“Preparing Pirates for economic, civic, and personal success”
To be a national model for student success, public service and regional transformation, East Carolina University prepares students with the knowledge, skills and values to succeed in a global, multicultural society, and develops tomorrow’s leaders to serve and inspire positive change.
The purpose of the Engagement Education Program is to help students achieve the forms of learning that serve them best, in the economy, in the civic society, and in their own personal and family lives. The program exposes students to engagement with people and exploration of cultures different from their own. Courses in the program have reflection, critical analysis and synthesis as key components of the student’s learning experience.
ECU offers multiple opportunities for students to participate in each one of the areas of the Engagement Education program. Students are encouraged to enroll in courses from the program at different stages of their careers.
The goals of the program are:
- Fostering broad knowledge of human cultures in society
- Strengthening intellectual and practical skills
- Deepening personal and social responsibility
- Practicing integrative and applied learning
Competency area learning outcomes identify what each course that earns Engagement Education credit must achieve in order to fulfill the competency requirements. Requests for Engagement Education credit for a course are evaluated by the Engagement Education Committee and approved by the Faculty Senate and the Chancellor. A course receiving Engagement Education designation must address the student learning outcomes stated in the appropriate area.
A course that transfers to ECU as equivalent to an ECU course that carries Engagement Education designation receives Engagement Education credit. Transfer courses that are not equivalent to existing ECU Engagement Education Engagement courses may be approved for credit by the Engagement Education Committee.
Domestic and Global Learning Competency
This requirement has two components: domestic connections and global connections. The courses in the Competency help students explore cultures, life experiences, and worldviews different from their own both in the domestic and the global areas. Domestic learning addresses understanding the dynamic interactions between different people within the USA. Global learning addresses understanding global systems and other cultures in the context of today’s globalized world.
Students may complete two three-hour courses: one course with a domestic learning focus and one with a global learning focus.
A study abroad course receives global learning credit without the need for approval by the Engagement Education Committee, the Faculty Senate, and the Chancellor provided that the course earns 3 or more credit hours, and that it requires students to be in one or more countries other than the United States for a total of at least fourteen days.
The global learning credit for a study abroad course that does not require students to be in one or more countries other than the United States for a total of at least fourteen days must be approved by the Engagement Education Committee, the Faculty Senate, and the Chancellor.
1. Domestic Learning. Students who have completed a domestic learning course can:
a. Describe how similarities, differences, and connections among people from different cultural groups in the US affect one another over time and place.
b. Discuss what ideas, approaches, and sources allow scholars to understand different cultural groups in the US.
2. Global Learning. Students who have completed a global learning course can:
a. Demonstrate their knowledge of other cultures, worldviews, and frames of reference to contextualize global issues.
b. Discuss what ideas, approaches, and sources allow scholars to compare societies.
Intercultural Learning Competency
Intercultural competence courses develop the cognitive, affective, and behavioral skills and characteristics that support effective and appropriate interaction in a variety of cultural contexts.
Students who have completed an intercultural learning course can do at least two of the following:
1. Articulate their own cultural rules, values, perspectives.
2. Analyze and explain contemporary global/domestic issues using an intercultural competence framework.
3. Demonstrate openness to initiate and develop interactions with culturally different others.
4. Articulate a complex understanding of cultural commonalities and differences.
Courses developed during the Intercultural Summer Institute receive intercultural competence credit without the need for approval by the Engagement Education Committee, the Faculty Senate, and the Chancellor. In order to receive the Intercultural Learning Competency courses must address at least two of the stated student learning outcomes.
Community Engaged Learning is a form of experiential engaged learning whereby students address meaningful civic needs as defined by the community. Students also formally connect their engagement activities to student learning outcomes and to broader social issues through reflective methods.
Students who have completed a Community Engaged Learning course can:
1. Identify civic need(s) as defined by the community.
2. Recognize gaps in community resources and apply course knowledge/skills toward creating a solution.
3. Critically reflect to connect service activities to social issues and learning outcomes.
4. Appreciate different perspectives/ acknowledge unique needs of diverse groups. (Personal development outcome)
Courses that carry Engagement Education (EE) credit are identified in the course description by using the EE designation. Course lists are also available and can be viewed by clicking on the following links:
East Carolina does not have a credit hour requirement for the Engagement Education Program.
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East Carolina University