Graduates should possess an understanding of the primary of the educational mission of higher education and the basic processess through which students are engaged in this mission. Specifically, students should be able to demonstrate:
- a broad knowledge of the academic requirements of the institutions they serve;
- an appreciation of the academic rigor required of students who desire to successfully navigate their academic careers;
- a commitment to developing strategies for uniting the curricular and co-curricular dimensions of higher education.
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High Sierra Co-Curriculum/Curriculum Map
As stated in another competency, one of my favorite courses in the M.Ed of College Student Affairs program was Student Learning in the Co-Curriculum. This course helped me to understand the unique opportunities that we as student affairs professionals have to blend the curricular and the co-curricular experience of our students. This map, based on Learning Reconsidered 2 (2006), outlines the entire High Sierra curriculum and co-curriculum, and was presented at the NASPA conference in Seattle, WA (March 2009). The map is entirely interactive for viewers and includes the PowerPoint presentation used at NASPA. The map also creates an easy and quick way to view areas in which staff members can partner with faculty to facilitate greater learning (Powerful Partnerships, 1998).
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In order to maintain High Sierra it is necessary that faculty and staff spend time recruiting students and promoting the program. One of our secret weapons in this process has become the High Sierra Preview Weekend. We have learned that once students visit our campus they cannot resist the urge to apply for a semester of study at High Sierra. This weekend is full of activities to familiarize our guests with the program. In order to do this effectively, we select two students to serve as ambassadors. These students are empowered to plan virtually every aspect of the weekend. This is an opportunity for two more students to practice leadership, which is valuable because we understand that learning about leadership and practicing leadership are not the same thing. Students who learn leadership ideas and principles best are those who are given an opportunity to practice and engage in tangible leadership positions (Posner, 2008; Komives, Longerbeam, Owen, Mainella, & Osteen, 2006). Therefore, this weekend has become a learning opportunity for current students and a recruiting tool for future students.
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High Sierra is a great works based program grounded in the study of the humanities. Often it is difficult for students to understand how the courses we offer fit into their greater academic plan. Spending time with potential and current students talking through their academic plan and general studies requirements has become a necessary part of my job. As I explain to students how the High Sierra courses fit into their general studies requirements, I also have a chance to help them understand the APU catalogue and the ways they can track their progress toward degree completion. It is a joy to help students understand how High Sierra fits into their academic career and where to find support and help throughout the academic advising process.
