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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 workshop 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 the Center for Integrative and Experiential Learning 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.
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.
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.
All USC faculty, instructors and graduate teaching assistants are invited to participate in the eleventh annual Oktoberbest: A Celebration of Teaching on Friday, October 9, 2020. Join colleagues from across UofSC campuses for this free one-day virtual symposium focused on sharing best practices in teaching.
The Oktoberbest schedule has a wide variety of workshops on topics ranging from active learning and online course development to critical thinking and integrative learning. Oktoberbest is free to all who teach or support teaching at UofSC, but is not open to the general public. 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.
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.
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.