Training on the development of a co-curriculum, with elements of instructional design, learning theory, learning outcomes, etc.

1. Student Affairs
Co-Curriculum
Stan Dura
General Co-Curriculum Training
2/4/13
Stan Dura 1/14/13

2. Agenda
• Introduction
• Vision and Purpose
– Establishing the best practice
– How mapping fits in
• Learning and Instructional Design
• Mapping Spreadsheet

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

4. Vision and Purpose
Stan Dura 1/14/13

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

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

7. 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

8. 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:
• ???????

9. 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

10. 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)

11. 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

12. 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?

13. Examples
Pair or triple up
What are the common themes between the
different examples here and what you may
know of elsewhere?

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

15. Our Vision
Imagine yourself…
With a pitcher of water –

16. Our Vision
Imagine yourself…
And your pouring water
into many glasses

17. 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

18. Our Vision
Would this be just and equitable if people were
paying you for that water?

19. Our Vision
We want students to have an
“Outcomes Record”
that documents the
degree to which they have achieved
the outcomes

20. Our Vision
Jessica 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.
25 Experiences Beginning Competent Accomplished Exemplary
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.
17 Experiences Beginning Competent Accomplished Exemplary
Competency

21. 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

22. 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)

23. 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

24. Why mapping?

25. Why mapping?

26. Why mapping?

27. 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?

28. 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

29. 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.

30. 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.

31. 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)

32. Break

33. Learning & Instructional
Design
Stan Dura 1/14/13

34. 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

35. Learning by Design
• Learning and Development
– Inseparable
– Virtually indistinguishable in the brain
Why do we tend to separate them?

36. Learning by Design
• We tend to see Learning and Development as
separate...
– Because we do not understand learning.
• Development is the manifestation of learning

37. 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

38. 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

39. 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

40. 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.

41. 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

42. 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

43. 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

44. Learning by Design
• To understand how to design learning
experiences…
– We have to understand how learning occurs

45. How We Learn
Sensory
information
either
external or
internal

46. How We Learn
Sensory
information
either
external or
internal
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

47. How We Learn
Sensory
information
either
external or
internal
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

48. How We Learn
Sensory
information
either
external or
internal
Sensory
Register
Immediate
Memory
Working
Memory
Working Memory
Provides a mechanism
for extended
concentration on a
limited amount of
information
5-9 bits/chunks
Up to 30 Seconds,
extended with
attention up to ~20
minutes

49. 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

50. How We Learn
Sensory
information
either
external or
internal
Sensory
Register
Immediate
Memory
Working
Memory
Long Term Storage &
Cognitive Belief System
Information discarded or lost
Sense
and
Meaning
Past Experience & Goals

51. 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.

52. 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

53. 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

54. 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.)

55. Mental Models or “Schema”
Take a quick look at the next slide…

56. Mental Models or “Schema”

57. Mental Models or “Schema”
What did you see?

58. Mental Models or “Schema”
Take a quick look at the next slide…

59. Mental Models or “Schema”

60. Mental Models or “Schema”
What did you see?

61. Mental Models or “Schema”
• A sculpture representing
“transgenic horror” from
genetically modified foods
• Modern day pirates from
Somalia

62. Mental Models or “Schema”
• 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

63. Mental Models or “Schema”
• 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

64. Bloom’s Taxonomy
• Engaging learners in higher order thinking,
often requires them to actively analyze and
construct mental models

65. Bloom’s Taxonomy
Create
Integrate
Analyze
Apply
Understand
Remember
Meaningful Learning
(Engages mental models)
Rote Learning
(Reproduce info)

66. 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

67. 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

68. 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

69. 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

70. Designing Learning Experiences
Develop
Program
Link to
theory
Relate to an
outcome
that seems
relevant
Give a
survey
Rinse and
Repeat
Common (bad) Practice

71. Designing Learning Experiences
• 5 Contexts Learner
Knowledge
ProcessAssessment
Community

72. Designing Learning Experiences
• Perfection… Learner
Knowledge
ProcessAssessment
Community

73. Designing Learning Experiences
• More commonly… Learner
Knowledge
ProcessAssessment
Community

74. Designing Learning Experiences
• 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

75. Example Design Process
Outcome
(grounded in
theory,
mission, & prior
evaluation)
Learner,
Community
&
Knowledge
Design
Experience
(Process)
Design
Assessment
Implement
& Evaluate

76. Designing Learning Experiences
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

77. Designing Learning Experiences
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.

78. Designing Learning Experiences
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)

79. Designing Learning Experiences
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.?

80. Designing Learning Experiences
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?

81. Example Design Process
Outcome
(grounded in
theory,
mission, & prior
evaluation)
Learner,
Community
&
Knowledge
Design
Experience
(Process)
Design
Assessment
Implement
& Evaluate

82. Designing Learning Experiences
1. Learning Outcomes
Format:
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).

83. Designing Learning Experiences
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.

84. Designing Learning Experiences
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.

85. Example Learning Experience
1. 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

86. 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

87. 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

88. 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?

89. 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

90. Mapping Spreadsheet
Stan Dura 1/14/13

91. 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.

92. 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”

93. Mapping Spreadsheet
• “Grainsize”– InterMingle
– Summed Up as a social integration experience
o One related outcome, probably retention
– Broken Up
o Social Integration (Retention)
o Leadership Development (pre/post on leadership exam)

94. Mapping Spreadsheet
• “Grainsize”– RA Experience
– Summed up (combines Senior and New)
o Leadership Development (Pre/Post Performance eval)
– Broken up
o 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)

95. 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.

96. 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 demonstrated
o Express the cognitive activity engaged (active cognition)
o Include a valid measure
– Must be actively facilitated
o live/video lecture, web-quest, supervision, etc.
– Must track, evaluate and document each student’s
performance of the outcome

97. 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?

98. Mapping Spreadsheet
• Criteria
– applies to FY
– Outcomes
conform to
the model
– actively
facilitated
– Assess all
• Program: CAS 407 Search Strategies
• Does it apply to FY?
• Outcome compliant?
• Actively facilitated?
• All learners assessed?
• Is it able to be included?

99. Mapping Spreadsheet
• Criteria
– applies to FY
– Outcomes
conform to
the model
– actively
facilitated
– Assess all
• Program: Counseling – Decision making
• Does it apply to FY?
• Outcome compliant?
• Actively facilitated?
• All learners assessed?
• Is it able to be included?

100. Mapping Spreadsheet
• Criteria
– applies to FY
– Outcomes
conform to
the model
– actively
facilitated
– Assess all
• Program: Counseling – Search Strategies
• Does it apply to FY?
• Outcome compliant?
• Actively facilitated?
• All learners assessed?
• Is it able to be included?

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

102. Mapping Exercise
• Pick a Program
• Quick Look at the Learning Outcome(s)
•

103. Mapping Exercise
• Rec Center
– See Worksheet handout
• Divisional Unit PE & Rec
• Departmental Office ????
• Contact Person ????

104. Mapping Spreadsheet
• Name of the Learning Experience – ????????
• Learning Outcome
– Students, who
– and given ,
– will and
–
– to a level of
– as measured by .

105. Mapping Spreadsheet
• Description of Active Cognition and how the
experience is facilitated

106. 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?

107. Mapping Spreadsheet
• Targeted Bloom’s Level
– Which would be the most appropriate Bloom’s
level to select in this case?
o Remember
o Understand
o Apply
o Analyze
o Evaluate
o Create

108. 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?

109. 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

110. Questions?
Concerns?
Snide Comments?