Co-Curricular Assessment

Definition & Overview: 

Co-Curricular learning at Minot State University is ungraded learning that happens outside the classroom, which complements learning that happens inside the classroom. Within this learning structure, Minot State emphasizes four categories; Leadership, Wellness, Self-Awareness, and Career and Professional Development. For each category, a general goal, what a student should know and/or be able to do upon graduation, is specified. Additionally, each category has specific outcomes, connected to its co-curricular goal, stipulating what a student should know and/or be able to do as a result of what is learned in or through a specific activity or set of activities. Finally, applicable offices and/or programs are encouraged to develop objective(s), a deliberate task or activity, prompted by a specific outcome designed to broaden and/or mature student leadership, wellness, self-awareness, and/or career and professional development.

Proposed Five Year Plan



In the Fall of 2019 Minot State set in motion a tiered plan that seeks to engage a broad swath of offices, train and resource said personnel and offices to effectively accomplish assessment, connect efforts to broader institutional interests, and implement a continuous improvement cycle.

In the 2019-20 academic year four offices, (Academic Support, Wellness Center, Career Services, and Student Activities) began a co-curricular assessment cycle. These offices represent the core of co-curricular assessment at Minot State. Over the next five years, a proposed development is proposed below.

  • Year 1 is focused on developing core offices/programs.
  • Years 1-3 will focus on development. Development of the core group through professional training, resource allocation and/or refocusing, and extending co-curricular learning beyond the core group to additional offices/programs relevant to co-curricular learning at Minot State.
  • Years 2-4 will focus on extending co-curricular learning to nuanced outlets, and refinement of the model so as to focus resources on institutionally effective collaborations that explicitly move university vision, mission, and strategic planning forward. Data sets are expected to play a prominent role in this developmental window.
  • Years 3-5 will focus on model and process coherence, improvement, and maturation of procedures and practices.

Throughout this five-year span, several offices and committees are important to momentum, maintenance, and improvement. First, shared responsibility between the Associate Vice President for Academic Affairs (AVPAA) and Vice President for Student Affairs (VPSA) is necessary and planned. Additionally, the Director of Academic Assessment (DAA) will supplement senior leadership for the purposes of direct oversight, training, resource development, and day-to-day administrative integration, continuity, and organization. Finally, the co-curricular assessment committee, institutional in composition, will facilitate the curation of the model, review of yearly assessment plans and reports, and facilitate communication to relevant constituencies.


Co-Curricular Student Learning Goals and Outcomes 

  • Defined as the relational process of influencing and guiding a group of individuals to achieve common goals
  • Goal StatementMinot State students will develop their leadership skills through individual, group, and community experiences.
  • Key Components: Collaborators, problem solvers, innovators, change-makers

Outcome Statements:

  • Students will guide others through processes involving collaboration, shared responsibilities, or teamwork.
  • Students will apply problem-solving skills while working towards a common purpose.
  • Students will use innovative approaches to solve problems.
  • Students will affect positive change within their organizations.
  • Defined as 8 dimensions of wellness (emotional, physical, occupational, intellectual, social, spiritual, environmental, and multicultural)
  • Goal Statement: Minot State students will describe and apply the dimensions of holistic well-being.
  • Key Components: Physical Dimension and Emotional Dimension

Outcome Statements:

  • Students will develop emotional wellness-related knowledge, beliefs, and behaviors that promote individual and community well-being.
  • Students will develop physical wellness-related knowledge, beliefs, and behaviors that promote individual and community well-being.
  • Defined as the conscious knowledge of one’s own character, feelings, motivations, desires, strengths, and limitations
  • Goal Statement: Minot State students will enhance their intrapersonal competence through their experiences.
  • Key Components: Goal-directed behavior(self-management, self-motivation, self-monitoring, self-regulation a goal orientation, resilience, self-reflection), ownership(self-efficacy, growth mindset, confidence) (can, want, will), emotional and situational adaptivity(emotional intelligence, adaptability).

Outcome Statements:

  • Students will reflect on their goal-directed behavior.
  • Students will reflect on their self-efficacy, growth mindset, or confidence.
  • Students will reflect on their emotional and situational adaptivity.
  • Defined as skills and experiences that support students’ career/professional goals
  • Goal Statement: Minot State students will develop the necessary life and professional skills to promote their future success.
  • Key Components: Professional communication, time management, and professional demeanor

Outcome Statements:

  • Students will develop appropriate communication for use in a professional setting.
  • Students will use effective time management skills.
  • Students will demonstrate appropriate demeanor in a professional setting.