Curricular Engagement describes the teaching, learning, and scholarship that engages faculty, students, and community in mutually beneficial and respectful collaboration. Their interactions address community-identified needs, deepen students’ civic and academic learning, enhance community well-being, and enrich the scholarship of the institution.   

Co-curricular engagement describes structured learning that happens outside the formal for-credit academic curriculum through training, workshops, and experiential learning opportunities. Co-curricular engagement requires structured reflection and connection to academic knowledge in the context of reciprocal, asset-based community partnerships.  

Mutually Beneficial Partnerships – The community engaged learning project fosters meaningful and reciprocal relationships that prioritize shared knowledge, resources, and respect to address community-identified goals.  

Integration of Academic Learning and Civic Engagement – The engaged learning project effectively integrates academic learning with real-world application, either through curricular (for-credit) or co-curricular (non-credit) experiences. It enhances students' civic awareness, professional development, and academic growth while contributing to the public good. 

Critical Reflection – The engaged learning project incorporates structured reflection to deepen learning and advance academic, personal, and professional growth of the students. It critically connects theory and practice, enriching both the student learning experience and the outcomes of the community engaged learning project. 

Enhancing the Student Experience and Student Success – The community engaged learning project strengthens student learning, development, and success by deepening the relationship between academic and student affairs. It supports students’ personal and professional growth, fosters a sense of belonging, and creates opportunities for leadership, critical thinking, and meaningful engagement inside and outside of the classroom. 

Faculty, staff, or instructor of any rank teaching UCORE class with a community engaged learning component. 

Faculty, staff, or instructor of any rank teaching a class with a community engaged learning component from any discipline. 

Faculty, staff, or instructor leading a co-curricular project that includes a community engaged learning component. 

Provide the nominee’s name, position, and department. 

Briefly summarize the nominee’ commitment to community-engaged learning. 

Provide details about the project, including its objectives and how it integrates community engagement. 

Specify whether the project is curricular (for-credit) or co-curricular (non-credit). 

Highlight the community or organizational partners involved. 

Mutually Beneficial Partnerships: Describe how the community-engaged learning project fosters meaningful, reciprocal relationships with the community and addresses goals identified by the community partner.   

Integration of Academic Learning and Civic Engagement: Explain how the community-engaged learning project enhances students’ civic awareness, academic growth, and professional development.   

Critical Reflection: Describe how critical reflection is incorporated into the community-engaged learning project to connect theory with practice.   

Enhancing the Student Experience and Success: Explain how the community-engaged learning project supports student growth, leadership, and meaningful engagement.