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Center for Teaching Excellence

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Integrative and Experiential Learning

The Certificate in Integrative and Experiential Learning certificate (IEL) is an initiative of The Center for Teaching Excellence and the Center for Integrative and Experiential Learning. The program is designed to bring together faculty, instructors, and graduate students interested in exploring ways to help students reflect on and connect what they do within and beyond their curriculum, embrace multiple perspectives, and synthesize and transfer their knowledge to new, complex situations. 

Key outcomes for participants include obtaining a deeper understanding of the ideals of integrative and experiential learning as well as developing a toolbox of simple techniques to engage students in reflection on their within and beyond the classroom experiences.


Faculty, instructors and graduate assistants who participate in six or more Integrative and Experiential Learning workshops approved by the Center for Teaching Excellence will receive a certificate of completion, a letter of commendation, recognition on the Center for Integrative and Experiential Learning website, and will be eligible to apply for a grant to incorporate integrative learning strategies into a class, develop a new experiential learning opportunity for a course, or develop a team-taught interdisciplinary course. Participants will be required to attend the Introduction to Integrative and Experiential Learning and Small Changes, High Impacts workshops and four (4) electives. Participants  will have 2 academic semesters (and the summer) to complete the certificate.

Required Workshops

For undergraduate students, reconciling their curricular requirements, cocurricular events, work and career preparedness, community engagement, and personal challenges can feel somewhat disjointed, and students therefore have a difficult time finding connections between all of these experiences (AAC&U/Carnegie Foundation, 2004). Integrative learning provides students with strategies to make connections between these within and beyond the classroom activities to help them apply their skills to new and complex problems and challenges.

This first workshop in the Integrative and Experiential Learning Certificate program explores teaching strategies and philosophies that help to engage students in activities beyond the classroom and then have students relate those experiences to their courses and curriculum. After reviewing current research and practices on integrative and experiential learning, including how USC Connect supports IL and EL, participants will discuss strategies for encouraging students to reflect and make interdisciplinary connections between their experiences within and beyond the classroom to promote creativity, collaboration, and problem-solving.   Register

Small changes in the classroom can have significant impact on student learning. Workshop participants will be introduced to high-impact practices (Kuh, 2008), or HIPs, that help students advance discipline-spanning knowledge and develop transferable skills. Having students reflect on their learning is at the core of successful implementation of such practices.

Utilizing integrative learning principles, the presenters will share examples of HIPs from different disciplines and identify classroom assessment techniques (CATs) that can be applied across a variety of academic settings. Participants will have opportunities to practice reflection and integrative learning while designing assignments and appropriate assessment methods for their classroom.

Kuh, G.D. (2008). High-impact educational practices: What they are, who has access to them, and why they matter. Washington, DC: Association of American Colleges and Universities.  Register

Elective Workshops

This workshop reports on reflection projects that students used during study abroad experiences. In one project (languages) students used technology to understand and reflect on their linguistic landscape at home and abroad (padlet, 360º cameras). In the other project, sustainability and differences between different environmental biomes are highlighted.

Students use the three pillars of sustainability (people, place, and profit) to address deep issues of environmental impact (i.e, fair trade, social justice). The goal of the projects was to promote and illustrate a deeper engagement with the culture, to reflect on learning, and to engage students in critical thinking. Participants will think about ways they can incorporate reflection into study abroad experiences.   Register

Are you interested in service-learning? Would you like to learn how to develop a service-learning course? Jabari Bodrick will provide participants with step-by-step instructions on how to create an in-person or virtual service-learning course. Bodrick will also explain how service-learning is defined at UofSC, provide UofSC service-learning assessment data, and highlight the benefits of service-learning to students, faculty members and community agency representatives.  Register

Have you seen the new extended transcript for UofSC students? Are you interested in learning more about how this extended transcript can enhance students’ university experience both during and beyond their time at UofSC? If you teach an ELO-designated course, you have received requests to provide additional information about your students’ experiences – in this session, you will see how that information is made available to students.

Students now have online access to their My UofSC Experience records, which include records of their engagement in Experiential Learning Opportunities, as well as student-specific information such as the name of their employer during an internship, or the research topic they explored in an undergraduate research experience. Participants will see a demonstration of how students can access their My UofSC Experience online records and discuss how to use that information for education planning and reflection on learning.

A student’s validated extended transcript, UofSC Experience, can be sent from the University to prospective employers and graduate schools to supplement a student’s academic transcript and provide a more comprehensive record of the student’s learning experiences at UofSC.  Register

Ever wonder what students are truly learning through their research experience? Want to help guide them in that process of self-reflection? Undergraduate research is a well-established high-impact educational practice, but the impact of each experience is unique and personal for each individual student. This workshop will focus on how to support student reflection at appropriate and meaningful points in their experience. It will introduce the three domains of learning and their application to student reflection at each stage of the Seven Ps of Research. Participants will practice reflection-in-action during the workshop and reflection-on-action after the workshop.  Register

Challenge the conventional. Create the exceptional. No Limits.