This document summarizes the minutes from a SAAS Directors meeting on February 18, 2020. It discusses updates on the university's Quality Enhancement Plan (QEP) from the Director of the QEP. It outlines the QEP and reaccreditation process, outcomes from the previous QEP focusing on integrative learning, and the direction for the new QEP. It also describes the formation of subcommittees to develop the new QEP proposal and gather input on ideas. The meeting concluded with a discussion of what has been learned so far about student and faculty perspectives.

1. SAAS DIRECTORS MEETING
February 18, 2020

2. CREEDX
Alisa Liggett
Executive Director of Student Conduct and Academic Integrity

4. QUALITY ENHANCEMENT PLAN
(QEP) UPDATES
Amber Fallucca
Director of the QEP, Associate Director of CIEL
(formerly USC Connect)

5. QEP AND THE SACSCOC REVIEW PROCESS
• Leadership Orientation by SACSCOC Staff (December 2018)
• Compliance Certification Report (September 2020)
• Off-Site Committee Review and Report (November 2020)
• Quality Enhancement Plan (4 to 6 weeks prior to on-site)
• Institutional Focused Report (optional)
• On-Site Committee Visit and Report (March 2021)
• Institutional Response Report and revised QEP
• Review and Action by the SACSCOC Board of Trustees (Dec.
2021)

6. OUTCOMES OF USC CONNECT
(FIRST QEP)
• Graduation with Leadership Distinction in:
Community Service, Diversity & Social Advocacy,
Global Learning, Professional & Civic Engagement,
Research
• All pathways include a core experience, 3 enhancement
experiences, related coursework (6 hours), presentation
and culminate with an ePortfolio where students must
demonstrate integrative learning across their activities
inside and outside the classroom.

7. DIRECTION OF THE NEW QEP
• SACSCOC allows universities to either start something entirely
new for the QEP or extend and deepen the former QEP such that
it is distinct but related.
• QEP Executive sponsors are Sandra J. Kelly (Vice Provost) and
Dennis Pruitt (Vice President for Student Affairs and Vice
Provost)
• Director of QEP: Amber Fallucca, Associate Director of USC
Connect (now Center for Integrative and Experiential Learning)
• Preliminary discussions have led to the broad idea of an
extension and deepening of the previous USC Connect focus on
integrative learning. Thus, the USC Connect Council (of faculty
and staff) is serving in the capacity of the QEP Development
Committee going forward.

8. SACSCOC STANDARD 7.2
QUALITY ENHANCEMENT PLAN
A. The university has identified a topic through its ongoing,
comprehensive planning and evaluation processes.
B. The QEP has broad-based support of institutional
constituencies.
C. The QEP focuses on improving specific student learning
outcomes and/or student success.
D. The university has commited resources to initiate, implement
and complete the QEP.
E. There is a plan to assess achievement in the proposed QEP.

9. FIVE QEP PROPOSAL SUB-COMMITTEES INVOLVING OVER
30 FACULTY AND STAFF PARTICIPANTS
1. Engagements: Identify current and emerging experiences (credit and non-
credit), identify barrier to participation for different student populations, identify
risks
2. Technology and Assessment: Recommend assessments of student
experience, identify systems to assess student work, coordinate across
existing systems
3. Marketing: create a plan for messaging for various audiences (faculty, staff,
students, external entities)
4. Professional Development: Identify current levels of faculty and staff
knowledge, skills and dispositions towards integrative learning, create a plan
for professional development
5. Pilot Project: Develop a pilot project to demonstrate proof of concept for new
QEP, document processes and lessons learned for QEP

10. Quality Enhancement Plan Proposal Subcommittees 2019-2020
Engagements Technology and
Assessment
Marketing Professional
Development
Pilot
Chair(s) Shelley Dempsey, On Your
Time
Anna Edwards, Student
Affairs
Christine DiStefano,
Education
Amber Fallucca, USC
Connect
Shirley Carter, CIC
Dan Friedman, UNIV101
Christy Friend, CAS
Claire Robinson, UAC
Lara Ducate, USC Connect
Julie Morris, OUR
Members Rebecca Nagel, Music Pam Bowers, Student
Affairs
Sabrina Andrews,
OIRAA
Aaron Marterer, Registrar
Orgul Ozturk, Economics
-Eric Patterson
(UTS/IBM) serving in
consultant role as needed
Maegan Gudridge,
Student Affairs
Keisa Gunby, Provost’s
Office
Shannon Bowen, SJMC
Bethany Naser,
Orientation
Marius Valdes, Studio
Art
Nina Jackson,
Communications
Nate Carnes, CTE Elise Lewis, Library
Sciences
Doug Meade, Mathematics
Maria Hickman, Athletics
Denise Wellman, Student
Affairs Althea Counts, TRIO
Programs
Karen Edwards, HRSM
Brian Hann, Environment
Health and Safety Helen Powers, Career
Center
-Representatives from pilot
group(s)
Charge Identify current and
emerging beyond-the-
classroom (BTC)
experiences (credit and
non-credit) meeting criteria
for quality.
Identify barriers/challenges
to BTC engagements by
target student populations.
Identify needs for managing
risk that could develop
during students’ time in
experiential learning
opportunities (e.g.,
internship site closures,
access to locations/
populations).
Recommend assessments
of student engagement,
reflection, integrative
learning and experiential
learning.
Identify systems to
identify/collect artifacts
(within and beyond the
classroom) with the ability
to assess student work.
Identify methods of
coordinating efforts across
existing systems to
support QEP goals.
Identify a plan for
messaging beyond the
classroom engagement
opportunities with
considerations for various
audiences (faculty, staff,
external entities,
students).
Make recommendations
for messaging to targeted
student populations,
including identifying
methods of support.
Identify current levels of
faculty and staff
knowledge, skills, and
dispositions related to
integrative learning,
experiential learning,
beyond the classroom
engagement, etc.
Draft a plan for
professional development
to increase faculty and
staff knowledge, skills,
and dispositions related to
providing and assessing
beyond the classroom
experiences, experiential
learning, integrative
learning, and reflection.
Oversee implementation of
pilot phase of QEP
Document processes and
lessons learned
Collect/analyze data to
include as part of QEP
report

11. QEP STAGE OF GATHERING INPUT
• Prior to Fall 2019: 12 Presentations on a combination of
Experiential Learning and/or the QEP to various groups
including an open forum and twice to Faculty Senate
• Fall 2019
• Open Forum in Russell House (Sept. 25, 2019)
• Six student focus groups
• College of Arts and Sciences Chairs/Directors
• Council of Academic Deans
• Assistant and Associate Deans Council
• Spring 2020
• Continued efforts across all constituent groups

12. OPEN FORUM
TUESDAY, MARCH 3, 3:OO - 4:30 PM
RUSSELL HOUSE THEATER

13. Extending
• Extending integrative and experiential learning initiatives to graduate students
Enhancing
• Enhancing participation in integrative learning to students in groups that are
showing achievement gaps in graduation rates (including low income students,
males, transfer students and under-represented minorities)
Developing
• Developing a sequence of different types of integrative learning across all four years
of undergraduate education
Requiring
• Requiring experiential learning of all undergraduate students
Ideas for the new QEP

14. Ideas for the new QEP
Requiring
• Requiring a capstone course that includes integrative learning for all majors
Extending
• Extending experiential learning to large enrollment and on-line courses
Developing
• Developing and teaching interdisciplinary courses and overcoming institutional
barriers to this type of course
Enhancing
• Developing and teaching a preparation course and a reflection course to enhance
the impact of experiential learning across disciplines

15. WHAT HAS BEEN LEARNED SO FAR?
• From the Students:
• Experiential and integrative learning resonates with the students
• Discussion of barriers to engagement including financial
limitations, too much information about opportunities, some
dysfunction in university processes
• From the Faculty, Staff and Administrators
• Concerns about capacity and support for all constituents
• How to weave QEP efforts such that it does not feel like an “add-
on”

16. WHAT HAS BEEN LEARNED SO FAR?
• Student learning focus: Potential for Reflection
• Critical reflection, temporal reflection
• Student success metrics: Engagement as intervention
• Start with target student populations, consider scaling
• Careful consideration for how to frame “Engagement”

17. DISCUSSION, QUESTIONS, OR
COMMENTS

18. STUDENT LIFE – FINDING OUR WHY
Anna C. Edwards, Ph.D.
Associate Vice President for Student Life
Edwards@sc.edu

20. IT’S BEEN QUITE A JOURNEY…

23. STUDENT LIFE MISSION & VISION
Mission: Advance student success by serving as the
catalyst for involvement through experiences, services and
facilities that enhance leadership development, diversity and
inclusion, community engagement and personal wellness.
Vision: To provide opportunities for every student to define
a unique involvement story that prepares them to lead and
serve as an engaged global citizen.

24. STUDENT LIFE 5-YEAR FOCUS AREAS
Diversity, Equity & Inclusion: Foster a diverse, equitable
and inclusive learning and working environment where
individuals are understood, valued and respected.
Student Engagement and Learning: Create forward-
thinking student involvement initiatives that sustain a
welcoming, vibrant campus life and result in student learning
and development.
Campus Environment: Provide spaces that sustain
student engagement and learning.
Operational Excellence: Strengthen operations to provide
an exceptional experience for students and staff.

27. ACTIVITY
Purpose: to set and discuss
resolutions/goals for the year
that will enhance personal
wellbeing, team effectiveness
and generally lift spirits.

28. SHARE IDEAS:
What is a shared daily intention that each person
in YOUR AREA could adopt that would help us
carry out our work and brighten spirits in the
workplace?

29. INTENTIONS FOR 2020:
• Express gratitude to a fellow staff member once a day
• Say hello when you walk by offices
• Find ways to get to know other people across student life and learn more
about the university
• Make an effort to get away from your assigned area to interact with others
once a day in the department
• Engage with others, express generosity, kindness and share words of
affirmation
• Share quotes of encouragement in a spontaneous way
• Show up consistently available to help
• Focus on somebody else everyday
• More professional development/articles/research shared department wide
focused on trends in each unit

30. IT’S A CONSTANT PROCESS

31. ADMISSIONS & FINANCIAL AID UPDATES
Scott Verzyl
Associate Vice President for Enrollment Management
and Dean of Undergraduate Admissions

32. REMARKS
Dennis Pruitt
Vice President for Student Affairs