallel and complement Paths as a digital resource.

The highlighted community logo appears multiple times throughout the 4 separate year-based guides, reminding students to hop back into Engage throughout their campus experience.

Creative Promotional Items

Generally, what's on trend for promotional items changes every year, so it's probably best not to purchase more than a year's supply at once for a creative idea. The exception to this is if you can imagine an item that will become coveted on campuses while still proudly displaying a reminder of your community's brand. You can accomplish this by purchasing some swag obtainable by all students (e.g. pen, flyer, fidget spinner, laptop sticker), and a smaller number of more special items that can be earned or won, creating whispers and ramping up desire for them over time. These items could either be raffled or earned through participation on Engage or a Co-Curricular Path. Examples might include:

Enamel Pin

Fanny Pack

Socks

Padfolio

Cardigan

But wait, there's more!

Can't get enough? Us either. Check out more detail on these other innovative strategies at the links below:

Spotlight on Stockton University

Marketing Corq

Marketing Organization Registration

Marketing Organization Officer Tools

Marketing the Event Check-in App

Marketing the Co-Curricular Transcript

Marketing Migration ( Emory University, Grand Valley State, )

EMS Setup

Engageoffers the ability to leverage data from your EMS system to help students choose an appropriate and available space for their event. Campuses who hold the appropriate Engagelicense and who hold a license for EMS's SOAP-based "Read Only API (Application Programming Interface)" module can take advantage of this integration. Find a step-by-step instructions on enabling this functionality below.

*This integration does not work with the EMS RESTful API

EMS API Keys

To get started, you will need to provide the following information to our support team :

EMS API Server URL

Example: http://[server]/EMSAPI/service.asmx

EMS API Username (public key)

EMS API Password (private key)

Populating EMS Locations intoEngage

Once our team has configured your system to use the EMS API, you can import your EMS spaces into Engage.

Go to to yourAdmin viewand select theEventsmenu, then click Event Locations.

Click Import.

Choose the EMS source, then click Import.This will process query the EMS API to retrive location and space information as defined by EMS, as well as the location parent hierarchy. You may re-import locations from your EMS system at any time using these same steps.

Location properties and restricting access

Once you've populated your Event Locations list, you can change several aspects like location details, who can request the space, the image displayed, or if a user should notified of any requests using that location.

Note about Event Submissions

Once the event submission is made, Engagewill prevent anyone from requesting the same locations for the same time period, however it will not communicate this to EMS. Approving the submission in Engagedoes NOT book or populate a booking submission for the space in EMS. We suggest that the staff member who approves space in EMS be added as a reviewer in Engageso that they can book the space in EMS and provide a confirmation via the submission comment wall in Engage.

Only site administratorshave the ability toedit and remove terms. Before you can initialize a newyearyou will want to make sure that the academic year and terms have been provided to Core Data through ourData Management tool. If you are not familiar with yourprocess,see your institution's Data Manager for further information or review our Core Data documentation.

Updating changes to Time Periods & Terms

Once Terms have been uploaded in Data Management, navigate in Outcomes to Settings > Time Period Management.In the list of terms, click on the Manage link for the Term that requires updates. From the flyout pane, you’ll see within the Updates section if the Time Period is Up to Date or if Updates Are Available, in which case you may just click the Apply Updates button to pull in your changes from DataManagement. This will update any changes made to the Time Period itself, as well as to its Terms.

Please note that performing this action will also pull in Terms that may have been previously deleted in Outcomes. If you don't want those Terms to appear, you'll have to remove them again.

Deactivating a Time Period

If you want to remove a Time Period completely from Outcomes, you will need to be within Settings > Time Period Management. From here you can click on the Manage link for the appropriate Time Period, which will open the flyout pane, where you will find the Danger Zone. The first option in the list allows for Deactivating the entire Time Period. Once the Deactivate button is pressed, you will receive a warning message notifying you that outcomes, assessments, and templates will be deleted if you choose to proceed. If you are okay with these items being deleted,you will have to confirm by typing in thename of the time period out and then clicking on the Deactivate time period button.

Once a Time Period has been deactivated, it can be reactivated at any point, but the previously mentioned data will not remain.

Removing a Term

Terms can only be removed if there is more than one, since a time period requires a minimum of one term to work within Outcomes. If you need to remove the only Term that exists, then you must add another Term through Data Management first and update those changes in Outcomes (see above).

If you have more than one existing Term, then you may click on the Remove button for the corresponding Term. Once you click the button to remove, you will be prompted with a warning that assessments and results, assigned and related connections, section-level outcomes, and sections will be deleted by performing the action.If you are okay with these items being deleted, you will have to confirm by typing in the name of the termout and then clicking on theRemovetermbutton.

Once a Term has been deactivated,ifyouneed to add it back, youcando soby clickingon the Apply Updates button at the top of the flyout pane(may require a page refresh).

Only site administrators have the ability to initialize a new Time Period. Before you can initialize a new year you will want to make sure that the newTime Period has been provided to Core Data through ourData Management tool. If you are not familiar with your process see your institution's Data Manager for further information or review our Core Data documentation.

Once the newTime Period has been successfully uploaded it will take no longer than 15 minutes for Outcomes to see the newly addedTime Period in Core Data. To initialize,you will first want to navigate to Settings and select Time Period Management.

From within this view, you then have to choose the manage link for the appropriate Time Period. Then, you will have to click the button to make itActive. You will then be asked to choose a year to copy your organizational unit structure, template settings and scale settings from.

If you choose to modify your organizational unit structure and/or your template settings you should do this before you begin to utilize the new Time Period.

One of the unique features of the IDEA SRI is allowing faculty to select general Learning Objectives to target in gathering feedback from students.This video offers recommendations and considerations for completing the Objective Selection Form and walks through how to make the selections in the Course Evaluations site.

This article will help you understand the Progress Tab, what the different components are, and how you can interpret the different data visualizations.

The Progress Tab

The Progress Tab is one of the options available in the Context Window. To learn more about the Context Window, please take a look at this article. The Progress Tab can be accessed by any Site Admin by selecting the tab with the Bar Graph icon on the right side of the Context Window.

The Progress Tab contains two different data visualizations titled 'Total Measurable Outcomes' and 'Total Measurable Connections'. The data visualizations are both related to the assessment process of a given organizational unit, course, or section but display distinct and different data.

If you are in the Overview Term in the Term Drop-down menu, the Progress Tab will break these visualizations down by each term. If you are in a specific term in the Term Drop-down menu, the visualizations will only show data from that term for the given organizational unit, course, or section.

Total Measurable Outcomes

This data visualization will track progress on the completed assessment of all learning outcomes created or assigned to a the given organizational unit. The total number of outcomes is shown as a number on the top-right of the outcomes progress bar. The outcomes progress bar measures the number of completed outcomes. An outcome is defined as completed when all required contributing units have completed their assessments and entered data.The total number of completed outcomes will be listed underneath the outcomes progress bar.

For example, if a learning outcomes is created at the department level and assigned to six courses. The outcome is not marked as completed until all six connections complete their assessment and contribute data. Once all six courses add their data, the assessment of the outcome is considered completed and the data on the outcomes progress bar will be updated.

To interpret the image above for the chosen organizational unit, this unit has to measure four outcomes for the Fall 2015 term. They have collected all required data from one of the four outcomes. The Total Measurable Outcomes progress bar will not reach 100\% complete until all required data has been collected for every learning outcome.

Total Measurable Connections

This data visualization will track progress on all of the terminal connections made from all of the total measurable outcomes for a given organizational unit, course, or section.The total number of connections is shown as a number on the top-right of the connections progress bar. The connections progress bar measures the number of terminal connections for all outcomes in a given organisational unit, course, or section. A terminal connection is defined as the end of an assignment chain where outcome data will be entered.

For example, if a learning outcomes is created at the department and assigned through a program to a course where data will be entered, the course is the terminal connection that will show in the connections progress bar.A connection is completed when the assessment option is chosen and data is entered. The total number of completed connections will be listed underneath the given progress bar.

To interpret the image above for the chosen organizational unit, this unit has created 14 terminal connections to assess five outcomes in the Fall 2015 term. Of those 14 terminal connections, seven have completed the request to conduct assessment and entered data.

Note on Related Connections

If you are using related connections, the total measurable connections will reflect the number of terminal connections used to assess the related connection as well.

This section reviews everything you need to know about creating, managing, and interacting with forms across Engage.

Introduction to Forms

Walkthrough: Forms

Accessing your Forms Submissions

Building Forms

Creating a Form

Adding Logic to a Form

Adding Validation to Form Questions

Setting Up Form Reviewers

Reviewer Workflow

Publishing a Form

Tips & Tricks: Creating Smarter Forms

Managing Form Submissions

Reviewing, Approving, Revising, and Exporting Form Submissions

Printing and Saving Form Submissions

Assign position terms & conditions to position templates to request that position holders agree to a provided statement for their position. These statements can be written by branch administrators, applied to select position templates, and customized per position template. Administrators can then easily view which organizations' position holders are all in compliance with the configured position terms & conditions through the branch organization list, and notify any position holders who are out of compliance.

Learn more about how to configure and review compliance of position terms below. To learn more about how to agree to position terms that have already been configured, refer to Agreeing to Position Terms.

Configuring Position Terms

Each position template can have its own unique position terms & conditions. To configure a position template's terms & conditions, first navigate to the Action Center of your branch and openPosition Templates. Select the desired position template. Next, choose the "Terms & Conditions" tab. Use the text box on this page to enter any terms you would like to require holders of this position template to acknowledge.

To enable the requirement, select the option for "Require Terms and Acceptance." Selecting this option and updating the page will trigger all current holders of the position to receive an email prompting them to accept their terms & conditions. Any time a user is added to this position in the future, they will also receive an email with a link to accept the position terms. Organizations with position template holders who have not accepted their terms & conditions will appear in the branch organization list with a warning sign. Unchecking this item will disable the feature for this position template, effectively archiving records of acceptance.

If at any point you would like the holders of this position template to re-agree to the position terms & conditions, you can navigate back to this area and choose "Reset Terms and Conditions Acceptance." All holders of this position template will then be notified by email with a prompt to agree to the terms & conditions. If they do not agree to the terms & conditions, their organization will be displayed in the organization list with a warning sign.If the terms & conditions have been updated without choosing the "Reset" option, users will not be prompted to agree to the new terms. Instead, their membership will hold a record of the terms & conditions that they agreed to, and they will have an option to agree to the new terms & conditions if desired.

This page also lists the most recent user who has updated the position template's terms & conditions.

Reviewing Organization Compliance with Position Terms & Conditions

Organization leaders can review which members have agreed to their position terms by navigating to their organization roster and choosing the "Terms & Conditions" tab. From here they can also re-notify individual users or all users who have not yet completed their position terms & conditions.

A branch or community administrator can also bulk review the organizations that are in or out of compliance with position terms & conditions using the branch Organization List. Organizations with position holders who have not yet agreed to their position terms & conditions will appear on the organization list with a warning flag. Additionally, the organization list itself can also be filtered to show only organizations that are out of compliance with position terms. Selecting the options indicator for a noncompliant organization and choosing "Terms & Conditions" will route the administrator directly to managing the organization's roster, where they can use the same notification steps as an organization leader.

Co-Curricular Paths guide your students through a flexible series of events, organization involvement, and experiences towards meaningful achievements you design. Paths can vary in scale from very brief and simple to far more complex with nuanced scaffolding. When creating a path for the first time, be sure to connect with your consultant for tips and guidance on your curriculum design within the tool.

Participating in a Co-Curricular Path

Participating in a Co-Curricular Path

Creating a Path

Co-Curricular Paths Workbook

Example Frameworks

Creating a New Path & Configuring Path Settings

Managing Path Domains

Creating Co-Curricular Path Items

Configuring the Co-Curricular Paths Progress Report

Maintaining a Path

While some items above are still useful to reference after your path is created, there are a few more areas you should know about as you move into maintaining your newly created path.

Adding Participants to a Path

Making Changes to a Path Item

Adding, Removing, and Transferring Credit

Depending on your path configuration, you may also want to refer to the following articles to support your regular path maintenance:

Tracking Event Participation

Approving Experience Submissions

Reports Overview

A pathitem is at the core of your paththe actual action that fulfills or partially fulfills a domain. These are the required/optional items that users complete to receive credit. There are 3 item types: Organization Membership, Event Attendance, and Self-Report. These items can also be grouped into Group Items for accomplishing alternate paths in a domain. Any number of items can be in one domain, as well as belong to more than one domain.

To create any type of path item, navigate to your Admin view,select the Paths dropdown, and select Items.

To find out how to create each type of pathitem, read below, or use the quick links to jump to a specific type of item.

Creating a Self-Reported Item

Creating a Event Attendance Item

Creating a Organization Participation Item

Creating a Group Item

Creating a Self-Reported Item

Self-Reported Items allow you to create pathrequirements that don't fit in the other two categories (event or organization participation). This would be things that Engagecan't asses or measure on its own, such as"talking with a faculty member" or "attending 3 community events not hosted on Engage."

Select the Create Item drop-down menu and choose the Self-Report option.

Name, Description & Requirement Status

Enter a name, a short name if desired, and a public description for the Pathdirectory. The public description will be shown on the Pathdirectory, but is also visible to the student if they click the details link next to any Pathitem on the Pathmap page. Next, determine if the Pathitem is required or optional (Required is selected by default). Note that "optional" items are generally not truly optional, but provide flexibility in which items a participant completes in order to progress through the path. The number of required optional items per domain is configured in the path's domain settings.

Self-Report Options

Determine the type of self-report option you would like to enable for the item:

Allow Participants to Self-Report Completion of This Item: Allows the participant to personally mark the item complete, optionally requiring a reflection. Reflections are not available in any exports or reports, but do show on the Co-Curricular Path Progress Report.

Allow Participants to Complete using the Self-Reported Experiences Tool: The student must submit an experience from your campus' Experience Type list and choose to associate it with this path item. Experiences can optionally require administrator approval and can be exported in bulk reports. The student will be able to submit a new experience directly from viewing the path, or they can review their existing Experiences through their User Drawer and modify one to associate it with the path.

Path Progress Report Description Settings

Below that, you can enter a default description for the Pathprogress report. This description is exclusively shown on the Pathprogress report. Select one of the description options: If the nature of the PathItem is one that would require students to give a personal account of what they did to fulfill the intended requirements behind the Pathitem, then it is advised that you allow them to edit the description; however, in cases where completing the Pathitem represents a very specific task, perhaps of an administrative nature, then it may be best to keep a standardized description for all students' Pathprogress reports. If you do not plan on utilizing the Co-Curricular Path Progress Report on your campus, you can leave this section blank.

Reflection Settings

Enter instructions for participant self-reflection. This is only recommended for "Self-Report Completion" items as Self-Reported Experiences have a separate reflection area that can be exported. The instructions are intended for the administrators to provide specific details on what they want the student to reflect upon related to the Pathitem. You can also choose to make the reflection required for completion. This option will force the student to enter some amount of text into their self-reflection input box before they will get credit for completing the Pathitem.

Item Assignment

Under the pathitem assignment section, select the Pathto which this item should be assigned, as well as the domain(s) and category (or categories) to which you wish to assign the item. A PathItem can be assigned to as many domains or have as many categories as you wish, but only to one Path.

Additional Information

If you choose, under the Additional Information section, enter a contact name, contact e-mail, and/or other additional information. The purpose of these fields is to provide the student with a contact or details on how they can get help, assistance, more information, or ask questions about the item. This information is shown on the pop-up window displayed when the student clicks on the details link for the item.

When you're finished, hit Create to complete your item!

Creating an Event Attendance Item

Event Attendance PathItems allow you to set requirements for students to receive credit based on their attendance at certain events within your community. The qualifications within this pathitem can be based on Event Name (a particular event instance), Event Category (events within a particular category), or Sponsoring Organization (events from a certain organization). To receive credit, the user must become a member of an organization based on one of those three qualifiers.

Whichever criteria you choose, that qualification must be createdbefore you create the Event Attendance Item.This means that if you are using "Event Name," that specific event must already be posted and published in order to be connected to the item. If you are using "Event Category," the corresponding event category must have already been created. Lastly, if using "Sponsoring Organization," that organization must already exist before you start.

Select the Create Item drop-down menu and choose the Event Attendance option.

Name, Description & Requirement Status

Enter a name, a short name if desired, and a public description for the Pathdirectory. The public description will be shown on the Pathdirectory, but is also visible to the student if they click the details link next to any Pathitem on the Pathmap page. Next, determine if the Pathitem is required or optional (Required is selected by default). Note that "optional" items are generally not truly optional, but provide flexibility in which items a participant completes in order to progress through the path. The number of required optional items per domain is configured in the path's domain settings.

Self-Report Options

Next, you can choose if you would like to allow participants to self-report their completion of the item. This means that a participant can gain credit in this item either by attending a qualifying event or by marking the item as complete/submitting a self-reported experience. Should you choose to enable this option, follow the same instructions as as within the Self-Reported Item section above to determine which of the two available self-report types is right for your item.

Path Progress Report Description Settings

Below that, you can enter a default description for the Pathprogress report. This description is exclusively shown on the Pathprogress report. Select one of the description options: If the nature of the PathItem is one that would require students to give a personal account of what they did to fulfill the intended requirements behind the Pathitem, then it is advised that you allow them to edit the description; however, in cases where completing the Pathitem represents a very specific task, perhaps of an administrative nature, then it may be best to keep a standardized description for all students' Pathprogress reports. If you do not plan on utilizing the Co-Curricular Path Progress Report on your campus, you can leave this section blank.

Reflection Settings

Optionally require a reflection within this item. Enabling this requirement means that a participant who attends a qualifying event will only have partial credit until they have also submitted a reflection for the item. Partial credit is not included in calculating a participant's overall progress, but does display to the participant when reviewing their own path progress. These reflections appear on the participant's Co-Curricular Paths Progress Report and are not otherwise exportable. If enabling, enter instructions for participant self-reflection. The instructions are intended for the administrators to provide specific details on what they want the student to reflect upon related to the item.

Item Assignment

Under the pathitem assignment section, select the Pathto which this item should be assigned, as well as the domain(s) and category (or categories) to which you wish to assign the item. A PathItem can be assigned to as many domains or have as many categories as you wish, but only to one Path.

Participant Completion Criteria

Next, determine the participation completion criteria of the item. Set the conditions of the item by toggling between Any and All. All will require attendance of every criteria specified, while Any refers to attending at least one of the criteria specified. Enter the number of events that need to be attended and select if the criteria for this item will be a specific event, any event that falls within a specific category, or any event that falls under a sponsoring organization. You can add additional criteria as necessary by clicking +Add Criteria.

domain settings

Remember that all criteria you combine under the item will add up to be worth just one item. In the example above, a participant can attend one Cultural Eventor one event hosted by the Center for Civic Engagement. If instead "All" had been selected, a participant with no other path progress who attended one Cultural event but not an event hosted by the Center for Civic Engagement would show as 0\% progress.

Additional Information

If you choose, under the Additional Information section, enter a contact name, contact e-mail, and/or other additional information. The purpose of these fields is to provide the student with a contact or details on how they can get help, assistance, more information, or ask questions about the item. This information is shown on the pop-up window displayed when the student clicks on the details link for the item.

When you're finished, hit Create to complete your item!

Creating a Organization Participation Item

Organization Participation PathItems allow you to set requirements for students to receive credit based on their active or past organization membership participation. The qualifications within this item can be based on the Organization Name, Organization Category or Organization Type. To receive credit, the user must become a member of an organization based on one of those three qualifiers.

Select the Create Item drop-down menu and choose the Organization Participation option.

Whichever criteria you choose, that qualification must be createdbefore you create the Organization Participation Item.This means that if you are using "Organization Name," that specific organization must already exist in order to be connected to the item. If you are using "Organization Category," the corresponding category must have already been created. Lastly, if using "Organization Type," that organization type must already exist before you start.

Name, Description & Requirement Status

Enter a name, a short name if desired, and a public description for the Pathdirectory. The public description will be shown on the Pathdirectory, but is also visible to the student if they click the details link next to any Pathitem on the Pathmap page. Next, determine if the Pathitem is required or optional (Required is selected by default). Note that "optional" items are generally not truly optional, but provide flexibility in which items a participant completes in order to progress through the path. The number of required optional items per domain is configured in the path's domain settings.

Self-Report Options

Next, you can choose if you would like to allow participants to self-report their completion of the item. This means that a participant can gain credit in this item eitherthrough membership in a qualifying organizationor by marking the item as complete/submitting a self-reported experience. Should you choose to enable this option, follow the same instructions as as within the Self-Reported Item section above to determine which of the two available self-report types is right for your item.

Path Progress Report Description Settings

Below that, you can enter a default description for the Pathprogress report. This description is exclusively shown on the Pathprogress report. Select one of the description options: If the nature of the PathItem is one that would require students to give a personal account of what they did to fulfill the intended requirements behind the Pathitem, then it is advised that you allow them to edit the description; however, in cases where completing the Pathitem represents a very specific task, perhaps of an administrative nature, then it may be best to keep a standardized description for all students' Pathprogress reports. If you do not plan on utilizing the Co-Curricular Path Progress Report on your campus, you can leave this section blank.

Reflection Settings

Optionally require a reflection within this item. Enabling this requirement means that a participant who is a member of a qualifying organization will only have partial credit until they have also submitted a reflection for the item. Partial credit is not included in calculating a participant's overall progress, but does display to the participant when reviewing their own path progress. These reflections appear on the participant's Co-Curricular Paths Progress Report and are not otherwise exportable. If enabling, enter instructions for participant self-reflection. The instructions are intended for the administrators to provide specific details on what they want the student to reflect upon related to the item.

Item Assignment

Under the pathitem assignment section, select the Pathto which this item should be assigned, as well as the domain(s) and category (or categories) to which you wish to assign the item. A PathItem can be assigned to as many domains or have as many categories as you wish, but only to one Path.

Participant Completion Criteria

Next, determine the participation completion criteria of the item. Set the conditions of the items by toggling between Any and All. All will require a membership in every organization specified, while Any refers to holding at least one of the organizations specified. Enter the number of memberships required and specify if the membership needs to one that they currently hold, or if a past membership within the criteria will count toward completion. Finally, determine if the criteria for this item will be a specific organization, any organization that falls within a specific category, or any organization that falls under a specific organization type. You can add additional criteria as necessary by clicking +Add Criteria.

Additional Information

If you choose, under the Additional Information section, enter a contact name, contact e-mail, and/or other additional information. The purpose of these fields is to provide the student with a contact or details on how they can get help, assistance, more information, or ask questions about the item. This information is shown on the pop-up window displayed when the student clicks on the details link for the item.

Creating a Group Item

A Group Item allows you to select several different items of different item types and group them together. The items to be grouped must already exist before beginning the process of creating a Group Item.Group items could be used to create multiple different paths within one domain, or to showcase multiple options for one item. With a Group Item, you can also specify exactly how many individual items from that group need to be completed to fulfill it. Group items will count as just one item in the path, so if the group's criteria require multiple items to be complete in order to fulfill the item, participants must complete all of those items before their progress will increase.

The grouping feature allows you to create options for students, allowing them multiple paths to complete the same domain or item requirements. For example, you might say that one domain is complete when a student completes either "three items in group A" or "four items in group B." Group Items allows you to accomplish these alternate paths.

Select the Create Item drop-down menu and choose the Group option.

Name, Description & Requirement Status

Enter a name, a short name if desired, and a public description for the Pathdirectory. The public description will be shown on the directory, but is also visible to the student if they click the details link next to any Pathitem on the Pathmap page. Next, determine if the item is required or optional (Required is selected by default).Note that "optional" items are generally not truly optional, but provide flexibility in which items a participant completes in order to progress through the path. The number of required optional items per domain is configured in the path's domain settings.

Self-Report Options

Next, you can choose if you would like to allow participants to self-report their completion of the item. This means that a participant can gain credit in this item either by completing the sub-items in the groupor by marking the group item as complete/submitting a self-reported experience. Should you choose to enable this option, follow the same instructions as as within the Self-Reported Item section above to determine which of the two available self-report types is right for your item.

Path Progress Report Description Settings

Below that, you can enter a default description for the Pathprogress report. This description is exclusively shown on the Pathprogress report. Select one of the description options: If the nature of the PathItem is one that would require students to give a personal account of what they did to fulfill the intended requirements behind the Pathitem, then it is advised that you allow them to edit the description; however, in cases where completing the Pathitem represents a very specific task, perhaps of an administrative nature, then it may be best to keep a standardized description for all students' Pathprogress reports. If you do not plan on utilizing the Co-Curricular Path Progress Report on your campus, you can leave this section blank.

Reflection Settings

Optionally require a reflection within this item. Enabling this requirement means that a participant who has completed the corresponding sub-items will only have partial credit until they have also submitted a reflection for the group item. Partial credit is not included in calculating a participant's overall progress, but does display to the participant when reviewing their own path progress. These reflections appear on the participant's Co-Curricular Paths Progress Report and are not otherwise exportable. If enabling, enter instructions for participant self-reflection. The instructions are intended for the administrators to provide specific details on what they want the student to reflect upon related to the item.

Item Assignment

Under the pathitem assignment section, select the Pathto which this item should be assigned, as well as the domain(s) and category (or categories) to which you wish to assign the item. A PathItem can be assigned to as many domains or have as many categories as you wish, but only to one Path.

Participant Completion Criteria

Next, determine the Participation Completion Criteria of the item. Choose whether all items under the group should be complete to mark the group complete, or if only a certain number of items within the group need to be completed for the group to mark complete. Then, specify the path items to be included in the group. Once you've added an item, you can click and drag to rearrange their display order, or click the red "X" to remove it from the list.

Additional Information

If you choose, under the Additional Information section, enter a contact name, contact e-mail, and/or other additional information. The purpose of these fields is to provide the student with a contact or details on how they can get help, assistance, more information, or ask questions about the item. This information is shown on the pop-up window displayed when the student clicks on the details link for the item.

When you're finished, hit Create to complete your item! For a group item, be sure to double check your after creating the group item. If any of the items you included in the group were also attached to the domain, you should remove those items from the domain to avoid them double-counting in the path, unless that is your intent.

A domain is a collective group of required/optional items that are related by topic. You may think of them as pillars, levels, or learning outcomes, which have pathitems that act as units towards completion of that domain. The level or domain is completed when the items assigned to it are fulfilled.

A domain CANNOT be assigned to more than one pathat the same time. However, pathitems can be assigned to more than one domain within ONE pathat the same time. Please be aware of the flexibility you have with pathitems. How you decide to set up your program is based on the criteria within your pathitems and what they count towards.

items

Examples of Domains

Creating a Domain

Editing an existing Domain

Adding or removing a Domain from a Curriculum

Examples of Domains

Here are some examples of domains other colleges have used previously.

Campus Experience

Career Commitment

Civic Engagement

Intercultural Fluency

Interpersonal Competency

Leadership Development

Creating a Domain

First, switch to theAdminviewand click on the Pathsdrop-down and then Domains.

This page shows all existing domains in all existing paths within your Engage platform. Click Create Domain to begin constructing your new domain.

Enter a name and description. The name will be presented to students in many places, and the description can also be viewed when the student clicks a button on their Pathmap to see domain details. If you want to, you can add an image by clicking Choose File and selecting an image from your computer to act as an icon for the domain. We recommend square images 500px by 500px, but larger images will work as well; whatever you choose, it's best if all domain images be of the same size and square in their dimensions.

Select the Path you would like to connect to the domain you created. We suggest skipping the Path Items drop-down for now, you can return to add these later. You won't have created any pathitems at this point; this option is meant more for editing the items added to the domain in a later step.

Finally, determine whether completion of the domain requires only required items, or if it should also require a number of optional items by entering the amount of optional items. Optional items allow you to offer participants flexibility in how they complete the path.

For example, if your path includes 1 required item and 6 optional items, and requires 3 optional items be completed:

You will create 7 total items for your path

Participants will need to complete 4 of those items for the domain to be considered complete

Only 1 of those items offers no choice or flexibility (though that 1 item may have further choice below it by offering multiple criteria options)

Progress in the domain will be measured in intervals of 25\%

Click Save to finish your domain!

Editing an existing Domain

To edit a domain, click the name of the domain you wish to modify from the list of domains. You can modify any aspect of the domain from this page except for the paththe domain is associated with. To add PathItems, click in the drop down to add an item to the list. You can click and drag any of the selections below the dropdown to rearrange their display order. If you wish to remove an item, simply hit the red "X" mark to the right of the item.

Adding or removing a Domain from a Path

When you remove a Domain from a Path, a user’s credit is removed. If you reassign the domain back to the Path, it will take overnight for the domain to reappear, but the user’s history will be restored. Again, we always recommend you speak with your consultant before making these changes and only do so if absolutely necessary!

To add or remove a Domain from an existing Path, head to theAdminview,click on the Pathsdrop-down and then Paths. From the list, select the Path you want to modify, then select the Domains tab within it.

From here, you can add a domainby selecting it from the dropdown, rearrange the order of the attached domains by clicking and dragging, or remove them by clicking the red "X" next to the one you wish to remove. To save your edits, simply hit Update at the bottom and you're done! Please note that if you remove a Domain from the Path you will not be able to add any Items to the Domain until it is re-assigned to a Path again.

Once you have created your path domains, the next step is to populate them with .

The Pathsmodule is a powerful tool to measure student learning in a cohesive manner. It allows institutions to configure a pathspecific to their student experience. By utilizing event attendance tracking, student self-reported experiences and organization participation, students can quickly record and view their progress in your program. To utilize this module, please contact your Consultant about purchasing andenabling Paths.

Once the Pathsfeature is enabled for your campus, it will appear on the administration side. Switch to theAdminview.

SelectPathsand then Paths Listfrom the drop-down. Click +Create Pathto create an entirely new Co-Curricular Path. Each Co-Curricular Path operates independently from every other Co-Curricular Path.Enter a name and description for your Path.

Path Participation Settings

Next, determine if you would like to make participation open to everyone or if you want to limit it to specific users.

All users: Any user that logs into the system will be automatically made a participant and will be allowed to complete Pathitems and view their progress towards the Pathrequirements. No users can ever be removed form the Path.

Selected users: Only users that you specify on the Participants tab (located after you submit this page) will be made participants in the Path.

After you determine who can participate, determine what the users can see. Youcan allow participants enrolled in the Pathto see and manage their progress by viewing completion statuses and, depending on the configuration of your Path, report additional items as complete. If you do not check this box, while participants will not be able to see or manage progress, they will still be granted completion creditand you can still run completion reports for participants.

Path Item Equivalency

The next step is to determine the Path item equivalency. You're provided two options - simple or complex.

Simple:Curricular items with matching criteria will receive credit.

Complex: Participants will only receive credit or one item within one domain. Logic will dictate which item the participant will receive credit for based on required status of item, completion criteria complexity, and the display order of domains and items. Unlike the "simple" option,in this set up the system will attempt to intelligently decide which Path Item to grant a student first when more there is potential for more than one to be filled.

Path Item Credit Retention

After you determine the item Equivalency, choose what should happen when criteria is added or removed from a Path Item. You're provided two options - forgiving and strict.

Forgiving: Credit will not be removed from a participant’s record, even if the criteria that satisfied the item is removed.

Strict: Credit for all items will be re-calculated based on the new, overall criteria list. This will have the effect of adding, removing, or transferring credit(s) for participants.

When all of your settings are correct, clickCreate at the bottom of the page. Once submitted, the completion criteria for the Item can only be changed by Campus Labs Staff. Now that you have determined the basic settings for your path, learn more about creating domains and items !

Adding participants to a Path allows a specific population of designated students to complete items and view progress toward achieving Path requirements.

To add participants, navigate to the Admin view. Select the Paths drop-down and select Paths. From here, select the Path to which you would like to add participants.

Under the description box, select the Only selected users will participate in the Pathoption and then the Update option in the bottom of the page, if not already selected. This ensures that students are not automatically added to this Path. Once that setting has updated, select the Participants tab.

Select Add Participants.

You can add participants one by one by selecting the add button next to those individual users.

If you decide to upload a list of users through the multiple tab, you can copy and paste your list into the text box field then click on the Add Participants button located below that box. Please note that you can add as many users as you want but you can only process a maximum of 1000 users at a time.

Upon importing users into a Path, viewing the History tabwill allow you to see the history of user imports you processed for that particular Path.

Note: When users are added to a path, the path will calculate if the user has already completed credit in any of the path's items. For example, if the path includes an event attendance item related to an event the student has participated in, the student will gain credit for that item. As a result, it is possible for users to have credit in the path even very recently after being added to the path.

Students can use the EngagePaths tool to generate a record of their pathprogress, documenting what they've achieved. This document is called the PathsProgress Report, and it can be used when students participate in orientation programs, leadership opportunities, campus-wide events or any other program that you set up. Like the Co-Curricular Transcript, the Paths Progress Report shows a breakdown of the student's involvement, but in this case, it is organized around your domains and also displays a chart of the student's progress. This is especially helpful in paths where domains correlate to learning outcomes.

As a communityadministrator, you have the ability to determine the general styling of the PathsProgress Report for the pathprograms you design.

To access your report styling, go to your Adminview, click the Pathsdropdown, and then click Progress Report Settings. If you are unable to access this option, contact your consultant or the support team to ensure that the Progress Reports setting is enabled for your community.

Path Progress Report Settings

Select +Add Banner Image to upload a header image that will appear at the top of the report for each user. This banner is an opportunity to brand your pathprogram for your campus. Supported image files (JPG, PNG, or GIF) must be less than 100KB in size and are best within 960px X 120px dimensions. You can also choose a title for this report as well as a description text that will appear about your program.

You can change the color the line that separates each Domain title in the report so that it is easier for students to follow and see which sections they have completed. You can enable to the Domain Progress Chart which will display at the top of their report and will show how much they've completed. This chart will look similar to their progress bar on the path homepage. You can add a description text for this chart too.

Your final settings have to do with what appears with the descriptions of each pathitem. You can select the label that appears for the description and details of the item, and the label that appears with the user's self reflection of that item. Finally, you can add Footer Text for the report. Click Update when you are done styling the report.

As an administrator, you have the ability to add, remove, or transfer pathcredit for any user in a paththat you oversee. If you are a student looking for information about how to receive credit in a path, click read our article on Participating in a Co-Curricular Path.

Pathcredit is given based on Pathitems. To manage a user's credit for an individual item, go to your Adminview, select the Pathsdropdown, and selectItems.

Search for the specific item for which you would like to give, take away, or transfer credit. Then, select the Credit tab.

Adding Credit

To give a user credit for this item, select +Add Credit at the top of the page. You can give credit to a single user by selecting Add to the left of their name.

Removing credit

If you wish to take credit away from a user for a specific item, select the check box to the left of the name(s) you wish to remove from the item. Click Remove at the top of the list. Note: Before you remove pathcredit, if the criteria for the item has not been changed, this credit may be restored the next time the pathis reprocessed or recalculated. For example, if a user is a member of an organization that earns them pathcredit, they mayregain credit for that organization-based item when the system refreshes.

Transferring credit

Transferring credit is different from adding and removing credit in that when you transfer credit, you are choosing to do so for all users who have completed a specific pathitem. You cannot transfer credit on a one-by-one basis. Transferring credit will transfer the completion status from one item to another for all participants who have completed the first item.

To transfer credit, select Transfer Credit at the top of the item credit page.

Select the item you would like to transfer the credit "FROM" and the item you would like to transfer that credit "TO." Then, select your transfer method:

When you "Copy," you are duplicating completion status to the item you select in the "TO" option. After transfer, users will have competition status on both items.

When you "Move," you are removing completion status from the "FROM" curriculum item and moving it to the "TO" pathitem. The user will only have completion status for the "TO" item after the transfer.

Finally, choose whether you want to include participants' self-reported description or self-reflection in the new item. Click Transfer when you are done and confirm your decision to complete the process!

The Pathstool in Engageallows you to participate in a specific experience laid out by your campus administrators. This could be a student leader training, a first year experience path, or a leadership certificate. No matter what pathyou are taking part in, the process for receiving credit and reviewing your progress in these pathswill be the same!

Participating inPaths

If you are participating in any paths, you will see a link to your paths on your homepage when you first login to your Engagesite.

You can also access your paths progress by clicking on your User Drawer and selecting Paths.

Involvement Record

In order to participate in a path, you have to be added into that pathby a campus administrator. There is no way for you to opt in or join without administrative oversight. If you think you should be part of a paththat you are not seeing, please contact your campus administrators for assistance!

Viewing your progress through apath

If your campus is conducting more than one pathprogram, make sure that the "Progress For" drop-down field is set to the correct one you want to view. You will see your overall progress, your progress through each of the pathdomains, and you’ll have the ability to click on each domain to view its details. “Domains” refer to the different main topics within your path.

Select a domain to read more about its details and to view the requirements. For each, you’ll be able to see which pathrequirements you have completed and which you still need to earn. You will also see the number of “Completion Requirements” that you must complete as well.

Based on your progress for a particular aspect of the path, you will see one of five possible icons next to each individual activity:

Icon

Description

Item is Complete: Credit is Earned

Credit has been earned, either by completing all criteria necessary or receiving approval from a campus administrator for a particular item.

Item isPending Approval

Item has been submitted for approval but has not yet been approved or denied by a campus administrator.

Item Needs Additional Action or Info from Student

You need to include further information for this item. For example, the student may need to complete a written reflection or description.

ItemDenied: No Credit Awarded

Item has been reviewed and denied by a campus administrator. For more information regarding why the submission was denied, please reach out to your campus administrator directly.

Item Not Completed: No Status

Item has not been completed or submitted and still requires action before credit can be awarded.

Receiving credit for apath

Receiving credit for your pathwill look different for each pathyou are a part of. Joining organizations, attending events, and submitting self-reported experiences can all contribute to path completion depending on its specific requirements.

You can view the requirements for a pathby clicking on one of the domains within the pathand viewing the completion requirements. When you click on a specific item, look on the right hand side to view “Fulfillment Options.” This shows you how you can specifically receive credit for that pathitem, whether that be through submitting an experience request, joining an organization, or attending an event. In some cases, you will be able to self-report that you completed that item by clicking Mark Complete under “Fulfillment Status."

Access your PathProgress Report

You can also access your PathProgress Report at any time. Note that this is different from your which tracks your organization memberships, events, reflections, and other involvement history. The PathProgress Report only displays the credit you receive for the pathsyou are participating in. This report cannot be modified or customized like the involvement record. To access this report, click on PDF Download or Print View at the top right hand of your pathcompletion page.

Whenever possible, you should not make changes to a pathonce it has been launched to your users. If circumstances require you to make a change, however, please first speak with your consultant. The following article outlines how to make changes to items and how to view the impact of these potential changes. From your Adminview, select the Pathsdropdown and thenItems.

Modifying Path Items

Click into the item you want to change, and then click the Criteria tab (this tab will not be available on Self-Reported items). On this tab, you will see the existing criteria for this item. To add criteria, click the +Criteria button at the bottom. Add the new criteria using the dropdown boxes. To remove criteria, click the red "X" next to the line you wish to remove.

Once you have added any other new criteria or removed any criteria as necessary, click Update. You will receive a notice screen letting you know your proposed changes may affect a number of pathparticipants. Click Update on the notice screen.

After updating, you will also see a note alerting you that further changes to the item criteria are locked until it is finished processing and the changes have been decided on. Additionally, a box will have been added to the right side showing showing that the requested changes are being processed.

Once the system has finished calculating the potential changes, you will see the results of the requested change. Be sure to refresh the page.Pay attention to this screen. Notice in the below example, making this change will result in 4 users gaining credit for the item and 6 others losing credit for the item. It will also have an effect on one other credit in the system, which will now be more difficult to complete due to logic in the path.

Once you see these changes, you have the option to Accept or Discard them. If you do not do this, the item will remain locked and no change will take place. Click View Completion Criteria. The screen that populates will allow you to accept or deny the changes. Make sure to scroll to the bottom of this screen to see both options!

If you accept the changes, you will be prompted to write a message letting users know their credits may be changed due to the change in the Path. You must fill in this message in order for the change to process. Click Send to finalize the process.

If you deny the changes, no message needs to be sent and no changes will be made.

If you approve the changes, you will then see the record on the right hand side of changes made to the criteria.

Our Paths module is a powerful tool tostructure andmeasure student learningoutside of the classroom. Paths allow campuses to guide users throughintentionally designed experiencesandlead them toward achieving specific competencies.Campuses identify relevant events, organizations, and experiences to their curriculum and track user participation through Paths.Users and administrators canthenquickly record and review progress.

Over230Engage campuses currently utilize the Paths tool to create individualized and guided experiences for students. In this article, we highlight the most popular types of co-curricular Paths we see our campusesadministering.You can use thesedescriptionsas aframework to consider in pursuing a Path of each type, but we also encourage you to get creative and brainstorm with your consultant about designing the paths that best benefit your goals.

Campus Co-Curriculum

Career Development

Employee Training

First Year Experience

Involvement

Leadership

Diversity, Intercultural, and Social Justice Education

Organization Officer Training

Student Success

Other Departmental Paths

Campus Co-Curriculum

The campus co-curriculum is designed to be an organization of learning and experiential objectives a campus expects a student to meet by engaging in co-curricular programming.Objectives might bebased ondivisional learning outcomesor campus values.Utilizing Paths allows campuses to map specific programmingtoeach objective. Generally, the campus co-curriculum takes place throughout the student's time at the institution and is not designed to have thorough administrative oversight. Students may not even complete the entire co-curriculum, but by enrolling students in the Path, the campus can track trends in engagement overall and reward those students who truly achieve during their time on campus.The co-curriculum also supports campus branding and educates students about how theactivities they are participating in relate to campus mission and/ordeliverable skills.

Career Development

Career-oriented Paths can help students begin thinking about their careers and post-graduate plans early. They are often organized by milestone or academic year to help students understand a sensible sequencing through Career Services programs. Some career-oriented Paths also build in resume review and other hands-on activities, leaving students with a mini-portfolio they can utilize at the end of the Path. These Paths can also be incentivized with practical rewards for completion, such as padfolios, business cards, or even business professional clothing or accessories.

Employee Training

Some campuses use Paths to organize the training expectations of their student employees. Effectively, students can visualize their progress through a training curriculum, while staff can ensure compliance, even when the training is flexible to accommodate a variety of learning styles and opportunities. Paths can even be used to create a common training curriculum for all student employees across departments, ensuring consistent messaging about campus mission while also permitting for the flexibility of different training needs.

First Year Experience

First Year Experience Paths can start as early as orientation! Often used as a complement to a first-year experience or university 101 course, these Paths highlight the co-curricular experiences you hope your first-year students willpursue. These Paths can sometimes act as checklists or “todo lists” that are low-maintenance from an administrative standpoint but provide new students a valuable map of their early college experience.

Involvement

An “involvement” oriented Path does not structure a curriculum, grouping, or order of opportunities, but simply encourages students to get engaged on campus in whatever way they see fit, and rewards them for higher levels of involvement.

Leadership

Student Leadership certificates are the most commonPathacross all Engage campuses because certificate programs are often the perfectfitto implement within the tool. A student leadership certificate typically already has a core curriculum, usually a combination of required and elective workshops and activities. By creating a Path for their certificate, administrators can collectively track student progress towards receiving the certificate and provide students a transparent way to map their own progress and see which tasks or activities remain.Additionally, using a Path to manage participant progress allows administrators to oversee a much higher number of participantsin the certificate program with greater ease and efficiency.These Paths are often structured around leadership theory or departmental learning outcomes.

Diversity, Intercultural, and Social Justice Education

Similar to the Leadership Paths, these Paths often benefit from already having well-structured certificate programs on campus to follow. These programs typically involve attendance at a series of programs on campus as well as reflection opportunities. The Path also allows for offices focusing on diversity and social justice education to collaborate and provide one curriculum that involves programs or workshops across campus.

Organization Officer Training

Many campuses create Co-CurricularPaths designed to track student completion of required officer training. Some campuses track all officers together and set an expectation that every officer must complete the training. Other campuses assign a representative from each organization to track progress on behalf of their group, ensuring each organization has done what is necessary to remain active. Most of these Paths track in-person training, but some are completely online or hybrid. Typically, an organization officer training Path is an expectation in some way for organization registration approval, but more complex Paths often incorporate additional incentives, such as an increase in organization funding, certificates, access to additional space resources, or special marketing opportunities.

Student Success

Paths can provide an opportunity to guide first generation college students and other groupsat a higher retention risk through their collegiate experience. These Paths typically combine academic expectations (e.g. meet with an academic advisor), career skills (e.g. participate in mock interview day), and personal development and exploration (e.g. attend an academic major fair or leadership workshop). Student Success Paths allow campuses a way to strategically guide certain populations of students through experiences they believe will benefit their success, retention, and satisfaction.

Other Departmental Paths

Many other departments across campus can make creative use of Paths, including:

Athletics utilizing Paths to reward student attendance at sporting events

Fraternity & Sorority Life to track member service and philanthropy commitment or attendance at mandatory workshops and speaker sessions

Honors Colleges to organize their opportunities and events into a co-curriculum, allowing administrators to track the involvement their students are seeking

This workbook can used to help you begin to visualize the structure of your Co-Curricular Paths and the requirements you should be thinking about before they begin building in your community. In most cases, you should have worked with your consultant and attended a preliminary Paths training before utilizing this workbook.

You can also use the attached guide to assist you in completing the workbook. Please reach out to your consultant if you need assistance in this process.

As an organization officer with full access to manage events, you have the ability to track event participation to keep track of who is attending the events that your organization hosts. The first step in this process is, of course, to create your event ! Once your event has been approved, you can manage RSVPs and invitations and finally track the attendance at your event.

To track event participation, switch to theManage view of Engage using your switchboard, and select your organization. Use the organization tool menu to open the "Events" tab. Click the event you want to manage and then click Track Attendance.

Tracking participation manually

The first method to assign participation to a user is to click+Add Attendance button. Here, you have three tabs with different options for adding event participation.

Invitations

On the Invitations tab, you will see a list of users that were invited to the event. For each user, select the appropriate level of attendance (Attended, Absent, Excused, or N/A). You can also add additional comments about a user's attendance, if applicable.

Text Entry

On the Text Entry tab, you can enter attendee information in bulk, using either the users' campus email address or their Card ID numbers (either the ID number alone or the full swipe string will work!). So, if you collect users' email addresses during sign-in at an event, you can copy and paste that information into the text entry field and add that attendance data. For each entry, you can also choose the attendance status. Enter up to 500 attendees using this method, with one email or ID per line.

You will only have the ability to upload ID numbers if you have Card IDs configured for your community. Contact your Consultant for more information.

File Upload

TheFile Upload tab allows you to enter a .csv or .txt file containing attendees' email addresses orID numbers/string. Select the identifier type, upload the file, assign the proper level of attendance credit and click Upload. Please limit attendance uploads to a maximum of 1,000 records.

You will only have the ability to upload ID numbers if you have Card IDs configured for your community. Contact your Consultant for more information.

Tracking attendance using card swipe

The other method for assigning participation is through the use of card swipe. This is a feature that your campus may or may not use. Please contact your campus directly if you’re curious about using this feature.

If you do have card swipe and you have a reader or scanner, plug it into your computer via the USB port. You can double check it's working by opening a text document then scan your card. If the reader automatically displays the card string on your text document then your card is ready to be used on Engage.

Event Check-in App

You can copy the Swipe Access Code directly on the Manage Event page without even opening Track Attendance. Then, click the link to go to the swipe page. Enter the access code and click Submit.While the access code can only be reached by an organization officer or administrator, the swipe link and the code can be shared with anyone on campus to assist you with checking people into your event.

You are now ready to begin swiping. The system will process the entry and display either Successor Error. When you are finished, return to the Track Attendance page to view all of the cards that have been swiped.

"Unrecognized Users" in Card-Swiping

If you see an attendance record listed as "Unrecognized User" in the Event Attendance screen, this indicates that the Card ID recorded does not match a Card ID assigned to any Engage User. If you are noticing repeated instances of Unrecognized Users, it may be helpful to evaluate your manual or automatic account import process to ensure all users are being included along with their Card IDs. If a specific user is appearing as "Unrecognized User" when swiped, you can check the User List to make sure that the Card ID has been assigned appropriately. Access yourAdmin view and then click theUsers tab. From there, chooseUser List and search for the specific user to check if a card ID is listed. Once the correct card ID is entered onto the corresponding user account, that user's event history will be adjusted accordingly.

Tracking attendance on Mobile

Using theis easy! Similar to card-swiping, an organization officer or administrator will need to be able to pull the access code for the event, but can share this access code with any member of campus to assist in checking users into the event. In contrast to card swiping, the event check-in app expertly assures user privacy and streamlines the check-in process with no need for student IDs at all.

Branding of your Engage community is a key portion of marketing your site and preparing it for launch to your campus. This includes selecting a community logo, the site accent color, and uploading cover photos for the public facing side of the site. Included below you will find several examples of well branded communities. Talk to your consultant if you are interested in learning more about how campuses brand their community.

AU Involve -Auburn University

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Auburn University's cover photo randomly selects between a variety of photos showcasing what involvement looks like on campus. We also like how the icon next to their community name stands out and adds color to every page!

Wolf Connect -University of West Georgia

We love that this campus' cover photo and logo both incorporate the school mascot, offering consistent branding to the rest of the campus.

Coastal Connections -Coastal Carolina University

Check out how this page catches the eye with consistent colors between the community logo, accent color, and cover photo!

Cougar Connect - College of Charleston

Selecting a name is tough! While some campuses choose broader names connected to the concept of Engagement or Involvement, many campuses select a name representing their campus mascot and combine it with a general word such as "Hub," "Involvement" or "Link." We also like how this campus ensures that its campus department created programs use their own cover photos, adding variety to the logged-in view of the home page.

HampEngage - Hampshire College

This campus elected to create a colorful logo incorporating their bright accent color, which contrast beautifully on their cover photos, each of which display their distinct and creative campus culture. We also love how they chose a large font size for this logo, standing out and making each page more colorful (and accessible!)

myInvolvement - McGill University

Notice how this campus includes both its community name and its campus name within its community logo, which is perfectly color-matched to their accent color! Plus, check out how their pinned helpfully provide campus information while also adding color and balance to the logged-in view of their home page.

Tune into this webinar for a tour of training technique. Upgrade your Engage training experience for students and staff by taking into consideration principles of adult learning, slide deck design tricks, and advice on creating accessible training content. Our campus success adoption team also shares suggestions in this video for incorporating aspects of your training plan on Engage directly into Engage itself.

Note that the webinar also references an Engage training template you can use as a starting point when creating your presentations.

A pdf of this webinar's presentation slides is also available below for your convenience.

Engage's built-in Event tools allow you to tailor your events process to your campus needs, including a variety of skip logic and reviewer workflow options. Every campus is a little different, so to help you imagine your campus' unique process, we have assembled three campus examples for your consideration. When reviewing these stories and evaluating your own campus needs, consider the following questions:

How do I hope a student should experience the Events Process?

How will a student be incentivized to submit their event to Engage?

What should a student already have secured for their event process before beginning their event submission to Engage, if anything?

What additional services could a student secure through the event process, if any?

Will reviewers on my Events Process be informed as a courtesy, or is their approval required before I can approve the event?

Do reviewers on our Events Process need to execute tasks such as meeting with the organization or reserving equipment before the event can be published?

How will I leverage Events Process data in my reporting and assessment?

The answers to these questions often depends on if your intentions for your Events Process are primarily focused onpractical reservation,risk management, assessment, preparation checklist,ormarketing purposes - or some combination of multiple of these possibilities! Each of the below campuses focused on a different set of priorities, but there are endless additional ways to consider your unique process.

Clark University

Clark University has designed their Events Process to ensure everything a student needs to host an event is included directly within just one Engage form. Event submitters are able to reserve space, room set-up, and more while also setting up the page that will later market their event.

In a particularly special touch, the campus is also taking advantage of Forms functionality to enrich their Events process with additional helper text throughout the process. The all-in-one experience offered by this approach can encourage students to get their events up on Engage regardless of whether marketing the event is a personal priority for them.

We consider this approach to be using the Events Process primarily to meetpractical reservation objectives.

Emerson College

At Emerson, the Events process is designed to represent the needs of both the Student Engagement & Leadership office and their collaborators within Residential Life. This campus leverages just one administrative branch, so they have designed their event process with careful skip logic to ensure the event is seen by the correct administrators on campus. Students must obtain a space reservation before submitting their event.

Emerson created pages on their event process to help the campus report on the kind of events they are approving, and in particular how many programs their Residential Life department hosts that match their learning outcomes. Event submitters also complete fields that help the campus prepare for any risk associated with the event. Submissions that identify aspects of their event the campus considers adding risk receive additional reviewers who can stay informed about events taking place on campus and take action accordingly. This Events Process has also been designed to direct events to different sets of reviewers depending on the students' responses.

We consider this approach to be using the Events Process primarily to meetrisk management and assessmentobjectives.

Western Washington University

Western Washington University (WWU) has an incredibly brief Events Process! After closely reviewing their campus process, WWU identified that there are actually two major and separate components of preparing for an event: managing practical components such as space, and then marketing the event. Engage's Event process is actually used only for the marketing portion of this workflow at WWU. Instead, individuals submit an Event Planning Checklist form, a space reservation request, and later their event submission, which is compared to their previous two submissions.

This campus is able to successfully encourage students to submit events despite the multiple processes in large part due to the excellent work they have done centralizing event marketing on Engage. Events posted on Engage are shared in other campus calendars and presented on digital screens on campus, an automation accomplished using Engage's available data feeds.

The checklist form is a combination of providing reminders to students of where to go to reserve various resources they may need for their event, and also collecting some preparatory information that administrators need for the event far in advance. The form even provides a link to a special formatted excel file that calculates for the student when they should have key components of their event preparation complete. The concept of an event checklist is also sometimes baked directly into the Events Process by other campuses, especially campuses with minimal to no approval process for their Events, who instead are designing the form to reflect just the students' needs. WWU does require an approval process, but they have learned that for their students, separating the approval process into two separate parts helps students submit necessary information in a more timely manner.

We consider this approach to be using the Events Process primarily to meetpreparation checklistandmarketing objectives.

You can export your raw Outcomes data in Excel format from Settings > Exports

[email protected]

On this page, you need to select the time period you'll be downloading (annual term) and the resource. The Outcomes data export is broken into three separate resources: Outcomes, Assessments, and Student Results.

If you receive an error upon selecting "export," there is no data for the selected time period. Please note that data is processed nightly and will be available for export within 24 hours, so it is advisable to wait at least one day after a period of data collection before exporting files.

These resources can be opened in Excel for further analysis.

Data will be combined onto one file automatically as appropriate. This allows you to conveniently view all the associated data about a resource without merging files.

Export files separately if you would like to review all information about a resource, regardless of whether it has associated data on a subsequent resource. For example:

Exporting the Outcome resource alone will include all outcome statements, regardless of whether they have collected assessment information and results.

The Assessment resource alone will include all assessments and associated outcomes, regardless of whether they have results.

The Student Result resource will only provide data on outcomes and assessments that have results associated with them.

For a detailed data dictionary, please email our Support team ()

Enable a reviewer workflow on a form to allow each listed reviewer to review the form in a pre-determined order. Note that only forms with an enabled approval process can have reviewer workflow enabled.

Configuring Reviewer Workflow

To add reviewer workflow to a community form, first switch to the Admin section of Engage.Select"Forms" from theConfigure drop down and choose the "Properties" button for the applicable form.

To add reviewer workflow to an organization form, first switch to the Manage section of Engage.Select the hosting organization and choose "Forms" from the organization tool menu. Choose "Properties" for the desired form.

From this page, you can toggle the Reviewer Workflow feature on or off for the form. Enabling the reviewer workflow will allow you to specify the order in which each Reviewer added to the form will be given access to any given form submission.

Click on the Reviewers tab.Add reviewers as desired. Once reviewers are added, assign them a reviewer level. There can be as many reviewer levels as there are voting reviewers, or you can assign multiple reviewers to one level. Reviewers can each only be in one level of the workflow. Save the page to effect your changes.

How does Reviewer Workflow work?

Once a submission is entered on the form, only reviewers at "Level 1" will receive a notification of the new form submission. These Level 1 reviewers are now able to read the submission, make comments on the submission and recommend the submission for approval or denial using a thumbs up/thumbs down choice on the submission, but unless they have community-wide access to the Forms feature, they are not able to make the final approval/denial of the submission.

Onceall Level 1 reviewers have reviewed the submission, the Level 2 reviewers are notified of the submission and now have access to read, comment and review it. This process is then repeated for each subsequent reviewer level.

The community form can only be approved by a user with full community-wide access to the Forms tool. and the organization form can only be approved by a user with full Forms access within the hosting organization (or a community administrator with full access to the Forms tool). Approval or denial does not require completion of all workflow steps.

Reviewers exist to help you review the content of a user’s submission and give their opinion about whether they think a form submission should be approved or denied. Reviewers can only be added to forms with the approval process enabled. Reviewer feedback does not impact the final approval or denial given by the form administrator, but is there to help inform or influence the form administrator’s decision on a submission. Reviewers function slightly differently for organization-based forms than for community administrative forms. The details of these differences are outlined in the walkthrough below.

Navigating to Managing Reviewers

If the form is anorganization form, navigate to theManageview and select your organization. Open the organization tool menu and selectForms.Click the "Properties" button for the form of interest.

To set up form reviewers for a community form, go to your administrative form by switching to theAdminview, selecting theConfiguredropdown and then Forms.Click on the "Properties" button for the form you would like to configure.

Select theReviewerstab. You will be provided a list of your current form reviewers.

Adding and Modifying Reviewers

Click the "Add Reviewer" person-shaped icon. With organization forms, you can select any member of the organization to be a reviewer on the form, without giving them the ability to approve or deny the submission. For a community form, any Engage user can be added as a reviewer without giving them the ability to approve or deny the submission.

Add reviewers to the form by clicking their name. These reviewers will receive notifications about new submissions and will have access to view and comment on form submissions.

If your form has an approval process enabled in its properties, you can optionally choose to allow this reviewer to have "voting" access to the form.While any reviewer can read and comment on submissions, avoting reviewer can additionally provide feedback using a thumbs up/thumbs down visual to the submission.

If your form has Reviewer Workflow enabled, you can also select the workflow level for the reviewer when adding them to the form.

Similarly, you can click on any existing reviewer's name to change their voting access or workflow step.

For organization forms, only users with full Forms access in the organization (or community administrators) will be able to make final decisions about submissions. For communityforms, only community administrators with full access to Forms will be able to make final decisions about submissions.

After you’ve created a form and distributed it, the next step is to manage incoming submissions.

This article reviews:

Viewing Form Submissions

Viewing form submissions by reviewer/approver

Viewing form submissions by form

Reviewing and Approving Forms

Exporting All Submissions of a Form

Approving Form Submissions in Bulk

Viewing Form Submissions

Form submissions can be reviewed across-form based on the responsible reviewer/approver or alternatively by form showing all submissions for one particular form regardless of assigned reviewers.

Viewing form submissions by reviewer/approver

This method is the simplest option for a user who may be responsible for reviewing multiple forms across Engage. To begin, switch to theManage view. Scroll to the bottom of the page until you see "General Forms" under Pending Submissions. This will show you a list of all of the forms you have the ability to either review or approve/deny.

revise the submission

Note that any form that does not have an enabled approval process will not appear in your General Forms queue from this view.

Click the name of a form, or click "View All" to see all of the forms in your queue. When you select View All, you will have some filtering options. Any user can filter between submissions based on their status: pending, approved, denied, or received. Certain users may also see an additional "Showing" filter. This filter dynamically updates based on your relationship to the submissions in the queue. Most users will not see this box at all, but any user who serves as both a reviewerandan approver on form submissions will see the ability to filter between various submissions.

Viewing form submissions by form

If the form is hosted at thecommunity level, switch to theAdmin view and open "Forms" under theConfigure dropdown menu. Select the "Submissions" button next to the form of interest.

If the form is hosted at the organizationlevel, switch to theManage view and select your organization. Open the organization drawer and chooseForms. Select the "Submissions" button next to the form of interest.

Reviewing and Approving Forms

Select the name of the form to review its contents. On the submission page, you will see the ability to expand/collapse all sections to make your reviewing easier. You can also print the submission or generate a PDF. At the bottom, you'll see a discussion section where you can leave comments that will be visible to others involved, including the submitter of the form and any other administrators with access to the submission.

If you have full forms access to the submission, you can approve or deny the submission when you are ready. Remember that final approval is not based on reviewer feedback and that final approvers can make this decision at any time. A community admistrator can also before choosing to approve or deny.

If you are a votingreviewer, simply give your thumbs up or thumbs down to indicate whether you think the form should be approved. If you are a non-voting reviewer, you can comment on the submission using the discussion wall.

Revising Form Submissions

Community Administrators have the ability to revise form submissions while they are in a pending state through their review page. The form must have a review process enabled. Revising a form submission creates a new record of the submission, preserving the previous record for reference. The original submitting user and all reviewers will be notified of the revision as well as the name of the user who revised the submission. The reviser of the submission can then proceed to either approve or deny the form, or leave the form where it is and it will remain in the form review queue for any other reviewers to review or approve.

Exporting All Submissions of a Form

At any point, you can export form submissions in mass. Navigate to the Forms page that hosts the form (either through managing the hosting organization orAdmindepending on where the form was created).To export all submissions in mass, simply click the"Export" button next to the name of the intended form.These submission exports run through a queue and you will receive an email as soon as the report has been processed.

Approving Form Submissions in Bulk

You can approve multiple form submissions to a single form in mass. Navigate to the Forms page that hosts the form (either through managing the hosting organization orAdmindepending on where the form was created).To export all submissions in mass, simply click the"Submissions" button next to the name of the intended form and then check each submission you would like to approve in bulk.

The Engage Forms tool has all kinds of great features to enrich your form and get the data you need. Read on for great ideas on how to optimize your use of Forms to the most powerful effect!

As a general rule, if you are changing any part of your current form, we recommend first approving/denying all pending submissions and inactivating the form before making changes. We also recommend saving an export of your current form submissions before making edits. This ensures your changes do not have consequences on any students currently going through the process.

1. Make sure you are putting your form in the best place

There are all sorts of places to store forms in Engage! Here are some of our best practices for deciding the best place for your form:

Does your form have to do with the events process at all? In this case, it's always best to work your form into your event additional fields or branch event custom fields so that users do not have to find and complete multiple forms. You can even use display logic so that only certain event submitters will see your questions.

Does your form have to do with the organization registration process ? These forms can be linked together in the registration tool so long as they are either administrative forms or organization forms within the branch that hosts the registration process you are working on.

Consider the audience of this form. If it is most relevant to individuals within a certain organization, place it in that organization's page so that members of that organization will see the form higher in their Forms Directory. If it is relevant to many students, place it in your administrative branch's forms so that it appears towards the top of the Forms directory for all students involved in an organization under that branch. If it is one of your most important forms, an administrator can feature any organization, branch, or administrative form to ensure it is at the top of the Forms Directory for all students.

Organization and Branch forms have slightly different functionality available fromAdministrativeforms, which may also help you decide where to place your form.

2. Pick the right question types

Engage has 8 different basic form question types to choose between. Different question types are ideal for getting different kind of answers. For example, sometimes a user might create acheck box question when they really wanted aradio buttonquestion. This mistake can lead to some incorrect submissions to the form where a user may have accidentally or purposefully selected multiple answers to a question that really only should have had one answer. Learn more about available form question formats and their use cases.

3. Help users identify the kind of open-ended answer you are looking for with your text field size

If you are using a Text Field question in your form, you have the ability to determine exactly how big of a field users have to enter their answer in by identifying the number of columns and rows for the text space. A small space indicates to the user that their answer can be brief, while a larger space indicates to the user that their answer should be more elaborate.

Reviewer Workflow

In the example above, the questions have the same number of columns (width) but the second question has more rows (length or height). This tells the user that their answer to "Contact Campus Email" can be very brief, but that they should provide additional, detail to "What materials do you plan to have at your table?"

4. Leverage Patterns to restrict open-ended answers to give you a consistent data format

It's often easiest to look at phone numbers, emails, states and other common types of qualitative responses if they are in a consistent format. When you edit a Text Field question, you can add a "Pattern" to the question to restrict users' answers to follow a standard format.

For example, we can restrict the "Contact Campus Email" question above so that users can only enter text following the format of ______@____.__ in their response. If a user tries to enter other text in this field, they will receive an error asking them to enter a valid email address before proceeding to the next page.

See all available form validation options.

5. Determine which questions are genuinely required

Not every question in a form needs to be required, and requiring every question can actually make a form more lengthy and cumbersome for a student to submit, leading to less responses. Use your best judgment to determine when an answer is just helpful versus actually necessary and use the "required" question option thoughtfully.

6.Use skip logic to ensure users see only the questions they need to answer

When drafting your form, it's also helpful to see if there are entire sets of questions a user may not need to answer depending on their answers to other questions in the form. In this case, take advantage of skip logic to make your form shorter and easier for students to complete.

7.Consider if your form needs an approval process

The form property "Submission Approval Process" will default to enabling an approval process wherein forms will remain in a pending state until a user either approves or denies them. If you do not expect to approve and deny forms, it's best to disable this feature so that forms will not remain in a pending state in your queue. Alternatively, if your form needs a more advanced approval process including a step by step workflow, consider enabling .

With these tips in mind, your form is sure to be successful! As always, if you're not sure exactly the best place to put your form or you'd like some additional tips on building it, your consultant is available for advice on best practices and more.

Engage's form creator can ensure responses follow a particular format, including phone number, date, time and e-mail address, using a validation setting.

After creating a text entry form question, re-open it to add a validation (also called pattern restriction). Select the checkbox next to "Pattern" and choose how you would like the response validated.

Your pattern options and their validation descriptions are listed below:

Pattern

Validation Setting

State (US)

Enter a valid state abbreviation.

Zip Code (US)

Enter a valid zip code.

Phone

Enter a valid phone number in one of the following formats: (425) 555-0123, 425-555-0123, 425 555 0123, OR 1-425-555-0123.

E-mail Address

Enter a valid email address.

Date

Enter a date in the following format: 12/12/2001

Decimal Number

Enter a positive number.

Integer Range 1-150

Enter a number from 1 - 150.

Time of Day

Enter a time between 12:00 and 11:59.

Postal Code (Canada)

Enter a valid Canada postal code.

URL

Enter a valid URL.

Submitters who do not enter an answer in the correct format will be prompted with information about the required format.

Use this example case to help visualize what a complete Organization Accounting management process might look like from both a student and administrator perspective. Campuses often have very different financial processes and you can always refer to your consultant for more ideas on how to translate your specific process.

For this exercise, we will work on the assumption that our example campus, Hometown University has a relatively simple process wherein funding and purchase requests are approved by organization advisors and then approved and processed by a Student Activities office. We'll use an example of the Baking Club funding a Food Drive event on their campus.

Funding the Event

If the event has not been budgeted for in an existing budget, the Baking Club treasurer may either submit a second budget request or a funding request, depending on the specifics process of the institution. If the event's budget is already included in the organization's budget, skip to "Paying for the Event." If the organization decides to submit a budget request rather than funding request, refer to the Budgeting Overview to visualize the funding steps instead of this section and skip to "Paying for the Event."

The Baking Club treasurer decides to submit a funding request for $200 to support the event.

The organization advisor, who has been affiliated with the first finance stage through their position template, receives a notification of the submission. When they are ready, they move the request to the "Student Activities" stage. This stage change notifies the submitter of the request and any user affiliated with the next stage in the process.

After determining the amount they would like to approve, the Student Activities office moves the request to the "Completed" status.

The Student Activities office completes anallocation transaction to move funds from a parent "Events" budget" to the organization.

Paying for the Event

The food drive is approaching and the organization needs to begin purchasing their supplies, beginning with basic decorations.

The treasurer of the organization makes a purchase request to spend $50 from their account funds on decorations.

The organization advisor, who has been affiliated with the first finance stage through their position template, receives a notification of the submission. When they are ready, they move the request to the "Student Activities" stage. This stage change notifies the submitter of the request and any user affiliated with the next stage in the process.

After determining the amount they approve to be spent on donations, the Student Activities office moves the request to the "Approved" status. Let's say they approve it for the full $50 - the organization now has $50 removed from their available funds and moved to their encumbered funds.

The student treasurer makes the relevant purchases and brings in a receipt. It turns out that they only purchased $20 of decorations.

The Student Activities Office now logs a payment transaction of $20 and reimburses the student. The organization's encumbered funds are decreased by $20. The organization still has $30 in encumbered funds.

The organization could purchase additional decoration supplies, which would be subtracted from the organization's encumbered balance using additional transactions, but in this case, they are all set.

The Student Activities Office now moves the request to the "Completed" status. The $30 funds that were encumbered are now returned to the organization's available balance, which if the original amount funded was all they had in this account, now amounts to $180 that they can request to spend on other event supplies.

Finance requests come in from organizations as one of two types of requests: Purchase Requests and Funding Requests.

A funding request asks for a lump sum of money to be granted to an organization. A deposit or allocation is a typical transaction for this type of request.

A purchase request is the request to spend money from the organization's account on food, supplies, etc. A payment or a transfer is a typical transaction for this type of request.

Both types of requests require the final approval of a site administrator or a user with full administrative access to the Finance tool. These requests can also be reviewed for feedback by finance stage reviewers. The request must be decided upon before any transactions can be applied to the request.

Review Finance Requests as an Administrator

As an administrative reviewer, you can see a full list of your finance requests by going to your Adminview, selecting the Finance dropdown, and clicking theRequests List.

This will show you a list of your requests and details about each, including the subject, amount, type, status, organization, and the current stage of review. You can filter by type (funding or purchase) and by stage. To review a finance request, select the magnifying glass icon next to the request.

You will be taken to the request details where you can review the basic details and any additional fields you have requested be completed. Use the tabs below the basic request information to review any existing transaction or stage change history on the request.

Making Changes to and Finalizing Finance Requests as an Administrator

Full Finance administrators can edit the details of an organization's finance request by clicking "Edit Responses" on the Additional Questions (default) tab.

Administrators can also change the request'sStatus,Stage,financeCategory,orFrom Accountbefore making a final decision on the request. Stages and finance categories can also be changed after the request is approved/completed/cancelled. A non-administrator may only switch the finance stage to other stages included in their position template's access permissions. A campus that also leverages Budgeting can choose to also check theLine Item with which a purchase request is associated. Note that the Line Item selected will also show how much money currently remains on this balance including amounts spent from other requests.

There are different availableStatusesfor Funding Requests compared to Purchase Requests, and these statuses also have slightly different meanings.

For Funding Requests:

Select the dropdown menu next to "Status" to change the status of the request:

Unapproved: Unapproved is another way to say "pending." This request will remain in a pending status until a further decision is made.

Cancelled: Cancelling a request does not allow the student to resubmit the request with changes. This ends the process and denies the request.

Denied: Denying a request does not allow the student to resubmit the request with changes. This ends the process and denies the request. For a funding request, there is no functional difference between cancelling and denying a request. You can use these statuses to your discretion based on your campus language.

Completed: When a funding request is Completed, you are saying that you are done looking at the request and ready to take further action. "Completed" is the status you will want to select if you are approving the request and need to make a transaction.

Be sure to add any additional comments in the "Comments" box. These will be sent to the user when you click the green "Save" button.

For Purchase Requests:

The only difference in reviewing a purchase request vs. a funding request comes with the statuses available for you to select. The decision statuses for purchase requests are listed below:

Unapproved: Same as above. This request will remain in a pending status until a further decision is made.

Cancelled: Same as above. Cancelling ends the process and denies the request.You can cancel a request even if it has been approved.

Denied: Same as above. Denying a request ends the process and denies the request. You cannot deny a request after it has been approved.

Approved: Approved is an additional status with purchase requests. Approving the request lets the student know they can move forward with their purchase. This is the status you will want to select to approve the request to spend funds, but before they have actually been spent. The funds you approve will be marked asencumbered, and thus not be included in the organization's available balance when they review it or make an additional purchase request.Approving a request will allow you to apply transactions.Transactions affiliated with the request will first subtract from the encumbered balance.

Completed: As an admin, you can move the status to completed when when the transaction is completely finished.Once the purchase request iscompleted,any remaining encumbered funds from this request will be transferred back to the organization's available balance.

Note: All requests can be cancelled at any time up until a transaction is associated with the request. After the request has been approved, a transaction must be applied in order for the moneyto be moved in the system. See this article on applying transactions to finance requests for more information.

Review Finance Requests as a Stage Reviewer

If you are reviewing a request as a stage reviewer, this means you are looking at individual submissions made by members of your organization. To access these requests, switch to the Manage view and select your organization. ChooseFinance from the organization tool menu. Find the request you wish to review and select the "eye" icon next to the submission.

Here, you can review the submission, any additional details provided by the submitter, the transaction history, and the stage history. SelectChange Stage to move the request to another stage. This page also provides you with additional detail about the stage history of the request. You can select the stage from the dropdown menu and leave any comments you want to pass along.

As a stage reviewer, you can check back in with any request at any time to view comments left by other submitters or to change the stage of the request. Final approval for the request will come from your administrators.

Engage offers you convenient methods to host forms with personalized access, logic and reviewer options. Different types of forms offer advanced functionality and all forms are easily discoverable across Engage.

Discovering Forms

Most forms can be found within the applicable organization or branch page, but our Forms Directory makes this even easier. Simply click on theForms tab while on theExplore view of Engage.

creating forms

This page is personalized for each viewer. All forms that 1) you are able to submit and 2) are not hidden from the Forms Directory are shown to the user here. The list is completely custom-organized based on each individual user, making it easier than ever to find exactly the form you're looking for. In order, the user will see:

Any of their own in-progress submissions

Forms that have been featured by a community administrator

Forms hosted by branches that oversee organizations for which they are a member

Forms hosted by organizations they are a member of

All other forms

Organization and Branch Forms vs. Admin Forms

Organization leaders and branch administrators can create forms with conditional logic, personalized reviewers and even more great tools. Community administrators are also able to create forms with a few other key functionality points. Aside from the difference of access necessary to create the form itself, the two options also vary slightly in available features:

Discoverability

By default, "organization forms" will appear on their organization page as well as the Forms directory for any user able to complete the submission. In contrast, "admin" forms can only be found in the Forms directory (if not hidden) or by direct link.

Submission Restrictions

"Organization forms" created within theManage view of Engage in a branch or organization page can optionally restrict form submissions to just given positions within their organization. Note that any officer position with forms access will also be able to access the form.

In this example, only members with the position of "Staff Advisor" or "Student Staff" can complete a form submission. Unchecking these boxes will allowall users regardless of membership to submit the form.

An "admin form" or "community form" created within theAdmin view of Engage can optionally restrict form submissions to just organization primary contacts in given organization types. Enabling this feature means that only primary contacts in the selected organization types will be able to access the form and complete a submission.

Review & Approve Settings

All organization forms can be approved by any member of the organization whose position gives them full access to forms in that organization, any branch administrator and any community administrator with full access to forms. Individual forms can also have assigned reviewers who are notified of each submission and able to view the submission, provide a vote and optionally add a comment.Reviewers can be voting or non-voting. Voting on the submission will not approve or deny the submission, but instead provides a thumbs up or thumbs down indicator on the submission. Voting functionality is only available when the form requires an approval process.

All community forms must be approved by a community administrator with full access to forms community-wide. Individual forms can also have assigned reviewers who are notified of each submission and able to view the submission and optionally leave a comment. Reviewers can be voting or non-voting. Voting on the submission will not approve or deny the submission, but instead provides a thumbs up or thumbs down indicator on the submission.Voting functionality is only available when the form requires an approval process.

Note that community administrators also have additional functionality onany form, including featuring forms in the form directory.

Next Steps

Now that you have learned more about how forms work overall, next learn more about and the question types available to you.

The Finance tool uses a number of terms and it's beneficial to know the definition of each. Use the glossary below to learn about the different terms and what each of them mean.

Allocate

Payment

Transfer

Deposit

Encumbered Funds

Funding Request

Purchase Request

Finance Stages

Notifications

Finance Categories

Finance Types

Allocate

Description

Moving money from a General Ledger account to a Child account.

Notes

You can only create an ‘allocation’ transaction within a Child account.

Example

Allocating money from SGA (General Ledger account) at the start of the semester to an organization (Child Account) as their allotted money for the semester.

Payment

Description

Takes money and removes it from an account out of the site in order to pay someone or a vendor.

Notes

You can create payments fromboth General Ledger and Child accounts

Example

As an organization, we spent money for our organization’s event and now need to pay the vendor from the organizations account.

Transfer

Description

Moving money from one child account to another child account

Notes

You can transfer money between Child accounts. Can also make a transfer from a Child account to a General Ledger account.

Example

My organization had an event that was co-sponsoring an event with another organization. In order to share expenses, my organization transferred money from our account to their organization’s account.

Deposit

Description

Moving money into an account that is not already in the site.

Notes

You can create deposits to both General Ledger and Child accounts

Example

My organization did fundraising off-campus and now we’d like that money we raised to be put into our organization’s account.

Encumbered Funds

Description

Funds approved to be spent that have not yet been paid out by the organization, but are accounted for. These funds occur when a purchase request is submitted then approved, but no transaction has yet to happen. The amount is held in ‘encumbered funds’ until a transaction is created, which then will create movement of the money out of the account.

Notes

Encumbered funds only occur in purchase requests that have been approved - they do not appear with funding requests.

Example

An organization submits a purchase request because they spent my money for an organization related event. After this request is approved, the amount requested sits in ‘encumbered funds’ within the organization account. It sits here until a transaction is created from the approved request which will then move the money out of the organization account and to the payee.

Funding Request

Description

Request money to be moved into account through an organization page.

Notes

Funding requests have a 'completed' status - not approved. When a funding request is marked as complete, deposit and allocation options become available.

Campus administrators cannot editthe amount requested in a funding request but they can 'approve' a different amount. For example, if an organization requests $100, no money is moving at that point.The administrator could then approve this for $90. This is where the money actually moves.

This is an option within an organization's page and it is not required. You can disable funding requests for your site which will remove it from organization pages.

Example

My organization doesn’t have enough in our budget, yet we need more money for an upcoming event. Before spending money, we submit a funding request to SGA to see if we can be approved for money to be added to our account. During this, my organizations selects which account we want the money moved into.

Purchase Request

Description

Request money to be moved out of an account through an organization page.

Notes

Once the amount requested is approved, it is then to be paid (through payment or transfer) to someone else (person, vendor, or another org). This will move the money out of the account.

Purchase requests have an approve option before they are completed. This gives site administrators the ability to approve a purchase before an actual payment is made. After approving a purchase request, payment and transfer options become available. Once the payment is made, the request can be changed to complete.

This is an option within an organization's page and it is not required. You can disable funding requests for your site which will remove it from organization pages.

Example

We co-sponsored an event with another organization and now we owe that organization half the money they spent on rental equipment.

Finance Stages

Description

Finance stages allow you to mimic your office's workflow in the approval process for purchase and funding requests.Stages serve two purposes:

To review and make notes and/or recommendations

To move the finance request along to the appropriate stage, based on your internal workflow

Notes

You can establish a maximum of five stages. They can be used to track documentation post-purchase.

There isn't a requirement for each stage to be signed off in order to move forward. For example, a stage one reviewer could move a request to stage four, as long as that Position Template has access to both of those stages.

At this time, there are no notifications sent when a request moves stages.

Notifications

Description

Users who submitted requests will receive notifications when their requests have been approved, denied or canceled.

Notes

At this time, notifications are not sent to site administrators or users involved in finance stages.

Finance Categories

Description

As an administrator, you can use categories to describe the type of payment or deposit made in the site to an account. As a student, you can use categories to tag a request when they are submitting it so the administrator can see what the request is for. All categories are visible to the student when selecting.

Example

Income, correction, expense, initial deposit, supplies, food, or equipment.

FinanceTypes

Description

Describe how the payment was made in the site.

Example

Cash, check, or university transfer.

Budgeting enables campuses to manage the annual budgeting and activity funding of the organizations on campus. It will adapt to a variety of budgeting procedures and is powerful enough to replace traditional methods of manual record keeping. Budgeting permits both organization and individual budget requests depending on process settings.

Define your budgeting process

The first step in using Budgeting is to define your process. You can have any number of Budgeting Processes open at one time, and all will be available as options for organizations and/or individuals.

To create or modify a budgeting process, navigate to the "Admin" area of your site. Next, choose "Budgeting Processes" from the Finance drop down. In order to create or modify a budgeting process, a user must have "Full" access to theFinance Community Limited Admin permission.

Select the process you would like to modify or choose+Create Process to make a new budgeting process.

Next, complete the provided form. Here’s a quick breakdown of the fields:

Form field

Description

Process Name

The title of your budgeting process. This is visible to users and organizations submitting budget requests.

Description

More information about the purpose of your budgeting process.

Process Availability

Determine if the budgeting process is active or not.

Restrict Submissions by Date

Determine the time period when the budgeting process will be open.

Submissions Accepted From

Determine who is able to submit budget requests.

Additional Information

Determine if you’d like to set up custom questions.

Request amount

Determine if you’d like users to request one amount of money or provide line items as an option.

After you complete the first page, you cannot make any changes to the last three settings so make sure everything looks good before moving forward! When you’re ready, click the Next button in the bottom right of the page. The next pages you see depend on what you defined in your settings. For example, you will only be asked to set up additional questions if you opted to include them.These are the additional pages you may be asked to complete:

Page name

Description

Custom Questions

These questions will be presented to the user completing a request under your budget process. Typically, this is used to find out more information about the money they’re requesting.

Budget Template

Determine how you want users to format the money they’re requesting. If you chose "multi-line budget" on the previous page, you can set up multiple budget items, each with sub-categories, then line items. Think of budget items as your overall category and users can choose which budget item to request money from. After they choose a line item, they’ll be prompted to complete each section. You can choose to make them optional or required. You can also set up a description and minimum/maximum amount for each section and line item.

Workflow

Determine the workflow for incoming budget requests. You can establish a multi-step process with a different set of reviewers in each location. Determine how much power each set of reviewers has, from their ability to approve or deny a request to moving the request to a different step in the process. You can also give them the ability to edit the amount requested within each submission.

When you’ve finished editing your finance process and you’re ready for it to go live, check your active setting and the open and close dates. If these settings are correct, your finance process will be available for individuals and/or organizations when they go to make a new request.

Manage Incoming Requests

Reviewers can access incoming requests under the "Manage" tab. If the reviewer has submissions available for their review, these will appear under theBudget Requests column. You can also select "View All" here to filter requests, export request lists, or browse approved and denied requests.You can export the request list to a .csv (containing all requests) or PDF (filtered to the existing list).

The request list displays the request ID, current step, name, submitter, and amount are provided for each request.Click on a request to jump in and see more information. Use the tabs provided at the top of the page to switch between basic details about the request, additional information (your custom questions) and the budget request itself. The first tab also allows you to view the request history and move the request between stages, depending on your permission level. You can also manually add a reviewer to the current step as needed. Under the "Request History" header, you can add a comment to the request and specify its visibility to either requester and reviewers, reviewers only, or as a private note.

As an administrator, you should see the option to approve (if it's on the last step) or deny the request. If your campus uses theOrganization Accounting module in addition to theBudgetingmodule, an administrator can elect to create an allocation into the designated account upon approving the request:

Custom questions can be created to gather more information from a user during the budgeting request process. These questions will be presented to the user completing a request.

To create custom questions, navigate to the Custom Questionstab of your budgeting request process. You can begin adding custom questions by selectingAdd New Item orAdd Question on this page.From the dropdown, select the question type you wish to use.

You can create the following question types:

Question Type:

Function:

Single Select

Multiple choice question that only allows users to select one option.

Drop Down List

Multiple choice question where users can only choose one option. The difference between the drop down and radio button options is that the user has to click the drop down to view the available choices. This choice is preferred

Multiple Select

Multiple choice question that allows users to choose more than one option.

Textbox

Open text response. Alter the number of rows to provide the user a larger space to write in for longer answers. You can also use the Textbox question to utilize validation, ensuring a specific format is entered.

Multiple Textbox

Open text response. Alter the number of rows to provide the user a larger space to write in for longer answers. You can also use the Textbox question to utilize validation, ensuring a specific format is entered.

Instructions

This is your method of providing additional instructions or information to the user. Instructions do not require any action on the part of the user.

If you have already created multiple pages of custom questions on this process, the page you land on after selecting theCustom Questions tab will look a little different. Before creating custom questions, you will first need to select the page where you would like to add or modify questions.

You can also name your page by selecting theProperties button while on a specific page of questions, allowing for easier future navigation.

Adding Display Logic

You must have at least two pages in order to utilize display logic. You can create additional pages by selecting the "Insert Page Before" or "Insert Page After" button:

Display logic allows a specific page to appear only under specific conditions based on how the submitting user answers other questions in the form. Navigate to the page that you would like to only appear to certain users. SelectProperties and choose theDisplay Logic tab. Select the+Add Condition button. The page will present you with a drop-down list of all available options, which includes all questions in the form prior to the page you’re currently viewing. After you choose a question, pick an answer choice and then complete the logic statement (i.e., show the page if the answer choice to this question is selected or not selected).

If your campus utilizes the Organization Accounting and/or Budgeting features, you will be able to submit financial requests for your organization. All requests must be approved by a campus administrator. Purchase and Funding requests are included in the Organization Accounting module, and Budgeting Requests are included in the Budgeting module.

To access Purchase, Funding, and Budgeting requests, switch to the Manage view of your organization, open up the organization tool drawer, and select Finance.This option will only appear for you if 1) your campus has configured your organization to have access to finance requests and 2) you hold a position in your organization with organization-level access to Finance. The exception to this is for community and branch administrators, who can view and make requests in all organizations within their domain.

Purchase Requests

A purchase request is a record of money that is being spent from your organization account for either specific or general amounts. To submit a purchase request, once you have accessed your organization finance page, click theCreate New Request drop-downfollowed by "Create Purchase Request."

Enter the required information as accurately as possible. The Payee contact information should be the contact for whoever should be receiving the payment from your campus. If your campus utilizesBudgeting, note that you can also tie your request to a line item from an approved budget for your organization.

When all information has been entered, click Submit Request. Your campus administrator will review the purchase request and will contact you with any questions. The status of your requests will be shown on the Purchase Requests tab.

Funding Requests

A funding request allocates money to your organization or is a request for additional general funds for your organization. To submit a funding request, once you have accessed your organization finance page, click theCreate New Request drop-downfollowed by "Create Funding Request."

Enter the required information as accurately as possible, and click Submit Request when you have finished. The status of your requests will be shown on your Funding Requests tab.

If your campus uses the "Budgeting" module in addition to the "Organization Accounting" module, you can also elect to link your purchase request with a line item from an approved Budget. This will pre-populate basic information into the request and provide the administrator with a link back to the details of your approved budget. The system will also inform you of the total amount of your request compared to the approved amount for the line item you identified, noting if the request exceeds the total approved amount.

NOTE: These requests are only a record of your requests and do not represent your actual account balances of the movement of actual funds.

Budget Requests

A budgeting request formats a request for organization funds to a budget template, typically breaking up the request into multiple line items and possibly pages.To submit a budget request, once you have accessed your organization finance page, click theCreate New Request drop-downfollowed by "Create Budget Request."

Next, you will see a list of all currently available budget processes. Select the appropriate process to begin your request. Enter the required information as accurately as possible and clickSubmit when all details are complete.

Accounts

There is a third tab on the Finance page for your organization that displays information about your accounts.

The Available Funds amount changes when finance requests are approved for the account. The Available Funds are what decisions should be based off of when making finance requests.

The Balance will changewhen Payments or Transfers are attached to the finance requests.

Finance Types are used when creating a Deposit or Payment transaction to describe the method in which the money was transferred in the Finance system. Some common examples include Cash, Check, and University Transfer. Some campuses even create Finance Types to represent specific procurement cards so that they can more easily cross-reference credit card reports with organization finance history later.

Adding a new Finance Type

Head to the Adminview and select the Finance drop down, then choose Finance Types under the Settings heading.

Existing Finance Types are displayed on this page, as well as a space to name and add a new Finance Type.

Editing or Removing Finance Types

To edit an existing Finance Type, select the name from the list on the left hand side. Make your desired edits, and select Save to return to the list with your updated option.

To delete an existing finance type, select the red X to the right of the finance name. From the next page, you'll need to select which Finance Type will need to replace the existing one assigned to any requests with that type. Once you've made your selection, simply hit Save to return to the types list.

Finance categories allow you to keep track of where the money your users are requesting is actually going! Users will be prompted to select a category when they submit both purchase and funding requests using the Finance tool. This information will also be available in your reports, allowing you to look holistically at how money is being spent over time. Examples of finance categories include travel, equipment rental, food, and merchandise.

To create your finance categories, go to your Adminview, select the Finance dropdown menu, and select Finance Categories.

A list of your available categories will appear as well as a space for you to name and add new finance categories.

You can edit any of these categories by clicking on its name, or delete categories using the red X. If you delete a category, you will be prompted to replace that category with another that will remain in existence. This ensures that all funding and purchase requests will remain tied to a category in your site.