Description - Describes how students engage, what they do, reflecting the nature and depth of the program/experience.

Term - The semester in which the activity occurs

Category - Council for the Advancement of Standards in Higher Education (CAS) category with which this engagement activity is most closely aligned, from the perspective of the student in the activity.

Student Conduct Programs - Student Conduct Programs develop and enforce standards of conduct, an educational endeavor to foster students' learning and development.

Campus Label - Type of purposeful activity, as defined across units

Division - University organization

Department - University organization

Unit - University organization

Special Designation - Engagement has a special designation based on review of educational purpose and intentional design.

Time on Task - Amount of time that a student engages in this activity (including orientation/training, supervision/feedback, reflection on learning).

Participation Entry - Extent to which participation is restricted (e.g., minimum GPA, classification)

Minimum Credit Hours - Number of credit hours or years in college required to participate in this activity

Minimum GPA - Minimum GPA required to participate in this activity

Other Requirements - Additional requirements to participate in this activity

Expectations - How expectations are communicated to students about how they will engage in this program

Active Learning - What students do; the nature or type of the engagement, that is expected to contribute to their learning

Study / Practice self knowledge - Reflect on interests, aptitudes, disposition, personality characteristics, to advance self knowledge and decision making

Career readiness - Attain and develop requisite competencies to broadly prepare for a successful transition into the workplace. (e.g., critical thinking/problem solving, oral/written communications, teamwork/collaboration, leadership, professionalism/work ethic)

Knowledge/Skills - Knowledge applied and/or skills practiced by students as they engage in this activity

Personal and social responsibility - Taking seriously the perspectives of others - Recognizing and acting on the obligation to inform one's own judgement; engaging diverse and competing perspectives as a resource for learning, citizenship, and work.

Personal and social responsibility - Developing competence in ethical and moral reasoning, action - Developing ethical and moral reasoning in ways that incorporate the other four responsibilities; using such reasoning in learning and in life.

Interacts With - With whom students directly interact, as they engage in this activity

Diversity - Extent to which student learning about diversity is included in program structure

Not deliberately included in program structure - Interactions with or observation of diverse others, and/or discussions about diversity may happen by chance, but are not intentionally included in the structure of the program/experience

Feedback - How and from whom students receive feedback on their engagement in this program

Reflection - How, and with whom, students engage in reflection on their learning while engaged in this activity

Program Website - For additional information, go to the unit website.

Rubric - Describes specific expectations for student involvement in the activity