Welcome to the InfoSci Platform
Prototyping a University-Wide Co-Curricular Record: Technology, Relationships, and Policies

Prototyping a University-Wide Co-Curricular Record: Technology, Relationships, and Policies

Elizabeth A. King, Heather D. Shea, William F. Heinrich
Copyright: © 2021 |Pages: 19
ISBN13: 9781799877684|ISBN10: 179987768X|EISBN13: 9781799877707
DOI: 10.4018/978-1-7998-7768-4.ch014
Cite Chapter Cite Chapter

MLA

King, Elizabeth A., et al. "Prototyping a University-Wide Co-Curricular Record: Technology, Relationships, and Policies." Applying Design Thinking to the Measurement of Experiential Learning, edited by Adam Peck and Danielle DeSawal, IGI Global, 2021, pp. 215-233. https://doi.org/10.4018/978-1-7998-7768-4.ch014

APA

King, E. A., Shea, H. D., & Heinrich, W. F. (2021). Prototyping a University-Wide Co-Curricular Record: Technology, Relationships, and Policies. In A. Peck & D. DeSawal (Eds.), Applying Design Thinking to the Measurement of Experiential Learning (pp. 215-233). IGI Global. https://doi.org/10.4018/978-1-7998-7768-4.ch014

Chicago

King, Elizabeth A., Heather D. Shea, and William F. Heinrich. "Prototyping a University-Wide Co-Curricular Record: Technology, Relationships, and Policies." In Applying Design Thinking to the Measurement of Experiential Learning, edited by Adam Peck and Danielle DeSawal, 215-233. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-7768-4.ch014

Export Reference

Mendeley
Favorite

Abstract

In this chapter, the authors will discuss a multi-year initiative at Michigan State University aimed at designing and implementing a university wide co-curricular record. The authors contend that prototypes are a good mechanism to advance, and possibly accelerate projects. The chapter will focus on the many prototypes developed throughout the project, organized in three categories: 1) the technical aspects of the software, interface, and connections to campus IT; 2) policies and guidelines for interacting with, creating, and validating co-curricular learning experiences and outcomes; and 3) prototypes of new hierarchical relationships and social/cultural processes which made the new project legible to all stakeholders in the institution. Ultimately, prototypes helped create familiar policy and practices to go with useful technology that allowed campus users to easily and enthusiastically engage with a new technology, recognize student learning, and create sustainable practices in the co-curricular space.

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.