Helen Doerpinghaus Vice Provost and Dean of Undergraduate Studies February 26, 2010

Move toward “Integrative Learning” Across disciplines Across General Education and Majors/Programs Within-Classrooms and Beyond-the-Classroom Why the shift? Better equips students to answer complex 21 st century questions More fully utilizes available learning resources Complimentary role of faculty and professional staff Enhances relevance, engagement, and learning

High impact educational best practices across entire university experience Integrating “within-class” and “beyond-the classroom” opportunities for learning Undergraduate Studies + Academic Support Best practices today AAC&U, The Reinvention Center

“It’s not an academic affairs v. a student affairs thing – it’s a student thing.” Application to admission Orientation to first-year studies General education to program major Sophomore & transition experiences Academic support programs Beyond-the-classroom engagement Graduation Life-long learning

Recruit well-prepared students Traditional indicators Test scores, GPA, in/out of state Faculty & staff involved in recruiting and selection Importance of cultural diversity Mitigate educational risk factors Sufficient academic preparation Financial barriers Goal: retain and graduate life-long learners

Student assumes responsibility for educational experience Placement tests Advisor assistance with schedule Other factors with course choices Risk factors addressed Financial aid Independent campus living Community code of conduct established Carolinian Creed Academic expectation set by day’s end

First week on campus is critical Intentional programming introduces learning environment & reinforces academic expectations First-Night Faculty charge & celebration Convocation Faculty speaker: Mungo Award recipient Carolina’s tradition of excellence First-Year Reading Experience Residential programming Goal setting: independent living, time-management Faculty engagement with students Student connections develop

USC: national leader in first-year seminars Assists transition to academic life at Carolina Research indicates U101 is a “best practice” opportunity for students

Students typically enrolled in first years of college Common requirement for all USC undergraduates Traditional knowledge areas New core competencies Interdisciplinary opportunities Integration from foundational courses through the program major Integration within- and beyond-the-classroom

Transitions require support for academic success Choosing majors, changing majors, pursuing internships, undertaking research, investigating graduate schools… USC National Resource Center for the First-Year Experience and Students in Transition National leader in best practices Last year: 85,000 publications, e-newsletters, national and international conferences, etc.

Developing a culture that encourages students to ask for the help that they need End of first semester All students telephoned Assessment and intervention if needed ACE – for all students Math tutoring, writing consultations, coaching and study skill development Located in the Library and in three residence halls ACE coaches are graduate students with certifications in coaching

Student Success Center – for everyone Supplemental instruction (math, science; DFW courses) Tutorial (certified tutors) CAR (VIP faculty referral)

Retention Committee since 1983 Chaired by faculty with professional staff leadership Addresses needs of students at large and at-risk groups Demographics GPA requirements for scholarships Progression requirements Other

Importance of supporting our first-generation and low-income students Reflects Carolina’s mission Diversity required for 21 st century learning environment. TRIO Gamecock Guarantee Financial Literacy program – for everyone

From the student perspective (thus far) Carolina academics span Carolina Core classes Classes in the major Academic support programs Integrative learning also extends beyond-the-classroom…

Living/Learning Communities Residential options: Preston, Green Quad, Capstone 21 theme communities SC Honors College Faculty and professional staff leadership Academic programming Collaborative engagement with students and faculty

Undergraduate Research OUR led by professional staff with hundreds of faculty mentoring students Magellan Scholars, Voyagers, Explorers Discovery Day Undergraduate Research Tracks

Service Learning Faculty and professional staff leadership Academic coursework with a community service engagement component required Students apply what they learn in class to address a community need Enhances relevance of course material and develops students’ ability to problem-solve

International travel and study abroad Faculty and staff leadership Student exchange Internships Research experiences Service learning

Fellowships and Scholar Programs Intensive preparation by students Close work with faculty advisors Professional staff serve as guides Self-reflection and goal setting Essay preparation and interviews Engaging in the process = teaching and learning Assessment measure (Forbes ranking)

Today’s renewed focus on “best practices” in higher education Federal scrutiny about cost and value, retention and graduation rates Public concern about access and affordability Moral obligation to our students and our communities Partnership between faculty and professional staff allows us to better serve students Faculty bring disciplinary expertise Professional staff bring expertise in young adult learning and development theory and practice Both bring passion for teaching and learning