Open Co-Curricular Practices/Analyzing and Designing OCP

OCP is a specific approach to co-curricular activities, just like OEP is a specific approach to pedagogy. Thus, OCP can be analyzed in accordance with the various components of co-curricular activities (CA). Components of CA and OCP The framework currently used to analyze OCP is the four-part CA model comprised of: Relationship to Learning Structure Purpose Outcomes 1. Relationship to Learning Given that students are the primary CA participants, the student role must be kept in mind when examining the function of a CA. There are 3 kinds of ways in which OCP is related to students' learning: Educational Para-Educational Meta-Educational Educational OCP directly reinforces classroom learning or provides novel learning opportunities that support students skill and competency. However, these OCP are must more difficult to execute because the fact that there are direct and salient learning outcomes means that quality of content and process must be upheld. While such quality standards would not be directly tied to formal quality assurance processes as stipulated within an institution's jurisdiction. Educational OCP is unique because they may directly overlap with OER. For example, a musical theatre club may elect to use OERs pertaining to musical theatre, such as the "Adapting a Musical" OER by The Kennedy Centre.Adapting a Musical https://oercommons.org/courses/adapting-a-musical-2 2026-08-27 OER Commons en Para-educational OCP are not directly tied to students' learning or skill development, nor tied to education-facing advocacy and governance. Rather, para-educational OCP target students social development and self-esteem by providing opportunities to connect with peers and otherwise sustain motivation to continue with their studies. For example, students participating in a special interest club, such as an Anime Club, are accessing the opportunity to thrive socially and emotionally amidst their role as a student. 2. Structure There are three main structures that OCP can have: Institution-run e.g., a leadership summit organized by the Student Life Department. Student-run e.g., a computer science club organizing a coding competition. Third party-run e.g., a student policy conference organized by a national student advocacy coalition. Note that these three main parties may collaborate on a particular activity. Thus, a particular OCP might be run by the combination of two or three of these parties rather than one. Institutions may collaborate with students. For example, the Student Life Department may collaborate with a leadership club to run a leadership summit. Institutions may collaborate with third parties. For example, the Student Life Department might collaborate with a student advocacy coalition to Students may collaborate with third parties. Institutions, students, and third parties can collaborate to run co-curricular activities. 3. Purpose The nature of an OCP can be primary-purpose or secondary-purpose. A primary-purpose OCP would be any activity that is primarily organized for the purposes of providing students with co-curricular engagement opportunities. For example, student clubs are primary-purpose CAs. When these clubs adopt A secondary-purpose OCP would be an activity that is not primarily organized for the purpose of providing students with co-curricular engagement, but do so as a secondary effect. 4. Outcomes The outcomes of OCP can be formal or informal. Formal outcomes include tangible results, whether a product, official recognition, or structural change. An example product might be a blog post. An example recognition might be a certificate of participation. An example structural change might be a policy change. Informal outcomes include intangible impact on participants or the community. An example impact on a participant might be an elevated sense of belonging on campus after experiencing a year-end carnival. An example impact on the community might be an elevated sense of connection that a community partner feels with the institution following collaboration with a student club. Designing OCP Aside from situating an OCP in terms of the above four aspects, there are additional factors of CA that can be analyzed in an OCP. The following questions may be used when starting to design OCP: Is this a content-focused or process-focused activity? Is this a recurring/permanent program, or a one-time program?