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University 101 Programs

University 201 Proposals

Each section of UNIV 201 focuses on one or more experiential pathways, such as community service, diversity and social advocacy, global learning, professional/civic engagement or research.

Proposals are due by:

  • Aug. 15 for spring semesters
  • Jan. 15 for fall semesters

General Learning Outcomes:

As a result of UNIV 201, students will be able to:

  • provide examples of beyond-the-classroom experiences in which they have engaged and describe how beyond-the-classroom experiences have contributed to their learning
  • articulate examples of beyond-the-classroom experiences that illuminate concepts/theories/frameworks in their academic work, including elements of the beyond-the-classroom experience that are consistent with or contradictory to the identified concept
  • identify and analyze the significance of experiences, including impact on personal actions or decisions and/or how lessons learned could be informative to others
  • apply learning to make a plan for the future.

The opportunity to participate in a concrete experience related to the pathway is a fundamental aspect of the course. This could include a short-term study abroad program, service-learning project, undergraduate research project or experiential education opportunity related to the major. These courses are designed to springboard students into deeper participation in the pathway later in their college career.


Submitting a Proposal

Please email Dan Friedman with the following information:

  1. course subtitle
  2. course description
  3. learning outcomes
  4. description of assignments
  5. grading criteria
  6. proposed instructor name
  7. credit hours
  8. proposed day and time
  9. class capacity
  10. location (can be assigned by U101).


Teaching eligibility requirements

  • full-time university employees or retirees of USC Columbia
  • master's degree or higher from an accredited institution
  • completion of either the Teaching Experience Workshop or USC Connect sponsored training
  • those approved by the instructor's supervisor or department chair
  • those approved by the director of University 101 Programs


Example Course Descriptions by Pathway

Work occupies the majority of your waking hours and is one of the most significant factors in determining your quality of life. This course will challenge students to identify their interests and actively explore experiential education opportunities specific to internships, co-ops and job shadowing.

Students will learn how the global economy is impacting the workplace and shaping today's new knowledge workers. Students will identify why experiential education and skill development are critical components of career preparation. This course will utilize critical thinking and problem-solving and provide practical tools for workplace preparation and performance.

This is a leadership seminar that serves as a training and development course for students who serve in a peer education role. It is designed to assist students in the development and application of skills necessary for effective peer leadership. The course provides and enhances many of the foundational skills necessary for the role of a student leader, including mentoring, helping and listening skills, effective communication, facilitation skills, conflict resolution, team building and problem-solving.

This course is interdisciplinary, drawing from research and theories in education, psychology, business and sociology. Specific content may be incorporated to achieve goals related to the specialized peer leadership context.

This course is designed to help first-year students develop a better understanding of service as it relates to their college experience. Students will have the opportunity to develop their service leadership skills inside the classroom and beyond.

The course provides a general orientation to the functions and resources necessary to address local community needs. Students will have the opportunity to participate in a domestic service trip to reach underserved populations along the I-95 Corridor of Shame and along the coast of South Carolina.

This course will be taught in Taipei, Taiwan, with five preparatory class sessions held at USC prior to departure. All students will learn about the history and culture of Taiwan and will study basic Mandarin. The program will include several group excursions to historical and cultural sites, and students will also have the opportunity to explore independently.

Students will conduct a research project that relates to their academic interests. Most likely, this will mean students will work on a project related to their major (e.g., a focus on some aspects of Taiwanese history). However, students may pursue any line of inquiry related to Taiwan as long as they are able to demonstrate that their project is feasible and that they are capable of completing the work. Students will work with the instructor in advance to plan their project and to have necessary preparations completed before traveling to Taiwan.

This course is open to undergraduates in any major.

This course will introduce students to research and first-hand data collection by investigating language use around the USC campus.

Students will learn through a combination of readings, discussions, library research and first-hand data collection projects that aim to document the use of innovative slang terms among USC college students. The class will collaborate on data collection and research that will culminate in a guide to USC slang published on the internet. 

Challenge the conventional. Create the exceptional. No Limits.