Faculty and Staff

Do you have a co-curricular program that would be a good addition to the Ram Plan?

Submit an application today!


Application Resources 

Co-Curricular Background 

How the Process Works

All WCU employees are eligible to complete a Co-Curricular Transcript application. Here’s how the process works:

  1. Identify an educational experience outside the classroom that could be offered in the future (preferably for several years).
  2. Review the application resources and Ram Plan Review Committee information below.
  3. Sign up for a mentor by contacting the Ram Plan Review Committee (optional).
  4. Submit an application to add the experience to the transcript.
  5. Wait for feedback from the Ram Plan Review Committee. Make changes if needed.
  6. Once approved, market the program to students.
  7. At the start of the program, let students know the program will be added to their Ram Plan: Co-curricular Transcript if they pass the assessment questions.
  8. Provide instructions on how and when to take the assessment. Ask students if they would like to have the program listed on their co-curricular transcript.
  9. Score the students' assessments.
  10. Notify students of their assessment scores.
  11. Provide students with a due date for re-taking the assessment (if appropriate).
  12. For all the students who passed the assessment, add the program to students transcripts within 30 days of the end of the program. (training is required).
  13. Encourage students to review their transcript throughout the semester and make a plan for participating in future programs.
  14. Support students in utilizing their co-curricular transcript for internships, jobs, graduate school, scholarships and more! 

Before You Apply

The Ram Plan transcript is for co-curricular programs that are educational, offered on a regular basis, expected to last for multiple years, with content that remains fairly consistent.

The application process will go more smoothly if the following information is gathered ahead of time:

  • Brief description of the experience
  • Theories, models, and best practices that guide the experience
  • Social justice practices taken into consideration when designing the program
  • History of the experience (how it began, who started it, what guided the development, etc.)
  • Program materials (I.e., lesson plan, outline, agenda, facilitators, facilitator guide, syllabus, script, slides, worksheets, handouts, videos)
  • One to three learning outcomes students need to complete successfully before the experience will be listed on their transcript
  • Assessments

Social Justice Program Practices

These are starting points to make our programs more inclusive and accessible.

Social Justice Program Practices PDF

Learning Outcomes 

Learning outcomes should start with "As a result of this experience, students will be able to..." or "After attending this program, students will be able to...". This should be followed by explicit, practical, often quantifiable things students will be able to do during or shortly after the program. Examples include things like:

  • As a result of participating in this program, students will be able to identify the correct definition for the term co-curricular (in this case the quantity isn't listed but it's clear that it is 1).
  • As a result of participating in this program, students will be able to describe two programs offered through the Ram Plan: Co-curricular Transcript.
  • As a result of participating in this program, students will be able to write a personal plan for their co-curricular education (quantity is also 1).
  • As a result of participating in this program, students will be able to list at least one positive aspect of a program they attended.
  • As a result of participating in this program, students will be able to recommend one improvement to a program they attended.
  • As a result of participating in this program, students will be able to propose a Ram Plan program.

As you can see above, the learning outcomes follow Bloom's Taxonomy in that students must achieve the first learning outcome in order to be able to effectively complete the other learning outcomes. While this is often the case, it is not always true. Sometimes students enter learning at a higher level and go backward or forward based on their own personal journey. Learning models also exist that are not hierarchical in nature.

It is worth noting that programs may have many, many learning outcomes. Across the assessment field, practitioners often recommend focusing on the three most important learning outcomes. If you need help narrowing your list, think about these questions:

  • If students learn nothing else from this program, I hope they walk away knowing or being able to do __________.
  • What are the three takeaways or action items from the program materials (e.g., PowerPoint)?
  • What learning is being evaluated in the assessment?

Additional Resources:

Guiding Models & Best Practices

This is an example of some of the guiding models and best practices that have been utilized in Ram Plan programs.

12 Step Philosophy

Active Citizen Continuum

American Red Cross Guidelines

Belmont Report

Bloom's Taxonomy

Circles of Sexuality Model

Cognitive Behavioral Therapy

Continuum of Service-Learning

Cultural Wealth Model

Developmental Model of Cultural Sensitivity

Dialectical Behavioral Therapy

Environment Approach to Student Learning

Experiential Learning Cycle

Five Components of Emotional Intelligence

Five Critical Elements of Meaningful Service

Five Practices of Exemplary Leadership

Five Senses of Successful Transition

Framework for Information Literacy for Higher Education

Growth Zone Model

Healthy Minds Study

Interpersonal Process in Therapy: An integrated model

Know, See, Plan, Do Model

Model of Lesbian, Gay, Bisexual Development Identity

Model of Multiple Dimensions of Identity

Motivational Interviewing

Multicultural Competence

NACE Competencies

Popular Education

Positive Psychology

Principles of Community

Pro-Social Behavior

Reflective Judgment Model

Road Map for Graduate Study: A guide for prospective graduate students

Role of the College Union

Servant Leadership Model

Six Dimensions of Community Well-being

Six Dimensions of Wellness

Six Strategies of Community Change

Social Change Model

Social Role Negotiation Model

Socio-Ecologcial Model

Stages of Change


Student Retention Models

Three-Stage Disability Identity Model

Time and Commitment

Yerkes-Dodson Law


Guiding Theories

Student Development Theory Quick Guide

This is an example of some of the theories that have been utilized in Ram Plan programs.

Astin – Theory of Student Involvement

Bandura – Social Cognitive Theory

Baxter Magolda - Theory of Self-Authorship

Bennett –  Developmental Model of Intercultural Sensitivity

Boyatzis – Intentional Change Theory

Bronfenbrenner – Ecological Systems Theory

Chickering & Reisser – Vectors of Student Development

Crenshaw – Theory of Intersectionality

Edwards – College Men’s Gender Identity Development

Festinger – Cognitive Dissonance Theory

Glasser – Choice Theory

Gilligan – Theory of Women’s Moral Development

Hahn – Neo-Hahnian Theory

Holland – Theory of Career Choice

Kegan – Theory of Self-Authorship

Kolb - Theory of Experiential Learning

Kohlberg - Theory of Moral Development

Komives et al. - Leadership Identity Development Theory

Lysgaard - U-Curve Theory of Adjustment

Maslow – Hierarchy of Needs

Multiple Authors – Critical Race Theory

Multiple Authors – Critical Social Theory

Multiple Authors – Gender Identity Development

Multiple Authors - Student Engagement Theory

Perkins & Berkowitz – Social Norms Theory

Perry – Scheme of Intellectual and Ethical Development

Rendón - Validation Theory

Sanford – Challenge and Support

Schlossberg – Transition Theory

Schlossberg - Theory of Marginality and Mattering

Super – Theory of Vocational Development

Facilitation Guides

While not required for the Ram Plan, facilitation guides can be incredibly helpful in organizing a program, thinking through how it's communicated, and ensuring programs are offered consistently from year-to-year and regardless of how many educators are leading the program. A template is provided below as a starting point.

Facilitator Guide Template


Learning outcomes and assessment questions should use the same exact language with minor edits.

Example One

  • Learning outcome: As a result of attending this program, students will be able to identify the correct definition for the term co-curricular
  • Assessment Question: Please identify the correct definition for the term co-curricular:
    • (insert correct definition here with 2-4 incorrect definitions)

Example Two

  • Learning Outcome: As a result of attending this program, students will be able to describe two programs offered through the Ram Plan: Co-curricular Transcript.
  • Assessment Question: Please describe two programs offered through the Ram Plan: Co-curricular Transcript (insert space for students to write their responses).

Example Three:

  • Learning Outcome: As a result of attending this program, students will be able to write a personal plan for their co-curricular education.
  • Assessment Question: Please upload your written personal plan for your co-curricular education.

Additional Resources:

Scoring Assessments

When building the learning outcomes and assessments, take time to think through how the scoring will work. It is worth noting that qualitative questions may take longer to score while quantitative questions can be scored automatically in some systems (e.g., Qualtrics, RamConnect, D2L). It is also worth noting that through D2L, a list of students who passed assessment questions can be emailed to the program coordinator monthly through a Domo report.

Some questions to consider include:

  • Who will be involved in scoring students' responses to assessment questions?
  • How much time are they able to dedicate to this project?
  • How will they be trained on scoring the assessments?
  • Who will be responsible for compiling the list of students who passed the learning outcomes?
  • Who will be responsible for adding the program to student's co-curricular transcript?
  • How will the scores be communicated to each student?
  • Will there be an opportunity for students to re-take the assessment?
  • Who will be responsible for coordinating the assessment re-takes and communicating to students?

Application Review Forms


Meet the Ram Plan Review Committee

The Co-curricular Review Committee is responsible for providing a holistic review and approval of co-curricular transcript applications, in collaboration with the applicant(s) and department director(s). The team will assure applications align to co-curricular standards, promising practices, and the WCU and Student Affairs missions and visions to enhance the student experience.

Anthony Alford Headshot

Anthony Alford

Office Assistant
Fraternity & Sorority Life, Student Leadership & Involvement

Evelyn Anderson

Evelyn Anderson

Associate Director
Philadelphia Center Student Services

Kelsey Frank

Kelsey Frank

Assistant Director
Off-Campus and Commuter Services

LaTisha Griffin

LaTisha Brittingham

Instructional Technologies Lead
EdTech & User Services

Stephen Hopson

Stephen Hopson

Associate Director
Fraternity and Sorority Life

Lauren Keefe

Lauren Keefe

Assistant Director
EdTech & User Services

Amanda Martin

Amanda Martin

Assistant Director of Autism Services
Dub-C Autism Program

Lexie McCarthy, Ed.D.

Lexie McCarthy, Ed.D.

Off-Campus and Commuter Services

Madison Steinbrenner

Madison Steinbrenner

Instructional Designer
Teaching and Learning Center

Amanda Thomas

Amanda Thomas

Executive Director for Assessment and Planning
Office of the Vice President for Student Affairs
Chair of the Ram Plan Review Committee

Amanda Woodworth

Amanda Woodworth

Community Manager, Southeast Pennsylvania

Pennsylvania State Employees Credit Union


Kayla Walden

Assistant Director of Campus Recreation for Outdoor Adventure Pursuits and Operations

Campus Recreation


Lauren Zahour

Lauren Zahour

Assistant Director of Operations
Health and Wellness