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 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

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

Leadership - Leverage the strengths of others to achieve common goals, and/or use interpersonal skills to coach and develop others.

Connecting with others - Interact with the campus community, identify others with shared interests, build a social network

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

Teamwork - Contribute to team meetings; facilitate contributions of team members; contribute (individually) outside of team meetings; foster constructive team climate; respond to team conflict

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

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

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