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Chesterton High School
IB CAS Handbook
2011-2013
NAME
EMAIL ADDRESS
PHONE NUMBER
Chesterton High School is dedicated to quality education
for all students and committed to developing lifelong learners
who value themselves and others, contribute to their community,
and achieve individual success in an ever-changing world.
Coordinator: Rebecca Uehling
Telephone: 219-983-3730 ext. 7103
Email: [email protected]
Table of Contents:
The IB Learner Profile
I. What is CAS?
II. What is NOT CAS?
III. The Aims of CAS
IV. Learning Outcomes
V. Student Responsibilities
VI. Range and diversity of activities
Projects, themes, concepts
Creativity
Action
Service
Service learning
Political activity
Religious activity
VII. CAS at CHS
CAS/TOK SRT
CAS journal
CAS timeline
CAS forms
The IB Learner Profile
IB learners strive to be:
Inquirers They develop their natural curiosity. They acquire the skills
necessary to conduct inquiry and research and show independence in
learning. They actively enjoy learning and this love of learning will be
sustained throughout their lives.
Knowledgeable They explore concepts, ideas and issues that have local and
global significance. In so doing, they acquire in-depth knowledge and
develop understanding across a broad and balanced range of disciplines.
Thinkers They exercise initiative in applying thinking skills critically and
creatively to recognize and approach complex problems, and make
reasoned, ethical decisions.
Communicators They understand and express ideas and information
confidently and creatively in more than one language and in a variety of
modes of communication. They work effectively and willingly in
collaboration with others.
Principled They act with integrity and honesty, with a strong sense of
fairness, justice and respect for the dignity of the individual, groups and
communities. They take responsibility for their own actions and the
consequences that accompany them.
Open-minded They understand and appreciate their own cultures and
personal histories, and are open to the perspectives, values and traditions of
other individuals and communities. They are accustomed to seeking and
evaluating a range of points of view, and are willing to grow from the
experience.
Caring They show empathy, compassion and respect towards the needs and
feelings of others. They have a personal commitment to service, and act to
make a positive difference to the lives of others and to the environment.
Risk-takers They approach unfamiliar situations and uncertainty with
courage and forethought, and have the independence of spirit to explore
new roles, ideas and strategies. They are brave and articulate in defending
their beliefs.
Balanced They understand the importance of intellectual, physical and
emotional balance to achieve personal well-being for themselves and others.
Reflective They give thoughtful consideration to their own learning and
experience. They are able to assess and understand their strengths and
limitations in order to support their learning and personal development.
I. What is CAS?
Creativity, action, service (CAS) is at the heart of the Diploma Programme
(DP). It is one of the three essential elements in every student’s DP
experience. It involves students in a range of activities alongside their
academic studies throughout the DP. The three strands of CAS, which are
interwoven with particular activities, are characterized as follows.
Creativity: arts, and other experiences that involve creative thinking.
Action: physical exertion contributing to a healthy lifestyle, complementing
academic work elsewhere in the DP.
Service: an unpaid and voluntary exchange that has a learning benefit for
the student. The rights, dignity and autonomy of all those involved are
respected.
CAS enables students to enhance their personal and interpersonal
development through experiential learning. At the same time, it provides an
important counterbalance to the academic pressures of the rest of the DP. A
good CAS programme should be both challenging and enjoyable, a personal
journey of self-discovery. Each individual student has a different starting
point, and therefore different goals and needs, but for many their CAS
activities include experiences that are profound and life-changing.
For student development to occur, CAS should involve:
real purposeful activities, with significant outcomes
personal challenge—tasks must extend the student and be
achievable in scope
thoughtful consideration, such as planning, reviewing progress,
reporting
reflection on outcomes and personal learning
All proposed CAS activities need to meet these four criteria. It is also
essential that they do not replicate other parts of the students DP work.
Concurrency of learning is important in the DP. Therefore, CAS activities
should continue on a regular basis for as long as possible throughout the
programme, and certainly for at least 18 months.
II. What is NOT CAS?
CAS is not a points-scoring exercise. It should be an interesting variety of
activities that you find intrinsically worthwhile and rewarding, and which is
mutually beneficial to you and to your community. Generally, CAS is not
taking place when you are in a passive rather than an active role. There
should be interaction. If you are passive, nothing of real value, either for
you or for other people, results from what you are doing, and no real
reflection is possible. Examples of activities, which would appear to be
inappropriate, are listed below.
any class, activity or project that is already part of the DP
an activity for personal reward, financial or benefit
simple, tedious and repetitive work
a passive pursuit (museum, theatre, exhibition, concerts)
part of family or religious duty
work experience that only benefits the student
fundraising with no clearly defined end in sight
an activity where there is no responsible adult on site to evaluate your
performance
activities that cause division amongst different groups in the community
working in a facility for the elderly or children when you:
o have no idea of how the facility operates
o are just making sandwiches
o have no contact at all with the people that the facility services
o actually do no service for other people
(The above example can be applied to many other activities purporting to be
CAS)
III. The Aims Of CAS
CAS provides the main opportunity to develop many of the attributes
described in the IB learner profile. For this reason, the aims of CAS have
been written in a form that highlights the connections with the IB learner
profile. CAS aims to develop students who are:
reflective thinkers – they understand their own strengths and
limitations, identify goals and devise strategies for personal growth
willing to accept new challenges
and new roles
aware of themselves as
members of
communities with
responsibilities
towards each other
and the
environment
active participants
in sustained,
collaborative projects
balanced – they enjoy and
find significance in a range of
activities involving intellectual,
physical, creative and emotional experiences
Reflective
Balanced
Risk-takers
Caring
Open-mindedPrincipled
Communicators
Thinkers
Knowledgeable
Inquirers
Personal
Development
Service
ActionCreativity
IV. Learning Outcomes
Learning outcomes are differentiated from assessment objectives because
they are not rated on a scale. The completion decision for the school in
relation to each student is, simply, “Have these outcomes been achieved?”
As a result of their CAS experience as a whole, including their reflections,
there should be evidence that students have:
increased their awareness of their own strengths and areas for
growth They are able to see themselves as individuals with various skills and
abilities, some more developed that others, and understand that they can
make choices about how they wish to move forward.
undertaken new challenges A new challenge may be an unfamiliar activity, or an extension to an
existing one.
planned and initiated activities Planning and initiation will often be in collaboration with others. It can be
shown in activities that are part of larger projects, for example, ongoing
school activities in the local community, as well as in small student-led
activities.
worked collaboratively with others
Collaboration can be shown in many different activities, such as team
sports, playing music in a band, or helping in a kindergarten. At least one
project involving collaboration and the integration of at least two of
creativity, action and service is required.
show perseverance and commitment in their activities At a minimum, this implies attending regularly and accepting a share of the
responsibility for dealing with problems that arise in the course of activities.
engaged with issues of global importance Students may be involved in international projects but there are many global
issues that can be acted upon locally or nationally (for example,
environmental concerns, caring for the elderly).
considered the ethical implications of their actions Ethical decisions arise in almost any CAS activity (for example, on the
sports field, in musical composition, in relationships with others involved in
service activities). Evidence of thinking about ethical issues can be shown
in various ways, including journal entries and conversations with CAS
advisors.
develop new skills As with new challenges, new skills may be shown in activities that the
student has not previously undertaken, or in increased expertise in an
established area.
All eight outcomes must be present for a student to complete the CAS
requirement. Some may be demonstrated many times, in a variety of
activities, but the completion requires only that there is some evidence for
every outcome.
The focus on learning outcomes emphasizes that it is the quality of a CAS
activity (its contribution to the student’s development) that is of most
importance. The guideline for the minimum amount of CAS activity is
approximately the equivalent of half a day per school week (three to four
hours per week), or approximately 150 hours in total, with a reasonable
balance among creativity, action, and service.
V. Student Responsibilities
Students should “own” their personal CAS experiences. With guidance
from their advisor, students should choose activities for themselves,
initiating new ones when appropriate.
Pre-planning
You must self-review at the beginning of your CAS experience and set
personal goals for what you hope to achieve through your CAS experience.
This will involve identifying your interests, strengths, weaknesses, and
resources. (Complete questionnaires and forms provided to you during
meetings, homeroom time, or on the CAS website.)
Create your CAS Plan
You must take part in a range of activities, including at least one project,
some of which you initiated yourself. You should take part in activities that
involve you in the school community, local community, national
community, and the international community. You should plan on spending
approximately 150 hours in total, with a reasonable balance between
creativity, action and service.
Carry out your CAS Plan
You must not only plan your activities, but you must also carry them out
and reflect on what you have learned. If you have any questions as to if
your activity will “count” as CAS or not, first consult your handbook and
use the “Does my activity qualify worksheet.” If you are still unsure after
completing the worksheet, discuss with your coordinator your activity.
Remember, CAS activities should continue on a regular basis for as long as
possible throughout the DP.
Recording and Reporting
You must keep records of your activities and achievements, including a list
of the principal activities undertaken and take photos and/or whenever
possible. You will be meeting with your CAS coordinator several times
over the course of the DP. You must provide evidence of your achievement
of the eight CAS learning outcomes. This evidence can be in a variety of
forms. You can make scrapbooks, photo essays, videos/DVDs or just
standard written reflections.
Reflection
You must reflect on your CAS experiences. Experiential learning, which is
at the heart of CAS, involves much more than just planning and carrying
out the activity itself. It also involves personal observation and reflection of
your feelings and interactions, analysis of your perceptions, identifying your
achievements, outstanding issues, personal strengths and challenges,
evaluating your actions and thinking about your new understandings.
During the project, you should record your feelings, thoughts, and
observations you have made. Once you have completed your meaningful
reflections you should then apply this learning to the next activity or
situation.
Reflections may or may not come naturally to you. To help you get started
you should consider the following key questions:
What did I plan to do?
What did I do?
What were the outcomes, for me, the team I was working with, and
others?
Of any activity, it is appropriate to ask the following questions:
What did I plan to do?
What did I do?
What were the outcomes, for me, the team I was working with, and
others?
How successful was I?
What difficulties did I face? What did I do to overcome them?
What might I do differently next time to improve?
What did I learn about myself?
Did this project benefit others? How so?
How did I feel?
What were/are my perceptions?
What did the activity mean to me?
What was the value of the activity?
What did I learn and how might that learning be applied more widely?
Examples of reflection:
Journal
Scrapbook
Photo essay
Video/DVD
Blog
Oral presentation
You will be presenting the accumulation of this evidence at the end of your
second year in the DP either through a digital portfolio of your learning;
visual presentation to your peers; or a panel interview with the CAS
coordinator. Specific details will be discussed closer to the completion of
the CAS requirement in grade 12.
Examples of good reflections
(from the International School of Panama)
Volunteer at the Minneapolis Children’s Hospital – Service
“… The children were very open in accepting me. They were always the
ones who made this brief interaction between two strangers seem
comfortable. Through the compassion I constantly saw in these very sick
children I was exposed to an amazing outlook on life. One of the false
assumptions I made about working at Children’s was that as a result of my
work I would feel good about myself for giving my time to these children.
In fact, I did feel good about myself but it was not because of what I had
given. Instead it was the children who gave to me. From them I learned
how positive and selfless people can be… ”
Volunteer at Walker Methodist Centre – Service
“I have seen first-hand the harshness of the aging process. People who
were once vibrant, bustling human beings are now confined and subdued by
their deteriorating health. Jane has Parkinson’s Disease and is inhibited by
her soft speech and inability to use her hands. I know from the time we
have spent together that she has so much to say and many interests, but is
slowed and sometimes stopped by her illness. Anne’s only disease is
effects of time and how it has affected her memory and hearing. Although
she always recognizes me, Anne does not remember my name or hear much
of what people say to her. As time went by, I began to realize that they had
wonderful lives. Both have successful and large families, with interesting
experiences throughout their lives. Now they are slowed down, but maybe
because its time for them to rest. I have learned a lot from them, about
many things, but mostly about how to live with what you are given… I hope
when I am their age and in their situation like theirs that I can have their
attitude – life is what it is and the best thing to do is accept it and be happy.”
Writing poetry –Creative
“For the past two years I have kept a journal of poetry and stream of
consciousness pieces that I have written. It now contains about 30 works. I
write in it rather sporadically, either as ideas come to me that I feel would
make good poems, or I feel the need to vent my emotion on paper. I have
shown this journal to certain teachers and friends, and I have submitted
several of them to Mosaic. For me this journal is a way to stay sane, sort of
catharsis for my soul. By writing poetry about situations that I am in I can
think through my options and how best to deal with them. Similarly, it
helps me to understand better what I am feeling. And if someone else can
benefit from my writing through Mosaic, all the better. After all, art is not
only beneficial for the artist, but also for the observer of that art.”
Service Activity
“As one of my service activities I wanted to help an elderly person as I
realized that their problems are sometimes neglected or forgotten. That is
why I turned to an environmental nurse so that she could find a person in
need of help and willing to be helped. I stayed in contact with the nurse and
after a while she gave me the name and address of an old lady whom she
described as lonely and having problems with walking. I was happy that I
found the opportunity to offer my help to a person in need.
On one day the nurse and I visited the elderly lady in her flat. Beforehand,
the nurse informed me that the lady used to work physically and retired
early (at the age of 45 due to health problems). I got acquainted with her
and from that day on I started visiting her regularly once a week.
I went for walks with the lady and every week we went shopping to the
nearest supermarket. However, the most important task turned out to be far
more difficult than I had expected. I made the greatest effort to make the
woman cheerful, to create a friendly warm atmosphere, but I noticed how
reserved and depressed she was. She mentioned the fact that she had been
lonely for a long time and it stuck in my memory. It made me realize how
loneliness affects human psyche. At the beginning I found it very difficult
to make her smile, because she was only saying how miserable her life was
and complained about the problems that she faced. I tried to show my
understanding and convince her that life is worth living regardless of the
difficulties one faces, but it seemed to me that it did not speak to her.
Sometimes I wondered if my visits and help were bringing her anything
good. Surprisingly, as time was passing by and we came to know each other
better, I noticed a change in her and a change in the character of our
interaction. I was very happy when on one day she confessed to me how
grateful she was for my help. The activity gave me fulfillment and made me
conceive how serious is the problem of loneliness in life and I realized the
importance of attention that needs to be paid to lonely people.”
Examples of poor reflection
“Today I got to the nursing home at 2:00. Talked to some ladies. Passed
out popcorn at the movie. Went home at 4:00. When you volunteer at the
nursing home, the residents really make you feel appreciated. It makes it all
worthwhile.”
Whether it was for a long period or short, this student reflecting on their
social service missed the point. This student was surrounded by human
drama. On every side were loneliness, love, struggle, joy, death, dignity,
injustice, need and concern. There were more than a dozen health-related,
trades-related, professional-related careers to observe and experiment with.
There were people with wisdom to draw upon and pains to ease. From their
observations and reflections, these students experienced nothing.
It’s not supposed to be that way. People can learn from experience. In fact,
it is not only a possibility but also a necessity. Aldous Huxley says,
“Experience is not what happens to a person; it is what a person does with
what happens to him or her.”
A necessary part of turning what you experience into what you know is
reflection – time to sit down and consider:
What you saw and didn’t see
Who needed you and why you were there?
What did you learn and what did you teach?
Reflection involves observation; asking questions; putting facts, ideas and
experiences together to come up with new meaning. Reflection on
experience can give you the following abilities:
Taking charge: Being able to learn from experience gives us the power to
influence the meaning and impact of things that we do or that happen to us.
Increasing your problem solving ability: Being able to analyze problems,
generate alternatives, and anticipate consequences are critical skills.
Power to assess your personal impact: Ongoing reflection helps reveal and
even determine what personal changes are occurring in self-image, new
skills, and ideas about a career. It can give you the self-confidence to take
on a bigger project or to use more of your skills.
VI. Range and diversity of activities
All students should be involved in CAS activities that they have initiated
themselves. Other CAS activities may be initiated by the school.
Activities should vary in length and in the amount of commitment required
from the student, but none should be trivial.
In line with the aim of CAS to broaden students’ experience during their DP
years, work that is part of a student’s study of a DP subject, TOK or
extended essay may not be counted towards CAS. This excludes, for
example, routine practice performed by IB music students. However, where
students undertake activities that follow CAS guidelines (for example, by
meeting CAS learning outcomes and including student initiative or choice),
the fact that these activities also satisfy the requirements of state
qualification or of another reward scheme does not prevent them from being
counted towards CAS. The idea of CAS is to ensure that students have a
balanced, fulfilling overall experience; it is not to overload students who are
already participating in a very demanding academic schedule.
Some of the activities and programs that already exist at CHS and that involvement
in may count toward completion of the CAS requirement include:
Prom dress drive
Natural helpers
Student council
Yearbook
Newspaper
Quill and Scroll
Tutor lab
Bridges mentoring
Holiday food drive
Theater
Daycare (class)
Freshman Academy
Outward Bound
Speech and Debate
Athletics
Academic Decathlon
Academic Superbowl
Spell Bowl
Quiz Bowl
Project XL
Mathematics Competition
BPA
Cinema Club
Creative Writers Club
Radio- WDSO
Fine Arts Club
Foreign language clubs
SADD
SAFE
NHS
Cadet teaching
Recycling
Concert band
Orchestra
Jazz Band
Percussion
Trojan Guard
Concert Choir
Choraliers
Drifters
Sandpipers
Interact Club
Some organizations in the community that students may want to investigate
include:
Nursing homes
Hospice care
Humane Society
Food banks
CHS has initiated a relationship with Indiana Dunes State Park. This
relationship has resulted in a number of exciting project possibilities for
students.
Projects, themes, concepts
Students should be involved in at least one project involving teamwork
that integrates two or more of creativity, action and service, and is of
significant duration. Larger scale activities of this sort may provide
excellent opportunities for students to engage “with issues of global
importance.” From time to time, in line with its mission statement, the
IB may identify broad themes that school are invited to support
(“Sharing our humanity” is the first of these). Such themes may
provide a context that will enable students to generalize further in their
reflections, following the maxim “Think globally, act locally.”
Creativity
Creative activities should have a definite goal or outcome. They
should be planned and evaluated like all CAS activities. This can
present something of a challenge, where, for example, a student is a
dedicated instrumental musician. It would be artificial to rule that
something is both a pleasure and a passion for the student could not
be considered part of their CAS experience. How, though can in
help to fulfill CAS learning outcomes? It may be useful to refer to
the section “The nature of creativity, action, service,” particularly to
the second principle: personal challenge—tasks must extend the
student and be achievable in scope.
Perhaps the instrumental musician can learn a particularly difficult
piece, or a different style of playing, in order to perform for an
audience. The context might be a fund-raising activity, or the
student might give a talk to younger children about the instrument,
with musical illustrations. Appropriate CAS activities are not
merely “more of the same”—more practice, more concerts with the
school bank, and so on. This excludes, for example, routine practice
performed for IB music students (as noted earlier), but does not
exclude music or activities that these students are involved with
outside the DP subject coursework.
Action
Similar considerations apply here. An outstanding athlete will not
stop training and practicing in order to engage in some arbitrary,
invented CAS physical activity. However, modern approaches to
sports coaching emphasize the notion of the reflective practitioner,
so it is possible for the athletics coach to incorporate relevant CAS
principles and practice into training schedules for the benefit of the
student. Setting goals and planning and reflecting on their
achievement, is vital. “Extending” the student may go further, for
example, to ask them to pass on some of their skills and knowledge
to others. If their chosen sport is entirely individual, perhaps they
should try a team game, in order to experience the different pleasures
and rewards on offer.
Some excellent “action” activities are not sporting or competitive but
involve physical challenge by demanding endurance (such as long-
distance trekking) or the conquest of personal fears (for example,
rock climbing). It is important that school carefully assess the risks
involved in such activities.
Alternatively, a student’s “action” may be physical exertion as part of
a service activity, perhaps in a project as outlined in the section
“Projects, themes, concepts.”
Service
It is essential that service activities have learning benefits for the
student. Otherwise, they are not experiential learning (hence not
CAS) and have no particular claim on students’ time. This rules out
mundane, repetitive activities, as well as “service” without real
responsibility. A learning benefit that enriches the student
personally is in no way inconsistent with the requirement that
service be unpaid or voluntary.
The general principle, sketched out in the section “The nature of
creativity, action, service,” that the “rights, dignity and autonomy of
all those involved [in service activities] are respected,” means,
among other things, that the identification of needs , towards which
a service activity will be directed, has to involve prior
communication and full consultation with the community or
individual concerned. This approach, based on a collaborative
exchange, maximizes both the potential benefits to the recipients
and the learning opportunities for the students.
Ideally, such prior communication and consultation will be face-to-
face and will involve the students themselves. Where this is not
possible, schools need to work with appropriate partners or
intermediaries, such as NGOs (non-governmental organizations)
and make every effort to ensure both that the service provided is
appropriate, and that the students are able to understand the human
consequences of their work, for both individuals and community.
Service learning
Service learning is a phrase that is in common use in many countries,
denoting service to the community combined with learning outside the
classroom. In the DP there are opportunities for service activities to be
linked to subject learning. There is substantial research that indicates
the power of service activities linked to subject learning. Among the
well-documented benefits are that service learning:
enhances students’ willingness to take risks
promotes meta-learning (learning about learning)
develops students’ ability to communicate and make relationships
supports different learning styles
enables all students to achieve, that is, to experience success.
However, there are two considerations.
It is essential that CAS activity is an extension to subject work. To
attempt to count the same work for both a subject or extended essay
and CAS would constitute malpractice.
It is desirable that students, rather than teachers, initiate the service
activity. This is in accordance with the greater expectations of
autonomy and maturity in DP students.
Political activity
The IB has no view on whether or not it is appropriate for students to be
involved in political activities as part of their educational experience.
Views on this vary considerably in different cultural contexts, so it is a
matter for decision at local or school level.
However, where such activity is locally sanctioned, there is a question
about whether or not it many qualify as CAS. It may be relevent to
consider the following factors.
Is the activity safe and secure, given the local circumstances?
Is it an activity that will cause, or worsen, social divisions?
Where are learning opportunities for the students involved?
Religious activity
Some of the same concerns apply here as with political activity. For
example, in some parts of the world religious observance is illegal in the
school curriculum; in others it is compulsory.
It is recognized that this is a sensitive and difficult area. Nevertheless, the
general rule is that religious devotion, and any activity that can be
interpreted as proselytizing, does not count as CAS.
Some relevant guiding principles are that CAS activities should enlarge
students’ experience, encourage them towards greater understanding of
people from different social or cultural backgrounds and include specific
goals. By these criteria, work done by a religious group in the wider
community, provided that the objectives are clearly secular, may qualify as
CAS. Another key issue is whether students are able to make choices and
use their initiative. In contrast, service (even of a secular nature) that takes
place entirely within a religious community can at best only partially meet
the aims of learning outcomes of CAS, so there would need to be evidence
from students’ other activities that all the required outcomes had been met.
VII. CAS at CHS
Students are invited and encouraged to consult with the CAS coordinator as
often as is necessary. Additionally, the CAS supervisor might However,
the following meetings are compulsory:
Meeting 1: Interview/goals/self-review
Meeting 2: Interim review
Meeting 3: interim review
Final review: presentation of evidence
CAS SRT
All IB students should be enrolled in a CAS/TOK SRT. During this block,
students will share time between TOK and CAS. During the CAS portion
of the block a number of things will take place:
one-on-one meetings
group meetings
reflection (individual and shared)
organizing and working on projects and activities
record-keeping
CAS Reflection
As stated earlier, each student should maintain written records of his or her
ongoing performance of CAS activities and projects as well as self-
evaluations. The CAS journal may be the central medium that students
will use for recording and reflecting daily CAS activities. Along with
written records, students are invited to include photographs and any other
artifacts that will help to record their CAS involvement. Students’ CAS
journals will be collected periodically by the CAS supervisor.
Students may also check out a video camera or voice recorder as a means
of documenting CAS activities. These devices may only be used for CAS
activities, and students are responsible for their maintenance and safety.
Transferring recorded documentation to ManageBac is the responsibility of
the student as well. These gadgets are great for capturing reflections and
allow students to make use of a different, more immediate medium of
documentation.
Sample CAS Progress Form (to be filled out over the course of a student’s
DP by CAS Coordinator)
Name of student: School Year:
Event Date Signature Comments
First meeting between CAS Coordinator and
student:
Student has completed and returned to
Coordinator form “First Meeting Questionnaire”
Student has completed form and returned to
Coordinator “First Meeting Checklist”
Student has been given “Does an Activity
Quality” forms
Homework- submit form “My CAS Plan” by:
Student has submitted acceptable CAS plan.
Student has submitted reflective work to CAS
Coordinator for review.
Second meeting between CAS coordinator and
student.
Third meeting between CAS coordinator and
student.
Student has submitted evidence that learning
outcomes are met.
Student gave a good presentation of their CAS
portfolio.
CAS Individual Student Completion Form
There is evidence that _________________________ has:
Learning Outcome Completed
Nature/location of evidence
(for example, journal [pg. xx],
progress form [date]) Increased his/her
awareness of own
strengths and areas for
growth
Undertaken new
challenges
Planned and initiated
activities
Worked collaboratively
with others
Shown perseverance and
commitment in his/her
activities
Engaged with issues of
global importance
Considered the ethical
implications of their
actions
Developed new skills
________________________________________ _________________
CAS Coordinator’s signature Date