Measuring Educational Gains from Participation in Intensive Co-Curricular Experiences at Bridgewater State University

Turrentine, Cathryn G.; Esposito, Tony; Young, Michael D.; Ostroth, D. David

doi:10.5325/jasseinsteffe.2.1.0030

Cited by 6 publications

(3 citation statements)

References 10 publications

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“…Research done on experiential engagement asserts that engagement in CECAs can help student persistence (Burt et al, 2011;Freeman, K., Ellis, M., Parham-Mocello, J., & Walker, 2020;Jamison, C. S. E., Huang-Saad, A., Daly, S. R., & Lattuca, 2020;Kuh, 2008), though understanding retention/persistence is complex (Reason, 2009). Engagement in CECAs has also been shown to support student professional development that goes beyond the mere knowledge of theory and is more representative of real-world practice (Foubert & Urbanski, 2006;Turrentine et al, 2012). Such practice is embedded in student identity and engagement with society.…”

Section: Literature Reviewmentioning

confidence: 99%

Longitudinal Analysis of Co-Curricular Involvement Among Engineering Undergraduates: Exploring Timing, Type, and Self-Reported Skills Development

Memarian,

Olewnik

2023

JHETP

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The purpose of this study is to explore the self-reported professional competencies gained by engineering students involved at different rates and types of co/extra-curricular activities (CECAs) between their grade 12 and junior years of undergraduate engineering education. The contribution of this work is in using longitudinal data to understand how student engagement and learning outcomes might evolve to inform potential co-curricular programming changes. We analyzed data from an annual professional development survey from 970 students from 2016-2019. Findings show that higher engagement may not necessarily lead to higher skill acquisition for all students per unit of time, particularly in engineering-focused facets of professional skills. Co-curricular spaces are prone to be dominated by certain demographic profiles, and students are likely to engage in nontechnical work and clubs, as compared to co-curricular projects and research experiences. We conclude that future work should attempt to specify the “goldilocks” level of involvement, understand barriers to participation, and robustly characterize the nature of learning and students’ recognition of their learning through CECAs.

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Section: Literature Reviewmentioning

confidence: 99%

Longitudinal Analysis of Co-Curricular Involvement Among Engineering Undergraduates: Exploring Timing, Type, and Self-Reported Skills Development

Memarian,

Olewnik

2023

JHETP

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“…Co-curricular contexts enable the learner to interact with material outside the classroom in such a way that they acquire new knowledge or apply a skill from one area to a new area. Increasingly, institutions of higher education are embracing co-curricular learning and its benefits to their students (Stirling and Kerr 2015;Turrentine et al 2012).…”

Section: Co-curricular Activitiesmentioning

confidence: 99%

Multimodal Learning

Bouchey

Castek

Thygeson

2021

SpringerBriefs in Statistics

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The widespread use of technology in the digital age continually shapes how individuals consume knowledge and learn. In the digital age, ideas are shared and represented in multiple formats and through the integration of multiple modes. Technological advances, coupled with considerations of the changing needs of today’s learners, call for exploring new directions for multimodal teaching and learning. Yet, society’s increasing reliance on, and use of, technologies for communication and learning has introduced expanded forms of meaning-making. Information and communication technologies (ICTs) and the online networks that are facilitated by their use encourage educators to transform the way education is delivered. Learning environments are in need of becoming transformed so students are able to use immersive technologies to expand their learning opportunities. This chapter explores emerging trends and pedagogies in multimodal learning that seek to take advantage of the digital tools, texts, and learning approaches that are continually shaping the ways learning occurs inside and outside of higher education.This chapter is outlined to highlight what is found in the literature on multimodal instruction, what findings were realized at eXploring the Future of Innovative Learning Environments (X-FILEs) workshops, and lastly how multimodal instruction can be used to transform the classroom of the future. Throughout this chapter, readers will get to know a student of the future, Juan Delgado. He attends a 4-year university in Dallas, Texas, and is majoring in Mechanical Engineering taking his Introduction to the Fundamentals of Science course. Each aspect of the learning process as it relates to multimodal instruction in 2023 is outlined through the experiences of Juan to situate the impact to learners.

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“…Co-curricular programs enrich student learning through experiences designed to develop students' knowledge and skills in areas such as decision making and problem solving, teamwork, leadership, adaptability, and civic engagement (Stirling & Kerr, 2015). Engagement in co-curricular programs is widely-recognized as complementary to academic curriculum (Stirling & Kerr, 2015), with research demonstrating significantly greater gains in personal and social development among students engaged in co-curricular experiences compared to non-participants (Turrentine, Esposito, Young, & Ostroth, 2012).…”

Section: Introductionmentioning

confidence: 99%

Optimizing student learning outcomes of collegiate recreational sports participation

Lower‐Hoppe¹,

Elkins²,

Beggs³

et al. 2020

JCAPS

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Higher education theorists have long since proposed student involvement in educational programs is directly proportional to student learning (Astin, 1999), neglecting potential non-linear relationships. The purpose of this study is to determine the presence of non-linear relationships between collegiate recreational sports (CRS) participation and student learning outcomes. Data from the NASPA Assessment and Knowledge Consortium were analyzed through ordinary least squares multiple regression to determine if there is a point of diminishing returns in student learning outcomes of CRS participation. The results demonstrate a significant curvilinear relationship for depth and breadth of CRS participation, supporting a point of diminishing returns. The point of diminishing returns in student learning outcomes occurs at a CRS participation frequency of 8 times per week and number of different CRS activities of 30 activities per week. These findings have implications for CRS programming, marketing, and mentoring.

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Measuring Educational Gains from Participation in Intensive Co-Curricular Experiences at Bridgewater State University

Cited by 6 publications

References 10 publications

Longitudinal Analysis of Co-Curricular Involvement Among Engineering Undergraduates: Exploring Timing, Type, and Self-Reported Skills Development

Longitudinal Analysis of Co-Curricular Involvement Among Engineering Undergraduates: Exploring Timing, Type, and Self-Reported Skills Development

Multimodal Learning

Optimizing student learning outcomes of collegiate recreational sports participation

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