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Information for specific audiences:

Assessment of Integrative Learning

Students demonstrate integrative learning when they articulate how their beyond the classroom experiences relate to major theories and principles in their field and/or apply their learning to create solutions in new situations. We measure student success by evaluating student work, reflections, and creations.

Where to Begin

As you consider beyond the classroom experiences that would be beneficial to your students and engage students in a variety of experiences, consider how students will demonstrate what they have learned (e.g., that they can connect experiences to course/program concepts). This could be through papers, e-portfolio, application to solving problems, or other assignments. Then consider how you will assess this student work.

See a 10-step planning and assessment guide. Note that the first step in the guide is to be clear about the goals and/or learning outcomes that you want students to achieve.

The Learning Outcomes of USC Connect

USC Connect is leading the transformation of students’ educational experiences through a university-wide focus on integrating learning within and beyond the classroom. The ultimate goal of USC Connect is for students to be thoroughly and deeply prepared with core knowledge, developed skills, and the dispositions to contribute and lead in home, community, and work settings.

The USC Connect learning outcomes are that:

Students will

  • Provide examples of beyond the classroom experiences in which they have engaged and describe how one or more beyond the classroom experiences has contributed to their learning.
  • Articulate examples of beyond the classroom experiences that illuminate concepts/theories/frameworks presented in their coursework including a clear description of elements of the beyond the classroom experience that are consistent with or contradictory to the identified concept.
  • Thoughtfully connect examples, facts, and/or theories from more than one experience, field of study, and/or perspective such as describing the similarities and differences across experiences, fields of study, or perspectives.
  • Pose solutions to problems (i.e., make recommendations) that incorporate learning from both beyond the classroom and within the classroom experiences, articulate how their decisions are supported by what they have learned through their experiences and content preparation, and implement those solutions (if appropriate). 

Student progress in meeting these learning outcomes is measured by assessing student work produced at various points in time, such as students’ initial integrative learning assignments in UNIV 101 (USC’s first-year seminar) and culminating projects in students’ senior year, such as e-portfolios integrating learning across courses and experiences.

USC Connect Integrative Learning Rubrics

Grading rubrics which articulate expectations for demonstrating learning can be applied to assess students’ abilities to meet learning outcomes at various points in time.

Three examples of rubrics designed to assess the USC Connect Learning Outcomes follow:

  • Rubric to assess learning outcomes 1 and 2 to be applied to student work samples from UNIV 101 (first-year experience). pdf)
  • Sample rubric created by an individual instructor for assessing learning outcomes 1 and 2 and related course goals to be applied to first-year students e-portfolios. (pdf)
  • Final year e-portfolio rubric assessing learning outcomes 1-4 (Designed to assess portfolios submitted in partial requirement for Graduation with Leadership Distinction).

Assessment Resources

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USC Connect
Thomas Cooper Library, Suite L132
University of South Carolina
Columbia, SC 29208

Irma Van Scoy, Executive Director
Damara Hightower-Davis, Assistant Director
Natalie Smith-Kenner, Administrative Coordinator
Nick Vaught, Student Services Coordinator
Lisa Camp, Student Advisor

Student Representative Board

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