Measuring Cocurricular Learning: The Role of the IR Office: New Directions for Institutional Research, Number 164(J-B IR Single Issue Institutional Research)

This volume examines the complexities of measuring co-curricular learning and discusses the role of the institutional research professional in measuring learning outside of the classroom. This volume explores: Contemporary theories around co-curricular learning and its influence on student success; The role of accountability and accreditation when considering the methods to measure co-curricular learning; How co-curricular data align with university goals and priorities; The differences between direct and indirect measures of cocurricular learning; and The roles the institutional research office can play as a leader and collaborator in the measurement of co-curricular learning. This is the 164th volume of this Jossey-Bass quarterly report series. Timely and comprehensive, New Directions for Institutional Research provides planners and administrators in all types of academic institutions with guidelines in such areas as resource coordination, information analysis, program evaluation, and institutional management.

Table of Contents:
EDITORS’ NOTES 1 Lance C. Kennedy-Phillips, Angela Baldasare, Michael N. Christakis 1. Introduction to Measuring Co-Curricular Learning 5 Linda Suskie This chapter frames the discussion regarding the importance of measuring co-curricular learning and the role of the IR office. 2. Framing Research and Assessment of Co-Curricular Learning 15 Ellen Meents-DeCaigny, Liz Sanders The purpose of this chapter is to provide an overview of important theories and frameworks that ground research and assessment of co-curricular learning. 3. Understanding Student Success by Measuring Co-Curricular Learning 27 Kathleen Lis Dean This chapter will explore how measuring co-curricular learning can increase an institution’s understanding of the factors that impact student success. 4. Co-Curricular Outcomes Assessment and Accreditation 39 Katie Busby This chapter describes how assessment of co-curricular student learning outcomes can be used as part of the institutional accreditation process and the opportunities institutional researchers and student affairs educators have to collaborate in those efforts. 5. Mapping to Curricular and Institutional Goals 51 D’Arcy J. Oaks This chapter will discuss how institutional research professionalsmight integrate co-curricular learning outcomes into larger measures of institutional effectiveness. By mapping co-curricular learning outcomes to align with curricular and institutional goals, linkages can be made that demonstratemission-congruent activities and outcomes across the institution. 6. Direct Measures of Co-Curricular Learning 61 Darby Roberts This chapter explores the opportunities and challenges of using direct methods to measure co-curricular learning. 7. Characterizing and Assessing Co-Curricular Activities for Graduate and Professional-School Students: Exploring the Value of Intentional Assessment Planning and Practice 71 Diane E. Waryas This chapter explores the importance of systematic evaluation of co-curricular activities directed at graduate- and professional-school students. Approaches to assessment and benefits of sound practice are presented along with the critical role that institutional researchers can play. 8. The Role of the IR Office: Collaborating Across the Institution 83 Rick Kroc This chapter describes a framework to guide collaboration between institutional research and other campus offices. Three examples are then provided to illustrate how the framework was applied successfully to actual projects. INDEX 93

About the Author :
Volume Editors: Lance C. Kennedy-Phillips, PhD, is Vice Provost for Planning and Assessment at Penn State University Angela Baldasare, PhD, is Assistant Provost for Institutional Research at The University of Arizona Michael N. Christakis, PhD, is Vice President for Student Affairs & Public Service Professor at the University at Albany Series Editor-in-Chief: John F. Ryan is director of institutional research at University of Vermont.