CEL - Course Designation Application - Bennion Center

Bennion Center

Contact Information
All fields are required for submission.

First Name
Last Name
Title
Email
Phone(e.g. xxx-xxx-xxxx)
Campus Address
College
Department or Program

Course Information

Course Name
Course Number(e.g. COMM 3660)
Section Number(e.g. 001)
Crosslist Number
Credit Hours
Applying for CEL Designation for which Semester
Briefly describe any learning outcomes that relate to community engagement, and explain (in 1-2 sentences for each learning outcome) how engagement enhances learning. (Read about General Education Learning Outcomes.)
How have you ensured reciprocal collaboration with your community partner(s) to develop mutually beneficial CEL projects/work?
Briefly describe how learning outcomes will address community needs.
Please list the community partners you will be working with.
Will all students in this course be required to participate in the CEL work? Yes No
Is this an online course? Yes No
If yes, and students enrolled in this course may be completing more than six hours of required community engagement outside the state of Utah, the University is required to seek authorization from each state where the contact hours will take place. Please contact Katie Sexton and she will devise a plan to obtain these authorizations.

Please check ALL that apply to your student reflection processes.

Please expand briefly on how you will use reflection elements to enhance your students' learning outcomes.
Please list a few keywords that are relevant to your course. For example, a course on Environmental Justice might be described by these keywords: toxic waste, communities of color, environmental impact, sustainability, policies.
What chartfield should CEL-SCH funds be transferred into?(SCH CEL funds can only be used to support CEL-related activities, so please consider creating a unique chartfield for these funds.)
Please attach a current syllabus.
Files must be less than 2MB and have one of the following file extensions: doc,docx,rtf,txt,pdf.
Please attach any other related item (e.g., reflection rubrics) for the course you wish to have reviewed.
Files must be less than 2MB and have one of the following file extensions: doc,docx,rtf,txt,pdf.

Last Updated: 10/22/19

	Written: Students reflect in writing either during class or before class. May be online discussion through Canvas or submitted in another written format.
	Oral: Students reflect via spoken word. This may occur individually, in a pair, or in a small or large group. Examples of this might include an individual oral reflection (e.g., uploading a self-made video to Canvas or giving an individual presentation to the class) or a group oral reflection (e.g., class-wide discussion or a filmed discussion between the student and their community partner).
	Creative: Reflection via any format that is not exclusively written or oral, but could be a combination of both. This might include presentation of a found image or object with a written or oral description of why the image represents the student's reflection of their learning. Other examples might include a musical composition, a PowerPoint presentation, or composition of a poster or other original artistic reflection.
	Online: Reflection via a blog or threaded discussion or posted as a separate assignment. May be on Canvas or in another online format. May be individual to student or seen by entire class. Discussion might be interactive or specific to each student.
	In-class, with written feedback: Reflection occurs in-person during class time. Instructor provides written feedback to students on their reflections to let them know why and how the reflection might be improved and identifies the strongest elements of the reflection.
	Solo Reflection: Student reflections are not interactive in any way.
	Group Reflection, with peer feedback: Students interact in some way during the reflection process (may be as an online threaded discussion or blog or during in-class discussion). Students are required to comment on reflections by their peers.
	Graded, using a rubric: Students are given a rubric specifying the expectations for the various elements of the reflection assignment. This rubric is used to assign points to the reflection.
	Graded-Open: Reflections are assigned a grade, but no grading rubric is used.
	Reflect on specific question(s): Sometimes called "guided reflection." Student reflections are in response to specific questions posed by the instructor.
	Summation with citations: Students follow APA guidelines for a summative essay and include appropriate citations.
	A-B-C Method: Students are instructed to reflect on "Affect," "Behavior," and "Cognitive" elements of their learning and any changes that have occurred as a result of their experiences with community-engaged learning.

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Community Engaged Learning - Course Designation Application