Co-Curriculum: Successfully Integrating Learning Within & Beyond the Classroom

Transcription

1 Co-Curriculum: Successfully Integrating Learning Within & Beyond the Classroom Irma Van Scoy, Executive Director USC Connect, Office of the Provost University of South Carolina

2 Overview Why? Our model Our story What will work for you?

3 Why Integrative Learning? Making the most of students entire experience Deepening learning Applying learning to real world contexts Clearly communicating the relevance of higher education An education that sets students apart

4 Integrative Learning Course Work Beyond the Classroom Experiences

5 Our Model 1. Consensus and Broad Involvement 2. Collaboration & Building on Strengths 3. Resources for Engagement & Learning 4. Support for Faculty & Staff 5. Clear Message and Official Recognition 6. Ongoing Assessment and Program Change

6 THE USC CONNECT STORY Quality Enhancement Plan for SACSCOC Continuing Affirmation 28,000 undergraduates 4 campuses USC Columbia awarding bachelor s degrees 4 Regional Campuses awarding associate s degrees Lancaster Salkehatchie Sumter Union

7 #1 Consensus : Built over time with broad involvement

8 9 Carolina Core Learning Outcomes Communication (2) Analytical Reasoning Scientific Literacy Global Citizenship (2) Aesthetic/Interpretive Understanding Information Literacy Values, Ethics, and Social Responsibility Analyze Communicate Apply Create Interpret Evaluate Examine

9 Focus Carolina Focus on beyond the classroom Pioneer and extend programs Build on the Carolina Core

10 USC Connect Integrating Learning Within and Beyond the Classroom Learning Outcomes: Describe how BTC contributes to learning Analyze how BTC relates to concepts/theories Apply learning to create solutions

11 Consensus on BTC Carolina Core Learning Outcomes Strategic Plan Research on High Impact Practices Existing Strengths Broad involvement: Retreats, RFP, Committees, Forums Global Learning Peer Leadership Research Community Service Internships

12 #2 Collaboration & Building on Strengths: Academic and Student Affairs Pathways Offices Student Engagement Leadership and Service Center Career Center Study Abroad Research Living and Learning Communities University 101 Programs Academic Programs

13 To learn more contact: # 3 Resources for Engagement Recommendations B.S. Environmental Science

14 # 3 Resources for Integrative Learning Hilde Oliver A Math Major Interning with the South Carolina Office of the Governor Skill In the classroom In the office Problem Solving Manipulating abstract ideas in clever ways to write proofs Efficiency Solving long and complex math problems within a very limited time frame Researching unfamiliar ideas from committee hearings to report to the Governor s policy analysts Processing constituent correspondence backlogged several months as quickly as possible Question: What parallels can be drawn between the mathematics classroom experience and beyond-the-classroom political internships? Conclusion: A liberal arts education builds research skills, creative thinking, and skills to better learn and synthesize new ideas, all of which are necessary for any career.

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16 #4 Support for Faculty & Staff Faculty Grants Series Conference

17 UNIV 101 Intro to Resources BTC Reflection Assessment Data Professional Development #5 Clear Message: Setting the Stage

18 #5 Clear Message: Recognition Community Service Global Learning Research Graduation with Leadership Distinction in... Professional and Civic Engagement (Internships & Peer Leadership)

19 Integrative Learning Course Work Graduation with Leadership Distinction Beyond the Classroom Experiences

20 Graduation with Leadership Distinction Requirements Significant BTC experience Enhancement Activities 6 credits Related Course Work Public presentation/publication E-portfolio emphasizing key insights, analysis, application to leadership GPA 3.0 or higher

21 Graduation with Leadership Distinction Transcript recognition available to UG students of any major with 3.0 GPA

22 Graduation with Leadership Distinction Total Registrants (all grad years) (year-end) (Feb)

23 Graduation with Leadership Distinction... led me to truly understand my purpose... I woke up to a voic ... "I came across your resume... really love your background - especially your leadership distinction... That really stood out... I was speechless Wondering what these four years of college did for you? GLD will help you make those connections!

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25 # 6 On-going Assessment and Program Change Faculty, staff, and student perceptions Surveys Focus Groups Student learning UNIV 101 integrative learning assessment E-portfolio (initial assessment & GLD)

26 Survey Results Item Faculty 2012 N=184 Faculty 2013 N=246 Aware USC-C 79 88* Confident in describing integrative learning *Significant increase in faculty awareness (.05)

27 Faculty Series: Gives us 30 seconds a week...

28 USC CONNECT FACULTY CONFERENCE

29 Additional Data-Driven Change E-portfolio technology negatively impacted learning New e-portfolio technology & support materials Low scores in connecting within & beyond the classroom learning Integrative Learning Guide developed for instructors GLD e-portfolio scores lower in relation to application to lead Clarified rubric and support materials

30 Career Services Survey Students employed or attending graduate school (3 months after graduation): GLD Graduates All Graduates 84% 77%

31 Next Steps Continue to refine technology Expand number of programs actively engaged in integrative learning Continued PD and support for faculty and staff regarding reflection and connections to theory and constructs Focus on sophomore and junior years

32 What will work for you? 1. Consensus and Broad Involvement 2. Collaboration & Building on Strengths 3. Resources for Engagement & Learning 4. Support for Faculty & Staff 5. Clear Message and Official Recognition 6. Ongoing Assessment and Program Change