Relevant bibliographies by topics / Co-curricular activities

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Co-curricular activities'

Author: Grafiati
Published: 4 June 2021
Last updated: 25 April 2022

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Journal articles on the topic "Co-curricular activities"

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Kumar, T. Ranjith, and Dr R. Selvaraju Dr. R. Selvaraju. "Personality Development through Co-Curricular Activities." Paripex - Indian Journal Of Research 3, no. 6 (January 15, 2012): 59–61. http://dx.doi.org/10.15373/22501991/june2014/19.

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Yousaf Zada, Nisar, and Dr. Alamzeb. "The Role of Co-curricular Activities in Leadership Skills' Development among University Students." Journal of Social Sciences Review 1, no. 2 (September 13, 2021): 38–52. http://dx.doi.org/10.54183/jssr.v1i2.8.

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Education aims at the balanced personality growth of individuals and offers both curricular and co-curricular activities to realize this goal. Talking about the importance of co-curricular activities in mind, the study investigated the function of co-curricular activities in leadership skills' growth among university students. The research aimed to figure out co-curricular activities among university students, examine the connection between co-curricular activities and students' leadership skills' growth, and establish techniques for co-curricular activities at the university levels. The sample of the research was all 4523 undergraduate students from 06 faculties of the University of Swat. The researchers randomly selected 60 participants for the analysis, created a questionnaire, and validated it by piloting data collection. The data were obtained with self-administered questionnaires and evaluated with frequencies, percentages, and Chi-square test of significance. The study established the strategies of giving equal importance to co-curricular activities, motivation of students for involvement in co-curricular activities, proper scheduling for co-curricular activities, allocation of sufficient financial resources, provision of playgrounds, gymnasiums for arranging indoor, outdoor games and literary activities, and reinforcement of students' contribution in co-curricular activities with a distribution of prizes.
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Sami, Abdul, Laraib, and Asmara Irfan. "Academic Achievement of college students based on Co-curricular Activities." Journal of Management Info 7, no. 1 (May 2, 2020): 16–23. http://dx.doi.org/10.31580/jmi.v7i1.1344.

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The purpose of this study is to find out the relationship between Co-curricular activities and Academic Achievement. Co-curricular activities also helpful for the benefit of country. There are many benefits of co-curricular activities for students it includes, self-confidence, better communication skills, improves physical and mental abilities. Qunantative method of survey is used for this research Data is collected from almost 400 students of different colleges from both genders. With the help of analysis there are positive relationship between Co-curricular activities and Academic Achievement. From results of this research the government and education institutes have to play a very strong part. Government should provide proper resources, finance and a plate-form on which students can show their abilities. Educational institutes also focus on co-curricular activities rather than to get just high score and motivate them. Students will concentrate on co-curricular activities according to the quickest shift in technology to high academic achievement
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Batool, Tahira, and Jannat Riaz. "Variations in Parental Participation in Curricular and Co-Curricular Activities of University Students." Global Social Sciences Review IV, no. IV (December 31, 2019): 239–49. http://dx.doi.org/10.31703/gssr.2019(iv-iv).31.

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This research was aims to examine the point of view of university students about parental participation in their curricular and co-curricular activities. It explores the comparisons in parental participation level regarding students gender, socio-economic status in public and private universities. This exploration followed the quantitative research method. The sample for this research consisted of the graduation students (boys and girls) of public and private sector universities which were located in Lahore district. A random sampling procedure was used to collect data from boys and girls studying in different universities. The sample size of this survey was 300 students. The researcher has constructed a questionnaire for finding out the opinions of students about their parental participation in their academics. After the collection of data, the data were analyzed. Findings of the research revealed that parental involvement was different due to gender, education and social status of university students.
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Mohd Shaharanee, Izwan Nizal, Jastini Mohd Jamil, Hussin Abdullah, and Azlizan Taib. "INCULCATION OF SOFT SKILLS THROUGH CREDITED CO-CURRICULAR ACTIVITIES AMONG STUDENTS." International Journal of Education, Psychology and Counseling 6, no. 44 (December 1, 2021): 30–37. http://dx.doi.org/10.35631/ijepc.644003.

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Education in Malaysia is an ongoing effort towards further developing the potential of individuals in a holistic and integrated manner to produce individuals who are intellectually, spiritually, emotionally, and physically balanced and harmonious, based on a firm belief in and devotion to God. This aspiration will not be successful if the emphasis is only given to academic excellence alone. Therefore, the co-curricular activities should also be embedded towards Higher Education Institutions (HEI) students in cultivating soft skill. Various co-curricular activities have been implemented at the university to offer valuable soft skills to students. But it is still a question how these soft skills are implemented, and how are the students' acceptance and understanding of the soft skills applied. Therefore, this study has been conducted to identify the effectiveness of students' soft skills after completing co-curricular activities. A questionnaire involving a total of 669 students was analysed. The result indicated the effectiveness of soft skills embedded within the co-curricular activities is high, with an average value of 5 (Likert Scale 1-7). However, some improvements are required to increase the effectiveness of soft skills to students. Co-curricular instructors/trainers need to have proper training on integrating soft skill in their courses. Providing good guidelines is vital to help the instructors/trainers develop suitable co-curricular activities for teaching delivery and evaluation. The instructors/trainers need to explain to students what soft skills they can obtain for each activity implemented. Additionally, to ensure students acquire the soft skill, they need to reflect on what they have learned and practices during co-curricular activities.
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Singh, Ananya. "Effect of Co-Curricular Activities on Academic Achievement of Students." IRA International Journal of Education and Multidisciplinary Studies (ISSN 2455-2526) 6, no. 3 (March 28, 2017): 241. http://dx.doi.org/10.21013/jems.v6.n3.p4.

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<div><p><em>Development of child’s body and mind demand proper nurturing of its physical and intellectual qualities as few of the major determinants of his personality. Therefore, modern approaches of education emphasize on all round development of the child. The process of education is not something static or one time measure rather, continuous and life long endeavor that can be divided in two parts; curricular activities and co-curricular activities. . Co-curricular activities, as the name implies, are those, not directly related with the prescribed curriculum and include; sports, athletics, scouting, cubing, various hobbies, excursions literary societies, dramatics, debates etc. to bring social and physical adjustments in the child.</em></p><p><em>The study concluded that in wholesome the overall effect of co-curricular activities on the student’s academic performance and personality development is positive. And it compliments the academic activities in attainment of education’s main goal of bringing change in student’s behavior.</em></p></div>
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Primasatya, Nurita, and Ilmawati Fahmi Imron. "Analysis of student needs of the mathematics club (MC) as a co-curricular activities as an effort to grow up 4C skills." Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah di Bidang Pendidikan Matematika 6, no. 2 (November 25, 2020): 215–23. http://dx.doi.org/10.29407/jmen.v6i2.14849.

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In the industrial revolution 4.0, 4C’s skills (critical thinking, creative thinking, collaboration, and communication) are essential for the students. Therefore, starting from elementary school, these skills need to be cultivated. According to Permendikbud No. 23 of 2017, there are 3 activities that must carry out, namely intra-curricular, co-curricular, and extra-curricular. Like intra-curricular activities, co-curricular activities should be structured and systematic as intra-curricular that have teaching material. However, the reality is a lot of school don’t have a good preparation for doing co-curricular. Co-curricular is the activities of deepening the material (indicator) there are in intra-curricular, so the material presented in co-curricular activities must be the material that is difficult or that needs enrichment. One of the materials that requires enrichment is mathematics. It is because mathematics has contained difficult material and is usually feared by the students. This article will specifically discuss the needs of students in full-day schools whose co-curricular activities in Mathematics Club (MC) are an cultivate 4C’s skills. The method used exploratory research method. The result of this research found that Schools needed activities such as Mathematics Club because the schools had not implemented cocurricular activities optimally. Di era revolusi industry 4.0, keterampilan 4C (critical thinking, creative thinking, collaboration, and communication) penting untuk dimiliki siswa. Oleh karena itu, mulai dari tingkat sekolah dasar, kemampuan ini perlu ditumbuhkan. Sesuai Permendibud No 23 tahun 2017 terdapat 3 kegiatan yang harus dilakukan sekolah yakni intrakurikuler, kokurikuler, dan ekstrakurikuler. Layaknya kegiatan intrakurikuler, kegiatan kokurikuler seharusnya juga tersusun secara terstruktur dan sistematis disertai dengan bahan ajarnya. Namun, kenyataannya sekolah belum memiliki kesiapan yang maksimal terkait dengan perancangan dan pelaksanaan kegiatan kokurikuler tersebut. Kegiatan kokurikuler adalah kegiatan pendalaman materi (indikator) yang ada dalam kegiatan intrakurikuler, jadi materi yang disajikan dalam kegiatan kokurikuler haruslah materi yang sulit atau butuh pengayaan. Salah satu materi yang membutuhkan pengayaan adalah materi matematika. Hal ini dikarenakan matematika selalu menjadi materi yang sulit dan ditakuti siswa. Artikel ini secara spesifik akan membahas kebutuhan siswa di sekolah full day terhadap kegiatan kokurikuler mathematics club sebagai upaya menumbuhkan keterampilan 4C. Metode yang digunakan dalam penelitian ini adalah metode penelitian eksploratif dimana peneliti melakukan observasi dan wawancara secara mendalam terhadap kebutuhan sekolah terhadap kegitan kokurikuler Mathematics Club. Hasil penelitian menemukan bahwa sekolah membutuhkan kegiatan seperti Mathematics Club karena sekolah belum menerapkan kegiatan kokurikuler secara maksimal.
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Crowe, Kathryn. "Student Affairs Connection: Promoting the Library through Co-Curricular Activities." Collaborative Librarianship 2, no. 3 (2010): 154–58. http://dx.doi.org/10.29087/2010.2.3.02.

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Marais, Petro. "The Significance of Student Teachers’ Involvement in Co-Curricular Activities." International Journal for e-Learning Security 1, no. 2 (September 1, 2011): 81–88. http://dx.doi.org/10.20533/ijels.2046.4568.2011.0010.

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Bielefeldt, Angela R., Nathan Canney, Christopher Swan, and Daniel W. Knight. "Contributions of Learning through Service to the Ethics Education of Engineering Students." International Journal for Service Learning in Engineering, Humanitarian Engineering and Social Entrepreneurship 11, no. 2 (October 23, 2016): 1–17. http://dx.doi.org/10.24908/ijsle.v11i2.6392.

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Previous studies have found that engineering students can learn about ethics, both microethical and macroethical, through service-learning courses and co-curricular community engagements. This research has sought to generate a national picture through survey responses of how ethical issues are taught in these settings. Based on survey results, individuals who taught courses that included service-learning (n=160) incorporated a median of 8 ethical topics. Among co-curricular engineering service groups like Engineers Without Borders, a median of 7 ethical topics were incorporated. Microethical topics were more common in service-learning courses compared to co-curricular activities. A smaller percentage of co-curricular activities such as professional societies (39%), honor societies (39%), and design competitions (21%) indicated that students learned about ethics through working with communities. A range of teaching methods complemented the community engagement activities, with discussions and lectures used in over half of all learning through service settings. Assessment of students’ learning on ethical topics was nearly universal in service-learning courses (94%), but uncommon in co-curricular engineering service settings (less than 14%). These results provide ideas on ethics topics that can be infused into community engagement activities, complemented by various teaching and assessment methods.
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Dissertations / Theses on the topic "Co-curricular activities"

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Cleveland, Rachel. "Understanding Employability Development Skills through Co-Curricular Activities." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1404619/.

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Employability skill development is being increasingly investigated among higher education scholars, corporate hiring managers, and governments around the world. Understanding employability skill development is important because it has implications on educational policy, teaching techniques, curriculum designs, and recruitment practices. This study was conducted at a public research university in a southwestern state of the United States. It was designed to understand the difference in employability skill development among students who participated in a leadership development program compared to those who did not. Additionally, the study investigated what skills were seeing the most change among student participated in the leadership development program, and if a student's major of study played any role in their overall employability development over the course of a year. Eight employability skills were tested in a pre- and post-test model. Results indicated that students in leadership development programs are more likely to see an increase in employability skill development. From the skills tested among participates, those in the leadership program found the most change over time in the area of problem solving skills. Finally, the results also indicate that a student's major does have an impact on their overall employability skill development. Students who major in business had significantly higher employability scores than those in other majors at the university.
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Denson, Nida. "Do curricular and co-curricular diversity activities influence racial bias? a meta-analysis /." Diss., Restricted to subscribing institutions, 2007. http://proquest.umi.com/pqdweb?did=1383484001&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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Tavares, Sharon Lynn. "Filling the Halls with English: Creating Self-Regulated Learners Through Co-Curricular Activities." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3107.

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This project investigates the benefits and practicality of applying Zimmerman's (1994) dimensions of self-regulated learning to co-curricular activities so as to increase students' willingness and opportunities to communicate in English in the hallways of intensive English programs. Three of these dimensions (social environment, motivation, and physical environment) work together to create a semi-structured liaison between in and out of class communicative environments and give students an occasion, location, and motivation to speak English with one another. To evaluate the effectiveness of such activities and conceptualize a means in which to assist intensive English programs effectively incorporate co-curricular activities in their curricula, the principal researcher designed and conducted a co-curricular activity based self-regulated learning. She obtained student feedback using surveys and interviews and found that the majority of students spoke mostly English, made new friends, practiced listening and speaking skills, and enjoyed themselves at this activity. As a result of this data, the principal researcher created a booklet to assist in the planning of future co-curricular activities. While only a preliminary study, this data and resulting booklet have great potential to fill the hallways of intensive English programs with English and thus create a holistic learning environment.
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Juta, Zukiswa. "Examining the influence of co-curricular activities on learner attitudes and achievement in physical sciences." University of the Western Cape, 2018. http://hdl.handle.net/11394/5967.

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Magister Educationis - MEd (Mathematics and Science Education)
This study seeks to examine the influence of co-curricular activities on learner attitudes in Further Education and Training (FET) Physical Sciences. Butterworth FET school in the Eastern Cape Province, South Africa was used as a case example, where Grade 10 and Grade 11 learners were exposed to various Science related activities that allowed them to have a direct interaction and hands-on experience with curriculum and co-curricular Science activities. The case study was conducted at the researcher's school.When benchmarked against various international and national tests, the level of general performance of South African learners in Science and mathematics are lagging behind the rest of the world. In cluster meetings, many science education colleagues hypothesized that the poor achievement of leaners in the NSC (National Senior Certificate) and equivalent qualifications could possibly be attributed to learners' attitudes towards the subject. The purpose of this study was therefore to expose learners to various co-curricular Science activities and used this as a basis to examine learners' attitudes towards Physical Sciences. Learners were encouraged to actively engage in Science activities, investigations and projects, to explore if their attitude towards the subject could be influenced by these experiences. The study was underpinned by Constructivism, which helped learners to extract scientific meaning from what they already know, thus strengthening learners' cognition. A mixed method approach was used, using interviews and questionnaires as instruments for data collection. A sample of 35 learners and 3 teachers, was used. This research study found that context teaching through co-curricular activities helped learners to comprehend Physical Sciences better and gave them a chance to indulge with their science rich environment. They constructed scientific meaning from their experiences in the co-curricular science activities and appreciated this exposure as it assisted them to better understand science curriculum concepts. They related Physical Sciences to the context of their surroundings, which helped them to holistically grasp principles and laws used in the subject. This research study can add scientific value locally and nationally, as it provided a means to improve learners' attitudes towards Science in general, and Physical Sciences in particular. The research study further added to baseline data on limited South African studies and on learners' attitudes towards gateway subjects like Physical Sciences. This study recommended that the co-curricular activities should be merged with both GET and FET curricula.
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Carpenter, James D. "Co-curricular involvement of West Virginia four-year state college students and the statistical relationship with post-graduate community and professional involvement, leadership, salary, and job satisfaction." Morgantown, W. Va. : [West Virginia University Libraries], 2002. http://etd.wvu.edu/templates/showETD.cfm?recnum=2270.

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Thesis (Ed. D.)--West Virginia University, 2002.
Title from document title page. Document formatted into pages; contains vii, 121 p. Vita. Includes abstract. Includes bibliographical references (p. 96-106).
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Young, Hyatt Regina. "The influence of time spent by students engaged in co-curricular involvement, online social networking and studying and doing coursework on their academic achievement." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3417.

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The purpose of this study was to understand the relationship between time spent by students engaged in student co-curricular involvement, online social networking, and studying on their academic achievement. Additional factors such as student residence, gender, ethnicity, class standing and work for pay were also considered. Existing literature supports the concept that the more time students spend in educationally purposeful activities, the more likely students are going to be successful. Little research exists regarding the use of current versions of online social networking, and the relationship it might have to student academic achievement as measured by grade point average. Therefore, this study was intended to further our understanding of these factors. Data for this quantitative study came from an online administration of a survey. The survey was disseminated to students who were enrolled at a large, public research institution in the southeastern United States and who were additionally registered in the institution's database of student organization officers during the fall 2010 semester. The number of respondents was 613, which was a 28% response rate. A multiple regression analysis was used along with other statistical analysis. Descriptive statistics were analyzed for all variables. All data was self-reported by students. This study yielded several statistically significant findings however the effect sizes for most of the regression models was low. The findings showed statistically significant, negative correlations between the number of hours spent by students engaged in co-curricular involvement and online social networking as it relates to grade point average. Additionally, studying and doing coursework was positively correlated with grade point average. Lastly, work for pay off-campus was negatively correlated with grade point average. Additional data analysis was conducted excluding graduate students who had originally completed the survey. This data analysis included 474 respondents. The regression models which excluded graduate students did not yield large effect sizes. Co-curricular student involvement and online social networking did have statistically significant, negative correlations with grade point average but less so than in the original analysis. These findings were despite the reported increase in the number of hours spent per week engaged in co-curricular involvement and online social networking. Work for pay off campus was more significantly negative. The findings of this study both supported and conflicted with existing literature on these topics. The finding of statistical significance for most variables can most likely be attributed to the large sample size in the study. These findings offer additional opportunities for research by other student affairs practitioners who are interested in student success factors like those included in this study.
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Stevens, Clifford W. "Co-curricular activities : an element of solution-focused oriented interventions for middle school seriously emotionally disturbed students." Thesis, 1998. http://hdl.handle.net/1957/33548.

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The purpose of this research was to examine the effects of a co-curricular program on the behavior of seriously emotionally disturbed (SED) middle school students. Co-curricular activities are any school-based activities that give students an opportunity to blend the various aspects of their academic learning with personal actions. This was an action research study conducted in a middle school special education program. The participants were 10 middle school students identified as seriously emotionally disturbed. These students participated in the planning and evaluation of their involvement in co-curricular activities during this year long study. Participant observations, interviews, student and staff journals, and documentary evidence provided data for the development of case records. The study generated the following results: Participation in co-curricular activities increased the sense of belonging for these students at this middle school. Seriously emotionally disturbed students reported that adult mentors significantly influenced their level of success. Seriously emotionally disturbed students had higher grade point averages and better attendance and fewer disciplinary issues during this study. During co-curricular activities, these students demonstrated leadership, thinking, communication, and cooperative learning skills that were not apparent in the regular classroom settings. Seriously emotionally disturbed students responded favorably to a solution-focused model of education. Parents reported that their students engaged in more leisure activities involving peers outside school, and were easier to live with at home. Students identified the privilege of participating in co-curricular activities as motivating them to minimize their past use of counter-productive social strategies during interactions with peers and adults. Latino students found it difficult to participate in activities with Anglos if other Latinos did not view the activity as acceptable. The primary implication of this research for schools is that co-curricular programs appeared to increase the sense of belonging for middle school SED students which influenced more positive social and academic behaviors.
Graduation date: 1999
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，BanHun, Pak, and 白萬雲. "An Investigation of Students' Value of Co-Curricular Activities inChong Hwa Independent High School,Kuala Lumpur,Malaysia." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/3qd2kw.

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碩士
國立彰化師範大學
教育研究所
105
An Investigation of Students’ Value of Co-Curricular Activities in Chong Hwa Independent High School, Kuala Lumpur, Malaysia by Pak Ban Hun Abstract The purpose of this study was to investigate students’ perceived value of co-curricular activities in Chong Hwa Independent High School, Kuala Lumpur, Malaysia. A total of 1,408 students responded to the Co-Curricular Activities Questionnaire. The quantitative survey data were analyzed using descriptive statistics, t-test, and one-way ANOVA. The qualitative survey data were coded inductively to find the main themes. The quantitative results of the study showed that students’ value of co-curricular activities reached beyond the intermediate level, but at the same time they perceived the high cost of participation in co-curricular activities. Female students perceived higher cost of participation in co-curricular activities than male students. The 7th graders and students with better academic performance perceived higher value of co-curricular activities than other students respectively. The qualitative results of the study revealed that interest was ranked as the main reason when students choose their co-curricular activities. Students pointed out that the administrative, operative, and content issues on co-curricular activities needed to be addressed.
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Vasconcelos, Dulcínio Carlos Ribeiro Rosa de. "Relatório de desempenho de actividade profissional enquanto professor da Escola Basis International School of Shenzhen." Master's thesis, 2021. http://hdl.handle.net/10437/12724.

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Orientação: Francisco Alberto Arruda Carreiro da Costa
Este relatório pretende reportar o que foi o meu ano enquanto professor de Educação Física (EF) da escola BASIS International School of Shenzhen (BISZ), estando dividido em dois capítulos: Lecionação e Atividades de Complemento Curricular (ACC). Nele, explicito com detalhe aquilo que eu trouxe da minha formação inicial e experiência profissional para os alunos desta escola, incidindo na descrição do quadro conceptual de como organizei a minha atividade docente: que perspetiva pedagógica me norteou, que objetivos me propus alcançar, que metodologias de ensino utilizei, como avaliei os alunos e também o descrever de como foi a implementação do referido quadro. Este relatório contém uma parte bastante extensa que se refere à minha docência num contexto de ensino à distância, e encerra com uma conclusão em que se pretende analisar o grau de sucesso atingido e projetar o meu futuro com base nesta experiência.
This document’s purpose is to report on my year as a Physical Education (PE) teacher at BASIS International School of Shenzhen (BISZ). It is divided into two chapters: Teaching and Co-curricular Activities. I provide detailed explanations referring to my initial training as a teacher, as well as my professional experience in order to justify what I implemented to the students of the school. In particular, I focus on the description of the educational philosophy and how this influenced my teaching activities. This pedagogical perspective guided me in setting goals, the teaching methodologies I chose, the ways I assessed students, and how this was executed. The report includes an extensive section of my experience with teaching online and ends with a conclusion where I analyze the degree of success, and how my future will be impacted based on the experience.
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Books on the topic "Co-curricular activities"

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Kifo cha mwalimu. Nairobi, Kenya: Jomo Kenyatta Foundation, 2011.

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Co-Curricular Activities: A Pathway to Careers. Ferguson Publishing Company, 2000.

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Stevens, Clifford W. Co-curricular activities: An element of solution-focused oriented interventions for middle school seriously emotionally disturbed students. 1998.

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Stevens, Clifford W. Co-curricular activities: An element of solution-focused oriented interventions for middle school seriously emotionally disturbed students. 1998.

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Kifo cha mwalimu. JOMO-KENYATTA FOUNDATION PUBLISHERS, 2011.

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Book chapters on the topic "Co-curricular activities"

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Glover, Ian. "Student Perceptions of Digital Badges as Recognition of Achievement and Engagement in Co-curricular Activities." In Foundation of Digital Badges and Micro-Credentials, 443–55. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-15425-1_24.

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Anant, Hardeep. "The Importance and Benefits of Incorporating Assertiveness Training While Designing Co-curricular Activities for Students." In The Future of Higher Education in the Middle East and Africa, 187–204. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-64656-5_16.

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August, Stephanie E., and Audrey Tsaima. "Artificial Intelligence and Machine Learning: An Instructor’s Exoskeleton in the Future of Education." In Innovative Learning Environments in STEM Higher Education, 79–105. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-58948-6_5.

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AbstractThe role of artificial intelligence in US education is expanding. As education moves toward providing customized learning paths, the use of artificial intelligence (AI) and machine learning (ML) algorithms in learning systems increases. This can be viewed as growing metaphorical exoskeletons for instructors, enabling them to provide a higher level of guidance, feedback, and autonomy to learners. In turn, the instructor gains time to sense student needs and support authentic learning experiences that go beyond what AI and ML can provide. Applications of AI-based education technology support learning through automated tutoring, personalizing learning, assessing student knowledge, and automating tasks normally performed by the instructor. This technology raises questions about how it is best used, what data provides evidence of the impact of AI and ML on learning, and future directions in interactive learning systems. Exploration of the use of AI and ML for both co-curricular and independent learnings in content presentation and instruction; interactions, communications, and discussions; learner activities; assessment and evaluation; and co-curricular opportunities provide guidance for future research.
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Green, Wendy M., and Valerie De Cruz. "Enhancing Intercultural Competency Though Co-Curricular Activities in Higher Education." In Student Culture and Identity in Higher Education, 59–74. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-2551-6.ch004.

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In response to increasing student diversity, universities have begun to implement programs that provide experiences so that students may expand their understanding of cultural differences. This chapter focuses on the implementation of inter-cultural programming in a large university in the northeastern United States. The university is highly-selective, draws students globally, and diversity is evident across racial, ethnic, sexual orientation, national, and religious identities. This chapter focuses on three signature programs and examines the programs' underlying theoretical frameworks, program implementation, and program outcomes. Each program is presented as a case and program evaluation data is utilized to understand the learning process. The advocacy group is the subject of a mixed methods research project and preliminary data will be presented. The chapter includes a discussion of best practices and links theoretical approaches to practice.
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Green, Wendy M., and Valerie De Cruz. "Enhancing Intercultural Competency Though Co-Curricular Activities in Higher Education." In Research Anthology on Instilling Social Justice in the Classroom, 886–902. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7706-6.ch051.

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In response to increasing student diversity, universities have begun to implement programs that provide experiences so that students may expand their understanding of cultural differences. This chapter focuses on the implementation of inter-cultural programming in a large university in the northeastern United States. The university is highly-selective, draws students globally, and diversity is evident across racial, ethnic, sexual orientation, national, and religious identities. This chapter focuses on three signature programs and examines the programs' underlying theoretical frameworks, program implementation, and program outcomes. Each program is presented as a case and program evaluation data is utilized to understand the learning process. The advocacy group is the subject of a mixed methods research project and preliminary data will be presented. The chapter includes a discussion of best practices and links theoretical approaches to practice.
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Sim, Alvin, and Paulin Tay Straughan. "A Design Thinking Odyssey." In Applying Design Thinking to the Measurement of Experiential Learning, 123–33. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7768-4.ch008.

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Co-curricular experiences should be warranted a fair amount of attention in higher education, particularly for their ability to help students develop real-world employability skills and a platform for them to critically reflect upon and expand their perspectives. These are crucial in developing the future-ready graduate – the type of graduate the Singapore Management University (SMU) strives to nurture. Yet, the authors have discovered that many students go from one activity to another without understanding what they can actually be getting out of these activities and how each activity connects to life after university. This has led the authors to seek to address the problem: “How might we rethink the purpose and delivery of co-curricular learning?” As part of the design thinking odyssey, this chapter details the prototype SMU has embarked on to measure and document students' learning in the co-curricular space.
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Olivares, Silvia Lizett Olivares. "Business Graduate Skills." In Business Education and Ethics, 14–42. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3153-1.ch002.

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This chapter describes a model of competences composed of skills business professionals should possess once they graduate. The multilevel model considers competences from individual level to contextual (environmental) level requirements in order to start or lead a company in a complex and changing work environment. This chapter suggests that the academic institutions of higher education should learn about the emerging competences of different levels and types required from the current and future graduates when they reach the marketplace. Doing so will definitely help these academic institutions to design academic programs and services involving co-curricular and core-curricular activities on the campus in order to build and evaluate those different but interdependent competences.
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Heinrich, William F., Patrice M. Ludwig, Seán R. McCarthy, Erica J. Lewis, Nick Swayne, and Eleanor Louson. "Testing Assessments of Integrated Experiential Learning." In Applying Design Thinking to the Measurement of Experiential Learning, 288–309. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7768-4.ch018.

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Design thinking is a powerful platform that provides the structure and process to measure integrated experiential learning (IEL). IEL situates the activities of experiential learning in an interdisciplinary setting that facilitates learning through reflection on experiences that engage deep knowledge in broad applications and span co-curricular and curricular environments. Using courses developed at two institutions as case studies, the authors describe pedagogy, instruction, and assessment methods, and focus the data types, collection, analysis, and implications of three assessment approaches (reflections, networks, and deliverables). They show how design thinking is essential to the assessment of IEL in courses and across institutional stakeholders, including student and academic affairs, alumni relations, employers and local businesses, and those focused on data for improvement in design (e.g., institutional research and legislators). Moreover, they show that the assessment phase of design thinking is essential to sustainability, scalability, and rigor of design thinking IEL projects.
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Kramer, Brianne N. "Creating Relationships Responsive to Students' Needs." In Advances in Early Childhood and K-12 Education, 46–59. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2971-3.ch005.

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The purpose of this chapter is to discuss the author's experiences in teaching and mentoring high school and college students. One experience shared identifies the challenges students from minoritized populations may have with teachers from the dominant majority and the effects this has on students. Another experience shared details the importance of strong teacher-student relationships and how many times they are forged during participation in extra- or co-curricular activities. The third experience shared focuses on working with students who have had trauma in their backgrounds or who have had adverse childhood experiences. The chapter concludes with some helpful tips for teachers.
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Garrett, Matthew L., and Joshua Palkki. "Empowering TGE Students with Inclusive Policies." In Honoring Trans and Gender-Expansive Students in Music Education, 127–54. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780197506592.003.0006.

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This chapter begins with the idea of safe people creating safe spaces beyond the classroom and into environments in which co-curricular activities take place. Creating policies through a process of consideration and careful planning can impact student learning. Policies, then, can serve as tools for teacher to advocate on behalf of TGE youth. Readers move through a step-by-step guide for evaluating existing policies and generating new policies to honor and affirm TGE persons in school music settings. Examples of federal policy impact on state and local school policies frame considerations of access equity for TGE students. A discussion of inclusive and gender-neutral school music uniform policy concludes this chapter.
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Conference papers on the topic "Co-curricular activities"

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Wróblewska, Dominika. "CO-CURRICULAR ACTIVITIES IN TEACHING GEODESY." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.1417.

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Freeman Hennessy, Kathleen, Jennifer Parham-Mocello, and Henry Walker. "Co-Curricular Activities in Computer Science Departments." In SIGCSE '19: The 50th ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3287324.3293735.

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Rajenthran, Hemabegai A/P, Izwan Nizal Mohd Shaharanee, and Jastini Mohd Jamil. "Student profiling on university co-curricular activities using cluster analysis." In PROCEEDINGS OF THE 13TH IMT-GT INTERNATIONAL CONFERENCE ON MATHEMATICS, STATISTICS AND THEIR APPLICATIONS (ICMSA2017). Author(s), 2017. http://dx.doi.org/10.1063/1.5012254.

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Trowers-Bell, LaToya. "THE IMPACT OF CO-CURRICULAR ACTIVITIES ON HEALTH SERVICES ADMINISTRATION STUDENTS." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.1927.

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Chicharo, Joe Fernando, Kylie Austin, Julia Coyle, and Amy Thompson. "Learning Outside the Classroom: A Distinctive Approach to Co-Curricular Recognition in the Australian context." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11062.

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Co-curricular engagement is an essential a part of the student experience in Australian higher education institutions. Whilst there is wide acknowledgement of the benefits of students participating in co-curricular activities, formally recognising students for the knowledge, skills and experiences that they have gained through co-curricular learning has only recently emerged in the Australian context. This practice paper will describe one Australian university’s approach in developing and implementing a co-curricular recognition framework. UOWx sits at the core of University of Wollongong’s (UOW) student experience, providing holistic and transformational personal development of students. The distinctive features of UOW’s approach include developing a whole of institution approach; embedding the student voice into continuous improvement cycles; and developing an active strategy to embed UOWx with employers and community organisations. This approach has transformed student co-curricular learning at UOW, by increasing the breadth of student engagement and deepening student understanding of the knowledge, skills and experiences students have gained through their co-curricular engagement. Keywords: Co-curricular framework; designing co-curricular recognition; reflection.
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Nesa, Meherun. "Annexation of Co-curricular Activities: Experiencing and Assessing Grammar Competence in EFL Context." In The IAFOR International Conference on Education – Hawaii 202. The International Academic Forum(IAFOR), 2020. http://dx.doi.org/10.22492/issn.2189-1036.2020.25.

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Bielefeldt, Angela R., Madeline Polmear, Daniel Knight, Christopher Swan, and Nathan Canney. "Education of Electrical Engineering Students about Ethics and Societal Impacts in Courses and Co-curricular Activities." In 2018 IEEE Frontiers in Education Conference (FIE). IEEE, 2018. http://dx.doi.org/10.1109/fie.2018.8658888.

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Laura D Hahn and Alan C Hansen. "Assessing the Impact of Co-Curricular Activities: What Do Undergraduate Students Learn in a Quarter-Scale Tractor Design Competition?" In 2010 Pittsburgh, Pennsylvania, June 20 - June 23, 2010. St. Joseph, MI: American Society of Agricultural and Biological Engineers, 2010. http://dx.doi.org/10.13031/2013.29651.

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Massi, Lisa, Patrice Lancey, Uday Nair, Rachel Straney, Michael Georgiopoulos, and Cynthia Young. "Engineering and computer science community college transfers and native freshmen students: Relationships among participation in extra-curricular and co-curricular activities, connecting to the university campus, and academic success." In 2012 IEEE Frontiers in Education Conference (FIE). IEEE, 2012. http://dx.doi.org/10.1109/fie.2012.6462276.

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Reports on the topic "Co-curricular activities"

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Burri, Margaret, Joshua Everett, Heidi Herr, and Jessica Keyes. Library Impact Practice Brief: Freshman Fellows: Implementing and Assessing a First-Year Primary-Source Research Program. Association of Research Libraries, July 2021. http://dx.doi.org/10.29242/brief.jhu2021.

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This practice brief describes the assessment project undertaken by the Sheridan Libraries at Johns Hopkins University as part of the library’s participation in ARL’s Research Library Impact Framework initiative to address the question “(How) do the library’s special collections specifically support and promote teaching, learning, and research?” The research team investigated how the Freshman Fellows experience impacted the fellows’ studies and co-curricular activities at the university. Freshmen Fellows, established in 2016, is a signature opportunity to expose students to primary-source collections early in their college career by pairing four fellows with four curators on individual research projects. The program graduated its first cohort of fellows in spring 2020. The brief includes a semi-structured interview guide, program guidelines, and a primary research rubric.
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