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Irma Van Scoy, Executive DirectoAmber Fallucca, Associate DirectoUSC Connect, Office of the Provos

Engaging Faculty and Staff in Supporting

Student Engagement and Reflection

SACSCOC Annual Meeting, DallaDecember 2017

Columbia Campus: ~ 34,000 students ~ 26,000 undergrad

University of South Carolina

Carnegie Classification: • RU/VH • Community Engagement

Course Work

Beyoond thhe

Classsroom Experiiences

Integrative Learning

Graduation with

Leadership Distinction

Integrative Learning

• Students – Engagement in purposeful beyond the classro

experiences – Integrative learning

• Faculty and staff professional developmen• Technology • Assessment

USC Connect Components

Early Communications Campaign

Great Visibility! High Expectations! Much misinterpretation?!

Faculty – Staff Feedback • An office? A program? • Great idea – needs more concrete

plan • Benefit for students • Faculty expectation unclear • We already do it

Early Years (1 & 2)

Faculty e-mail Series: Gives us 30 seconds a w

Faculty Grants

• $3,000-3,300 per faculty member • 10 per year • Included faculty co-hort meetings • Requirement to share assessment results and present

Searchable Databas

Recommendations

B.S. Environmental Science To learn more contact: Shelley Schlenk, schlenk@mailbox.sc.edu Gwen Geidel, Faculty Program Coordinator, geidel@sc.edu

Item Faculty 2012 N=184

Faculty 2013 N=246

Staff 201N=189

Aware USC-C 63 74* 50

Very Aware 16 14 30** Confident in describing integrative learning

38 38 53**

*Significant increase in faculty awareness 2012-2013**Staff more aware and confident in integrative learn

Survey Results 2012-2013

GGraduation with Leadership Distinction in . . .

• Community Servic• Diversity and Soci

Advocacy • Global Learning • Research • Professional and C

Engagement (Intern& Peer Leadership)

Recognition on transcript

and diploma

• Significant BTC experience • Enhancement Activities • 6 credits Related Course Work • Public presentation/publication • E-portfolio emphasizing key insights,

analysis, application to leadership (completed through course or independently)

• GPA 3.0 or higher

GGraduation with Leadership Distinction Requirementts

GGraduation with Leadership Distinctioon

180

89

1,020

0

400

800

1200

1600

2000

2014 (May) 2017 (August)

Growth in GLD

TotalRegistrantssince Fall2013

TotalGraduatessince May2014

Gains “after” GLD

• Quality and quantity of recommendations by major

• Invitations to present at faculty meetingand to their classes

• Alignment of programs with GLD (including student and academic affairs)

USC CONNECT FACULTY

CONFERENCE

Integrative Learning

• Integrative learning explained through concrete requirements – Clarity – Specific goal to work toward

• Student enthusiasm for earning distinction• Administrative support (presidents, deans)

Why GLD helped

Faculty and staff engagement

• GLD E-portfolio Evaluators: Lessons learned through GLrubric application and trainings

• Teaching UNIV401: Methods of supporting instructors through training and assessment

• Mentoring GLD Students: Small group advisors and FacuFellows program

• Measuring Broader Impact: Academic program/course integration, scholarship, overall messaging of integrativelearning

GLD E-portfolio Evaluators • Recruitment of faculty and staff to serve in role • Assigned 3-4 E-portfolios to evaluate across a two week perhttp://sc.edu/about/initiatives/usc_connect/documents/gld_dots/e-portfolio_rubric_17-18.pdf • Training components: Review and understanding of rubric

elements, technology and scoring requirements, and calibratstudent work

*Formative feedback on e-portfolios critical to ensuring student’s contparticipation, identification of areas to improve, and efficiencies of pro

GLD E-portfolio Evaluators

• Fall and spring trainings focused on formalized process – Scoring and feedback with goal of GLD E-portfolio recogni

• Summer sessions focused on “Assessment of the Assessment

– “Positive restlessness” with assessment process – Interrater reliability and evaluator feedback on trainings a

rubric

• Examples of changes made: – Rubric wording – Increased focus on delivering feedback

Teaching UNIV401: Graduation withLeadership Distinction

• Recruitment of instructors – Previous experience/roles with USC Connect

• Training prior to, and during semester of teaching cours– Providing information when instructors need/want it

*Timing of sharing of information is key – Changes to training made based upon instructor feed

Mentoring GLD Students • E-portfolio Advisement: Faculty Fellows and additional selected

and staff – Application process and/or previous relationship with USC C– Assigned to work with 3-4 GLD students – Timing over academic discipline when assigning students – Training requirements:

• Introductory meeting with USC Connect • Introductory and Key Insights meeting with assigned stud• Leadership meeting with assigned students • GLD E-portfolio Evaluation

*Flexibility in working with faculty schedules is key to ensure contininterest and engagement

Measuring Broader Impact

• Six colleges have introduced or adapted E-portfolios as pcurriculum

• Scholarship contributions (Faculty Fellows and integrativlearning grants) – Multiple conference presentations and publications

• Faculty confidence in describing integrative learning increased 33% over last three years (survey)

• Identified faculty supporters or “champions” from each college and school

Measuring Broader Impact • GLD support roles (Faculty Fellow, UNIV401 Instructor, Sm

Group Advisor, GLD E-portfolio Evaluator) produced addiresults

– Recognizing how to infuse integrative learning principinto related academic discipline/course/program

– Evaluation of student work as means to understand hstudents synthesize college learning experiences

– Recruiting students to pursue GLD – Recruiting colleagues/peers to engage in process – Advocacy for integrative learning

Questions? Comments?

Irma Van Scoy: ivanscoy@mailbox.sc.edAmber Fallucca: fallucca@mailbox.sc.ed

www.sc.edu/uscconnect

Irma Van Scoy, Executive DirectoAmber Fallucca, Associate DirectoUSC Connect, Office of the Provos

Engaging Faculty and Staff in Supporting

Student Engagement and Reflection

SACSCOC Annual Meeting, DallaDecember 2017