Chesterton High School

IB CAS Handbook

2011-2013

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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: becky.uehling@duneland.k12.in.us

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