Moving From Ideation to Prototyping: Developing a Learning-Centered Co-Curriculum

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Author(s): Daniel A. Bureau (Louisiana State University, USA), Monica Lee Miranda (University of South Florida, USA), Martha Glass (Virginia Tech, USA)and James P. Barber (William & Mary, USA)
Copyright: 2021
Pages: 13
Source title: Applying Design Thinking to the Measurement of Experiential Learning
Source Author(s)/Editor(s): Adam Peck (Illinois State University, USA)and Danielle DeSawal (Indiana University, USA)
DOI: 10.4018/978-1-7998-7768-4.ch013

Keywords: Education / Information Science Reference / Instructional Design / Learning Assessment and Measurement

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Abstract

To implement an effective approach to design thinking in higher education, it is crucial to move from ideation to prototyping. In the context of the co-curriculum, there is a push toward enhancing how programs and services contribute to student learning. Many educators are working toward strengthening the culture so that learning becomes central to the work of staff. However, the right conditions must exist to anchor the changes so that student learning is not merely a byproduct, but rather is the primary outcome of student engagement in the co-curriculum. In this chapter, the authors address the conditions that help enhance the effective delivery of learning-focused, co-curricular experiences. Through examining eight different institutions, they arrived at six conditions that helped in developing sustainable learning-centered co-curricular programs and services in higher education.

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Moving From Ideation to Prototyping: Developing a Learning-Centered Co-Curriculum

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