Use the following checklists below to ensure that nothing is missing when creating a course that connects students to community issues and agencies.
The Quick Checklist
Review these at least 1 month before you launch your CECE course to check whether you’re on the right track. Go to the Guiding Questions below for more details.
I have…
- Contacted RISE to build connections with community partners.
- Contacted RISE about utilizing the BC in the Community portal for my class.
- Talked with RISE about waivers or risk management processes.
- Informed RISE about my upcoming course so they can post it on the website.
- Included a written explanation of the What and Why of CECE in my syllabus.
- Ensured that it’s clear how the CECE component connects to course outcomes, grading, and real-world contexts.
- Built 2 reflections into the course (tips in the Transcript Notation Faculty Guide).
- Planned for partner check-ins both in the middle and at the end of the quarter.
- Considered submitting my course for the Transcript Notation for Service-Learning.
- Considered ending the quarter with participation in Making Learning Visible, the student learning showcase.
- Considered inviting RISE to conduct an orientation or other guest presentation on community or civic issues.
- Thought about how to capture data – number of participating students, approximate number of hours, and names of partners – for RISE.
- Optional: Added the Pre-Survey and the Post-Survey (modules or links) to my course page on Canvas.
Guiding Questions for a Meaningful CECE Course
These simple questions provide the backbone for any quality, robust, and meaningful community-engaged learning opportunity. Consider these carefully and reach out to RISE to discuss these in greater detail.
- Is the CECE component integrated into the course? Is it part of grading? Does it help students meet at least one course outcome?
- Does the CECE component help students see the real-world applications and/or contexts for course content?
- Does this CECE component connect course content to social, environmental, or civic issues? Does it help make social justice issues real for students?
- Does my course ask students to reflect on their CECE experience in regular, challenging, varied, and connect ways?
- Do I think about equity while developing your course? Does Universal Design for Learning fit into my course design? Do I ensure that all students have the ability to gain from the experience? Do I have an alternate assignment, as needed?
- If I am working with partner agencies, have I considered their needs and capacities when developing my course’s CECE component? Have I talked with them on the phone or in person to ensure that all sides have been heard and that all questions have been answered? Have I been clear regarding expectations, including the required time commitment?
- Am I collecting data about student growth and opinions by using the CECE Pre- and Post-Surveys? Am I adapting my course based on this survey feedback?
