The Co-Curricular Transcript is available for students on GryphLife. Your eligible outside of the classroom engagement is automatically updated when the activity has concluded, usually in April.
The University of Guelph has a rich history of fostering and supporting student engagement through experiential learning. A range of opportunities, from volunteerism through to service-learning provide students with a forum for contributing to civic life, developing skills, and applying classroom learning in real-world settings. College-based initiatives such as internships, practica, community-based research, and Co-op placements are integrated within the curriculum and play a central role in the formal education of students.
Research has consistently shown that student engagement in activities outside the classroom contributes significantly to learning. These experiences provide concrete opportunities to develop leadership skills, establish the capacity for healthy inter-personal relationships, strengthen humanitarian values, develop work-readiness skills, and achieve academic success (Kuh, Schuh, Whitt, and Associates, 1991, 2005). At Guelph, institutionalized leadership opportunities such as elected and appointed governance roles, serving on a varsity sports team, or executive positions within accredited student organizations, serve as examples of the rich learning and skill development that can occur, however, they are not officially recognized by the Institution as vehicles for learning.
Since 1995 several groups have sought approval to implement a Co-curricular Transcript at Guelph. For example, the Central Student Association drafted a proposal titled, “It’s Time for Co-curricular Transcripts at the University of Guelph” in December 1995 wherein they argued that the implementation of a CCT would serve to reinforce the Institution’s commitment to learner-centeredness, skill development and experiential learning. Due to the projected cost of implementing a CCT, the CSA recommended that a feasibility study be conducted. This proposal was discussed at a meeting of the Board of Undergraduate Studies (BUGS) in December 1995 at which time representatives from Student Senate Caucus indicated that a survey of 49 organizations was conducted and it was found that it would “be to the students’ benefit to have co-curricular transcripts.” It was noted in the minutes that continued discussion on the matter should be held after a survey of employers was conducted. Thirty-seven employers were surveyed and the survey results were reviewed in March 1996 at which time BUGS concluded that the investment of time and resources necessary to implement a CCT at the University of Guelph was not justified. Since that time several students have attempted to resurrect the idea of a CCT at Guelph, culminating in an ad hoc group being formed in 2006; a proposal going forward to the Associate Vice-President (Student Affairs); and approval to proceed with the project being granted in 2007.
Today, at several small to medium-sized colleges and universities across North America the Co-Curricular Transcript or Record is utilized to officially recognize the co-curricular involvement of students and is regarded as a valuable tool for showcasing experiential learning. As a leader in offering an enriching student learning experience, the University of Guelph decided to pilot a co-curricular transcript (CCT) in Winter 2010 to assist students in documenting validated out-of-classroom experiences throughout their undergraduate and graduate careers. Used in tandem with the e-portfolio, the Reg online event registration system, and the University’s official academic transcript, the CCT will demonstrate the breadth and scope of a student’s learning at the University of Guelph. Furthermore, the CCT will underscore the University’s excellence in encouraging ‘collaborative learning’ and in providing ‘enriching educational experiences’ - benchmarks identified by the National Survey of Student Engagement (NSSE).
Funds were allocated by the Office of Student Affairs and topped up by Student Life to develop the transcript. A small working group chaired by then Associate Director, Student Life & Counselling Services, and comprised of two representatives from the CSA, one representative of the GSA, one representative from Student Life, and the IHC President was struck in Fall 2007 to discuss intent, scope, and process for implementing the transcript. In 2009 this body was renamed ‘CTAG’ or the Co-Curricular Transcript Advisory Group.
The Intended Learning Outcomes featured on the Official Co-Curricular Transcript were introduced in the 2004 and 2006 publications, “Learning Reconsidered: A Campus-Wide Focus on the Student Experience” (Keeling, R. ed.). These seven outcomes have been widely recognized as core to the student learning experience, and reflect the institution’s commitment to the education of the whole student – within and beyond the formal classroom. At the University of Guelph, we hold an integrated, holistic view of learning and recognize the transformative impact that engagement in meaningful co-curricular activities can have for our students. The seven learning outcomes and their associated skills, knowledge, and attitudes are included in the table below.
Cognitive Complexity: Critical thinking, reflective thinking, effective reasoning, intellectual flexibility emotion/cognition integration, identity/cognition integration
Knowledge Acquisition, Integration, and Application: Understanding knowledge from a range of disciplines (acquisition); connecting knowledge to other knowledge, ideas and experiences (integration); relate knowledge to daily life (application); pursuit of lifelong learning; career decidedness; technological competence
Humanitarianism: Understanding and appreciation of human differences; cultural competency; social responsibility
Civic Engagement: Sense of civic responsibility; commitment to public life through communities of practice; engage in principled dissent; effective in leadership with campus community
Interpersonal and Intrapersonal Competence: Realistic self-appraisal and self-understanding; personal attributes such as identity, self-esteem, confidence, ethics and integrity, spiritual awareness, personal goal-setting; meaningful relationships; interdependence; collaboration; ability to work with people different from self
Practical Competence: Effective communication; capacity to manage one’s personal affairs; economic self-sufficiency and vocational competence; maintain personal health and wellness; prioritize leisure pursuits; living a purposeful and satisfying life
Persistence and Academic Achievement: Manage the college experience to achieve academic and personal success; leading to academic goal success including degree attainment