In your student years, many of you participated in campus-related activities such as intramural sports, student clubs, student government, or athletics. \u00a0You probably categorized all of these under the term “extracurricular,” and considered their benefits to range from stress relief to social networking–anything to get as far away as possible from grueling academics. Chances are you never thought of these as activities for serious student learning. \u00a0If you were told that the activity had student learning outcomes and that you would be assessed after participating, you might have thought twice about signing up! \u00a0That was certainly my case.<\/p>\n
As an educator now and as I have been involved in CU’s reaffirmation of accreditation, I am rethinking the role of\u00a0all the activities and experiences that I have previously lumped together as “extracurricular.” \u00a0In our HLC Criteria and Core Component questions\u00a0that the Steering Committee are\u00a0busy answering, there is no mention of extracurricular activities; however, there are several places where the term “co-curricular” and “co-curricular assessment” are mentioned.<\/p>\n
So what’s the difference and why the\u00a0emphasis on co-curriculars? According to\u00a0Merriam-Webster, \u00a0“extracurricular is used to describe extra activities (such as sports) that can be done by the students in a school but that are not part of the regular schedule of classes.” \u00a0Co-curricular, according to the Glossary of Educational Reform, “refers to activities, programs, and learning experiences that complement, in some way, what students are learning in school\u2014i.e., experiences that are connected to or mirror the academic curriculum.”<\/p>\n
The HLC Guiding Values, the underlying philosophy that drives the Criteria and Core Components, state, “A focus on student learning<\/span><\/strong><\/em> encompasses every aspect of students\u2019 experience at an institution: how they are recruited and admitted; costs they are charged and how they are supported by financial aid; how well they are informed and guided before and through their work at the institution; the breadth, depth, currency, and relevance of the learning<\/span> they are offered; their education through co-curricular<\/span> offerings<\/strong><\/em>; the effectiveness of their programs; what happens to them after they leave the institution.” (emphasis mine)<\/p>\n Because of the emphasis on the educational value of the overall experience of students enrolled in a university, HLC wants to know how students learn from not only academics (curriculars) but also from co-curriculars. \u00a0At Cedarville, we offer many activities, organizations, and distinctive experiences outside of the academic area that provide excellent opportunities for student learning. \u00a0In order to document this, however, each organization or activity needs to have clearly stated student learning outcomes that align with the University Mission Statement along with a way\u00a0to assess those outcomes.<\/p>\n During June\u00a0the Steering Committee Leadership group met with a number of leaders around campus that are responsible for co-curriculars. \u00a0We are very excited about the innovative ways these leaders ensure student learning and are developing means to assess the outcomes.\u00a0One of these outstanding areas is Student Life Programs, led by Brian Burns, Director of Student Life Programs, under the direction of Jonathan Wood, Vice President for Student Life and Christian Ministries. \u00a0\u00a0\u00a0These programs have processes in place that tie all of their student groups to mission-driven goals and outcomes. \u00a0They are very intentional about what they want students to learn and how they go about achieving that.<\/p>\n The Student Life Programs’ Mission Statement emphasizes “lifelong leaders who influence” in an arena of programs that are “distinctively Christ centered.” This reinforces the University Mission as a “Christ-centered learning community equipping students for lifelong leadership.” Based on these, the commitment of Student Life Programs is to develop students into lifelong leaders. \u00a0They accomplish this through mandatory training offered through several CU LEAD programs. In order to ensure that learning\u00a0takes place, the leader of each student-led group event, program, or service must complete\u00a0a “3P’s Report” which establishes its\u00a0purpose, procedure, and plan. This report must be submitted to and reviewed by the Director or Assistant Director of Student Life Programs BEFORE\u00a0any planning begins. \u00a0The purpose “provides the framework for accountability and assessment” of the event, program, or service. \u00a0This report becomes the basis for a SWOT analysis (Strengths, Weaknesses, Opportunities, Threats) conducted by the group AFTER the event. \u00a0Each member of the group is required to submit 2-3 strengths, weaknesses, opportunities, and threats, which is then compiled and completed\u00a0by the leader of the group. The procedure for analysis utilizes the Student Life Programs Mission, the student learning outcomes<\/strong><\/em> for the group (which are aligned with the\u00a0Core Outcomes<\/a>\u00a0of the Student Life and Christian Ministries division), and the actual event, program, or service. This formal process allows the Director of Student Life Programs, the leader of each group, and each member of the group to assess how well the event, program, or service supported the Mission and student learning outcomes.<\/p>\n We’re excited about co-curriculars at CU! \u00a0We should be proud of and thankful for all those leading and laboring in areas such as Global Outreach Domestic, Global Outreach International, Heartsong, International Programs, International Study Abroad, Athletics, Intramurals, and others. I hope that you will have a new respect for all the student activities and groups happening at Cedarville. They’re not extra–they’re CO-curricular. \u00a0They all contribute to producing graduates who 1) Glorify God, 2) Think Broadly and Deeply, 3) Communicate Effectively, 4) Develop Academically and Professionally, and 5) Engage for Christ.<\/p>\n For your reference, the following Criteria Core Component statements require evidence that we take our co-curricular offerings very seriously and that we are intentional in ensuring that all students achieve the learning outcomes that we state. If you would like us to learn more about co-curriculars offered in YOUR area, please do not hesitate to contact us at syang@cedarville.edu or leave a comment to this post.<\/p>\n 3.E.1. Co-curricular programs are suited to the institution\u2019s mission and contribute to the educational experience of its students. <\/p>\n","protected":false},"excerpt":{"rendered":"In your student years, many of you participated in campus-related activities such as intramural sports, student clubs, student government, or athletics. \u00a0You probably categorized all of these under the term “extracurricular,” and considered their benefits to range from stress relief to social networking–anything to get as far away as possible from grueling academics. 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\n4.B.2. The institution assesses achievement of the learning outcomes that it claims for its curricular and\u00a0refers to activities, programs, and learning experiences that complement, in some way, what students are learning in school\u2014i.e., experiences that are connected to or mirror the academic curriculum and co-curricular programs.
\n4.B.3. The institution uses the information gained from assessment to improve student learning.<\/p>\n