Abstract

Background/purpose – Cocurricular offerings should appropriately align with academic learning goals to ensure undergraduate students’ development of professional dispositions that lead to civic and career success. This study provides a framework for implementing high impact practices into cocurricular instruction, as well as steps on how to align this instruction to the general educational goals of institutions.

Materials/methods – Case study methodology was used to examine university students’ perceptions of the effect a course-embedded service-learning activity had on their development of professional dispositions.

Keywords: cocurricular assessment, service-learning, first-year experience course, general education outcomes

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