Pixel International Conferences

Co-curricular learning is recognized as having a positive impact in the learning, growth, development, and overall educational experiences of students. Co-curricular learning allows students to couple the engagement of their campus life with their life outside of academics. Through this means of engagement, the student’s personal development is typically impacted in a positive manner (Kuh, 2009). This positive impact is found in students regardless of their age, race, gender, or socioeconomic background (Kuh, 2009). Some examples of skills further developed and/or enhanced through co-curricular learning include: leadership development, effective communication, development of personal goals, and development of educational goals (Strayhorn, 2008). In 2016, accreditation standards for the Doctor of Pharmacy (PharmD) programs in the United States were modified to now require the integration of affective domain elements (Chaieb, Phillips, Thiman, Fulford, Young, & Perri, 2018). This new mandate has required pharmacy schools to find ways of effectively identifying and assessing interactions that impact affective domain elements, including co-curricular learning experiences that students participate in throughout their time in pharmacy school. Effectively assessing co-curricular learning is not always an easy feat to accomplish. The presenters will highlight findings from a mixed methods assessment of co-curricular learning of PharmD students.

Keywords: Assessment, Co-curricular learning, Pharmacy students, Mixed-Methods;

References:

[1] Chaieb, J., Phillips, B. B., Thiman, M., Fulford, M., Young, H. N., & Perri, M. (2018). Evaluation of affective domain elements in a new pharmacy practice course. Currents in Pharmacy Teaching and Learning (in press). Retrieved on 6 Sept 2018 from https://www-sciencedirect-com.proxy-remote.galib.uga.edu/science/article/pii/S1877129717304033?
[2] Kuh, G. D. (2009). What student affairs professionals need to know about student engagement. Journal of College Student Development, 50(6), 683-706.
[3] Strayhorn, T. L. (2008). How college students’ engagement affects personal and social learning outcomes. Journal of College and Character, 10(2). doi: 10.2202/1940-1639.1071