Intended Learning Outcomes for Co-curricular and Extra-curricular Activities
Last updated May 2021
Al Akhawayn University in Ifrane (AUI) strives to offer its students enrichment activities and programs, including those that complement classroom learning. These co-curricular and extra-curricular activities are an integral part of their whole educational experience. Through a variety of programs and services, AUI endeavors to enhance campus life and provide opportunities for students to develop mentally, physically, emotionally, and socially.
In April 2017, the need to revise the Intended Learning Outcomes (ILOs) was identified. A Co-curricular ILOs Committee composed of six heads of units met to rethink the outcomes and to update methods to assess students learning and development through the programs and services. Afterward, and in parallel with the preparation of the 2020-2025 strategic plan and the university re-accreditation endeavors, AUI continued its effort to establish domains, specific outcomes, and means of assessment.
These ILOs are partly inspired by Chickering (1969) and Chickering and Reisser (1993) student development vectors, but they also reflect the most pressing needs of AUI students within their socioeconomic, professional and cultural contexts.
A- From Autonomy to Interdependence
Students must learn to operate independently and take responsibility for themselves. It is important for students to find emotional and instrumental independence, including the ability to solve problems on one's own. While the student must be able to take charge of his/her own decisions and assume responsibility for consequences, they need to manage the tensions between the need for independence and the need for acceptance, along with respecting the uniqueness and independence of others.
- Demonstrate awareness of the opportunities to exercise self-directed decision-making
- Explain the rationale of their decisions
- Practice self-reliance and use available resources for support
- Accept, respect, and celebrate the unique differences and the independence of others.
Inclusion is reflected in the diversity, welcome, and support of individuals of the AUI community. The characteristics can include but are not limited to: age, background, citizenship, disability, education, ethnicity, family obligations, gender, appearance, geographical origin, language, marital status, political views, race, religion, socio-economic status, and work experience.
- Recognize and explain the value of diversity and inclusion within their society and in other groups/communities
- Demonstrate willingness to integrate others into the campus community
- Advocate for members of their community and appropriately challenge unfair and uncivil behavior in other individuals or groups
Leadership is assuming responsibility for actions that allows all individuals to inspire and promote change collectively towards a shared vision or goal.
- Recognize strengths in self and in others to work towards a shared vision.
- Empower others for collaboration and distribution of responsibility.
- Communicate clearly and effectively roles, purposes, and aspirations of self and others.
This is intimately linked to Chickering Purpose and Integrity development vectors as it reflects the ability for students to personalize humanizing values and negotiate their own beliefs and behaviors. This process helps them define their identity, while also providing a guiding framework for decision-making about their vocation and purpose in life. Developing purpose is an important aspect of students’ identity development where they reflect upon their current life situation and their goals and core values for the future to make decisions regarding life after college.
- Development of vocational plans and aspirations,
- Development of personal interests, and a set of core humanizing values,
- Development of interpersonal and community commitments, leading to impactful service