Description - Describes how students engage, what they do, reflecting the nature and depth of the program/experience.
|Students registered for GLD meet 1:1 with a USC Connect Advisor to advance the development of their GLD E-portfolio.|
Term - The semester in which the activity occurs
Category - Council for the Advancement of Standards in Higher Education (CAS) category with which this engagement activity is most closely aligned, from the perspective of the student in the activity.
|Learning Assistance Programsdefinition|
Learning Assistance Programs - The primary mission of Learning Assistance Programs must be to provide students with resources and opportunities to improve their ability to learn and to achieve academic success.
Campus Label - Type of purposeful activity, as defined across units
Division - University organization
Department - University organization
Unit - University organization
|Center for Integrative and Experiential Learning|
Special Designation - Engagement has a special designation based on review of educational purpose and intentional design.
|Time on Task|
Time on Task - Amount of time that a student engages in this activity (including orientation/training, supervision/feedback, reflection on learning).
Participation Entry - Extent to which participation is restricted (e.g., minimum GPA, classification)
|Any students with required credentials (such as GPA, hours earned) can participate|
|Minimum Credit Hours|
Minimum Credit Hours - Number of credit hours or years in college required to participate in this activity
|No requirements for credit hours or years completed|
Minimum GPA - Minimum GPA required to participate in this activity
|3.0 - 3.49|
Other Requirements - Additional requirements to participate in this activity
|Prior or current participation in related program or activity|
Expectations - How expectations are communicated to students about how they will engage in this program
Active Learning - What students do; the nature or type of the engagement, that is expected to contribute to their learning
|Apply specialized knowledgedefinition|
Apply specialized knowledge - Applying specialized knowledge or skills required to do a task, such as from major coursework, or previous experience
Communicate in writingdefinition
Communicate in writing - Create and/or edit written materials
Knowledge/Skills - Knowledge applied and/or skills practiced by students as they engage in this activity
|Integrative and applied learningdefinition|
Integrative and applied learning - Make connections among ideas and experiences, synthesize and transfer learning to new, complex situations within and beyond the campus
Communication - writtendefinition
Communication - written - Students engage in purposeful written communication as an intentional part of the activity
Interacts With - With whom students directly interact, as they engage in this activity
|Professional staff member(s) on this campus|
Self reflection - this is primarily a solitary activity
Diversity - Extent to which student learning about diversity is included in program structure
|Not deliberately included in program structuredefinition|
Not deliberately included in program structure - Interactions with or observation of diverse others, and/or discussions about diversity may happen by chance, but are not intentionally included in the structure of the program/experience
Feedback - How and from whom students receive feedback on their engagement in this program
|Group / class session with professional staff|
Reflection - How, and with whom, students engage in reflection on their learning while engaged in this activity
|Each student produces written reflection(s)|
Each student creates e-portfolio artifact(s)
Program Website - For additional information, go to the unit website.
Rubric - Describes specific expectations for student involvement in the activity