Description - Describes how students engage, what they do, reflecting the nature and depth of the program/experience.
|Student leaders maintain a supervisory role on the fields/courts and provide ongoing training and development for intramural sports officials. Student leaders are empowered to lobby for policy and procedural change within the intramural sports program based on their experiences in this role.|
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 Leadership Programsdefinition|
Student Leadership Programs - The mission of Student Leadership Programs must be to prepare students to engage in the process of leadership.
Campus Label - Type of purposeful activity, as defined across units
|Student Program Leader|
Division - University organization
|Student Affairs & Academic Support|
Department - University organization
Unit - University organization
Special Designation - Engagement has a special designation based on review of educational purpose and intentional design.
| Experiential Learning Opportunity|
GLD-Professional & Civic Engagement
|Time on Task|
Time on Task - Amount of time that a student engages in this activity (including orientation/training, supervision/feedback, reflection on learning).
|60 - 89 hours|
Participation Entry - Extent to which participation is restricted (e.g., minimum GPA, classification)
|Selected through competitive application|
|Minimum Credit Hours|
Minimum 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 GPA - Minimum GPA required to participate in this activity
|No GPA requirements for participation|
Other Requirements - Additional requirements to participate in this activity
|No additional requirements|
Expectations - How expectations are communicated to students about how they will engage in this program
|Group training / class session(s)|
Active Learning - What students do; the nature or type of the engagement, that is expected to contribute to their learning
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
Influencing others - As an individual or part of a team, communicate who you are, what you want others to do and why, in a way that is intended to result in completion of a task or achieving a goal
Foundations and skills for lifelong learningdefinition
Foundations and skills for lifelong learning - Student engages in activity that demonstrates and deepens habits of curiosity, initiative, independence, transfer, and reflection
Interacts With - With whom students directly interact, as they engage in this activity
|Student(s) on this campus|
Diversity - Extent to which student learning about diversity is included in program structure
|Included in program structure, not the primary focusdefinition|
Included in program structure, not the primary focus - Although not the primary focus of the program/experience, discussion of diversity topics is intentionally included in the structure of the program/experience
Feedback - How and from whom students receive feedback on their engagement in this program
|Group / class session with professional staff|
Group / class session with faculty
Reflection - How, and with whom, students engage in reflection on their learning while engaged in this activity
|(1-1) session(s) with professional staff|
Group / class session(s) with professional staff
Program Website - For additional information, go to the unit website.
Rubric - Describes specific expectations for student involvement in the activity
|View Uploaded Rubric|