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Journal articles on the topic 'Cocurricular'

Author: Grafiati

Published: 4 June 2021

Last updated: 7 February 2022

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1

Hardin, Robin, James Bemiller, and Joshua Pate. "Development and Organization of a Student-Operated Sport Management Cocurricular Club: Partners in Sports." Sport Management Education Journal 7, no. 1 (2013): 43–50. http://dx.doi.org/10.1123/smej.7.1.43.

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Experiential learning is a critical component to a college education in the area of sport management as students must enter the workforce with hands-on industry experience. One experiential learning tool is a cocurricular club that offers volunteer work experience for sport management majors. The University of Tennessee’s Partners in Sports is an example of a sport management cocurricular club that prepares students for working in the sport industry through volunteer experiences. The purpose of this study was to provide a governance and organizational framework of a student-operated sport mana

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2

Bazarsky, Debra, Leslie K. Morrow, and Gabriel C. Javier. "Cocurricular and Campus Contexts." New Directions for Student Services 2015, no. 152 (2015): 55–71. http://dx.doi.org/10.1002/ss.20145.

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3

Webb, Edward M. "Risk Management in Cocurricular Activities." NASPA Journal 26, no. 2 (1988): 151–58. http://dx.doi.org/10.1080/00220973.1988.11072097.

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4

Gholson, Ronald E. "Student Achievement and Cocurricular Activity Participation." NASSP Bulletin 69, no. 483 (1985): 17–20. http://dx.doi.org/10.1177/019263658506948304.

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5

Karasiak, Ben A. "Dealing with Cocurricular Activity Scheduling Conflicts." NASSP Bulletin 71, no. 499 (1987): 120–21. http://dx.doi.org/10.1177/019263658707149927.

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6

Jaworski, Carolyn. "Fair Academic Probation Policy for Cocurricular Participation." NASSP Bulletin 70, no. 490 (1986): 119–20. http://dx.doi.org/10.1177/019263658607049030.

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7

Kranzow, Jeannine, and Stephanie M. Foote. "Engaging Sophomores Through Curricular and Cocurricular Initiatives." New Directions for Higher Education 2018, no. 183 (2018): 71–83. http://dx.doi.org/10.1002/he.20294.

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8

Fulton, O. K. "Athletic and Cocurricular Participation Policies: Friend or Foe?" NASSP Bulletin 70, no. 491 (1986): 123–26. http://dx.doi.org/10.1177/019263658607049134.

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9

Heron, Bill. "Student Eligibility for Cocurricular Activities (A New Approach)." NASSP Bulletin 72, no. 504 (1988): 138–41. http://dx.doi.org/10.1177/019263658807250427.

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10

Karaoui, Lamis R., and Elias B. Chahine. "COVID-19 and Academic Pharmacy: Navigating Uncharted Territory." Senior Care Pharmacist 35, no. 11 (2020): 487–93. http://dx.doi.org/10.4140/tcp.n.2020.493.

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The current COVID-19 pandemic with the associated social distancing measures has imposed unprecedented challenges on educational institutions around the globe. Schools and colleges of pharmacy across the United States have responded by offering distance learning options and are designing contingency plans to maintain operations. The pandemic has impacted all aspects of pharmacy education including didactic instruction, experiential education, interprofessional education, cocurricular activities, community service, scholarship, professional service, well-being, resilience, recruitment, admissio

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11

Clark, Thomas. "The Business Profession." Business Communication Quarterly 68, no. 3 (2005): 271–89. http://dx.doi.org/10.1177/1080569905279026.

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Designed to guide those who want to replicate a similar program at their institutions, this article examines Xavier University’s experience with The Business Profession, a required, noncredit series of career-related events that business majors take over a 4-year period. This program was developed in response to research indicating that early career decision making and excellent career communication skills lead to better student employment choices. The Business Profession differs from traditional university career education programs in several ways. It is (a) developmental: It offers learner-c

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12

Moore, Rachelle. "The Collaboratory: A New Model for Teaching and Learning in the Electronic Environment." About Campus: Enriching the Student Learning Experience 1, no. 3 (1996): 22–24. http://dx.doi.org/10.1002/abc.6190010305.

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The “collaboratory librarian” in the Bartle Library at Binghamton University describes an innovative use of electronic networks to support traditional teaching and learning. However, the collaboratory concept also offers all educators exciting opportunities to promote learning in both the extracurricular and cocurricular dimensions of campus life.

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13

Waterman, Emily A., Meg L. Small, Siri Newman, and Samantha P. Steich. "Increasing Students’ Familiarity With Cocurricular Experiences: A Pilot Trial." Journal of College Student Development 57, no. 7 (2016): 892–97. http://dx.doi.org/10.1353/csd.2016.0086.

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14

Shilviana, Khusna, and Tasman Hamami. "Pengembangan Kegiatan Kokurikuler dan Ekstrakurikuler." PALAPA 8, no. 1 (2020): 159–77. http://dx.doi.org/10.36088/palapa.v8i1.705.

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Development of cocurricular and extracurricular activities is important to do, because intracuricular activities are felt to be lacking in developing students' potential. Thus, the need for companion activities that can help maximize the potential of students. The purpose of this study was to investigate the development of cocuricular and extracurricular activities. This research uses library research method (library research). The results of the research on the development of cocurricular activities, namely in their activities, must lead to activities that support intracuricular activities an

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15

Koester, Jolene, Harry Hellenbrand, and Terry D. Piper. "The Challenge of Collaboration: Organizational Structure and Professional Identity." About Campus: Enriching the Student Learning Experience 13, no. 5 (2008): 12–19. http://dx.doi.org/10.1002/abc.266.

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The learning encompassed by a baccalaureate degree is not a collection of discrete parts linked to specific classes but rather the cumulative consequence and judgments for all aspects of the learning environment…. Learning takes place from the curriculum and classroom but also through personal development, cocurricular activities, and community activities. —from the president's 2003 convocation address

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16

Trolian, Teniell L., and Cassie L. Barnhardt. "Shaping Students’ Civic Commitments: The Influence of College Cocurricular Involvement." Journal of College Student Development 58, no. 2 (2017): 141–58. http://dx.doi.org/10.1353/csd.2017.0012.

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17

Shadduck, Peggy. "Comprehensive Cocurricular Support Promotes Persistence of Community College STEM Students." Community College Journal of Research and Practice 41, no. 11 (2016): 719–32. http://dx.doi.org/10.1080/10668926.2016.1222506.

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18

Silver, Blake R. "How First-Year College Women Construct Identity Through Cocurricular Involvement." Journal of Women and Gender in Higher Education 13, no. 3 (2020): 233–50. http://dx.doi.org/10.1080/26379112.2020.1840385.

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19

Fisher, Dara R., Aikaterini Bagiati, and Sanjay Sarma. "Developing Professional Skills in Undergraduate Engineering Students Through Cocurricular Involvement." Journal of Student Affairs Research and Practice 54, no. 3 (2017): 286–302. http://dx.doi.org/10.1080/19496591.2017.1289097.

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20

Naik, Sapna, Matthew R. Wawrzynski, and Joelle Brown. "International Students' Cocurricular Involvement at a University in South Africa." Journal of International Students 7, no. 4 (2017): 990–1009. http://dx.doi.org/10.32674/jis.v7i4.186.

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Despite a growing body of literature on international student involvement, international students in the South African context have remained understudied. In this quantitative study, we examined international students’ cocurricular involvement and associated learning and development in a South African university. Participants included 198 international students who completed the Student Experiences Survey (SES). We found international students were generally highly involved and reported benefits and barriers to their involvement as well as a strong sense of belonging. Recommendations to better

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21

Kaltenbaugh, Lance P., and Jennifer Parsons. "Managing a Successful Cocurricular Club: Practical Experience Outside the Classroom." Sport Management Education Journal 15, no. 1 (2021): 60–62. http://dx.doi.org/10.1123/smej.2020-0032.

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22

Ivory, Brian T. "Little Known, Much Needed: Addressing the Cocurricular Needs of LGBTQ Students." Community College Journal of Research and Practice 36, no. 7 (2012): 482–93. http://dx.doi.org/10.1080/10668926.2012.664086.

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23

Tucker, Julie M. "Stop Asking Students to “Strongly Agree”: Let's Directly Measure Cocurricular Learning." About Campus 19, no. 4 (2014): 29–32. http://dx.doi.org/10.1002/abc.21166.

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24

Thornton, Courtney H., Michael T. Tarrant, and Leah S. Williams. "Strategic approaches to civic responsibility: The essential role of cocurricular events." About Campus 14, no. 4 (2009): 2–7. http://dx.doi.org/10.1002/abc.295.

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25

Soria, Krista Marie, Linnette Werner, Neelam Chandiramani, Montana Day, and Aaron Asmundson. "Cocurricular Engagement as Catalysts Toward Students’ Leadership Development and Multicultural Competence." Journal of Student Affairs Research and Practice 56, no. 2 (2018): 207–20. http://dx.doi.org/10.1080/19496591.2018.1519439.

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26

Murray, Joseph L., and Page M. Hall. "Gender Differences in Undergraduate Holland Personality Types: Vocational and Cocurricular Implications." Journal of Student Affairs Research and Practice 39, no. 1 (2001): 14–29. http://dx.doi.org/10.2202/1949-6605.1157.

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27

Wilson, Denise, Diane Jones, Mee Joo Kim, et al. "The Link between Cocurricular Activities and Academic Engagement in Engineering Education." Journal of Engineering Education 103, no. 4 (2014): 625–51. http://dx.doi.org/10.1002/jee.20057.

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28

Moshavi, Dan. "The Electric Possibilities of Teaching and Learning." Journal of Management Education 43, no. 3 (2019): 281–87. http://dx.doi.org/10.1177/1052562918822691.

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In order to elevate the effectiveness of teaching and learning, business deans must manage the dynamic interplay among four elements—strategy, budget, curriculum, and delivery. When these elements reinforce and complement each another, a business school can generate powerful energy in the form of new curricular and cocurricular developments, strategic initiatives, and effective delivery modes. Imbalances among these elements, however, can significantly reduce faculty and student energy and cause teaching and learning to stagnate.

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29

Denson, Nida. "Do Curricular and Cocurricular Diversity Activities Influence Racial Bias? A Meta-Analysis." Review of Educational Research 79, no. 2 (2009): 805–38. http://dx.doi.org/10.3102/0034654309331551.

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In response to rapidly changing demographics and increased racial tensions, institutions across the country have implemented diversity-related initiatives—to varying degrees—designed to promote positive intergroup relations. This increased interest has resulted in a growing body of research examining the impact of curricular and cocurricular diversity activities on a variety of outcomes and racial bias in particular. Whereas past reviews have highlighted the inconsistency in the research findings thus far, this study presents the first quantitative synthesis on this topic to date. The findings

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30

White, Jillian Volpe. "Engagement & Employability: Integrating Career Learning Through Cocurricular Experiences in Postsecondary Education." Journal of Student Affairs Research and Practice 56, no. 2 (2018): 235–37. http://dx.doi.org/10.1080/19496591.2018.1470008.

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31

Bielefeldt, Angela R., Jake Lewis, Madeline Polmear, Daniel Knight, Nathan Canney, and Christopher Swan. "Educating Civil Engineering Students about Ethics and Societal Impacts via Cocurricular Activities." Journal of Civil Engineering Education 146, no. 4 (2020): 04020007. http://dx.doi.org/10.1061/(asce)ei.2643-9115.0000021.

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32

Dunn, Dana S., Kimberly Coffman, Mukul Bhalla, et al. "Doing Assessment Well: Advances for Undergraduate Psychology Programs and Psychology Educators." Teaching of Psychology 47, no. 4 (2020): 251–61. http://dx.doi.org/10.1177/0098628320945097.

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This article discusses how assessment tools can be used to improve student learning in undergraduate bachelors (BA/BS) in psychology programs. The article first reviews particular advantages associated with using curricular and cocurricular maps for performing systematic program assessment. After identifying various assessment tools created by the American Psychological Association, we discuss some essential arenas for program assessment in psychology, including curricular structure and related issues, introductory psychology, capstone courses, internships, research experiences and honors proj

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33

Gettig, Jacob P., and Nancy Fjortoft. "Mapping Pharmacy Student Learning During Cocurricular Activities to National Standards and Institutional Outcomes." American Journal of Pharmaceutical Education 84, no. 11 (2020): 7825. http://dx.doi.org/10.5688/ajpe7825.

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34

Huang, Ya-Rong, and Sheue-Mei Chang. "Academic and Cocurricular Involvement: Their Relationship and the Best Combinations for Student Growth." Journal of College Student Development 45, no. 4 (2004): 391–406. http://dx.doi.org/10.1353/csd.2004.0049.

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35

Zacherman, Avi, and John Foubert. "The Relationship Between Engagement in Cocurricular Activities and Academic Performance: Exploring Gender Differences." Journal of Student Affairs Research and Practice 51, no. 2 (2014): 157–69. http://dx.doi.org/10.1515/jsarp-2014-0016.

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36

Millunchick, Joanna Mirecki, Emma Brennan‐Wydra, Trevion Henderson, Aaron Johnson, and Cynthia J. Finelli. "The role of college knowledge and proactive behavior on participation in cocurricular activities." Journal of Engineering Education 110, no. 1 (2021): 114–42. http://dx.doi.org/10.1002/jee.20380.

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37

Morales, Erik E., Roger G. Richardson, and Elyzabeth Wengert. "Learning the FACTS in New York City: Future Administrators Cultural Training." NASPA Journal 40, no. 1 (2002): 1–24. http://dx.doi.org/10.2202/0027-6014.1185.

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This article presents and assesses a unique cocurricular training program for student personnel graduate students preparing to enter into higher education administration. The FACTS (Future Administrators Cultural Training Seminars) program is run by the staff at the multicultural affairs office at a large, selective, private, urban university in New York City. Responding to requests from primarily white female graduate students for more exposure to diversity and multicultural issues, the program was designed to supplement the students classroom learning with practical insights into the nuance

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38

Lifschutz, Leon. "Examining What Variables Lead to Improved Outcomes for Club Sports Participants." Recreational Sports Journal 43, no. 2 (2019): 117–25. http://dx.doi.org/10.1177/1558866119889903.

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Student affairs and campus recreation practitioners trumpet the values of cocurricular experiences and believe that they can have a deep impact on key learning outcomes for participants. This study surveys club sports participants at the University of Vermont to assess club sports participant satisfaction, belonging, and participations impact on key outcomes. The study affirms the reliability and validity of the survey instrument through strong internal consistency scores and factor analysis. It also positively affirms a positive relationship between key variables such as satisfaction and belo

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39

Fritsch, Michelle A., Nathan Culver, Nicole Culhane, Jonathan Thigpen, and Anne Lin. "AdvoCaring: A Cocurricular Program to Provide Advocacy and Caring to Underserved Populations in Baltimore." American Journal of Pharmaceutical Education 80, no. 7 (2016): 126. http://dx.doi.org/10.5688/ajpe807126.

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40

Naik, Sapna, and Matthew R. Wawrzynski. "Gender, Race, Finance, and Student Engagement in Cocurricular Activities in a South African University." Journal of College Student Development 59, no. 5 (2018): 598–613. http://dx.doi.org/10.1353/csd.2018.0055.

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41

Wresch, William, and Jessica Pondell. "Assessing Cocurricular Impacts on the Development of Business Student Professionalism: Supporting Rites of Passage." Journal of Education for Business 90, no. 3 (2014): 113–18. http://dx.doi.org/10.1080/08832323.2014.988202.

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42

Schlee, Regina Pefanis, and Gary L. Karns. "Job Requirements for Marketing Graduates: Are There Differences in the Knowledge, Skills, and Personal Attributes Needed for Different Salary Levels?" Journal of Marketing Education 39, no. 2 (2017): 69–81. http://dx.doi.org/10.1177/0273475317712765.

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Several studies in the business press and in the marketing literature point to a “transformation” of marketing caused by the availability of large amounts of data for marketing analysis and planning. However, the effects of the integration of technology on entry-level jobs for marketing graduates have not been fully explored. This study examines the knowledge, skills, and personal attributes in listings for entry-level marketing jobs in the United States and the accompanying salaries. Our analysis of job postings reveals shifts in the knowledge, skills, and personal attributes desired by emplo

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43

Rust, Matthew M. "The Utility of Liberal Education: Concepts and Arguments for Use in Academic Advising." NACADA Journal 31, no. 1 (2011): 5–13. http://dx.doi.org/10.12930/0271-9517-31.1.5.

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Liberal education remains a mystery to many of the students enrolled in colleges and universities. Academic advisors, standing at the crossroads of the various curricular and cocurricular experiences that make up a student's liberal education, should be prepared to help students recognize the coherence of their education. This article provides advisors with conceptual knowledge and practical applications for guiding students toward an understanding and appreciation of liberal education. Specifically, I define liberal education and examine the goals associated with it, answer the critic who cla

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44

De Marco, Allison C., and Justin Kretzschmar. "The impact of cocurricular community service on student learning and perceptions of poverty and homelessness." Journal of Poverty 23, no. 1 (2018): 21–43. http://dx.doi.org/10.1080/10875549.2018.1496376.

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45

Johnston, Cassidy M., Huixian Pan, Robert Sorrells, Damianne Brand-Eubanks, Emily Darst, and Michael J. Scott. "Impact of a Student-teach-student Model for IPE Between Pharmacists and Dermatologists on Student Knowledge and Attitude." International Journal for Innovation Education and Research 9, no. 9 (2021): 449–58. http://dx.doi.org/10.31686/ijier.vol9.iss9.3372.

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Introduction: The effective delivery of patient care is a complex venture, often requiring efficient collaboration among varied healthcare professions. Not surprisingly, research continues to indicate collaboration between these diverse professionals can be challenging. Early exposure of health professions students to interprofessional education (IPE) offers a promising way to improve this collaboration and, in turn, improve patient care and service delivery. Objectives: This study examines the impact of an innovative IPE cocurricular event on knowledge, understanding, and attitudes, regarding

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46

Kobayashi, Kent D., Theodore J. K. Radovich, and Brooke E. Moreno. "A Tropical Perspective on Environmental Sustainability in Horticultural Education." HortTechnology 20, no. 3 (2010): 503–8. http://dx.doi.org/10.21273/horttech.20.3.503.

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Curricula in the Department of Tropical Plant and Soil Sciences at the University of Hawai'i at Mānoa were created and modified in the last few years to educate students on topics related to environmental sustainability. New programs included an Organic Food Crop Production course and the Sustainable and Organic Farm Training program. The courses Tropical Production Systems, Vegetable Crop Production, and Weed Science were modified to incorporate concepts of environmental sustainability. The new curricula and modified courses were designed to actively engage students and to promote self-learni

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47

Le, Quan, Teresa Ling, and Jot Yau. "Do International Cocurricular Activities Have an Impact on Cultivating a Global Mindset in Business School Students?" Journal of Teaching in International Business 29, no. 1 (2018): 62–75. http://dx.doi.org/10.1080/08975930.2018.1455942.

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48

Preuss, Lydia, and Terry Vaughan. "Online Learning and Cocurricular Programs: Improving Student Engagement Using D2L Within the Arnold Mitchem Fellows Program." About Campus: Enriching the Student Learning Experience 24, no. 1 (2019): 17–21. http://dx.doi.org/10.1177/1086482219860525.

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49

Buschlen, Eric, and Kathy L. Guthrie. "Seamless Leadership Learning in Curricular and Cocurricular Facets of University Life: A Pragmatic Approach to Praxis." Journal of Leadership Studies 7, no. 4 (2014): 58–64. http://dx.doi.org/10.1002/jls.21311.

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50

Dixon, Deirdre P., Ana Maia Wales, Julia R. Pennington, and Shannon Calega. "Social Change Model of Leadership Development: A 4-Year Program." Management Teaching Review 4, no. 2 (2018): 138–47. http://dx.doi.org/10.1177/2379298118810845.

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The social change model (SCM) of leadership development defines all students as potential leaders. Service acts as a powerful means for developing leadership skills within our students. After the 20th anniversary celebration by the International Leadership Association of the SCM, the authors wanted to illustrate how practice can inform research as they applied the model to a 4-year leadership program. The President’s Leadership Fellows is a 4-year program where all students have an opportunity to develop into leaders through classroom and cocurricular leadership experiences. Students actively

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