Section 6: Curricular Engagement
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- Provide a summary narrative describing overall changes and trends that have taken place related to curricular engagement on campus since the last classification. In your narrative, address the trajectory of curricular engagement on your campus –where have you been, where are you now, where are you strategically planning on going?
- As evidence provided for your earlier classification, you described an institution-wide definition of community engaged courses used on campus. For Re-Classification, describe the institutional-wide definition and standards used for community engaged courses and provide examples of.
- Institutional, departmental, and/or programmatic definitions, learning outcomes, standards, and/or required components.
- Describe how community engagement is integrated into traditional curricular structures. Structures may include, core courses, capstone/senior-level project, first-year course/sequence, general education, in the majors/departments, minors, graduate courses, or medical education, training or residencies.
- Describe how community engagement is integrated into the following academic activities offered for credit and/or required by a curricular program. These may include, but are not limited to: Student Research, Student Leadership, Internships, Coops, Career exploration, Study Abroad/Study Away, Alternative Break tied to a course or a Campus Scholarship Program.
- Describe how your campus tracks and assess curricular engagement, and how students gain access to and participate in community engaged courses.
- Complete the table below. Data should be drawn from undergraduate and graduate for-credit courses and be indicated accordingly. Please also indicate what academic year the data represents.
Office of the Vice President for University Outreach
