Student Affairs
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Using Co-Curricular Mapping to Promote Student Learning Outside the Classroom


Duration: 1 hour
Facilitator: Dr. Adam Peck
Price: $98.00

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OVERVIEW:

A student majoring in communication doesn't take public speaking every year. They likely take this class once at the beginning of their program and then takes progressively complex courses that help them reach a deeper understanding of communication across their time at the institution. This may lead some to ask, can student affairs practitioners truly claim to offer a "co-curriculum" if we don't ensure that students will gain different and more complex skills from their experiences outside of the classroom during their entire time at the institution?

In Learning Reconsidered, Keeling (2004) and his contributors were among the first to see a need to holistically map the learning environment both inside and outside of the classroom, writing, "It is quite realistic to consider the entire campus as a learning community. Mapping the learning environment for sites in which learning can occur provides one approach to supporting transformative learning that identifies strength in collaboration - linking the best efforts of educators across the institution to support student learning" (p 14). While the practice of mapping the co-curriculum appears to be gaining some traction (as evidenced by webpages of a variety of student affairs programs around the country), we lack a systematized approach to conduct these mapping exercises and few if any programs reflect an integration of classroom learning with learning outside of the classroom.

When many in our field still labeled what we do "extra-curricular," there was little need to map learning. For many, this wasn't the point of these experiences. They were intended to provide students with productive ways to use their time outside of the classroom, to make friends and perhaps learn something that might be useful to them throughout their life. But in this context, evidence of learning that was little more than anecdotes more than sufficed to tell our story. But if we wish to play a larger role in student learning at our respective institutions, we must find the ways that learning inside the classroom intersects with learning beyond the classroom.

This session will provide step-by-step instructions for conducting co-curricular mapping. This process can help clarify how students experience our educational offerings and ensure more deep and robust learning over time.

LEARNING OUTCOMES:

  • Career Development/Career Services Professionals
  • Student Activities Professionals
  • Student Organization Advisors
  • Student Affairs Assessment Staff
  • Mid-Level Professionals
  • Senior Professionals

WHO SHOULD ATTEND:

  • Career Development/Career Services Professionals
  • Student Activities Professionals
  • Student Organization Advisors
  • Student Affairs Assessment Staff
  • Mid-Level Professionals
  • Senior Professionals

INSTRUCTOR BIO:

Dr. Adam Peck has served as Assistant Vice President and Dean of Student Affairs at Stephen F. Austin State University in Nacogdoches, Texas since 2008 and has been a student affairs practitioner for more than 20 years. He currently serves as President for the Texas Association of College Personnel Administrators (TACUSPA) and as State Director for Texas of the National Association of Student Personnel Administrators (NASPA). He has previously served as Chair of the Texas Deans of Students Association. His book, "Project CEO: Demonstrating the Impact of Cocurricular Experiences on the Skills Employers Demand" is being published by NASPA Press and will come out in early 2017. He is the author of more than twenty scholarly articles, five book chapters and has presented more than seventy-five national and international webinars.

He earned a Bachelor of Arts in Theater from Lewis University, a Master of Arts in Speech Communication from Southern Illinois University at Edwardsville and a Doctor of Philosophy in Educational Administration from The University of Texas at Austin.


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