Training on developing a co-curriculum

Student AffairsCo-Curriculum

Stan DuraGeneral Co-Curriculum Training

2/4/13

Stan Dura 1/14/13

Agenda

• Introduction• Vision and Purpose– Establishing the best practice– How mapping fits in

• Learning and Instructional Design• Mapping Spreadsheet

Check in

• Using the slips of paper –– Please describe what a SA Co-Curriculum is.– Please describe how learning occurs inside the

mind

Vision and Purpose

Stan Dura 1/14/13

Introduction

84% of a students college education happens outside the classroom.

Introduction

Student Affairs has increasingly tried to be intentional about that 84%.

Introduction

Curricula originally defined:• The course of deeds and experiences through

which children become adults (Bobbit, 1918)

Curricula currently defined:• Set of courses at a school• Prescribed set of progressive courses to an end

Introduction

Student Affairs Co-Curricula:• Attempt to stretch current focus on courses to

again recognize the broader formal and informal learning experiences

Student Affairs Co-Curricula defined:• ???????

Examples

Pittsburg – “Outside the Classroom Curriculum”• Admittedly “aspirational”• 10 OCC goals (Leadership, Pitt Pride, Wellness, Arts, etc.)

– Requires Emerging Leaders program for Leadership– No requirements for wellness or Pitt Pride

• Self-Plan & Checklist (with registration & tracking of experiences)

• Transcript and Cord of Distinction

Examples

UTEP – “Mine Tracker”• Billed as “roadmap to success”• 3 levels – Entering, Engagement, Leadership• 4 areas (Career Devo, Civic Eng., Global Awareness, Personal Enrich.)

– Attend Career Fair (Entering level)– Attend a leadership conference (Engagement level)

• No tracking or record (despite the name)

Examples

Slippery Rock – Co-Curricular Experience Prg.• 9 areas (Career, Leadership., Ideas & Beliefs, Communication, etc.)

– Must participate in a total of 144 experiences (appx. 2-3 hours weekly)– 20% can be completed in Orientation alone

• 8 areas mapped to Gen Ed outcomes and Strategic Planning Trends

• Transcript

Examples

Penn State– “EDGE”• 6 areas (Knowledge Aquistn., Cognitive Competency, Leadership, etc.)

– Many formal experiences also available online– Intent is to offer formal Certificates in some of the 6 areas

• No tracking (as of yet)

• Known for Learning Portfolios – integration?

Examples

Pair or triple up

What are the common themes between the different examples here and what you may

know of elsewhere?

Examples

Common Themes• Each has learning areas• Experiences are conceptually tied to areas• Assessment not featured prominently• No evidence of learning– Any themes missing?

Our Vision

Imagine yourself…

With a pitcher of water –

Our Vision

Imagine yourself…

And your pouring water into many glasses

Our Vision

Unless we attend to each glass,

The amount in each glass is unequal…- some that were in the right place are full- most have a little in them- some have none at all

Our Vision

Would this be just and equitable if people were paying you for that water?

Our Vision

We want students to have an

“Outcomes Record”that documents the

degree to which they have achievedthe outcomes

Our VisionJessica Duck

Thinking and Reasoning

Thinking and reasoning encompasses critical thinking, decision making, and problem solving skills, as well as the ability to think and reason reflectively.

18 Experiences Beginning Competent Accomplished Exemplary

Competency

Personal Enrichment

Personal enrichment involves many of the practical skills needed to be successful, including communication, self awareness, planning and organization, etc.


Competency

Leadership

Leadership is one of the most vital competencies in today's world and invovles not only knowledge of leadership practices, but also an understanding of group dynamics, social responsibility, managing change, and more.


Competency

Our Vision

What the “Outcomes Record” involves• Tracking• Well defined, consistent outcomes• Competency assessment• Makes 2 other subtle aspects essential – Instructional design of learning experiences– Learning theory

Our Vision

Why are instructional design and learning theory essential?

• Understanding how to design experiences that develop & demonstrate specific competencies

• Understanding how learning occurs in the mind so learning experiences can engage those processes intentionally (not by chance)

Why mapping?

• Mapping is now an expected process of connecting learning outcomes to the broader outcomes of the curriculum and university mission

• Helps to specify specific behavioral outcomes from broader learning goals and objectives

• It helps ensure alignment among many different areas and agendas

Why mapping?

Why mapping?

Why mapping?

Why mapping?

• Understanding of the learning experiences– Do outcomes specify the behavior to be

demonstrated?– Is the experience designed for learning or

teaching?– Are there sufficient experiences for each domain?– Is the experience intended for introducing,

developing or mastering a competency?

Why mapping?

• Understanding of the learning experiences– What we found was that many staff did not

understand how learning occurs– Thus, they did not understand how to intentionally

engage the cognitive activity necessary for learning

Why mapping?

• Understanding of the level of cognitive activity– Are we engaging students in higher order skills?– Are the cognitive requirements staggered

appropriately?

– What we found was that many staff did not consider how students were thinking about or making meaning about the content.

Why mapping?

• Understanding our assessment– Is each student tracked and evaluated?– Is the measurement appropriate and useful?– Are there outcomes without measures?

– What we found was that most efforts had no assessment and those that did were mostly self-report and satisfaction based.

Why mapping? First Year Sophomore Junior Senior

Leadership

Visit Holden Center (1) Join a Club/Org (1) Leadership Workshop (1,2) Club/Org Leader (1,2)

Join a Club/Org (1) Leadership Workshop (1,2) Club/Org Leader (1,2) Resident Assistant (1,2,3)

Leadership Workshop (1,2) Club/Org Leader (1,2) Resident Assistant (1,2,3) SH Advisory Council (1,2,3)

Hall Governance (1,2) Get a job at…. (1) SH Advisory Council (1,2,3)

Club/Org Leader (1,2) Get a job at …(1,2)

Get a job at…. (1) Resident Assistant (1,2,3)

Get a job at …(1,2) SH Advisory Council (1,2,3)

SH Advisory Council (1,2,3)

Resident Assistant (1,2,3)

Personal and Professional

Success

Meet with Personal Trainer (1) Maintain Fitness routine (1,2) Career Fair (1,2)

Meet with Nutritionist (1) Maintain Fitness routine (1,2) Career Fair (1,2) Internship (2,3)

Explore the Rec Center (1) Develop your Resume (1,2) Practice interviewing (2) Become a Personal Trainer (1,2,3)

Meet with Personal Trainer (1) Career Fair (1,2) Internship (2,3)

Maintain Fitness routine (1,2) Become a Personal Trainer (1,2,3) Become a Personal Trainer (1,2,3)

Become a Personal Trainer (1,2,3)

Break

Learning & Instructional Design

Stan Dura 1/14/13

Learning by Design

• Developmental Frameworks

• Help us understand the result of learning – not learning itself

• Chickering & Reisser • Multiple Identity Dev. models• Leadership Identity Model• Kohlberg and Gilligan• Bandura

• Kegan• Sanford• Perry• Baxter-Magolda• Kolb, Myers & Briggs

Learning by Design

• Learning and Development– Inseparable– Virtually indistinguishable in the brain

Why do we tend to separate them?

Learning by Design

• We tend to see Learning and Development as separate...

– Because we do not understand learning.

• Development is the manifestation of learning

Learning by Design• Examples– Perry’s schemes = Conceptual Change, epistemology

• How one’s views on the nature of knowledge as one learns the complexities and relationships between theory, truth, values, etc.

• From dualism to pluralism• These views are the manifestation of developing more

complex constructs around truth, theory, values, etc.• It is part of larger bodies of research – Conceptual

Change, Epistemology

Learning by Design• Examples– Leadership Identity Model= Conceptual Change /

Cognitive Belief System• How one’s views of themselves as leaders moves from a

hierarchal, leader centric view to a more cooperative and relational one.

• This trajectory is a manifestation of developing more complex constructs around leading and working with others.

• It is part of a larger body of research – Conceptual Change and involves our Cognitive Belief System

Learning by Design• Examples– Bandura & Baxter-Magolda = Self Efficacy• Increasing awareness and cognitive control of our

internal states• Self efficacy is our perception and control of these as a

unified sense of self.• This increasing awareness is the manifestation of the

natural maturation of the brain• The sense of self and control within cognitive science is

called Executive Control or Agency

Learning by Design• Examples– LID= Conceptual Change / Cognitive Belief System– Bandura & Baxter-Magolda = Self Efficacy

• Both dependent on biological maturation– only through learning, though, is the development

manifested.

Learning by Design• Even though my brain matures

– I may have very poor awareness of my personality– I may continue to think dualistically– I might not be able to control my emotions well– I may not view relational leading as good leadership

• However I might learn– How to recognize my behavioral/emotional tendencies– That knowledge is relative and truth is plural– How to recognize my emotions and manage them– That using different approaches to leadership gets different

results

Learning by Design• Implications of Learning Theory– Learning is a complex and extended process of

discovery, understanding and mastery– Learning is rooted in how we make meaning

• Prior knowledge influences what we perceive and how• It also influences the meaning we make from it• Active learning is really about active cognition

– The development of agency – conscious awareness and control of one’s internal states is critical

– The ability to transfer learning from one setting to another is the ultimate goal

Learning by Design• Key Relationship between Academic Learning

and Student Development – Key goal of academic learning is Transfer to the

real world and the field– Key goal of much of what Student Affairs does is to

develop Self Authorship, or Agency

– Agency is critical to transfer – and vice versa

Learning by Design• To understand how to design learning

experiences…– We have to understand how learning occurs

How We Learn

Sensory information either external or internal

How We Learn


Sensory Register

•Gatekeeper of information that our brain and mind attend to

•It evaluates incoming data based on prior experience, immediate goals, and prioritizes

•Little if any conscious awareness

The Sensory Register

How We Learn


Sensory Register

Immediate Memory

Immediate Memory Provides a mechanism to attend to information in the short term without expending much energy

Active for just a few seconds

How We Learn


Sensory Register

Immediate Memory

Working Memory

Working Memory

Provides a mechanism for extended concentration on a limited amount of information

5-9 bits/chunksUp to 30 Seconds, extended with attention up to ~20 minutes

How We Learn

Long Term Storage /Cognitive Belief System•What makes sense and what we find meaningful is committed to long term storage (LTS).

•Information stored in LTS becomes integrated with our Cognitive Belief System, including our various identities or senses of self.

Long Term Storage & Cognitive Belief System

How We Learn


Sensory Register

Immediate Memory

Working Memory

Long Term Storage & Cognitive Belief System

Information discarded or lost

Sense and

Meaning

Past Experience & Goals

Learning by Design• Implications of Info Processing Model– We are not conscious of all the processing that goes

on in the mind• Brain constantly processing info from different sources• The more we can make meaning making conscious the

better (same is true for all our thought processes)

– New knowledge is mediated by prior knowledge• New knowledge must make sense and have meaning

within the framework of the old paradigm

– One shot, short-term learning experiences are ill-suited for the extended process of learning.

Learning by Design• Implications of Info Processing Model– Assessing learning immediately after an experience

is assessing Working Memory more so than Long-Term Memory

– As we make meaning, we construct mental models of everything we learn, ourselves, the world, etc.• Identity is actually an (almost entirely) unconscious

summation of all our models and their meaning to us• The more we can become conscious of our mental

models and the meaning they hold the better

Cognitive Load• Cognitive Load refers to the amount of

information the mind has to process within a given context– Processing perceptual stimuli (sight, sound, touch,

inner thoughts) simultaneously– Overload happens when• Listening to and reading language simultaneously• Reading text and decoding visuals simultaneously• Lack of augmentation with complex content

– Compensate with scaffolding & Augmentation

Cognitive Load• Scaffolding and Augmentation– Tools that help reduce the cognitive load• Audio instead of text narration• Partially worked examples (problems, case studies, etc.)• Peer mentors (more experienced others)• Sequencing practice (master 1st step, move to 2nd)• Concept Maps• Appropriate visuals or diagrams• Technology (paper, tablet, laptop, smartphone, etc.)

Mental Models or “Schema”

Take a quick look at the next slide…



What did you see?


Take a quick look at the next slide…



What did you see?


• A sculpture representing “transgenic horror” from genetically modified foods

• Modern day pirates from Somalia


• Our mental models – schema – consist of all the major associations we form around a particular concept.–Strong schemas• What a family is…• Pirates & Pirate ships• Police, Firefighters & related vehicles• The right way to drive


• Implications related to Mental Models– Learning is the process of constructing and revising

our mental models– Learning experiences that engage learners in

consciously examining their mental models are often the most impactful

Bloom’s Taxonomy

• Engaging learners in higher order thinking, often requires them to actively analyze and construct mental models

Bloom’s TaxonomyCreate

Integrate

Analyze

Apply

Understand

Remember

Meaningful Learning(Engages mental models)

Rote Learning(Reproduce info)

Bloom’s Taxonomy

• Pair or Triple and discuss– 2 to 4 learning experiences or tasks that represent

the bottom, middle and top levels– Create– Evaluate– Analyze– Apply– Understand (comprehend)– Remember

Transfer

• Higher order thinking necessary for effective transfer– Applying algebra and fractions to grocery shopping– Applying the scientific process to troubleshooting

electronics– Applying interviewing tips to a networking event– Applying knowledge of self to choosing a career

Transfer

• Near Transfer– Things that are pretty standard or procedural– Taking blood pressure– Documenting a violation– Typing on a QWERTY keyboard or typewriter

• Far Transfer– Things that vary or are dependant on context– Interviewing for a job– Negotiating politics in the workplace

Transfer

• Teaching for Transfer– Near– Teaching how to solve a specific problem

– Far– Teaching a general model of problem solving and then

showing how to apply & adapt to different problems

Designing Learning Experiences

Develop Program

Link to theory

Relate to an

outcome that seems

relevant

Give a survey

Rinse and Repeat

Common (bad) Practice


• 5 ContextsLearner

Knowledge

ProcessAssessment

Community


• Perfection…Learner

Knowledge

ProcessAssessment

Community


• More commonly…Learner

Knowledge

ProcessAssessment

Community


• Learner – the context of the learner– internal, external and environmental

• Knowledge – Prior and new knowledge• Process – Engaging active cognition and

meaning making (tools, activity, experience, etc.)

• Assessment – Best way to assess competence • Community – social norms around learning– Multiple memberships, multiple influences

Example Design Process

Outcome (grounded in

theory, mission, &

prior evaluation)

Learner, Community

& Knowledge

Design Experience (Process)

Design Assessmen

tImplement & Evaluate


1. Outcome • What do we want students to learn?• Macro goal – Learn how to successfully

complete a job search• Micro-level outcomes• Create an appropriate résumé• Apply effective interviewing strategies


2. Learner, Community & Knowledge• Consider the learner and their community– Age, prior experience, special needs, etc.– Goals and expectations from the experience– Prior knowledge, pre-requisite knowledge, etc.– Cultural norms around learning, work norms, etc.


3. Design the Experience• Develop the cognitive activity needed to

achieve the outcome (not the goal)

– Does the activity engage higher order thinking skills?

• Develop helpful tools and aids – What tools & learning aids would help? (scaffolding)


4. Design the Assessment• How will you assess each learner?• How will you evaluate how well each learner

performed the learning outcome?– Rubric (to evaluate a performance or paper)– Test of knowledge and understanding– Performance evaluation (employment)– Combination of methods

• How will you assess satisfaction, expectations, etc.?


4. Implement and Evaluate• Did the experience go as planned?• Could anything be improved next time?• To what degree were LOs met at the

individual and group level?• If you used a test, how did each item

perform?• Was the planning, assessment, etc. effective?

Example Design Process

Outcome (grounded in

theory, mission, &

prior evaluation)

Learner, Community

& Knowledge

Design Experience (Process)

Design Assessmen

tImplement & Evaluate


1. Learning OutcomesFormat:

As a result of (Activity) in (Learning experience), and given (Conditions or materials provided), the student will (Type of Active Cognition) and (Behavior or item produced, demonstrated or otherwise represented as evidence of learning) that is (Criterion) as measured by (Method of evaluation).


1. Learning Outcomes

Example: As a result of participating in the Bridges program and given

knowledge of different ways to be an Ally, participants will analyze their particular context and identify 3 specific ways they can serve as an Ally by listing 3 separate strategies on the program evaluation.


1. Learning Outcomes

Example: As a result of participating in the Leadership Workshop and

given knowledge of managing group dynamics, participants will analyze group dynamics and evaluate and apply effective management strategies in a series of role-play meetings at a level of Competence as measured on the Management of Group Dynamics Rubric.

Example Learning Experience1. Outcome – Explain the steps involved in planning a program and

analyze the relationships between them• Learner – new student employee, mix-motivation, tired (last training

of the week) • Community – competitive & non, independent, autonomous• Knowledge – some prior experience in different setting, budget

process and room reservation, planning steps

2. Process • Analyze relationships between procedural steps using partially

worked examples• Explain why and when some steps can be changed

3. Assessment• Case study analysis with competency rubric

Example Learning Experience

1. Outcome – Explain the steps involved in planning a program and Analyze the relationships between them• Notice the difference between saying “Learn” and

“Explain” or “Analyze”2. Process • Notice that this gets at understanding more than

simply asking the learner to list the steps.3. Assessment• Notice the assessment wasn’t a survey

Types of Assessment• Indirect – Based on perceptions or inferences

– Weak, highly vulnerable to human error– Examples:

• Survey• Course grades & GPA• Other student’s comments (i.e. discussion)• Graduation/Retention

• Direct – Based on observation of learner’s behavior/performance– Strong, resistant to human error– Examples

• Rubric (evaluating a paper, reflection, performance, project, etc.)• Test/Quiz• Performance evaluation

Types of Assessment

• Inference – The critical factor in assessment– Is the data appropriate for the inference?• Is GPA appropriate to infer intelligence?• Can you infer learning from a course grade?• Can you infer learning from a degree?• Can you infer résumé’ writing competency

from a certificate of participation?

Types of Assessment

• Satisfaction – Appropriate for program evaluation, but not learning

• Perception – Poor, prone to human error• Benchmarking – Appropriate for program

review, but not learning• Knowledge – Strong, appropriate for learning• Competency – Strong, appropriate for learning

Mapping Spreadsheet

Stan Dura 1/14/13

Mapping Spreadsheet

• Reporting Tool – Not a planning tool– While it can be adapted for planning, it is designed

assuming you have already planned these out.

Mapping Spreadsheet

• “Grainsize”– There is no exact size of experience.– Some experiences are one-shot things easily

described as one experience– Some complex ones may be better “broken up” or

“summed up”

Mapping Spreadsheet

• “Grainsize”– InterMingle– Summed Up as a social integration experience

o One related outcome, probably retention

– Broken Upo Social Integration (Retention)o Leadership Development (pre/post on leadership exam)

Mapping Spreadsheet

• “Grainsize”– RA Experience– Summed up (combines Senior and New)

o Leadership Development (Pre/Post Performance eval)

– Broken upo Senior RA’s- Leadership Development (Pre/Post Employment eval)o New RA’s

Effective Communication (Pre/Post incident reports - Rubric) Effective reasoning and problem solving (Case study evals) Multicultural Competence (Role Play, Performance eval)

Mapping Spreadsheet

• What goes on the spreadsheet– Some things you do will likely already align well – You may develop new experiences

• For the sake of this exercise, let’s work with something you already have.

Mapping Spreadsheet

• Criteria (refer to the handout for more details)

– Must apply to First Year students– Outcomes must conform to the model

o Specific to the behavior demonstratedo Express the cognitive activity engaged (active cognition)o Include a valid measure

– Must be actively facilitatedo live/video lecture, web-quest, supervision, etc.

– Must track, evaluate and document each student’s performance of the outcome

Mapping Spreadsheet

• Criteria– applies to FY– Outcomes

conform to the model

– actively facilitated

– Assess all

• Program: CF Interview Day• Does it apply to FY?• Outcome compliant?• Actively facilitated?• All learners assessed?

• Is it able to be included?

Mapping Spreadsheet




– Assess all

• Program: CAS 407 Search Strategies

• Does it apply to FY?• Outcome compliant?• Actively facilitated?• All learners assessed?


Mapping Spreadsheet




– Assess all

• Program: Counseling – Decision making



Mapping Spreadsheet




– Assess all

• Program: Counseling – Search Strategies



Mapping Exercise

• Pick a Program ??????? (Rec Center?)• Does it meet the criteria?• Does it apply to FY?• Outcome compliant?• Actively facilitated?• All learners assessed?

Mapping Exercise

• Pick a Program• Quick Look at the Learning Outcome(s)•

Mapping Exercise

• Rec Center– See Worksheet handout

• Divisional Unit PE & Rec• Departmental Office ????• Contact Person ????

Mapping Spreadsheet

• Name of the Learning Experience – ????????• Learning Outcome– Students, who – and given , – will and –

– to a level of – as measured by .

Mapping Spreadsheet

• Description of Active Cognition and how the experience is facilitated

Mapping Spreadsheet

• Measurement– Describe how the rubric will be used to evaluate

competency No Evidence

Beginning Level

Competent Accomplished Exemplary

Outcome A

Outcome B

Other outcomes?

Mapping Spreadsheet

• Targeted Bloom’s Level– Which would be the most appropriate Bloom’s

level to select in this case?o Remembero Understando Applyo Analyzeo Evaluateo Create

Mapping Spreadsheet

• Educational Scope– Do you think this is Introductory, Developmental or

Mastery in nature?

• Length of Engagement– How long are students engaged in the overall

experience?

Mapping Spreadsheet

• Timing– What part of the year is the experience

• Target Population– What is the broad level targeted population

• Specific Population• # of discrete annual participants engaged

Questions?Concerns?

Snide Comments?