DescriptionDescription - Describes how students engage, what they do, reflecting the nature and depth of the program/experience. | Students in helping professions attend this workshop to advance their understanding of how intersecting identities of the LGBTQ+ community are impacted by interpersonal violence. Activities include self-reflection to identify knowledge gaps and how this could impact their future career and effectiveness as a helping professional. |
TermTerm - The semester in which the activity occurs | Spring 2019 |
CategoryCategory - 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. | Health Promotion ServicesdefinitionHealth Promotion Services - The mission and scope of practice of health promotion, sometimes referred to as wellness, must be reflective of the following fundamental assumptions about the role of health in higher education: reciprocal relationship between learning and health; direct connection between academic mission and higher education and well being of students |
Campus LabelCampus Label - Type of purposeful activity, as defined across units | Career Development |
DivisionDivision - University organization | Student Affairs & Academic Support |
DepartmentDepartment - University organization | Student Health and Well-Being |
UnitUnit - University organization | Student Health Center |
Special DesignationSpecial Designation - Engagement has a special designation based on review of educational purpose and intentional design. | - |
Time on TaskTime on Task - Amount of time that a student engages in this activity (including orientation/training, supervision/feedback, reflection on learning). | 1 - 2 hours |
Participation EntryParticipation Entry - Extent to which participation is restricted (e.g., minimum GPA, classification) | Open - any student can participate (no required credentials, such as GPA, hours earned) |
Minimum Credit HoursMinimum Credit Hours - Number of credit hours or years in college required to participate in this activity | No requirements for credit hours or years completed |
Minimum GPAMinimum GPA - Minimum GPA required to participate in this activity | No GPA requirements for participation |
Other RequirementsOther Requirements - Additional requirements to participate in this activity | No additional requirements |
ExpectationsExpectations - How expectations are communicated to students about how they will engage in this program | Advertising materials
Website information |
Active LearningActive Learning - What students do; the nature or type of the engagement, that is expected to contribute to their learning | Study / Practice diversity, equity, inclusiondefinitionStudy / 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 physical well beingdefinitionStudy / Practice physical well being - Engage in activity designed to develop knowledge, skills, and disposition regarding physical well-being |
Knowledge/SkillsKnowledge/Skills - Knowledge applied and/or skills practiced by students as they engage in this activity | Intercultural knowledge and competencedefinitionIntercultural knowledge and competence - Apply and/or practice cultural self-awareness, worldview frameworks, empathy, verbal and non-verbal communication, curiosity, and openness. |
Interacts WithInteracts With - With whom students directly interact, as they engage in this activity | Professional staff member(s) on this campus |
DiversityDiversity - Extent to which student learning about diversity is included in program structure | Primary focus of the program structuredefinitionPrimary 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. |
FeedbackFeedback - How and from whom students receive feedback on their engagement in this program | Group / class session with professional staff
Group / class session with faculty |
ReflectionReflection - How, and with whom, students engage in reflection on their learning while engaged in this activity | Group / class session(s) with professional staff |
Program WebsiteProgram Website - For additional information, go to the unit website. | https://sc.edu/about/initiatives/safety/stop_sexual_assault/training/training_programs/index.php |
RubricRubric - Describes specific expectations for student involvement in the activity | - |