“Extension Project I – Administration” appears to refer to a Brazilian undergraduate assignment built around applying course learning to a community need. An unofficial uploaded example describes identifying a problem with a community partner, carrying out an action, and reflecting on results; it does not establish the requirements for every institution or current course. Check your own course platform and coordinator’s instructions before deciding what to do or submit.
What is Extension Project I: Administration?
In the surfaced example, the project is presented as a “Community Context Program”: students connect Administration coursework with an issue identified in a surrounding community. Possible settings named in the example include a neighborhood association, city hall, NGO, church, school, or micro- or small business. These are examples, not an official list of approved partners. The upload is unofficial, and the institution behind it and its current assignment requirements have not been established. See the uploaded example.
Brazil’s national framework provides context for this kind of work. Article 3 of Resolution CNE/CES No. 7, dated December 18, 2018, describes extension as integrated with curriculum and research, involving transformative interaction between higher education institutions and other parts of society through the production and application of knowledge.
What does the example ask students to do?
The example suggests a practical sequence: identify a community problem or opportunity, plan and carry out an action, then report what happened and what was learned. Its prompts also ask students to relate the action to skill development and course content and include testimony from the participating institution. Treat these as features of the uploaded example, not universal grading criteria.
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Plan the project around a specific need
- Identify a concrete problem or opportunity with the community or organization involved.
- Clarify what the partner needs and agree on an action that is feasible in the available time and setting.
- Connect the proposed action to relevant Administration learning rather than choosing an activity first and forcing a connection afterward.
The example lists recognizing and defining problems and opportunities, communicating within and outside an organization, and coordinating organizational functions among its competencies. It also names sociology, ethics and human rights, management theories, and organizational behavior as content areas. Those lists may help you interpret the sample, but your course’s current syllabus takes precedence.
Record the action and its outcomes
Keep notes on what you planned, what you actually did, who participated, and what observable outcomes followed. Distinguish what you directly observed from what participants reported. Do not claim that an action caused lasting change unless you have evidence that supports that conclusion.
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- Keep track of everything from attendance to test scores
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- Measures 8-1/2" x 11"
Reflect on learning and partner feedback
The sample’s report prompts ask students to explain how the experience related to skill development, the identified problem, and course learning. They also request testimony from the participating institution. Include feedback accurately and with the partner’s permission; do not present an individual student’s account as independently verified impact.
What should the final report include?
According to the uploaded example, the final report should form a connected reflection rather than a sequence of answers copied under each guiding question. A useful structure, if your institution permits it, is:
- Context: describe the community or organization and the problem or opportunity you identified.
- Action: explain what you planned and carried out, including your role and the people involved.
- Results: state what happened and distinguish observed results from feedback or expectations.
- Learning: connect the experience to relevant course concepts and skills, and explain how it addressed the identified need.
- Partner perspective: include the participating organization’s testimony if required, preserving its meaning and following any consent or submission rules.
Use the actual prompts, format, length, evidence requirements, and submission instructions in your learning environment. A second uploaded example mentions a planning/template workflow and UN Sustainable Development Goals, but those details are not confirmed as current or applicable to your class.
Independent reader supportYour contribution helps us test, update, and keep practical guides available for everyone.How does the national 10% extension rule apply?
Article 4 of Resolution CNE/CES No. 7/2018 says extension activities must account for at least 10% of undergraduate students’ total curricular workload and be part of course curricula. INEP restates the requirement in its higher-education census FAQ, published January 19, 2024, and says curricularized extension counts toward students’ completed workload.
This is a national rule about undergraduate curricula; it does not tell you the hours, deadlines, grading rubric, or specific activities for Extension Project I at your institution. Confirm those details with your course materials or coordinator.
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Where can you confirm your course’s requirements?
- Check the current assignment template and announcements in your institution’s learning environment.
- Ask the course coordinator which community partners, activities, evidence, and report format are approved.
- Verify the current syllabus and required readings rather than relying on a bibliography in an unofficial upload. The example names Comportamento organizacional by Josiane Cintra (2016), but that does not establish that the book or edition is required.
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