A new online BA in Energy and Sustainability Policy is being developed in the College of EMS. The 1 credit introductory course for this program is a program orientation whose learning outcomes fall into three areas. As a result of participating in this course students should: 1) be aware of program contacts and resources, 2) be familiar with the learning outcomes of the program, and 3) become familiar with and develop proficiency in using online collaborative/networking applications and tools.
The program aspires to prepare students in the area of energy and sustainability not just to be conceptually aware of the types of energy and how they are deployed but more importantly prepare them as agents/advocates of change in this new field.
For me, this sense of agency is a clear example of where cocurricular learning outcomes intersect with what a program desires its students to obtain.
The question is "How can Student Affairs become a significant contributor to this student's educational experience?"
Does this rely on a referral? If so, then program planners need to be able to find opportunities for students easily and match these experiences to program needs. Information online should facilitate this connection making and the Cocurricular Learning Community been focusing on this need.
Are there other strategies that might be more proactive? iStudy modules focus on helpful skills but do they involve cocurricular learning contexts that align with what program planners desire? i.e.,
* Knowledge Acquisition/Application
* Cognitive Competency
* Life Skills and Self-Knowledge
* Personal Integrity and Values
* Intercultural Development
* Leadership and Active Citizenship
Are there ways in which context areas for the cocurricular learning outcomes above can be highlighted and shared? Ways that would highlight the work of students who work in and with student affairs programs whose experiences would serve as wonderful examples as agents/advocates of change that programs are looking for... What skills are associated with these contexts? Can these be shared so that other students can turn these skills and apply their own unique message?
The program aspires to prepare students in the area of energy and sustainability not just to be conceptually aware of the types of energy and how they are deployed but more importantly prepare them as agents/advocates of change in this new field.
For me, this sense of agency is a clear example of where cocurricular learning outcomes intersect with what a program desires its students to obtain.
The question is "How can Student Affairs become a significant contributor to this student's educational experience?"
Does this rely on a referral? If so, then program planners need to be able to find opportunities for students easily and match these experiences to program needs. Information online should facilitate this connection making and the Cocurricular Learning Community been focusing on this need.
Are there other strategies that might be more proactive? iStudy modules focus on helpful skills but do they involve cocurricular learning contexts that align with what program planners desire? i.e.,
* Knowledge Acquisition/Application
* Cognitive Competency
* Life Skills and Self-Knowledge
* Personal Integrity and Values
* Intercultural Development
* Leadership and Active Citizenship
Are there ways in which context areas for the cocurricular learning outcomes above can be highlighted and shared? Ways that would highlight the work of students who work in and with student affairs programs whose experiences would serve as wonderful examples as agents/advocates of change that programs are looking for... What skills are associated with these contexts? Can these be shared so that other students can turn these skills and apply their own unique message?