The Community-Engaged Learning (CEL) course attribute is a formal designation in the University’s curriculum management systems. It indicates that a course section involves a community-engaged learning experience. Community-engaged learning is an instructional strategy that refers to activities integrated with or related to the course content that are:
- Conducted in settings external to the university (e.g., community or field settings, non-profits, businesses, governmental agencies, international settings, etc.).
- Direct service, project-based, and/or advocacy-based experiences; community-engaged research; clinical, internship, co-op, practicum, and student teaching experiences; field study; and entrepreneurship experiences.
CEL Attribute Requirements
Requirements for a course section to be designated with the CEL attribute:
- Community engagement is required for all students in the section.
- At least 25% of the course grade must focus on and/or incorporate community-engaged learning, whereby student learning from CEL experiences is assessed.
- Evidence of reciprocity and mutual benefit. The course must provide evidence of reciprocal value for the students as learners and for community partners. This may be satisfied through a memorandum of agreement with community partners that illustrates an agreed-upon set of expectations and outcomes for all involved or other appropriate means for your partner(s).
- Academic focus. Course objectives must demonstrate an integration of an educationally meaningful CEL experience to enhance the academic focus of the course. If you are teaching an undergraduate course, the community experience also promotes the achievement of University of Minnesota student learning and/or student development outcomes.
- Integration of CEL with subject matter. Activities (e.g., readings, discussions, projects, assignments) must incorporate the CEL experience and articulate how it relates to the course subject matter. Students are also required to analyze their community experiences and synthesize these experiences with other materials in the course or learning module.
- Guided reflection. Structured opportunities for guided reflection such as writing assignments, discussions, presentations, and/or journaling are required throughout the semester. Elements of an effective reflection model include:
- Provides students with the opportunity to examine their assumptions, beliefs, opinions, and values
- Incorporates the opportunity to document what has been learned during CEL activities, assess the quality of work, and aim for improved outcomes for students and community partners by the end of the semester
- Fosters introspection, empathy, socioeconomic and cultural sensitivity, understanding of power and privilege, systemic racism, ethical engagement, and civic learning
- Allows students to contemplate the bigger, societal issues facing the discipline; e.g., what “wicked problems” are we collectively trying to address within the framework of this field?
- Students receive training prior to entering communities.
Application Process
To have a course section(s) reviewed for the Community-Engaged Learning attribute, please complete the Proposal Form. In the form, upload your course syllabus with the relevant community-engaged learning information highlighted to demonstrate how the course section meets the requirements outlined above. If the syllabus does not address all criteria, you can provide additional information in the form explaining how the course section fulfills each remaining requirement.
Deadlines
Fall 2027 course sections: Submit by Feb. 1, 2027
Spring 2028 course sections: Submit by June 1, 2027
Summer 2028 course sections: TBA
Review Process
The Office of the Vice Provost for Public Engagement will oversee the review and administration of the Twin Cities Community-Engaged Learning (CEL) Attribute process. A review team designated by the Vice Provost will evaluate all proposals to ensure that each designated course section meets the established CEL Attribute requirements. Following review, proposals will be classified as Approved, Approved with Recommended Changes, or Not Approved. Instructors whose proposals require revisions or are not approved will receive guidance and support to strengthen the community-engaged learning experience and align their course sections with the attribute requirements. The Office of the Vice Provost for Public Engagement will also coordinate the administrative processes necessary to ensure that approved course sections are appropriately designated in the course catalog each semester.