Co-curricular Programs Research Articles

Application of Transtheoretical Model on Behavioral Changes, and Amount of Physical Activity Among University's Students.

This study’s purpose was to examine the structural relationship of the transtheoretical model (TTM) and the amount of physical activity (PA) among undergraduate students in health and medicine at Universiti Sains Malaysia. A cross-sectional study was carried out among students who took part in the co-curricular program. Co-curricular program includes activities that take place outside of the regular lectures or tutorials in the University. Students recruited through purposive sampling were informed that their participation was entirely voluntarily. Those interested completed the self-administered questionnaire, which consisted of the decisional balance, processes of change, self-efficacy, stages of change scales, and Godin leisure-time exercise questionnaire. Data were analyzed using Mplus version 8 for descriptive statistics and structural equation modeling analysis for inferential statistics. A total of 562 students participated in the study. The majority of the students was female (79.0%) and Malay (73.3%) and average of exercise sessions per week was 2.62, with a mean of 43.37 min per exercise session. The final structural model fit the data well based on several fit indices (SRMR = 0.046, RMSEA (CI: 90%) = 0.061 (0.045, 0.078), RMSEA p = 0.130). The model showed that stages of change significantly affected self-efficacy (p < 0.001), pros (benefits of exercise; p < 0.001), cons (barriers to exercise; p = 0.022), and processes of change (p < 0.001). The model also showed significant inter-relationships among the TTM constructs and supported seven hypotheses. Among all the variables examined, only processes of change significantly affected PA (p < 0.001). However, stages of change (p < 0.001) and pros (p =< 0.001) had significant indirect effects on PA via processes of change. The findings support that individuals’ stages of change affect their self-efficacy level, or the ability to make positive and negative decisions and perform behavior accordingly. The study confirms that making correct decisions and taking action accordingly can increase PA levels.

Compassionate University

Over the past decade, the University of Virginia has been experiencing a culture change towards becoming a more contemplative and compassionate institution. The leaders of this change seek, ultimately, to enhance and influence every aspect of the mission and community of this large, prestigious public institution. Of course, multi-layered and pervasive culture change does not occur instantaneously. Rather, the establishment in 2009 of the UVA School of Nursing’s Compassionate Care Initiative, followed by the launch in 2012 of the pan-university UVA Contemplative Sciences Center have led to an array of targeted initiatives that incorporate both the health system – consisting of the School of Nursing, School of Medicine, and the UVA Medical Center – and the university’s academic division, consisting of nine additional schools as well as the ancillary units that support the wider university.&#x0D; This article provides a set of detailed examples of efforts implemented by these two centers in support of a culture change towards more compassionate teaching, research, patient care, and service. Examples will include:&#x0D; &#x0D; supporting compassion and self-care through retreats in the School of Nursing and research assessing the impact of this and additional co-curricular programming via cross-sectional survey of nurses&#x0D; discussion of student, faculty and clinical Ambassadors who serve as compassion mentors across the UVA Health System&#x0D; consideration of contemplative pedagogy within the UVA undergraduate course Mindfulness &amp; Compassion: Towards Living Fully, Personally &amp; Professionally&#x0D; discussion of pan-university co-curricular programming serving the university community that seeks to create impact at an institution-wide level.&#x0D; &#x0D; The impact and outcomes of each example will be considered, individually and as part of a larger shift towards creating a compassionate, contemplative university for the modern era.

Nurturing Moral Values Among the Children: Insights from Dance and Drama-Based Learning

Emerging the immoral behavior being the challenges in Indonesia during the last few decades needs to have alternative approach implemented in the learning process. The serious reconstruction of the national education curriculum has to be conducted into designing the alternative concept, especially inculcating the moral personality within the exciting programs. Among those programs with offering exciting programs, one of them is dance and drama basis. This paper aims to explore the way to inculcate moral values among the children through dance and drama based learning. Literature analysis was conducted from peer reviewed books and journals using the theme of dance and drama based learning. The results indicate that there are three core basis of delivering learning basis of arts where both refer to sharing the art with a significant professional experience to connect with each other in realizing to feel emotional similarities, potential in shaping moral values. Those are the process of receiving knowledge in the sense of sharpening performance with managing the learning habit. This study is expected to contribute to the conceptual basis on how to inculcate the moral values among the children. Thus, moral education should be optimized within this co-curricular program.

The Significant Effects of Communication Activities in the Co-Curricular Towards Reducing Shyness Amongst Elementary School Children

Shy children tend to have verbal communication problems and low self-esteem. However, the confidence and communication skills of these children could not be developed solely through classroom instructions. Ironically, the co-curricular program provides a good medium for communication activities that can improve their confidence and communication skills. Therefore, this study examined children’s communication skills and communication activities during the co-curricular program at their school. The areas of study were the children’s level of shyness, the implementation and the effectiveness of communication activities in the co-curricular program. The quantitative study adopted a non-experimental descriptive research design. The respondents were 357 Grade Six students from elementary schools in Segamat, Johor which was selected from a random sampling. Results showed that most children were having a medium level of shyness and the communication activities were moderately implemented in the co-curricular program at their schools. Almost all respondents viewed communication activities in the co-curricular program as very effective to reduce shyness, enhance their self-esteem and communication skills. Hence, communication skills of shy children can be enhanced through appropriate communication activities conducted during the co-curricular program. Children should be encouraged and trained to speak in public by participating in the debate, public speaking and theatre activities during the co-curricular to reduce their shyness.

Exploring Curricular and Cocurricular Effects on Civic Engagement at Emerging Hispanic-Serving Institutions

Background/ContextHispanic-Serving Institution (HSIs), or those postsecondary institutions that meet the 25% Latina/o enrollment requirement to become federally designated as HSIs, are burgeoning in the United States. Similarly, emerging Hispanic-Serving Institutions (eHSIs), or those postsecondary institutions that enroll between 15% and 24% Latina/o students, are rapidly increasing. As these institutions increase in number, there is a need to understand them as unique organizations that provide distinct outcomes for diverse students, including students of color, commuter students, and low-income students.Purpose/Objective/Research Question/Focus of StudyThe purpose of this study was to explore the ways in which eHSIs contribute to one specific outcome, civic engagement. We conceptualized civic engagement as primarily defined by political involvement (contacting public officials, participating in a political demonstration, discussing politics, voting in an election), although volunteerism was also included in our definition (engaging in community service). The main research question guiding this study was: What curricular and cocurricular experiences contribute to the civic engagement of students enrolled at eHSIs?Population/Participants/SubjectsA sample of 10,022 students was drawn from the Cooperative Institutional Research Program (CIRP). The sample is inclusive of women (61%), first-generation college students (18%), and racially diverse individuals, including Latina/o (18%), Black (4%), Asian/Pacific Islander (38%), American Indian (4%), and White (51%).Research DesignWe used a cross-sectional research design, measuring the civic engagement of students enrolled at six eHSIs at one time point. Secondary data came from CIRP's Diverse Learning Environments (DLE) survey, which focuses on the experiences of diverse students and their perceptions of the climate and institutional practices for diversity.Data Collection and AnalysisThe DLE survey is web based and administered annually by the Higher Education Research Institute (HERI). We merged two data sets, the 2010 and 2011 DLE, data from the 2010–2011 Integrated Postsecondary Education Data System (IPEDS), and information about diversity-related curricula and cocurricular programs for each of the six institutions. We ran t tests and used ordinary least squares regression to examine relationships between variables.Findings/ResultsFindings show that students’ perceptions of their academic validation and of a curriculum of inclusion in the classroom, as well as their involvement in campus-facilitated diversity programs, positively predict their civic engagement.RecommendationsRecommendations for research include developing and validating quantitative measures of civic engagement for diverse students attending compositionally diverse institutions. Recommendations for practice include acknowledging the changing demographics within postsecondary institutions and creating curricular and cocurricular structures that will contribute to nonacademic outcomes such as civic engagement.

Disability resources in higher education, part 3: Disability and diversity

Campus administrators have recognized the importance and value of attracting and supporting students from diverse backgrounds. Additionally, college officials have developed numerous academic and cocurricular programs and supports that foster greater engagement and persistence. These programs include bridge programs for new students; academic supports such as tutoring; and diversity centers where many subgroups can gather, socialize, and plan events.

Patient assessment of engagement with students in an interprofessional student-run free clinic for individuals experiencing homelessness

ABSTRACTThe development and validation of a patient exit interview tool, the Interprofessional Clinic Homeless Satisfaction with Student Engagement Survey (ICHSES), and its incorporation in the administration of an interprofessional, co-curricular program, the Community Homeless Interprofessional Program (CHIP) is described. Incorporation of patient satisfaction with student engagement during interprofessional training experiences serving individuals who are homeless has not been previously published. At CHIP, medical, pharmacy and social work students engage with individuals experiencing homelessness in a church and faculty-supervised environment. The students provide basic health assessment, education, and referrals to community resources. Once the interaction with the students is complete, patients are asked to participate in an exit-interview using the ICHSES. Questions in the ICHSES focus on engagement with the students and the patient’s perception of the assistance they received. Based on survey responses by 220 patients, the 5 question ICHSES showed high reliability (Cronbach’s alpha = 0.77). The ICHSES survey could be utilized in similar clinics engaged in serving the homeless.

What Does Success Look Like for Entrepreneurship Education?

Entrepreneurship education is a growing field of studies internationally, as a range of curricular and co-curricular programs have emerged in higher education institutions. Considering the multiple goals and motivations of both those supporting and running entrepreneurship programs, how do entrepreneurship educators define “success”? This study explores this question focusing on the Canadian province of Ontario. Ontario is a critical case for investigating entrepreneurship education as programs in the field have proliferated over the past decade. Findings show multiple co-existing views on student success that are far from being reconciled, and speak to broader debates over the goals of entrepreneurship education in the university.

Metabolic syndrome and its components among university students in Kenya

BackgroundMetabolic syndrome refers to a cluster of interrelated disorders which occur together causing an increase in the risk of developing cardiovascular disease and diabetes. The university population is an understudied group despite the increase in the frequency of related disorders and metabolic risk factors e.g. obesity and diabetes, majorly due to the assumption that they are in their most active phase of life therefore healthy. This study looked at metabolic syndrome, the sedentary lifestyles and dietary habits present among university students attending Mount Kenya University, main campus.MethodsStratified sampling was used to select participants. Self-administered questionnaires were issued to participants after a signed consent had been obtained following which clinical assessments and biochemical measures were performed. They included blood pressure, fasting blood glucose, triglycerides, high density lipoprotein-cholesterol, anthropometric measurements; height, weight, BMI and waist circumference. Pearson’s chi-square tests and non-parametric independent t-test were used to analyze the prevalence of metabolic syndrome criteria per gender, the number of metabolic syndrome criteria per BMI and prevalence of metabolic syndrome criteria per BMI category.ResultsThe study established that 1.9% of the participants met the criteria for diagnosis of metabolic syndrome according to HJSS criteria. Among the elements, there was statistical difference in gender BMI and waist circumference. 11.8% of subjects had two metabolic syndrome components while 3.1% had three components while none of the subjects had all six components. Elevated triglycerides was the most prevalent defining component for metabolic syndrome. There is a statistically significant relationship between sedentary lifestyle and dietary habits as risk factors to metabolic syndrome.ConclusionYoung adults in university have begun developing metabolic syndrome and the risk of developing the syndrome continues to increase with the components being reported in early age. Educational initiatives to encourage healthy eating should be conducted within school premises in order to reinforce the message on healthy diets and physical exercise. Pre-admission screening to identify at risk students should be conducted. Targeted interventions development through a mandatory extra co-curricular program should be enforced to positively engage those at risk.

Self-efficacy of Osteopathic Medical Students in a Rural-Urban Underserved Pathway Program.

Self-efficacy has been shown to play a role in medical students' choice of practice location. More physicians are needed in rural and urban underserved communities. Ohio University Heritage College of Osteopathic Medicine has a co-curricular training program in rural and urban underserved practice to address this shortage. To assess whether participation in the co-curricular program in rural and urban underserved practice affects self-efficacy related to rural and underserved urban practice. This cross-sectional study explored self-efficacy using Bandura's 5 sources of self-efficacy (vicarious learning, verbal persuasion, positive emotional arousal, negative emotional arousal, and performance accomplishments). A validated scale on self-efficacy for rural practice was expanded to include self-efficacy for urban underserved practice and e-mailed to all 707 medical students across 4 years of medical school. Composite rural and urban underserved self-efficacy scores were calculated. Scores from participants in the rural and urban underserved training program were compared with those who were not in the program. Data were obtained from 277 students. In the overall sample, students who indicated that they grew up in a rural community reported significantly higher rural self-efficacy scores than those who did not grow up in a rural community (F1,250=27.56, P<.001). Conversely, students who indicated that they grew up in a nonrural community reported significantly higher urban underserved self-efficacy scores than those who grew up in a rural community (F1,237=7.50, P=.007). The participants who stated primary care as their career interest (n=122) had higher rural self-efficacy scores than the participants who reported a preference for generalist specialties (general surgery, general psychiatry, and general obstetrics and gynecology) or other specialties (n=155) (F2,249=7.16, P=.001). Students who participated in the rural and urban underserved training program (n=49) reported higher rural self-efficacy scores (mean [SD], 21.06 [5.06]) than those who were not in the program (19.22 [4.22]) (t65=2.36; P=.022; equal variances not assumed). The weakest source of self-efficacy for rural practice in participants was vicarious experience. The weakest source of urban underserved self-efficacy was verbal persuasion. Opportunities exist for strengthening weaker sources of self-efficacy for rural practice, including vicarious experience and verbal persuasion. The findings suggest a need for longitudinal research into self-efficacy and practice type interest in osteopathic medical students.

Beyond orientation: Evaluation of student lifecycle activities for first-year Bachelor of Nursing students

BackgroundThe first year experience has been identified as a key indicator of student success in the higher education environment. Co-curricular activities that support the transition and engagement in university life are key to this, hence a number of initiatives are provided for students to engage in. MethodTo assess the value of co-curricular activities to support the first year student experience, an evaluation of Orientation and Common Time experience for Bachelor of Nursing students in a metropolitan university was undertaken using Lizzio’s Five Senses of Success as a framework. FindingsThe evaluation demonstrated that supporting students beyond the Orientation Day can significantly increase participating students’ confidence in their senses of resourcefulness, capability and academic culture. ConclusionThe ongoing integration of co-curricular initiatives into undergraduate programs is supported. Summary of relevanceThe orientation experience of first-year university students has been well explored, but little has been reported about the efficacy of a dedicated co-curricular program once study has commenced. This is particularly true for undergraduate students studying nursing at university. This paper evaluates the co-curricular activities of the Bachelor of Nursing program at an Australian university to support the transition of undergraduate students and their confidence in engaging in the tertiary environment.

Pathways to Adult Civic Engagement: Benefits of Reflection and Dialogue across Difference in Higher Education Service-Learning Programs

The current study explores the relationship between participation in college service-learning (SL) experiences, in both academic courses and co-curricular programs, and post-college civic engagement. Using data from a purposeful sample of 1,066 alumni from 30 campuses who participated in the 20th Anniversary Bonner Scholars Study, we explored the extent to which SL experiences during the college years were related to civic outcomes post-graduation, particularly in terms of civic-minded orientations, volunteering, and civic action. When evaluating various attributes of SL programs (e.g., curricular, co-curricular programming, types of reflection, dialogue across difference, interactions with others), two components were particularly salient. Dialogue with others across difference was the strongest predictor of cultivating civic outcomes after college. In addition, both structured and informal reflection independently contributed to civic outcomes (i.e., civic-mindedness, voluntary action, civic action). The results suggested the Pathways to Adult Civic Engagement (PACE) model, which can be used to examine SL programming in higher education and to guide future research to understand how variations in SL program attributes influence civic outcomes years after graduation. The well-being of American democracy is dependent upon the active participation of its citizens and professionals in both political and community life. This voluntary impulse for engagement is shaped, in part, by traditions learned in families, clubs, religious organizations, and schools (Daloz, Keen, Keen, & Parks, 1996; Wilson, 2000). Each of these social organizations is vital to cultivating civic commitments (Kim, Flanagan, & Pykett, 2015). Higher education has a unique responsibility to prepare graduates with the necessary disciplinary knowledge for their careers as well as with the skills and dispositions to be active citizens through both their personal and professional lives (Sullivan & Rosen, 2008). The National Task Force on Civic Learning and Democratic Engagement (2012) and the Association of American Colleges & Universities (Reich, 2014) recently reiterated to institutions of higher education that their mission should focus on civic engagement. Research suggests that the college years are indeed a crucial period in the development of civic identity and engagement (Colby, Ehrlich, Beaumont, & Stephens, 2003; Kneflekamp, 2008; Mitchell, Richard, Battistoni, Rost-Banik, Netz, & Zakoske, 2015). Civic outcomes for college students include a wide and complex range of dimensions, including civic knowledge, skills, dispositions, and behaviors related to civic identity, sense of social responsibility, and intentions to participate in politics as well as community engagement and voluntary action (Beaumont, 2012; Hatcher, 2011; Hatcher, Bringle, & Hahn, 2016). Understanding the conditions under which higher education institutions are best able to support civic outcomes among graduates would enrich student learning, help college administrators enact coordinated and impactful academic and co-curricular service-learning (SL) programs, and support the engagement of alumni in the public sphere. SL, defined broadly as a course-based activity or as a co-curricular program (Jacoby, 2015), is on the rise in American higher education. Concomitantly, research on SL is increasingly prevalent. There have been a number of critiques regarding the quality of SL research in higher education (Butin, 2013; Finley, 2011; Giles & Eyler, 2013). The research on SL often is focused on one course or one program and rarely uses multi-campus sampling strategies. Oftentimes, the research fails to identify clearly the various dimensions of the SL course design (Finley, 2011), thus attributing the outcomes to SL rather than to the specific characteristics of, or variations within, the SL experience itself (Giles & Eyler, 2013). …

A Framework for Cultivating Students’ Spirituality &amp;amp; Skills Employers Demand at a Public Institution

Postsecondary education is expected to develop college graduates who are prepared to solve global issues using values’ judgment (Shahid, 2015; Welsh, 2014). As such, we explored whether spiritual development cultivates the skills that employers demand through the theory of self-authorship (Pawar, 2014; Wolde, Groenendall, Helsloot, & Welsh, 2014). The findings of our synthesis of literature suggest a model where educators may integrate spiritual development activities into their co-curricular leadership development programs. Through meaningful learning experiences, students can gain insight into their values and understand their role in solving global problems (National Association of Colleges and Employers, 2014, 2016; Pawar, 2014; Wolde, Groenendall, Helsloot, & Welsh, 2014).

Model for Planning an Athletic Facility

The Hong Kong International School (HKIS) is a private coeducational day school that serves students (Grades PK-12) who seek an American-style college preparatory education in a Christian setting. Located on the south side of Hong Kong Island on two separate campuses, approximately 5 km apart, the school is divided into four divisions: Lower Primary, Upper Primary, Middle School, and High School.The school is a member of the East Asia Regional Council of Schools and fully accredited by the Western Association of Schools and Colleges. The school serves 2,595 students, who come from business, government, and professional families. Of those enrolled in HKIS, 56% are from the United States, 8% are from Canada, and 6% are from Hong Kong, with the remaining 30% coming from approximately 30 other nations.HKIS recruits faculty locally and internationally, with 72% holding advanced degrees and serving an average tenure of 8 years. The faculty-student ratio is 1:9.In addition to the academic program, the school also targets growth in six domains, known as Student Learning Results: Academic Excellence, Spirituality, Character Development, Self-Motivated Learning, Contributing to Society, and Chinese Culture. The school offers a strong and vibrant cocurricular program with high student participation.This facility plan outlines the work and considerations involved in planning to repurpose a school sports facility, in this case two squash courts.Access to Suitable FacilitiesAccess to suitable facilities and open space in Asia can be a major challenge. Maximizing the use of facilities is the key to meeting the needs of the various programs within the school. Though HKIS is one of the lucky schools in Hong Kong, by international standards the physical space the school has to work with may be considered small. To maximize the footprint and offer as much educational, social, and athletic facility space as possible, the school was constructed on multiple levels and has a number of multipurpose facilities.In an attempt to maximize the potential for future users and minimize the impact on current users, for this project we followed a plan, review, and do approach. This plan involved the following steps: collect information and data about the current use and users, talk to staff, consult with those that manage the Master Facility Plan (MFP), identify and communicate with the stakeholders most likely to be affected, identify an alternate venue for any displaced users, and work with the main stakeholders to develop plans and reach an agreement around the planned renovations before submitting an application for the approval of capital works.The key stakeholders we identified for this project included director of facilities, high school athletic director, high school clubs and activities coordinator, middle school physical education chair, high school physical education chair, activities coordinator, middle school principal, high school principal, and the three staff members who were using the facility.Planning AssumptionsWe undertook the project in the summer of 2012, although the initial work began late in 2010. The demise of squash at HKIS began a few years earlier when the varsity squash team was withdrawn from the local schools competition because of a lack of student interest. The remaining students formed a social club as part of the High School Clubs and Activities Department. The interest in the club program also dwindled over the next 2 years and the club folded, leaving the two courts idle.The first step was to assess the use of the facility through the collection of data contained in the online booking system. The system can generate detailed reports for each facility, including hours of use per day and percentage of use for the various user groups. The reports confirmed that few to no bookings were occurring each week, but we also investigated faculty and student use that may have been occurring without a reservation. …

An Entrepreneurship Education Co-Curricular Program to Stimulate Entrepreneurial Mindset in Engineering Students

ABSTRACTThere is a need to expand the fundamental skills in science and engineering to include innovation &amp; entrepreneurship (I&amp;E) skills as core competencies. To better prepare the future Nanotechnology workforce, the University of Puerto Rico-Mayagüez Nanotechnology Center, broadened the educational content beyond traditional skills in science and engineering. The Center, offers a rich educational program for materials and nano scientists that aims to create the next generation of knowledgeable, experienced professionals, and successful entrepreneurs, who can develop value-added innovations that can spur economic growth and continue to impact the quality of life for society. Within the educational program an Entrepreneurship Education Co-Curricular Program (EEP) incorporates I&amp;E training into the Materials Science, Nanotechnology, STEM (Science, Technology, Engineering, and Mathematics) faculty and student experiences. The EEP consists of a two-year series of workshops that seek to develop an entrepreneurial mindset, including five key topics: 1) Generation of Ideas, 2) Entrepreneurial Vision, 3) Early Assessment of Ideas, 4) Identification of Opportunities, and 5) Strategic Thinking. The EEP goals, target audience, and implementation strategy, is described with an evaluation tool to assess the program’s success in developing an entrepreneurial mindset.

Retraction Note to: “Global Assessment in the World Bank Education Strategy 2020”

This article published in Volume 2, Issue 1, pages 29-41 (DOI 10.5195/ehe.2011.41) has been retracted at the request of the editors. The editors became aware of the issue on 21 March 2016 and quickly began investigating the situation. Several locations in the article contain plagiarized texts from various authors, either with inadequate or no attribution. Specifically, these include: excerpts from Marilee J. Bresciani’s 2006 book Outcomes-Based Academic and Co-Curricular Program Review: A Compilation of Institutional Practices appearing on page 30; excerpts from Tom Schuller and Stéphan Vincent-Lancrin’s chapter in the 2009 book International Organizations and Higher Education Policy: Thinking Globally, Acting Locally? appearing on page 31; excerpts from the Organisation for Economic Co-operation and Development (OECD) website “UNESCO, OECD guidelines for quality provision in cross-border higher education” appearing on page 31; excerpts from David H. Kamens and Connie L. McNeely’s 2010 article, “Globalization and the Growth of International Education Testing and National Assessment” published in the Comparative Education Review appearing on page 31, and; excerpts from E. J. K. McKellar’s conference paper “Change our assessment practices? Why should we? The theory behind assessment practices” appearing on pages 32-33. The author apologizes to the journal and to its readers for the errors noted above.

Comprehensive Cocurricular Support Promotes Persistence of Community College STEM Students

ABSTRACTDespite good career prospects in science, technology, engineering, and mathematics (STEM) fields, persistence of students in STEM fields of study at the community college and transfer to universities to pursue STEM majors is often quite low. Theories of persistence emphasize the importance of engagement, integration, validation, and financial assistance. The DCCCD STEM Institute is a comprehensive cocurricular program for community college STEM students. It illustrates the application of persistence theories in a multicollege urban district with a diverse student body. The STEM Institute uses a student/faculty cohort model with mentoring, professional skills programming, and scholarship support to transform student perceptions of themselves, integrate them into a STEM educational community, and validate their membership within that community. Institute membership also reduces isolation and financial concerns as potential barriers to persistence. STEM faculty also participate in professional skill development through a cross-college and cross-disciplinary cohort. Data on students who participated in the DCCCD STEM Institute from 2010 through 2014 show that 92% remain in a STEM educational or career pathway. Important practice implications for community college professionals include (1) forming student and faculty cohorts, (2) facilitating the development of mentoring relationships, (3) providing adequate centralized staffing, and (4) integrating resources and opportunities into a unified cocurricular program.

AdvoCaring: A Cocurricular Program to Provide Advocacy and Caring to Underserved Populations in Baltimore

Objective. To incorporate direct patient care and service components throughout a 4-year pharmacy program to enable students to apply knowledge learned in the classroom and develop the human and caring dimensions of Fink's Taxonomy of Significant Learning. Design. Groups of 10-12 students and a faculty advisor partnered with a local agency serving an underserved population of the greater Baltimore area to provide seven hours of service per student each semester. Activities were determined based on students' skills and agency needs. Assessment. Over 10 000 hours of care were provided from fall 2009 through spring 2014 for clients at 12 partner agencies. Student feedback was favorable. Conclusion. Cocurricular learning enables students to use their skills to benefit local communities. Through an ongoing partnership, students are able to build on experiences and sustain meaningful care initiatives.

Effective Facilitation Practices in Multi-Day Co-Curricular Leadership Development Programs

In this exploratory, qualitative study, the authors examine practices of high quality facilitators in multi-day co-curricular leadership institute programs for college students. In-depth interviews of 15 high quality lead facilitators resulted in the identification of two key practices describing how facilitators prepare for the leadership institutes and seven key practices describing what facilitators do when they facilitate. Recommendations for selection, training, and evaluation of program facilitators are presented, and areas for future research are identified.

The Assessment of Service Through the Lens of Social Change Leadership: A Phenomenological Approach

Service to others plays a key role in the development of one’s worldview. To study this key role, authors examined a sample of 38 student narratives in three phases: before, during, and 45 days after they served at an alternative break site around the United States. Students kept a prompt-based journal inspired by the tenets of the social change model of leadership. Key themes identified in this project outline participants’ democratic approach to team conflict, the development of an activist persona, and an enhanced focus on personal privilege. This qualitative project promotes adding the student voice to the quantitative measures that are more commonly reported through annual programmatic assessment reports. This approach should better outline the depth of student learning in similar co-curricular programs with a complimentary goal of programmatic enhancement.