The purpose of this mixed methods study was to conduct a participatory program evaluation of student engagement assessment in Colorado State University's (CSU) Warner College of Natural Resources (WCNR). The college requested the evaluation after completing two pilot studies of undergraduate engagement which led them to consider establishing the Milestones Assessment Program of Student Engagement (MAPSE). WCNR leadership sought to determine (a) the mission, goals, and objectives of assessing WCNR student engagement; (b) how the goals and objectives aligned with CSU's and WCNR's strategic plans; (c) the variables, measures, and outcomes of student engagement assessment in natural resources at CSU; (d) how electronic and classroom survey administrations of WCNR undergraduate student engagement compared; and (e) the operational elements required to support MAPSE. The evaluation was to address these five areas, determine whether an electronic or classroom survey format was best suited for administration in the college, and recommend what survey interval ought to be observed. In conducting the evaluation, administrations of electronic and classroom surveys generated assessment data that were analyzed as an extension of the study. It was found that WCNR was well-positioned to go forward with establishing MAPSE. The college had mission, goals, and objectives for assessment of student engagement which aligned with CSU and WCNR strategic plans. The evaluation identified practices, indices, and themes of WCNR student engagement for use in MAPSE surveys, and survey findings provided college leadership baseline data to develop outcomes for undergraduate engagement. Both electronic and classroom survey administrations produced acceptable samples for assessment of WCNR student engagement, with the electronic survey having a more representative sample of students by department and the classroom survey having a more representative sample of students by sex. The electronic survey incurred fewer direct costs of time and human resources. It was recommended that either survey be administered under MAPSE and survey intervals not interfere with other campus-wide survey administrations at CSU. Analyses of the survey data revealed that WCNR students found the college's practices of engagement important and satisfying. As student satisfaction with course opportunities, faculty advising, and development as natural resource professionals increased, their intent to persist and sense of success in the college and their majors increased. Student satisfaction on development as natural resource professionals was the only variable to consistently influence student persistence and sense of success in the college and their majors. "Study findings indicated that besides" educationally purposeful activities associated with student engagement, "professionally purposeful" activities influence natural resource student persistence and success. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]