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.

Civic Engagement & Service-Learning Programs - The primary mission of Service-Learning Programs is to engage students in experiences that address human and community needs together with structured opportunities for reflection intentionally designed to promote student 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 diversity, equity, inclusion - Engage in activity designed to develop knowledge, skills, disposition regarding diversity; ability to value, respect, and learn from diverse cultures, races, ages, genders, sexual orientations, and religions.

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

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

Civic knowledge and engagement - Working to make a difference in civic life of our communities; developing combination of knowledge, skills, values and motivation to make that difference

Intercultural knowledge and competence - Apply and/or practice cultural self-awareness, worldview frameworks, empathy, verbal and non-verbal communication, curiosity, and openness.

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

Primary focus of the program structure - Diversity topics are a primary focus; program is intentionally structured to assure that students engage with and/or observe diverse others, and reflect on their experiences and learning about diversity and inclusion.

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