Co-Curricular Council (C3) for the Common Intellectual Experience
Happiness, Health and Wellbeing
"Many colleges and universities now provide research experiences for students in all disciplines. Undergraduate research, however, is most prominently in science. The goal is to involve students with actively contested questions, empirical observation, technologies, and the sense of excitement that comes from working to answer questions."
- George D. Kuh
Quality of Life, CIE Topic for AY 20-22
WHO defines Quality of Life as an individual's perception of their position in life in the context of the culture and value systems in which they live and in relation to their goals, expectations, standards and concerns. It is a broad ranging concept affected in a complex way by the person's physical health, psychological state, personal beliefs, social relationships and their relationship to salient features of their environment.
In the mid-twentieth century, both the World Health Organization and the United States Agency for International Development used the Gross National Product (GNP) as an indicator to determine a nation’s Quality of Life. GNP is the total market value of goods and services a country produces in its yearly economy (Gross Domestic Product) in addition to profit, rents, dividends, and interest gain from overseas investment. Consumption expenditures, investments, Government purchase of goods and services, and net exports are all variable a student would learn about in a Marco-Economics course that helps to calculate both GDP and GNP. There’s has been debate among scholars how to best calculate Standard of Living of a populace, in which some calculate the GNP and divide it by the populace. Like any equation, there are some variables that are not completely accounted for and are difficult to assess, like benefits and cost that may improve lifestyle but have no perceived economic benefit. Two families in different countries could experience a similar economic quality of life, but one may have to content with more pollution, traffic congestion, crime, and inequality.
Previously a professor at the University of Colorado at Colorado Springs and a nationally recognized economist who did work with both Washington and the Ukraine after the Cold War, economist Dr. Ballantyne once said that economics is based on glee units. People make market decisions based on what makes them happy, or gives them a sense of satisfaction. There has been a movement in the last forty years to depart from using this economic framework as a sole indicator of Quality of Life. Economist, Sociologist, and professor emeritus of Comparative Studies, Dr. Morris David Morris stated that the GNP “as a basic indicator of human well-being is seriously flawed.”Anchor In 2014, the Center for Community and Economic Development at the University of Wisconsin expanded on the nature of capital in the following categories: Natural, Cultural, Human, Social, Political, Financial, and Built. These categories once evaluated helped to determine the nature of a community’s capital.
Faculty and Staff spent may hours in discussion about how to best articulate ideas central to Quality of Life in the following interdiscplinary pathways:
2. Technology and the Workforce
3. Identity (personal, cultural, organizational)
4. Debt and Financial Literacy
5. Poverty of Time
6. Civic and Social Empowerment
7. Climate Change
8. Personal Health and Wellness
We invite you to read the above pages. Faculty, student organziations, and staff may want to consider creating events around this discussion; students can monitor these pages for events and to understand conceptually the discussion taking place. C3 hopes that you will find these discussions not only relevant to your classroom experience, but also critical to life beyond the classroom.
Common Intellectual Experiences (CIE)
The older idea of a “core” curriculum has evolved into a variety of modern forms, such as a set of required common courses or a vertically organized general education program that includes advanced integrative studies and/or required participation in a learning community. These programs often combine broad themes—e.g., technology and society, global interdependence—with a variety of curricular and cocurricular options for students.
Creating a co-curricular virtual experience
Pikes Peak Community College recognizes that we are living in a tough academic environment. We are striving to meet the needs of students while balancing the safety of the members of our community.
While Co-Curricular experiences are defined as those experiences outside the classroom that support in-class curriculum and that develop students holistically, COVID 19 has challenged us to think about a Co-Curricular in new ways.
Faculty may choose to create a virtual experience that embodies the following:
- Bringing in what normally would be outside experiences to share perspectives that unites the curriculum with an interdiscplinary topics ands seeks to develop the student holistically.