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Etown Blue Print Program


Elizabethtown College is committed to providing our students with not only a quality education, but also with experiences that will help them develop leadership skills, better their wellbeing and connectedness, and enhance relationship building. The Etown Blue Print Program provides students with a roadmap for their co-educational journey and acts as a bridge between campus and local communities and fosters life skills, creating professional connections that extend outside the classroom.



Program Participation

A student may choose to participate in the co-curriculum formally for recognition in the following ways:

How Activities and Units will be Determined:


Event or Program Type Unit Distribution
Participant - Awareness Building - may be a drop in, may not be an hour long, etc. 
Participant - One-time event 
Participant - One-time event with an opportunity to engage in meaningful dialogue 
Participant - One-time activity, significant time commitment (conference, retreat, Into the Streets, etc.) 
Leadership - Student Leadership Position - RA, CA, Kinesis, Ubuntu, Peer Mentor (training and ongoing engagement) 
30 per year 
Leadership - Student Senate, Club or Organization Executive (president, vice president, secretary, treasurer, team captain) 
20 per year 
Student Employee - Tutor, ITS, Bowers Center, Blue Jay Ambassador, Dining, Office Assistants, etc. 
20 per year 


Reflection Activities:

Formal Recognition

Unit Adjustments for Classes '23, '24, '25

For the initiation of this program, Basic Certification of completion in each domain will remain the same at 100 units. The requirements for the Blue Jays Blue Print Award is as follows:


Sign Up for the Program

Current Elizabethtown Students can sign up for the Blue Print Program here.
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Well-being & Connectedness

Students will define personal, holistic health and make choices that support wellbeing.

  • defines holistic health to include the following aspects of wellbeing: social, physical, nutritional, financial, emotional, spiritual, environmental, intellectual
  • understands mental health as a core component to wellbeing
  • explores issues of purpose, meaning, and faith
  • articulates the relationship between wellbeing and accomplishing goals
  • articulates the values and principles involved in personal decision-making
  • makes purposeful decisions balancing education, work, and leisure time
  • identifies the effects of behavior choices on one's own wellbeing
  • identifies campus and community resources that contribute to holistic wellbeing as preventative or in time of need
  • develops personal financial literacy
  • identifies effective time management skills 

Students will develop self-worth, individuality, and independence.

  • identifies and commits to important aspects of self
  • develops and articulates personal belief system
  • define one’s own social identity and culture
  • develops strategies to manage time effectively
  • develops strategies for managing personal finances\
  • exhibits self-reliant behaviors
  • acts in congruence with personal identity, ethical, spiritual, and moral values

Students will create a shared sense of community and accept individual responsibility for the wellbeing of the community.

  • understands roles of identity and spirituality in personal and group values and behaviors
  • recognizes social systems and their influence on people
  • critiques, compares, and contrasts various belief systems
  • affirms and values the worth of individuals and communities
  • engages in behaviors and contributes to environments that promote wellbeing and reduce risk
  • exhibits behaviors that advance the health and wellbeing of communities
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Civility & Curiosity

Students will seek understanding and create respectful dialogue across difference.

  • recognizes one’s own capacity to create new understandings from learning activities and dialogue with others
  • identifies important problems, questions, and issues;
  • seeks new ideas and perspectives
  • treats others with respect and prioritizes the dignity of others
  • identifies and exhibits advocacy skills behavior
  • manages interpersonal conflicts effectively
  • engages in critical reflection and principled dissent
  • understands and participates in relevant governance systems

Students will develop knowledge, skills, and attitudes necessary for academic success and lifelong learning.

  • uses multiple sources of information and their synthesis to solve problems
  • makes meaning from experience
  • personalizes learning
  • assesses assumptions and considers alternative perspectives and solutions
  • integrates mental, emotional, and creative processes for increased insight;

Students will explore purposeful life work.

  • explores intersections of passion, career and calling
  • articulates and makes plans to achieve long-term goals and objectives
  • articulates rationale for personal and educational goals and objectives

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Leadership & Service

Students will identify and develop their personal leadership style.

  • listens attentively to others and responds appropriately
  • explores personal strengths and areas for development
  • seeks critical feedback from others and responds appropriately
  • seeks understanding of strengths of others and how those interact with one’s own strengths
  • demonstrates skill in guiding and assisting a group, organization, or community in meeting its goals
  • exhibits democratic principles as a leader or group member
  • assumes leadership positions

Students will develop an understanding of servant leadership.

  • articulates leadership as a function of service to others
  • solicits and utilizes feedback and resources from multiple cultural perspectives to make inclusive, equity-minded decisions and inform direction
  • seeks to dismantle oppressive power structures
  • frames communication with respect to diversity of learning styles, varied individual communication abilities, and cultural differences, centering the needs of others
  • communicates a vision, mission, or purpose that encourages commitment and action in other
  • motivates and inspires others by encouraging, empowering, and building trust

Students will integrate classroom learning with community engagement in partnership with local agencies.

  • participates in service/volunteer activities that are characterized by reciprocity
  • reflects upon service activities
  • develops understanding of the ethic of solidarity as a method of enacting change (understanding of privilege and power, building relationships across difference, and enacting structural change)

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Equity & Diversity

Students will develop an understanding of how identity impacts one's experience and sense of belonging in one's environment.

  • articulates an understanding of diversity, equity and belonging based upon an understanding of the following concepts: power, privilege, identity, unconscious and conscious bias, oppression
  • identifies privileged and oppressed identities, naming concrete examples of privilege
  • defines one’s own social identity and culture
  • possesses knowledge of other identities and cultures
  • defines intersectionality and how intersecting identities uniquely impact individuals and groups of individuals
  • engages in behavior that affirms and celebrates one’s own culture and the culture of others
  • rethinks previous assumptions
  • expresses openness to new ideas and perspectives

Students will commit to acting in ways that challenge oppressive systems, reduce barriers, and promote belonging for those holding marginalized identities.

  • identifies and challenges language and other behavior that is harmful to people holding marginalized identities
  • reflects upon critical feedback and integrates into new patterns of behavior
  • discovers and utilizes resources for reporting harmful behavior
  • identifies systemic barriers to equality and inclusiveness, then advocates and justifies means for dismantling them

Students will commence on a journey of global understanding, truth-telling, and transforming relationships.

  • recognizes and exhibits interdependence in accordance with environmental, cultural, and personal values
  • seeks involvement with people different from oneself
  • articulates the advantages and impact of a diverse society
  • elevates the voices of historically oppressed individuals and groups

Frequently Asked Questions

Can I count activities that I did last year?

No, only activities beginning Fall 2022 or after will count towards the program.

What if I went to a program that didn’t have a check-in?

Be sure to obtain verification that you were there from the program planner and have them send an email to Nichole Gonzalez, Dean of Students.

How do I know for what category my program counts?

Each program should have the point total and category listed in it’s promotional materials. If you have a question about a program you’re attending, first check in with the program planner and ask if they can help you.

Elizabethtown College