Co-Curricular Community Engagement 

Co-Curricular Community Engagement Student Learning Outcomes

Co-curricular community engagement describes undergraduate involvement in volunteer service activities through student life programs such as registered student organizations, residence life and housing, and athletics.  The types of activities may range from a one-time volunteer activity, to extended volunteer commitments through membership in service-based fraternities or sororities, to leadership in an organization focused on community service.  Students may pursue many kinds of engagement, from direct service (working in and with communities) to philanthropy (raising funds for organizations to better serve their clients).

These activities can be a significant component of a UD student’s experience, yet opportunities for students to reflect on their experiences are inconsistent. Departments which organize volunteer community engagement for undergraduates have expressed an interest in a set of common goals and reflection activities that they may draw from to create more meaningful experiences.

During the 2017-2018 academic year, the Center for Teaching and Assessment of Learning led representatives from the Community Engagement Initiative, Student Life, Athletics, and the Faculty Senate General Education Committee in the development of shared learning outcomes for undergraduates engaged in co-curricular volunteer and service opportunities.  This webpage  provides the results of those efforts, including learning outcomes, rubrics, and resources for leading reflection activities in order for students to have the opportunity to pursue volunteer and service in a thoughtful, engaged manner.

In addition to the learning outcomes and resources housed here, the Community Engagement Initiative is pleased to announce that the first graduates of the Active Citizens Workshop Series will be available to lead reflection for co-curricular service activities beginning in Spring 2019. These are undergraduate students who have participated in the new workshop series to better understand their relationship with service and engagement, and are ready to serve as reflection leaders to students participating in service.

Please note that the materials provided here are not a comprehensive summary of co-curricular service experiences at UD. This site is considered a living document, and will be updated each semester as the resources on this site are used and feedback is received. We encourage contributions to the resources!

Learning Outcomes:

Students who participate in volunteer service activities will. . .

  1. Analyze and communicate their own strengths and skills that they can offer a specific community; identify one weakness to develop. (GE1b, GE4, GE2)
  2. Analyze the strengths and structural challenges of a specific community. (GE1b)
  3. Describe the role of advocacy and how one advocates. (G1A-C, G2A-C, G3, G4)
  4. Identify the potential impact of an engaged citizenry to address a community need (GE4) and create strategies to form strong community partnerships. (GE3, GE1C)
  5. Articulate the connections between their academic experiences and co-curricular service. (GE2)

These learning outcomes are mapped to the General Education Objectives.

Reflection Resources

Co-curricular Community Engagement Rubric

1-Self Analysis
Students can identify and analyze specific personal strengths and skills that they can offer a specific community, and can clearly articulate how they can utilize those strengths and skills to positively impact others.
Student can articulate their skill set, with limited connection to how it can impact others, or a specific community.
2. -Community Analysis
Student communicates the assets, weaknesses, and opportunities of a specific community such as structure, personnel,  organizations, and geography.
Student identifies location of a community and shows rather limited understanding of the assets, weaknesses, opportunities and other attributes.
3. Citizen Impact-
Student identifies the role that private citizen (or change to self) can play in addressing structural community needs.
Student shows limited understanding that there is potential for themselves or other citizens to have agency in a community.
4.- Community Partnership Strategies
Students can communicate strategies for developing strong community partnerships that reflect the project’s goals. Students create project timetables, modes of communication, assessment and dissemination in collaboration with the community partner.
Student identifies project goals, assessments and dissemination formats from their singular lens.
5.-Connecting Academic to Co-curricular
Student identifies knowledge and skills obtained through academic experiences and explains how they are applied within their co-curricular community engagement experience.
Student identifies some knowledge and skills obtained through academic experiences and articulates  limited connections to co-curricular community engagement experiences.


6.-Civil Discourse
Student demonstrates civil discourse about complex challenges.  Students research, analyze and conduct themselves using civil discourse.
Student has limited ability to discuss complex challenges in a group setting.