Co-Curricular Engagement Reporting Form
This report form is for Academic Year 2019-2020, to include Summer Session 2020
In the Department of Communications, our students have many learning opportunities that supplement the curriculum and extend learning outside of the classroom. The Undergraduate Curriculum and Assessment Committee seeks help from the faculty and student organization leadership in documenting this
Co-Curricular Engagement involves activities that engage students in concept and skill development outside of the regular classroom curriculum to support the desired learning outcomes. Some examples include:
Industry professionals who serve as guest speakers in class
Student field trips to a conference, special event, or professional workplace
Involving students in job shadowing or mock interviews
Participation by students in AdClub, ETC, Latino Journalists, PRSSA, SPJ, or similar paraprofessional activities
Please take a few moments to document a specific co-curricular event, activity, or visit by a guest expert. If you don't have all the information asked for here, that's ok! Just enter what you can.
We are most concerned with undergraduate engagement. However, faculty are welcome to submit reports for graduate courses/ students.
is very important for our assessment and accreditation efforts because it shows that student learning doesn't stop at the classroom door.
Contact Dr. Doug Swanson (
Who is reporting this information? (Your name)
Please give the name of the event / activity / guest expert about which you are providing information, and a brief description.
[Example: Students took a field trip to XYZ PR Agency and met with the social media director to learn about search engine optimization.]
When did this happen? (mm/dd/yyyy)
Approximately how many COMM students participated? (Please enter a whole number)
Was this event / activity / guest speaker associated with a class? If so, provide the course number.
[Example: COMM 370 students were offered an opportunity to earn extra credit outside of class by visiting the CSPAN Digital Bus and writing a brief essay about what they learned.]
What faculty or staff member was responsible for coordinating this event / activity / guest expert?
Was community or professional organization co-sponsorship involved? If so, provide the information here.
[Example: The Orange County Register provided a conference room and two of its reporters spoke at the meeting to discuss "Journalism Ethics in the Digital Age."]
How should we categorize the event / activity / guest expert about which you are providing information? Use the choices below.
This was a guest expert who visited my class.
This was a student organization meeting.
This was a regularly-scheduled department-wide event (e.g., Comm Week).
This was a student activity associated with class that occurred outside of class (e.g., my class took a field trip).
This was a student activity not associated with a class (e.g., a group of students met in the writing lab for a software demonstration)
This was a guest expert who met with students outside of class.
Other (please specify)
Below you will see the Department's eight undergraduate Program Learning Outcomes [PLOs]. We would like to know which outcomes seem to have been best met by the event / activity / guest expert you are reporting.
You need not identify more than three. We realize there's some overlap. This is an identification of basic outcomes, in your opinion, and not a ranking.
If you are reporting on a graduate course experience, you may skip this step.
The event / activity / guest expert allowed students to demonstrate skills and knowledge for entry into professional practice. [PLO 001]
The event / activity / guest expert allowed students to apply critical thinking, research and analysis to meet personal and professional goals.
The event / activity / guest expert allowed students to demonstrate written and oral proficiency appropriate to the entry level of professional practice.
The event / activity / guest expert allowed students to demonstrate effective use of communication tools and technologies appropriate to the entry level of professional practice.
The event / activity / guest expert allowed students to apply appropriate concepts, models, and theories of communication to personal and professional situations.
The event / activity / guest expert allowed students to exhibit awareness of social, economic, and cultural diversity as demonstrated through the mass media.
The event / activity / guest expert allowed students to demonstrate a basic knowledge of historical, legal, and ethical issues that affect professional practices.
The event / activity / guest expert allowed students to demonstrate awareness of the history and role of professionals within students' chosen occupational area.
In what other ways did the event / activity / guest expert visit help COMM students develop new knowledge or skills?
You may include additional comments in the box below.
Note! -->> You may get an error message after submitting your report. The source of the problem is unclear. But if you have gotten to this question (regardless of whether or not you add additional comments) -- then hit
on the following screen, your report is secure in the system.
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