DescriptionDescription - Describes how students engage, what they do, reflecting the nature and depth of the program/experience. | Student listen to an expert presenter speak about LGBT college student data, risks associated with LGBT college students, bias and harassment, and resources available on- and off- campus to provide support. Students engage in small group activities such as scenarios to learn how to interrupt bias, and how to understand the LGBT experience. |
TermTerm - The semester in which the activity occurs | Fall 2019 |
CategoryCategory - 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. | Civic Engagement & Service-Learning ProgramsdefinitionCivic Engagement & Service-Learning Programs - The primary mission of Service-Learning Programs is to engage students in experiences that address human and community needs together with structured opportunities for reflection intentionally designed to promote student learning and development. |
Campus LabelCampus Label - Type of purposeful activity, as defined across units | Civic Engagement |
DivisionDivision - University organization | Student Affairs & Academic Support |
DepartmentDepartment - University organization | Student Life |
UnitUnit - University organization | Multicultural Student Affairs |
Special DesignationSpecial Designation - Engagement has a special designation based on review of educational purpose and intentional design. | - |
Time on TaskTime on Task - Amount of time that a student engages in this activity (including orientation/training, supervision/feedback, reflection on learning). | 3 - 4 hours |
Participation EntryParticipation Entry - Extent to which participation is restricted (e.g., minimum GPA, classification) | Open - any student can participate (no required credentials, such as GPA, hours earned) |
Minimum Credit HoursMinimum 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 GPAMinimum GPA - Minimum GPA required to participate in this activity | No GPA requirements for participation |
Other RequirementsOther Requirements - Additional requirements to participate in this activity | No additional requirements |
ExpectationsExpectations - How expectations are communicated to students about how they will engage in this program | Group training / class session(s) Website information |
Active LearningActive Learning - What students do; the nature or type of the engagement, that is expected to contribute to their learning | Study / Practice diversity, equity, inclusiondefinitionStudy / Practice diversity, equity, inclusion - Engage in activity designed to develop knowledge, skills, disposition regarding diversity; ability to value, respect, and learn from diverse cultures, races, ages, genders, sexual orientations, and religions. Study / Practice self knowledgedefinitionStudy / Practice self knowledge - Reflect on interests, aptitudes, disposition, personality characteristics, to advance self knowledge and decision making |
Knowledge/SkillsKnowledge/Skills - Knowledge applied and/or skills practiced by students as they engage in this activity | Civic knowledge and engagementdefinitionCivic knowledge and engagement - Working to make a difference in civic life of our communities; developing combination of knowledge, skills, values and motivation to make that difference Intercultural knowledge and competencedefinitionIntercultural knowledge and competence - Apply and/or practice cultural self-awareness, worldview frameworks, empathy, verbal and non-verbal communication, curiosity, and openness. |
Interacts WithInteracts With - With whom students directly interact, as they engage in this activity | Professional staff member(s) on this campus |
DiversityDiversity - Extent to which student learning about diversity is included in program structure | Primary focus of the program structuredefinitionPrimary focus of the program structure - Diversity topics are a primary focus; program is intentionally structured to assure that students engage with and/or observe diverse others, and reflect on their experiences and learning about diversity and inclusion. |
FeedbackFeedback - How and from whom students receive feedback on their engagement in this program | Informal feedback only |
ReflectionReflection - How, and with whom, students engage in reflection on their learning while engaged in this activity | Informal only, no structured reflection activity |
Program WebsiteProgram Website - For additional information, go to the unit website. | https://sc.edu/about/offices_and_divisions/multicultural_student_affairs/lgbtqplus-at-uofsc/safe_zone_program/index.php |
RubricRubric - Describes specific expectations for student involvement in the activity | View Uploaded Rubric |