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Community Engaged Learning (CEL) Policy

1.0    Overview

1.1  The system-wide Community Engaged Learning Attributes Initiative requires a campus specific plan for designating and tracking CEL courses. The courses shall be identified in the course schedule and catalog as either Community Service Learning and Internships (CSLI) or Curricular Community Engaged Learning (CCEL). CEL designated courses must include course-related community service (activities directly tied to course objectives and involve student engagement with community partners) or community-based research (research activities involving direct collaboration with community stakeholders to address specific issues), with reflection activities to enhance student’s understanding of course content and self-awareness of their role in a democratic society.

While all Community Engaged Learning (CEL) courses must include the elements above, there are two different designations with slightly different criteria: Curricular Community Engaged Learning (CCEL) and Curricular Service Learning and Internships (CSLI):

• • Curricular Community-Engaged Learning (CCEL) courses meet the overall CEL criteria, include 3 or more hours of course-related community service, civic involvement, or community-based research, AND meet any 3 Community-engaged Learning Program Learning Outcomes (PLOs).
  • Curricular Service Learning (CSLI) courses meet the overall CEL criteria, include 15 or more hours of course-related community service, civic involvement, or community-based research AND meet all 5 Community-engaged Learning Program Learning Outcomes (PLOs).1.2 In 2020, the Office of Undergraduate Studies established the position of Faculty Director of Community Engaged Teaching and Research to work closely with Community Engaged Teaching and Research (CETR) to embark on this robust process of inventorying and understanding CEL on our campus.

1.2  The Faculty Director of CETR reports to the Dean of Undergraduate Studies in the Office of Academic Affairs. This policy calls for the creation of the Committee on Academic Transitions (CAT) whose purpose is to oversee the implementation of the ATC requirement, ensuring that ATCs support students across all points of transition while also minimizing impact on students’ time to degree. The charge of the CAT is outlined below.

1.3.  The University Community Engaged Learning Committee (UCELC) shall be established and function as an integral part of the university curriculum review process.

2.0  Campus Specific Graduation Requirement

2.1.  Undergraduate CSUDH students shall be required to complete at least one course with either the CSLI or CCEL designation.

• 3.0  Responsibilities of the University Engaged Learning Committee (UCELC)

  3.1  The UCELC has the following responsibilities pertaining to CEL courses:

  3.1.1  initiating and/or reviewing all policy proposals pertaining to CEL courses and submitting recommendations to the Academic Senate for review and approval;

  3.1.2  implementing and overseeing policies governing CEL course requirements and standards;

  3.1.3  reviewing and approving CCEL and CSLI course proposals and revisions;

  3.1.4  conducting periodic direct assessment of approved CEL courses to ensure CEL best practices are being used.

  4.0  University Community Engaged Learning Committee (UCELC) Service and Composition

  4.1  Committee Charge

  4.1.1  The UCELC serves as a recommending body to the Academic Senate on matters related to the designation of CCEL courses and CSLI courses.

  4.1.2  The UCELC offers consultation and recommendations to faculty and other University entities on the development of CEL opportunities for students in accord with CSUDH policies for such procedures and national and system-wide standards, including assistance with course development.

  4.1.3  The UCELC implements and oversees policies governing system- and University-wide documentation of CEL activities at CSUDH.

  4.2  Chair Designation & Committee Membership

  4.2.1  The UCELC’s approved charge indicates that the Administrative Director of the Center for Community Engaged Teaching and Research (CETR) and the Faculty Director Community Engaged Teaching and Research shall serve as co-Chairs and engage in on-going consultation with all stakeholders regarding the CEL designation process.

  4.2.2  UCELC membership shall be as follows:

  4.2.2.1  Voting Members

  4.2.2.1.1  One faculty member from each of the following Colleges and Units elected by faculty of those Colleges:

  4.2.2.1.1.1  College of Arts and Humanities
  4.2.2.1.1.2  College of Business Administration and Public Policy
  4.2.2.1.1.3  College of Education
  4.2.2.1.1.4  College of Health, Human Services, and Nursing
  4.2.2.1.1.5  College of Natural and Behavioral Sciences
  4.2.2.1.1.6  University Library

  4.2.2.1.2  One member of Associated Students Incorporated (ASI) with undergraduate standing elected by ASI Leadership.

  4.2.2.2  Ex-Officio (non-voting)

  4.2.2.2.1  The Dean of Undergraduate Studies
  4.2.2.2.2  Assistant Vice President of Local Government & External Relations (or designee)
  4.2.2.2.3  EPC Chair (or designee)

  4.3  Committee Service Terms

  4.3.1  Service on the UCELC of the elected members shall be in staggered two-year terms with the terms of newly added members to be determined by lot at the first UCELC meeting of each academic year.

  4.3.2  The term of one year to set up staggered terms, will begin with faculty from the College of Arts and Humanities, College of Health, Human Services, and Nursing, and the University Library. After the initial one-year term, newly elected faculty from these colleges and the University Library shall serve for two-year terms until the next election cycle.

  4.3.3  The College of Business Administration and Public Policy, College of Education, and College of Natural and Behavioral Sciences shall serve two-year terms before the next election cycle.

  4.3.4  If agreed to by all represented parties, a UCELC member may fulfill multiple roles. For example, a member may represent both their college and a committee or center.

  4.4  Frequency of Meetings

  4.4.1  UCELC shall meet once every month during the academic year on the second Thursday. The meeting shall be scheduled from noon – 2:00 pm.

  4.4.2  The first meeting of the fall term will commence in September and the first meeting for the spring term will commence in February.

  4.5  UCELC Chair

  4.5.1  The Chair of the UCELC reports on the UCELC’s activities to the Academic Senate during its regularly scheduled meetings at the request of the Chair of the Academic Senate.

  5.0  CEL Course Certification Requirements (or Criteria)

  5.1  All CEL designated courses must include course-related: community service, civic involvement, or community-based research; with reflection activities to enhance students’ understanding of course content, self-awareness, and civic engagement; with the civic engagement component being a necessary part of successful completion of the course.

  5.2  In addition to submitting course proposals or modifications for curriculum review, faculty will complete the CEL Tool (CELT) or equivalent as required by the Chancellor’s Office. UCELC and CETR (Center for Community Engaged Teaching and Research) will manage submission of the CELT and the implementation process with respect to curriculum review.

  5.3  Faculty will submit a course proposal or modification that outlines the connections between the course Student Learning Outcomes (SLOs) and the Program Learning Outcomes for Community Engaged Learning. These proposals will be reviewed by the UCELC.

  5.4  Specific Criteria for Designation as a CSLI or CCEL Course:

  5.4.1 A CEL course shall meet all the following criteria:

  5.4.1.1  The CEL activity should be academically relevant to the course being taught.

  5.4.1.2  CEL is a permanent part of the course, regardless of the faculty who teach it.

  5.4.1.3  The course description should clearly indicate that the course includes community engagement.

  5.4.1.4  Critical reflection should be fully integrated in course content and the community engagement project or activity.

  5.4.1.5  Goals for civic learning and relevant social issues are explicitly stated (e.g., in syllabus, discussion, or materials), complement course content, and assist student understanding of underlying social issues.

  5.4.1.6  Student learning assessment includes CEL outcomes of the course.

  5.4.1.7  In addition to these criteria, a CSLI designated course shall include 15 hours of course-related community service, civic involvement, or community-based research, and maps onto all five of CSUDH’s CEL Program Learning Outcomes.

  5.4.1.8  In addition to these criteria, a CCEL designated course shall include 3-14 hours of course-related community service, civic involvement, or community-based research, and map on to at least three of CSUDH’s CEL Program Learning Outcomes.

  5.5  A variation in the criteria may be granted for a particular program if the program faculty and the UCELC agree that a criterion is not appropriate to the discipline and a variation in the criteria would serve the academic interests of the university. The UCELC shall keep a public record of all variations and the reasons for them.

  5.6  Courses meeting the requirements of this policy shall be designated in the schedule of classes.

  5.7  The decisions of the UCELC are normally final, but under extraordinary circumstances they may be referred by the Academic Senate to the UCC for adjudication.