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Rhodes > Community Engagement > CE Awards > CE Award Winners > VC's Distinguished Award > Eligibility


Criteria for the Vice Chancellor’s Distinguished Award for Community Engagement

 In arriving at a decision, the Award Committee will take into account the following,inter alia:

1. Whether the initiative meets the definition of community engagement in the broader sense, meaning all scholarly applications of teaching, learning and research resources to meet the needs of the community/communities.

2. Design

 Partnership – the nature of the specific University/community project, and whether it is a partnership. Indicators of active community participation in project activities should be present – inter alia, self-motivated community members contributing towards the project requirements, attendance rates at meetings, the number of members actively involved, and change in number of participants over the project period.

• Reciprocity - the extent of the benefit to both parties involved, e.g. educational; skills; economic; health; technological benefits – or are the community partners merely co-opted external educators for University experiential learning processes? 

• Project initiation - how the project began – to what extent was its initiation consultative or were “needs” determined unilaterally by the University project participants/leader? In what way are the assets of a community and its contribution towards students and the University through the project taken into account, or is a deficit model assumed?

3. Implementation

• How much appropriate preparation of project participants has there been to ensure sensitive cross-cultural dialogue, awareness of power dynamics, research ethics, etc. Is the experiential aspect of the project followed by thorough reflection?

• Monitoring and evaluation: whether there is regular and adequate assessment of the initiative internally and through fora at the community project site/s and whether necessary changes are implemented. Are projects supervised on an ongoing basis and is intervention made if required? /15

• How effectively have resources been utilised in achieving the impact of the project? /5

4. Impact

• How much the initiative or project enhances teaching/learning or research processes and how effectively it has been integrated into the curriculum. 

• Whether service learning programmes are created according to sound educational principles – the ways in which they supplement and complement the theoretical components of the curriculum. /10

• Whether a programme is sustainable. How long it has been running successfully, and whether there are plans for the continuation of the project if the University co-ordinator moves on or the course comes to an end? What provision has been made for skills transfer, to train community members of the project in preparation to hand it over to the community in the long run, if appropriate? Will the project always be dependent on funding, for example?

Please note that if you believe any of these criteria not to be relevant to your project or initiative, you will need to motivate for this in your submission.

Last Modified :Fri, 29 Jul 2016 16:10:13 SAST