Cocurricular Planning Map

Cocurricular Planning MapThe Cocurricular Planning Map a tool to help students make informed and intentional decisions about their out-of-class activities while at Truman State University.
Download/Print Planning Map (PDF)

The Map’s Four Quadrants

The Planning Map consists of four quadrants that represent areas students can use to set goals regarding their out-of-class activities to maximize the benefits of their Truman educational experience.

Quadrant 1 includes the ability to conceptualize the world in new and different ways, to appreciate and celebrate the unique and diverse, to understand and empathize with people and ideas outside of their comfort zone and to feel connected with other members of their communities through participation in events and activities within their communities.

Development in quadrant one requires students to perceive themselves and others in new ways and to engage those with whom you live, work, and associate in meaningful and mutually beneficial relationships. Through investing in these relationships, students develop a sense of belonging, feel deeply connect to our community, seek out opportunities to serve others and contribute to building a positive, interdependent social environment.

Quadrant 2 involves the various processes used to accumulate and assimilate knowledge. Effective-decision making, critical thinking, breadth and depth of information contribute to intellectual competence.  The knowledge, skills, and integrity to apply critical thinking to one’s own behavior and character demonstrate reflective judgment.

A truly educated person recognizes their own values, skills and abilities as well as their inconsistencies, shortcomings, and mistakes. The development of character comes from the consistent application of reflective judgment.

Quadrant 3 involves those activities in which students engage that develop and express physical, emotional, spiritual, social as well as mental endowments. These pursuits assist in maintaining health and balance and lead to the development of lifelong habits of personal well-being. Activities in quadrant three help to ensure that we maintain a healthy balance and develop lifelong habits of personal well-being.
Higher education has a responsibility to train young people to make a positive contribution to their society.  Activities that help students develop the knowledge, skill and experience to motivate and guide others are included.  The responsibilities inherent in membership in local, national and world communities such as participation in the political process and volunteer service are also included in Quadrant 4 activities.

Responsible citizenship requires students to develop attitudes and behaviors consistent with the effective functioning of a democratic society. Effective leadership necessitates skills and knowledge resulting in ethically influencing people and processes. The citizens and leaders of tomorrow must understand the responsibilities inherent in membership in a national and world community. Based on that understanding they can meet the challenges they will face as citizens and leaders in the future.

The quadrants are based on values and principles espoused in the Truman State University Mission Statement, skills and knowledge of value to future employers and graduate schools, and needs and attributes of college-aged students identified by various theories of development.

Here are some long-term goals and some shorter-term activities to help achieve the goals in each quadrant area. These are just examples. Your goals and activities may very greatly. The object of the  Cocurricular Planning Map is not to establish the perfect goals but to get you to think about and plan your  out-of-class activities.
Quadrant 1: Cultural Exploration and Community Engagement

Long-term Goal:  A Philosophy and Religion major wants to become a youth minister.  He recognizes a need to improve his communication skills and his understanding of others.

Sample Out-of-class Activities:

  • He attends an active listening presentation in his Residential College.
  • He works on being more open to the spiritual beliefs of others by attending the activities of a variety of religious groups on campus.
  • He joins the Residential Living mediation group and gains experience mediating disputes between roommates.
  • He participates in weekly study sessions with his denomination’s student organization.
  • He accepts an internship working as a camp counselor with an organization that sponsors summer camps for Christian youth groups.
Quadrant 2: Intellectual Competence and Reflective and Judgment

Long-term Goal:  A Biology major hopes to go to graduate school in environmental science.

Sample Out-of-class Activities:

  • She joins the campus chapter of Green Peace to learn more about  environmental issues.
  • She addresses her math anxiety issues by attending sessions at University Counseling Services.
  • She completes her scholarship work hours assisting a professor who is engaged in environmental science research.
  • To develop habits consistent with her values, she becomes familiar with the campus recycling program and recycles whenever possible.
  • She becomes a McNair Scholar and conducts original research on an Environmental topic under the guidance of a faculty member.
Quadrant 3: Healthy Habits and Balanced Living

Long-term Goal:  A first year student wants to become a more outgoing and socially competent person before graduation.
Sample Out-of-Class Activities:

  • He attends an athletic event and a cultural event each month to meet new people and to generate topics for interpersonal conversation.
  • He volunteers as a math tutor.
  • He joins a social Greek organization to practice his social skills.
  • He participates in Study Abroad to challenge himself socially.
  • He runs for a Student Senate Office.
Quadrant 4: Effective Leadership and Responsible Citizenship

Long-term Goals:  A political science major whose vision is to become a prosecuting attorney wants to learn more about citizenship.


Sample Out-of-class Activities:

  • She volunteers to participate on the Residential Living Judicial Board.
  • She joins the College Democrat organization.
  • She chairs a committee to register students to vote.
  • She completes an internship with the Department of Corrections.
  • She participates in the Model United Nations program.