Academic Affairs has the official transcript. This is the official record of learning. However, learning happens in other ways. Therefore, the Co-curricular transcript was born. This transcript captures the learning that happens outside the classroom. Except….

We try to structure a co-curricular transcript the same way we structure and treat the official transcript. And, we assume they will be used in the same ways for the same purpose.

This is where the BIG MISTAKE lies. They are different. Different purposes, different audiences, and different process.

Let’s talk about why I think we approach the co-curricular transcript backward.

Here are some assumptions about the co-curricular transcript:

1. Employers want them. WRONG
2. They are an official document of the university so they need to be verified. WRONG
3. They elevate the value of non-classroom learning. WRONG

Don’t get mad at me because I just blew up what we in higher education traditionally think about our transcripts. I assure you I will tell you the value of a well thought out strategic experience transcript and what that looks like.

Whoa. Wait. What? An experience transcript? What is that? That is not a bait and switch. We will cover that in a minute. First, let’s talk about what employers want. What parents want. What higher education wants, what economic development wants, and so on. Then I will introduce you to the experience transcript.

So, as different as each of the groups I mentioned are, they want our students to be able to do this one thing and do it well through the hiring process.

Articulate how the candidate can solve the employers’ problem. What experiences have they had which prepared them to do this in their organization? Yes, there are many other things employers want to know. Let’s focus on these for now.

Co-Curricular Transcript

Back to the co-curricular transcript. This transcript is generally structured with the header of a student organization, class assignment, volunteer activity, or so on. Then below that is an explanation of what occurred. That is all interesting to a student, and to those in higher education. But it is bland and not impactful to an employer.

Fast forward to the experience transcript.

This transcript is generally structured with the header of a competency. Let’s use the NACE Workplace Competency of Problem Solving. Below problem solving a student could have listed the “Workplace Problem Solving: Escape Room” activity, or the project in the Philosophy course where they tackled a tough dilemma. An internship experience could be highlighted showcasing a problem-solving situation. The student can expand a bit and share a brief story highlighting what they learned.

However, there is something much more important than having something to list under the header of Problem Solving.

Can you guess what it is?

Have it yet?

You got nothing?

Oh, but you do.

NOTHING!

What if there is nothing of substance in the problem-solving section? This my friends is the power of the experience transcript. GAP ANALYSIS. REFLECTION. ACTION.

Let’s say an academic advisor, faculty member, retention specialist, or career coach has access to the experience transcript. There are processes to see who in their first semester of junior year does not have at least 80% of their competencies populated with meaningful facts. We can then proactively engage and advise the student on how to gain those competencies. Why is this important?

One day the student will be sitting in front of someone hiring for an internship or full-time job who will ask in some form, “Tell me about a time when you had to solve a problem, your process, and the outcome”.

Without reflection on the experience transcript, the student may not have had experiences preparing them to display this skill, less even talk about this skill.

Does the employer want another piece of paper with verified activities and an official university seal to believe this student can solve real problems? NO

What they want is a student who can articulate how the candidate can solve the employers’ problem and what experiences they have had that prepared them to do this in their organization.

Sound familiar? Maybe from earlier in this post?

My thought: Let’s stop forcing academic processes on non-academic outcomes. The academic process helps students develop workplace competencies. But they are largely articulated and used outside of academia. So, let’s empower that process by thinking differently about the rules related to co-curricular, competency, experience, or whatever you want to call them transcripts.

Remember:

1. Employers do not want another document
2. Employers do not need it verified. The employer’s experience will give them all the verification they need when talking with a candidate. From my time in industry…I can vouch for that one.
3. The only people who question the value of non-classroom learning are those who do not believe in lifelong learning or those who feel marginalized by not being in the classroom teaching. Therefore, the need to validate non-classroom learning becomes an internal need for higher education, not an external value to our students and employers. Those external to higher education understand the value already.

What are your thoughts about co-curricular transcripts, where their value lies, and how to structure them?