Program Engagement Checklist

We encourage staff to consider this checklist that will guide the process towards successful student engagement in different programming.

Design

• Diverse and relevant student voices are embedded within the leadership, development, delivery, and feedback process of the program (e.g., 2SLGBTQ+ students with intersecting identities are involved in programs that support individuals who have not come out).
• Accessibility and accommodation, inclusivity, cultural safety, and anti-oppressive lenses are applied in all areas of program planning, delivery, and evaluation.
• Students are offered alternate ways of participation (e.g., virtual methods are available and provide a very similar experience to in-person programs).
• Location and timing of programs is accessible as well as convenient to students’ schedules as much as possible.

Promotion and Marketing

• Students are aware of the service/program that is offered through multiple channels
  that receive a lot of traffic (e.g., use both social media and have in-person promotional booths in an active manner).
• The service/program and its objectives are clear, either through its name or promotional description
• There is active promotion of the service/ program to the target demographic and
  in relevant environments (e.g., marketing supports for nursing students within a nursing class).
• Marketing based on student demographic (e.g., how can promoting programs to male athletes differ from promoting programs to student leaders?).
• Staff and faculty are involved to maximize the reach to students (e.g., collaborating with faculty to present information during class).
• Any barriers to access are clear in all the promotional material (e.g., a room that is only accessible by stairs).

Delivery

• Program delivery can be easily adapted to student interests (e.g., activity driven conversations on mental health, such as a cooking class or paint night as the backdrop).
• Provide food or beverages during the program for the attendees.

Evaluation

• Program attendees are able to complete evaluations with ease and they are provided with an incentive whenever possible.
• Evaluations ask questions related to barriers to access, retention, types of compensation, success in promotion and helpfulness of the service/program to actively address them.

Other

• Students who are involved in the program in any capacity are fairly compensated.
• Student incentives are clear, appropriate, and useful (e.g., micro-credentials that are recognized within resumes).

Notes