USC
University of Southern California

USC Student Affairs

Strategic Planning Project Teams Proposals:

I. The Renaissance Challenge
II. SCitizen
III. The Freshman 15
IV. Transfer and Commuter Student Resource Center

I. The Renaissance Challenge

Summary

The purpose of the “Challenge” is to explore, through academic inquiry and programming, a major social issue or topic that can be addressed from a variety of perspectives and academic/professional fields. The “Challenge” will take the shape of a question that will engage the entire campus for a period of one academic year. The “Challenge” will address a societal question or issue and challenge students to create responses or solutions.

The “Challenge” will incorporate the following elements:

  • Academic curricula and short-term research
  • Student community and academic programming
  • Convergence with other academic or university-wide activity

Best Practices and Institutional Research

Models from other campuses include the University of Richmond “Quest” program, the “Theme Semester” from the University of Michigan and the “Humanities Forum” from the University of Pennsylvania, among others (see Appendix I).

After reviewing several of these programs, it was determined that almost all of the programs were limited to some significant degree. For example, some programs were applicable only to curricula, some programs were only applied to co-curricular and student programming, and some programs were limited to a specific academic or topical area (e.g. humanities or diversity).

It was also learned that the vast majority of the programs were supported internally with existing funds and staffing (e.g. committees and student groups) and that, with the possible exception of Richmond, whose program is annually endowed with $100,000, no new or significant financial resources were applied.

The “Challenge” is most closely modeled after the University of Richmond “Quest” in terms of a campus-wide, multidisciplinary approach to academic and student programming. Since the eventual success of the Quest program came only after the university’s president committed to it, it would be preferable for the “Challenge” to be housed in a campus-wide unit such as the Office of the Provost and given campus-wide “endorsement.”

Fiscally, our model programs featured budget items such as prizes for the development of the theme/issue, faculty grants to develop new courses, research monies for student-initiated and faculty-approved projects based on the topic/theme, and matching-grant dollars for out-of class learning programs. The program will take advantage of existing vehicles for collaboration (see Appendix II).

Learning Outcomes

By participating in the “Challenge,” students will:

  1. Intellectually articulate an issue or topic from two or more academic perspectives
  2. Apply curricular knowledge and out-of-classroom skills to relevant societal issues
  3. Relate two or more analytical perspectives to a single solution or response
  4. Research and contribute to research addressing a societal issue or question
  5. Gain knowledge about scholarly methodologies for research

Additional Goals and Objectives

Through the “Challenge” program, we hope to:

  • Provide a distinctive USC intellectual experience shared by most undergraduates
  • Provide a venue for collaboration amongst students and faculty from different departments/schools
  • Encourage students and faculty to work interdisciplinarily
  • Complement and support other campus programming, including the Provost’s Arts and Humanities initiative

Assessment Plan

Learning Outcomes

Program application and review
Students will be asked to identify two or more intellectual perspectives and/or out-of-class skills application in their program application.

Individual program evaluations and reflections
On-site evaluations and post-event reflections (web-based or paper) about interdisciplinary perspective and how students' perspective may have changed. Incentives offered for reflections.

Course evaluations
Collect specific evaluation from courses developed for the “Challenge,” including final, reflective or summary papers/projects.

Faculty evaluation of research project
Faculty advisors will be asked to complete an evaluation of the student’s research methodology. This will be compensated.

Pre- and post-surveys
Measure on-campus housing sophomores' recognition of diverse perspectives on the issue.

Program Outcomes

Breadth and quantity of program proposals
Assess programs based on both multidisciplinary and interdisciplinary foci taking into account group work and faculty advisement.

Senior survey
Question on outgoing senior survey regarding effectiveness of program/theme. Expected outcome of this question is that at least 25 percent of seniors will be able to identify and comment on at least one “Challenge” theme.

Participation in “signature” (symposium, paper competition) and other events
Measure the expected v. actual participation (# of papers received, attendance, etc.)

Program Structure and Details

The “Challenge” pilot program spans two academic years. Eventually, the program will “overlap” with both the next and preceding program in that the planning and topic/theme identification for the next program year will occur during the preceding program year (e.g. one “Challenge” will be developed simultaneous to the implementation of “Challenge” programming. (See fuller version of timeline that follows.)

Each year’s program will function via a campus-wide ad-hoc faculty, staff and student committee identified and staffed by representatives from the co-sponsoring offices of the Provost and Student Affairs division. A separate, short-term committee made up of faculty and students will be employed to select the theme/issue from proposals. A part-time graduate assistant will also be employed as Project Coordinator for the purposes of communication, assessment, and administration.

Major Program Components

Topic/Theme Competition

The Renaissance Challenge will be initiated each fall with a campus-wide competition to identify a societal question or issue that has multidisciplinary application. Proposals will be generated by a “team” made up of two students from disparate fields of study and advised by faculty from those respective disciplines. Proposals will be reviewed by a Challenge Committee made up of faculty from various schools and departments. The “winning” proposal will result in a $2,500 prize for each of the two students and $1,000 for each of the faculty advisors.

Signature Events

Program Launch – Topic will be introduced during new student Orientation, followed by a fall “launch event” for the Renaissance Challenge that will draw attention to the topic/theme competition. The launch event may be a speaker or performer produced in conjunction with Spectrum.

Keynote Speakers – Two or more speakers will be invited annually based upon the “Challenge” topic/theme. (This area has the greatest budget flexibility due to the nature of speakers’ fees and the potential availability of collaborative programming.)

Symposium – A culminating event will be held each spring showcasing pieces of the programs developed throughout the year. A publication may also be developed.

Grants

Campus Programming – “Challenge” grants will be made to student organizations, academic programs and administrative departments to produce co-curricular programming based upon the “Challenge” topic/theme. “Challenge” grants will be matching, one-to-one grants and awarded each spring/summer for programming in the following academic year.

Course Grants – “Challenge” grants will also be made to faculty who decide to write a new course proposal based on the "Challenge" topic/theme.

Research Grants – “Challenge” grants will also be made to undergraduate students who propose faculty-approved research proposals for directed research. A corresponding faculty member will serve as advisor and receive a grant for her/his services including a final evaluation of the student’s research.

Timeline (academic year cycle)

Spring 2006

  • Identify lead staff from Provost’s Office and Student Affairs
  • Recruit program planning team made up of faculty representatives from the College, Marshall, Viterbi, and two to three of the smaller professional schools, in addition to staff from Student Affairs, TrojanServices, and other units
  • Produce a marketing and promotion plan
  • Hire graduate assistant (for May 2006 employment)
  • Convene two to three meetings (March/April)

Summer 2006

  • Prepare marketing and grant materials
  • Plan launch events

Fall 2006

  • Launch program and “Challenge” topic competition - media (September)
  • Kick-off event for the “Challenge”
  • Reconvene planning team to review “Challenge” topic proposals
  • Select topic
  • Announce grant cycle (November)
  • Select grant committees (course proposals, program/research grants)

Spring 2007

  • Review and award program grants for 2007-08 implementation

Summer 2007

  • Develop upcoming program marketing materials

Fall 2007

  • Begin to implement co-curricular, co-sponsored programs
  • Begin directed research

Spring 2008

  • Continue to implement co-curricular, co-sponsored programs
  • Begin to teach interdisciplinary courses
  • Host culmination symposium/banquet

Proposed Budget (PDF)

Appendix I (PDF)

Appendix II

Potential Campus Collaborators

  • Discover ‘SC (Residential Education)
  • Academic Culture Initiative
  • LAS Freshman Debate Series
  • Undergraduate Research Symposium (David Glasgow)
  • Program Board - Speakers’ Committee, Performing Arts
  • Multicultural lunches through APASS/CBCSA/El Centro Chicano
  • Medical Ethics Series
  • Mortar Board spring fair
  • Phi Kappa Phi Faculty Research programs (Noosha Malek)
  • Norman Lear Center
  • Alumni Affairs/Alumni Associations
  • Bookstore
  • Libraries
  • Trojan Family Magazine
  • El Rodeo (Yearbook) and Daily Trojan - Student Publications
  • Religious Life (particularly What Matters to Me and Why)
  • Office of International Services (global citizenship)
  • Thematic Option (Book Salons)
  • Presidential Speaker Series
  • Commencement Speakers
  • Academic Senate
  • Renaissance Scholars program
  • University Residential Student Community (URSC)
  • Freshman Seminars and General Education programs

II. SCitizen

Rationale

We envision this program as a “first contact” initiative that works to highlight USC’s stated goal of learner centered education and reinforces the importance of community service among entering freshmen. SCitizen is an opportunity for Student Affairs, Academic Affairs and the community to work together in a strong partnership to clearly define, advance and promote a common student experience that is intellectually centered, culturally diverse, and civically engaged. This will be accomplished by utilizing the uniquely diverse Los Angeles community to create an immersion program. Throughout the program, incoming students will be exposed to diverse ethnic and cultural communities or issue areas in an intensive day-long session of social, cultural and political exploration, followed by a teach-in led by community organizers and faculty.

Best Practices

At USC, we believe that public service helps students broaden and deepen their vision of the world. The university has a culture of service on campus. In fact, service has become a de facto part of USC’s undergraduate curriculum. Students come to USC expecting that some form of public service will be an essential component of their education. When Time magazine selected USC as its College of the Year 2000, the choice was predicated in part on this university's deep and abiding commitment to public service. The article highlighted the university's commitment to service learning and experiential learning as achieving this goal.

Service-learning and community engagement are often cited as developing students’ civic responsibility. Community can be used in a number of ways to apply to almost any group of individuals. It is used here specifically to describe a geographic group whose members engage in some face-to-face interaction. Such communities exist all around us in our neighborhoods, our schools, our workplaces, our campuses, etc. The term community can also be used in a more meaningful sense to emphasize the common bonds and beliefs that hold people together. Robert Bellah, et al. (1992) contrasts the minimal notion of community with the idea of community in a “strong” sense. People in such a community share several characteristics that bring them together and create a sense of equality and common cause among them.1

With regard to experiential learning, Bill Proudman (1992) describes experiential education first and foremost as “emotionally engaged learning” in which the learner experiences a visceral connection to the subject matter. He writes, “Good experiential learning combines direct experience that is meaningful to the student with guided reflection and analysis. It is a challenging, active, student-centered process that impels students toward opportunities for taking initiative, responsibility, and decision making. An experiential approach allows numerous opportunities for the student to connect the head with the body, heart, spirit, and soul. Whatever the activity, it is the learning and teaching process that defines whether a learning experience is experiential. Further, an experiential learning process can be conducted almost anywhere and with any type of activity or learning medium.” 2

Target audience

Incoming freshmen, with an anticipated attendance of between 60 and 300 students. Depending on the number of faculty involved, we recommend maintaining a ratio of one faculty member/community leader to 12 students. Students will complete an online application to participate in the summer. Once the applications are received, the planning committee will review the applications and invite students to participate based on their responses to open-ended questions related to issues around the communities we have chosen.

Incentives

All students will receive a “SCitizen” certificate upon successful completion of the course. In addition, after the first year we see an important leadership opportunity for students once they have completed the course. They will be invited to apply for peer teaching assistantships to serve as “Student Reflection Leaders.” Finally, the greatest incentive we can offer students is the opportunity to work closely with senior faculty that involves both in-class and out-of-class experiences.

Communities

We propose taking a “menu approach” to the selection of communities and suggest that offering two cultural issues, two social issues, and two hot topics communities would be the most effective strategy. One note that is important is that the concept of social justice should underscore all of the communities and the efforts to understand the extent of the problem. The final selection of these communities would be left up to a planning group comprised of faculty, student affairs staff and others who would assist with the implementation of this program.

Program

Phased implementation with year one (Fall 2006) and year two (Fall 2007)

  • Year 1: Kick-off event takes place during Welcome Week on Saturday from 9 a.m. to 4 p.m., and culminates one to two weeks later at a dinner where participants and their faculty/community partners present their projects/findings. No credit offered.
  • Year 2: Kick-off event starts during Welcome Week on Saturday from 9 a.m. to 4 p.m., and continues throughout the fall semester as a freshman seminar. One (1) credit offered to students.

Basic schedule of events

Community Immersion
  • 8 a.m. – Convene - Breakfast at Bovard
  • 9 a.m. – Welcome and setting the stage – large group discussion facilitated by faculty
  • 9:45 a.m. – Students board buses (staffed by one or more of each - faculty, community member, and student liaison)
  • 10:30 a.m. – Community tours, welcome, programs, discussions – social and political realities – led by both community partner and faculty member
  • Noon – Lunch in community
  • 1:00 – Service projects in communities
  • 3:00 p.m. – Reflection
  • 3:30 p.m. – Return to campus

Follow-Up Activities

  • Following week: Students meet with faculty and interested community partners for reflection and to prepare projects/presentations
  • Culminating event: Make presentations at dinner – recognize participants

Basic Budget (PDF)

Learning Outcomes

See matrix (PDF)

Next semester’s committee’s tasks

  • Convene key faculty to be included in committee and planning from beginning of semester (George Sanchez; Leland Saito; Jennifer Wolch, Dean of Grad. Programs; Political Science department, Allison Renteln; Steve Bucher; CbLC; Dean of the School of Social Work--will be identified and invited this semester)
  • Finalize the communities and community partners to be included in planning and implementation
  • Hire graduate coordinator
  • Identify all sources of funding
  • Identify housing/management of program
  • Meet with Orientation and Campus Activities

1 The Good Society (with Richard Madsen, William M. Sullivan, Ann Swidler, and Steven M. Tipton, New York: Alfred A. Knopf, 1991; paperback, Vintage, 1992)

2 Proudman, B. Experiential education as emotionally-engaged learning. The Journal for Experiential Education; 15:2; 19-23 (1992)

III. The Freshman 15

Introduction/Rationale

The words “Freshman 15” have become part of popular culture as a description of the additional weight gained by some students during their freshman year of college. Adjusting to increased stress levels, living away from home, life in an urban metropolitan setting and the ease of eating out, coupled with class time and study time, serve to contribute to the weight gain experienced by many freshmen. This program attempts to shift the negative connotation of “Freshman 15” to a positive association. Students will be directed to select 15 action items that will foster engagement and promote awareness leading to positive choices for health, wellness and academic work. Recognizing that the student experience cannot be seen through a single lens, this program aims to integrate health/wellness, campus involvement, and academic success by challenging students to make the most of their college experience by taking advantage of the many resources and programs USC has to offer.

This project proposal has been developed within the context of the Division of Student Affairs Strategic Plan. While the Freshman 15 program seeks to support all five strategic initiatives outlined in the plan, a particularly strong connection can be made to three of the initiatives:

Preserving and Advancing the Unique USC Student Experience

USC encourages students to be fully engaged in the university community and believes that involved students will develop critical skills and establish strong connections to the Trojan Family. The choices students make in and out of the classroom in their first year have a major impact in shaping their college experience. The Freshman 15 program aims to help guide students toward the programs and services that are especially helpful to a person adjusting to college life.

Fostering an Intellectually Centered Student Experience

Intellectual and academic achievement are the central focus of our work with students, and a variety of factors contribute to student success. A holistic approach to student development, as characterized by the inclusion of a wide array of action items in the Freshman 15 program, promotes personal and academic growth for all students. Research indicates that students who develop habits contributing to health and fitness are better able to focus on learning, so physical/mental wellness is a key component of this program.

Inventing the Future of Student Services

Orientation to college is no longer seen as a one-time experience. USC’s efforts to develop programs that focus on different stages of the educational process (in this case, the first year) demonstrate a recognition that finding one’s way in a university setting is a gradual, evolutionary process.

Evidence Supporting this Project

Research supports the development of programs that help students integrate their in- and out-of-classroom experiences, recognizing that both are key environments for learning and development. According to Kuh et al. (1991, p. 7), “Indeed it is difficult to determine what students learn in the classes and what they learn through out-of-class experiences. In fact, the demarcation between activities undertaken in the classroom, laboratory, library, residence hall or on-campus job that promote learning and personal development is not always clear.” In practical terms, this means it is important to focus on adjustment to college in a number of ways with new students.

Tinto (1993) notes that programs for first-year students must address academic issues as well as social integration into the campus community. An ideal avenue for such information is continuing orientation programs. Empirical evidence supports this proposition. Kuh (2001) reported on the results of the College Student Experiences Questionnaire (CSEQ), administered to more than 51,000 students nationwide. Results indicate that orientation programs should address a range of academic and social issues. Among these issues facing students are the following:

  • How do I explore major/career choices?
  • What academic resources can help me be successful?
  • How do I handle outside pressures (relationships, family expectations, poor eating habits, little sleep, etc.) and concentrate on my academic work?
  • How can I maintain a balance in my life with so many activities competing for my time?
  • In a large university setting, how do I maneuver through the bureaucracy to be successful?

Astin (1993, 1985) demonstrates that students are more likely to persist to earn their degree and to reach higher attainment when they are involved with their fellow students and with faculty. USC offers numerous ways for students to strengthen their engagement in the academic and community life of the university. Many of the programs and activities included in the draft action list for the Freshman 15 program (see Appendix) focus on encouragement of engagement in activities that foster strong connections that will help students throughout their undergraduate experience.

Health and wellness are essential components of any effort to enhance positive decision-making among college students. As noted by the American College Health Association:
“Individual health is a critical element of both educational and work experience. Members of a campus community need encouragement and skills to assume greater self-care responsibility. A campus-wide or interdepartmental commitment to improved campus health is an essential element in supporting individual efforts to improve health. In turn, individual commitment is essential to develop institution-wide promotion of health. Individual health, community well-being, and academic accomplishment are all mutually reinforcing components of a healthy campus.” (2002, p. 13)

Best Practices

A number of higher education institutions have checklists for first-year students, but the majority of these appear to focus on academic and career planning, without integrating campus involvement and health/wellness activities. At the same time, orientation programs and student affairs departments typically introduce students to university services and programs in a variety of ways.

Some of the strongest models for the Freshman 15 program come from a career services perspective. A cursory review of eight institutions (UCLA, Stanford, NYU, Columbia, Georgetown, UC Berkeley, Brown & Dartmouth) revealed two with specific checklists geared to first-year students:

Columbia University

  • Has a completely separate site for first- and second-year students (www.studentaffairs.columbia.edu/fysaac) that focuses on academic progress and lists events on campus for both career and academic progress
  • As the page states, “FYSAAC [First Year Sophomore Academic Advising Center] will assist students during their first two years in identifying and refining their academic interests and in developing their academic programs at Columbia”
  • Site has a tendency to lean toward the academic side of advising, but there is a small push for the career development as well
  • More career-related activities can be found on the Career Services Web site for Columbia

Brown University

  • Still have separate offices for academic and career advisors/development, but Career Services has begun to put stronger emphasis on first-year students
  • Special newsletter for freshman outlining things they can do to prepare for career life and events taking place to help them in such preparation.
  • Advisors visit residential halls and hold meetings with students to outline progress toward their career, i.e. resume workshops, interview skills, etc.

Program Structure

The core experience of the Freshman 15 program involves the promotion of a key set of first-year activities that students can complete and self-report their participation. No one student would be expected to complete all items on the list, but each participant will be challenged to do at least 15 of the activities during their first year.

Methods of distribution

This program could be promoted and distributed through many channels. The “Action List” can be available in print or web-based form. Among the many potential avenues for distribution are the following:

  • SCampus 06-07
  • Summer Orientation notebook/packets
  • Welcome Week – WW brochure and door hangers for move-in day
  • DT Orientation Issue
  • Web (MyUSC, develop a site for Freshman 15 program, Student Affairs Gateway)

Promotion/Marketing

The following list includes several ways that this program could be promoted to first-year students. While not an exhaustive list, these avenues for promotion are representative of the many ways students could be reached. We anticipate that the major outreach will be done leading up to and including the first part of fall semester, but that it will be necessary and useful to continue promotion during the academic year.

  • RA’s to residents
  • Blurb for President Sample at Convocation
  • Welcome Week events
  • Direct email or MyUSC announcements to all freshman
  • Housing mailing to first-year students prior to move-in
  • Trousdale banners
  • Social issues (Writing 140) programs
  • Parent’s Weekend
  • Orientation Advisors
  • Freshman Seminars
  • Spring semester housing packets – January
  • Video clips (@ Lyon Center, other places with video screens, Dive-in movie, etc.)

What do we expect students to do?

For the first year, we propose that this program be based on student self-reporting of completed tasks. This eliminates the need (and expense) of establishing a mechanism for verifying attendance/completion (such as stamps, card scanning, etc.). Participants will self-report via an online web form as they complete action items. All students who have reported completing at least 15 items will be eligible for prize drawings. Rather than having verifiable proof that a student completed all reported actions, the idea is to promote awareness and involvement that lead to positive choices for health, involvement, and academic work.

  • Complete at least 15 of the 45 action items (from any of the three categories)
  • Submit online self-report of completion to enter prize drawing
  • At periodic intervals, prizes will be awarded randomly from a drawing of all participants

Actions required for implementation

  • Determine administrative responsibility for Freshman 15 program

    Based upon the focus of Freshman 15, appropriate departments to house this program would be Orientation Programs, or perhaps within the Provost office’s new “First Contact” initiative (anticipated January 2006).

  • Communicate with offices/programs listed in the “Action Items” checklist to enroll their support
  • Design and production of printed and online materials
  • Purchase or solicit donations for incentives and/or prizes
  • Develop assessment tools (surveys, focus group guides)

Timeline

Spring 2006

  • Identify location of program
  • Hire graduate assistant and fill work study positions
  • Develop marketing materials and 2006-2007 Action Item list
  • Meet with supporting departments

Summer 2006

  • Distribution of first year pilot of “Freshman 15” at all new student orientations (excluding transfer students)
    • Continue to meet with supporting departments

Fall 2006

  • Commence “Freshman 15” activities
  • Market program and incentives for completion
  • Meet with supporting departments

Spring 2007

  • Acknowledgement of checklist winners
  • Preparation of marketing items for 2007 orientations
  • Evaluation of first year “Freshman 15” program
  • Additional activities added to encompass other first-year students (transfer students)

Summer 2007

  • Distribution of “Freshman 15” checklist to all first year students

Fall 2007

  • Launch “Freshman 15” activities
  • Market program and incentives for completion
  • Meet with supporting departments

Spring 2008

  • Acknowledgement of checklist winners
  • Evaluation of “Freshman 15” program

Learning Outcomes and Assessment Strategies

Through participation in the Freshman 15 program, it is expected that students will:

A. Explore the resources and services that promote positive academic and healthy lifestyle choices available at USC.

Assessment strategies:

  • Participation in Freshman 15 will be measured by reviewing data collected online year to year to determine the volume of students who participate in the program
  • A random online survey of participants will be conducted upon completion of the Freshman 15 checklist. The objective of the survey is to determine the level of involvement of each participant and the exposure to new resources and activities
  • A random online survey will be conducted of non-participants in the program to identify reasons for not engaging in the program

B. Develop stronger participation in identified activities during their first year at USC.

Assessment strategies:

  • Departments that participate in the Freshman 15 program will be surveyed to determine the impact the program had on their services
  • In order to utilize existing data to strengthen the learning objectives and implementation strategies of the Freshman 15 program, findings from the USC Freshman Survey will be retrieved and incorporated into the planning for Freshman 15

C. Develop an integrated sense of the connection between wellness, engagement in campus life, and academic success.

Assessment strategies:

  • Focus groups will be formed to evaluate the 45 choices and to identify the specific areas that contributed to increased knowledge of resources and student involvement. Areas in need of improvement will also be identified. Students will be asked to reflect on their perceptions of the connection between the issues addressed by this program.

Proposed Budget Model (PDF)

Appendix: Draft List of Action Items for Inclusion in Freshman 15

Health & Wellness

  • Attend a workout class at least once at the Lyon Center. While there, ask an athletic trainer about proper stretching.
  • Visit UPHC’s Counseling Services in the YWCA building and take test anxiety or other helpful information pamphlets from the waiting area. While there, pick up a list of support groups.
  • Visit the SHC building so you know the hours and location of the medical services. While there, stop at the Health Promotion and Prevention Department’s resource room and pick up the brochure on preventative health care for either men or women.
  • Go to the Health Center’s Web site (www.usc.edu/uphc) and explore at least two of the online resources. While on the Web site, find out what to do about health services after the health center is closed.
  • Make a salad at the Café 84 food court.
  • Swim or aqua-jog for a half-hour or run/walk around the campus perimeter at least once.
  • Visit the UPHC Health Promotion and Prevention Services in the SHC building and make an appointment to attend the Healthy Eating class with a registered dietician.
  • Visit the USC pharmacy and find out about one health service they provide without needing to come to the health center.
  • Learn the number to campus cruisers ride service and keep it with you.
  • Register your bicycle and wear your helmet.
  • Complete AlcoholEdu pre-matriculation requirement, if you haven’t already done so.
  • If you don’t have one, set up a regular sleep schedule and stick to it for a month.
  • Join a recreational/intramural/club sporting team and make new friends while staying healthy.

Campus Activities

  • Ride your bike to Downtown Los Angeles: Visit Olvera St., Korea Town and Union Station.
  • Visit the Office of Religious Life Web site (www.usc.edu/programs/religious_life). Attend the weeklong celebration of “Religion on Campus.”
  • Attend a Thornton School of Music concert or a School of Theatre production.
  • Visit Exposition Park and local museums listed in the Explore LA section of SCampus or Fisher Gallery at USC.
  • Invite your parents to “Parent’s Weekend.”
  • Attend a Spectrum-sponsored event on campus.
  • Attend a USC athletic event.
  • Go to the Department of Public Safety and get a copy of “Street Smarts” to become familiar with campus surroundings.
  • Register at the Career Planning & Placement Center Walk-in for counseling and/or an on-campus interview.
  • Get an on-campus job.
  • Get connected with student organizations. Join a student organization with a friend.
  • Participate in the programs offered through the Academic Culture Initiative (Breaking Bread Program).
  • Participate in various volunteer programs sponsored through the USC Volunteer Center, such as the “Friends and Neighbors Service Days” and Alternative Spring Break.
  • Attend a “Careers@4” workshop at the Career & Planning Placement Center and go to the Career Fair.
  • Visit CBCSA, El Centro, APASS, Center for Women and Men and the LGBT offices and pick up a copy of their student guide.

Academic Affairs

  • Make an appointment to meet with your advisor.
  • Inquire about an overseas study program.
  • Complete an Academic Needs Assessment.
  • Request tutoring for a class you need a little extra help in.
  • Familiarize yourself with the programs and services provided by the Center for Academic Support (i.e. Learning Enrichment Workshops, Academic Success Seminars, Student Support Groups, Tutorials, etc.).
  • Talk to a faculty member during her/his office hours.
  • Use the “Ask a Librarian” service.
  • Participate in the Undergraduate Symposium for Scholarly and Creative Work.
  • Become a Joint Educational Project volunteer.
  • Become familiar with My USC and Blackboard.
  • Form study groups for your various classes.
  • Become acquainted with the USC Writing Center & Language Center.
  • Enroll in a Freshman Seminar.
  • Attend a “What Matters to Me and Why” presentation.
  • Get involved in undergraduate research.
  • Join a USC Book Salon.
  • Inquire about the Howard Exchange at CBCSA, Wrigley Institute in Catalina or the School of Policy Planning and Development campus in Sacramento.

Sources

  • American College Health Association (2002). Healthy Campus 2010 Manual. Baltimore, MD: ACHA
  • Astin, A.W. (1993). What Matters in College? Four Critical Years Revisited. San Francisco: Jossey-Bass.
  • Astin, A.W. (1985). Achieving Academic Excellence. San Francisco: Jossey-Bass.
  • Kuh, G. (2001). College Students Today: Why We Can’t Leave Serendipity to Chance. In P. Altbach, P. Gumport, & B. Johnstone (Eds.), In Defense of American Higher Education. Baltimore, MD: Johns Hopkins University Press.
  • Kuh, G., Schuh, J., Whitt, E., & Associates (1991). Involving Colleges: Successful Approaches to Fostering Student Learning and Development Outside the Classroom. San Francisco: Jossey-Bass.
  • Tinto, V. (1993). Leaving College: Rethinking the Causes and Cures of Student Attrition. Chicago: University of Chicago Press.

IV. Transfer and Commuter Resource Center

The University of Southern California offers a diverse complement of undergraduate and graduate programs through its College of Letters Arts and Sciences and 17 professional schools. In the fall 2005 semester, USC enrolled approximately 1,400 new transfer students. Geographic boundaries that distinguish commuter students have not been determined. However, a survey proposed will assist in better identifying true commuter students – those who live outside of the 90007 zip code. According to a 2005 USC Transfer Student Survey, nearly 50% of USC’s transfer students are also commuter students.

To date, little has been done to study, understand, and respond to the needs and concerns of these unique USC student populations– this is the charge of the Transfer and Commuter Student Project Team. The team, comprised of staff, undergraduate, and graduate transfer and commuter students, seeks to facilitate the acclimation of transfer and commuter students to the USC community. It seeks to provide them with the resources, support, and tools that will assist in their success, and in achieving a USC experience that more closely mirrors that of traditional students.

For many years USC has heard from these important constituents about the challenges they have with feeling a part of and acclimating to the USC community, and about the disadvantages they face in locating and understanding university resources. Additionally, commuter students have spoken of the need to have specific on-campus resources that will support them while they are on campus – a place to gather, a place to leave their belongings, etc. Many universities have created more inclusive environments and have committed resources to meet the unique needs of transfer and commuter students. This proposal is the first step in acknowledging and meeting the distinctive needs of transfer and commuter students. The project team proposes the creation of a transfer and commuter center to serve these important student constituents.

The proposed initiative responds to the University Strategic Initiatives: Preserving and Advancing the Unique USC Student Affairs Experience and Inventing the Future of Student Services. It also meets the expectations that USC transfer students expressed in their responses to the 2005 Transfer Student Survey.

Findings from 2005 Transfer Student Survey

The results from this survey of USC transfer students indicate that this student population has a number of expectations of USC and the Trojan family:

  • Nearly 48 percent live 11 to 50 miles from campus

  • 52 percent believe that it is very important for USC to facilitate contact with students from different economic, social, racial and/or ethnic backgrounds

  • 74 percent of responding transfer students expects that USC will provide the support needed to help them succeed academically

  • 37 percent believe that USC will provide the support needed to thrive socially

  • 39 percent reported that they thought it was important for USC to facilitate student attendance at campus events and activities (speakers, cultural performances, athletic events, etc.)

  • 29 percent of surveyed students thought it was very important that they work with faculty members on activities other than coursework (committees, orientation, student life activities, etc.)

  • 32 percent considered it very important to have serious conversations with students of a difference race or ethnicity than their own

  • 32 percent believe that it is very important to have serious conversations with students who are very different from them in terms of religious beliefs, political opinions, or personal values

  • 36 percent of transfer students indicated that they would be studying more than 20 hours per week

  • 32 percent said that they anticipate spending an additional 6-10 hours per week participating in co-curricular activities

What USC Transfer Students Currently Receive

A transfer student’s first introduction to USC is through the admission office where they receive information on the admission process and transferability of their coursework. The Office of Admission offers transfer informational sessions and campus tours, as well as opportunities for students to meet with an admissions officer. Transfer applicants also have contact with the Financial Aid Office to understand their eligibility of aid and their expected financial contribution toward their degree.

Once accepted, transfer students are strongly encouraged to attend a transfer orientation session. There, they have an opportunity to learn about USC’s academic community, the university community and the surrounding community. This introduction can be overwhelming, especially when coupled with their concerns about adjusting socially, getting involved with campus activities, housing, and managing a rigorous academic and work schedule. In the past, USC transfer students were often admitted late to the university – eliminating the opportunity to attend the transfer orientation, and compounding the transition process even further. The admission office recently imposed a deadline for transcript submission for transfer applicants which will prevent late admits. This change should enable transfer students to attend transfer orientation.

Once transfer students enroll at USC, all unique information and provisions for this student population cease to exist. Townsend (1993) documented a phenomenon known as “transfer shock.” This is the shock that transfer student experience as they transition to a more rigorous curriculum with the challenges of identifying resources that will help them to succeed. According to Scheutz (2002), the shock can lead to declining GPA’s and possible withdrawal from the institution altogether. To date, USC has nothing in place to assist transfer commuters with the “transfer shock” phenomenon.

Research and Review of Existing Programs

To better understand how institutions can effectively respond to the needs of the important transfer and/or commuter student constituencies, the project team extensively reviewed information about transfer and commuter centers offered at numerous universities across the country. Most of the institutions researched provided space for students that included some of the following: kitchenettes, microwaves, refrigerators, computer stations with internet connections, day lockers, and couches. In addition to providing dedicated space for these students, it was discovered that most institutions offered extensive programming and Web sites specific to this student population. The Web sites assist in connecting the students with useful resources and campus information. The team was especially impressed with the centers at Drexel University, New York University, UC Riverside, UCLA, and the University of Maryland, College Park. (Appendices A-E)

Regardless of the institution, the consistent variable was that space had been designated specifically for commuter students. Maslow (1970) suggested that if students believe that institutions have concern for their basic needs then they will view the institution more favorably. Such centers help with student success, satisfaction, and retention.

What USC can Offer to Transfer and Commuter Students

With almost 50 percent of USC’s transfer students also commuting, the impact of transitioning to the university is often compounded with logistical issues. Presently, USC transfer students' only introduction to their new academic environment and surrounding community occurs at transfer orientation. They often comment on feeling rushed and having little time to absorb and understand the culture, procedures and resources of the new school they will be calling home for the next two to three years. This is why the project team vehemently believes that the creation of a transfer commuter resource center will serve and benefit this student population.

The team realizes that USC’s diverse student population makes it difficult to define transfer students. Without a clear transfer student definition, identifying, understanding, and developing appropriate services to meet their needs is challenging. However, one constant issue with transfer students is the challenges of transition. Services can be developed to address this. Schlossberg (1995) defined transition as “any event, or non-event, that results in changed relationships, routines, assumptions and roles” (p.27). Schlossberg (1995) goes on to identify the four major factors that influence a person’s ability to cope with transition. She labels them the 4 S’s--situation, self, support and strategies. The project team proposes that a transfer commuter center would address these factors.

The team acknowledges that resources for such a center have not been designated. Therefore, this initiative is being proposed in two formats; a virtual one and a physical one. Ideally, the team believes a hybrid center would be the optimal format. The recommendations are based on reviewing the transfer/commuter centers and programs offered at other institutions.

Virtual Center

Web sites with dedicated pages for transfer and commuter students are a tremendous resource. Transfer and commuter Web pages have allowed students opportunities to meet other students, post and search for roommates, find carpools, and create newsletters that inform about important dates and events to attend. Many existing transfer/commuter Web sites have extensive lists that provide students with information about resources in the surrounding campus community, in addition to listing resources in other communities where commuter students reside.

Components

  1. A Web site (Appendix F) dedicated to providing online information and campus resources to assist the transfer and commuter student populations. The site would provide information about:
    • academics
    • campus community
    • neighborhood community
    • carpool assistance
    • roommate searches
    • social events
    • surveys
    • articles
    • newsletters
    The site areas for carpooling, roommates, social events and surveys will only be viewable by registered USC Transfer/Commuter Students. They will require an email login and password for access.

  2. Workshops on a variety of topics ranging from time management to navigating library resources. The Transfer Commuter Resource Center will collaborate with the Center for Academic Support and offer several workshops on time management, study skills, stress management, as well workshops that will address specific needs of the transfer commuter population that addresses transitioning to student life as a commuter on a residential campus.

Physical Resource Center

As previously mentioned, numerous institutions provide space for the transfer/commuter population on their campuses. The space offers students a location for informal gatherings coupled with amenities that are needed, yet unavailable for non-residential students. These amenities may include Internet connections, lockers, kitchenettes (with microwave and refrigerator) and couches.

Additionally, it would include a designated full-time employee to manage the facility and develop and implement programs that ease transition and contribute to student success. Schlossberg’s four factors of cope and transition – situation, self, support, and strategies – would be addressed through the programs and assistance available through a physical resource center.

Components

  • Workshops on a variety of topics ranging from time management to navigating library resources. The Transfer Commuter Center will collaborate with the Center for Academic Support and offer several workshops on time management, study skills, stress management, as well workshops that will address specific needs of the transfer commuter population that addresses transitioning to student life as a commuter on a residential campus.

  • Commuter Assistants (CA) -- mirrored after the residential assistant (RA) model. CA’s are “veteran” commuter students who mentor newly-enrolled commuter students. They assist the new commuters in navigating the campus environment and make themselves available to help acclimate students to the institution’s cultures, policies and procedures, and resources.

  • Commuter Circle lunch series. This program, facilitated by CA’s, involves inviting the leadership of numerous campus organizations to meet with transfer and commuter students and invite their involvement.

  • Commuter Student Resource Handbook. This handbook provides transfer/commuter students with pertinent information -- everything from alternative transportation options to outdoor study spots. Included will be a laminated quick reference sheet listing useful numbers for university departments and community resources.

  • “Trojans in your Community.” Faculty, staff and students residing in neighborhoods would be invited to events for incoming transfer and commuter students.

The virtual and physical centers proposed above were based on information obtained from research on transfer and commuter students, the 2005 USC Transfer Student survey and document review of best practices at peer institutions. The project team believes that additional information on USC transfer student satisfaction and needs is necessary in order to best serve this student population. Therefore, an online survey (Appendix G) has been created to be administered prior to designing a virtual or physical resource center.

Learning Outcomes

Transfer Student Learning Outcomes

  1. Transfer/commuter students will learn to employ strategies that help them adjust to campus life and succeed academically

  2. Transfer/commuter students will locate a place to convene and interact with other transfer and commuter students

  3. Transfer/commuter students will work collectively and collaboratively to form a community base for support and guidance which will assist in building student collegiality, confidence and interpersonal skills

  4. Transfer/commuter students will identify campus resources and information

  5. Transfer/commuter students will become aware of USC connections and opportunities in the communities in which they reside

Achieving Transfer/Commuter Learning Outcomes

  1. A full-time director will support the Transfer/Commuter Center along with graduate advisors and Commuter Advisors (CA’s). Students will adjust to USC’s campus by attending services and programs that will specifically address transition as it relates to transfer and commuter students.

  2. The Transfer/Commuter Center will be a central point for transfer students to convene and interact. Workshops addressing transition and study skills will be continuously provided as well as collaborations with student organizations to encourage interaction with the university population.

  3. The Transfer/Commuter Center will be a place were students can consult with an administrator or a CA about concerns or issues they maybe experiencing. The community base will allow students from a common background to work together and support each other in their academic pursuits. Dedicated Web site for transfer and commuter students will assist in informing and building communities.

Assessing Transfer/Commuter Student Learning Outcomes

  1. Hits on transfer commuter Web site

  2. Usage of Transfer/Commuter Resource Center
    • Director will keep log of traffic
    • Director will assess/log services and/or amenities most used within the Center

  3. Workshops and community events
    • Participants will complete evaluation forms of the events and workshops which will assess whether learning outcomes have been met

  4. Student satisfaction and awareness of campus resources and information
    • Students will be surveyed on their needs, involvement on campus and in their community, and their satisfaction

  5. Retention and graduation rates of transfer and commuter students

Target Measures

  1. The portion of the Web site requiring log in by transfer/commuter students will be viewed by 80 percent of the university's transfer/commuter population

  2. 60 percent of the transfer/commuter population will participate in transfer/commuter workshops and programs

  3. The full-time director will develop and deliver at least six programs and services addressing the needs of transfer and commuter students

  4. 60 percent of the workshops delivered will be collaborative efforts with university programs and resources

  5. Surveys on usage of the Transfer/Commuter Center will show that 40 percent of the transfer and commuter population will use the Center for information and/or student interaction

  6. Student surveys will demonstrate that 85% of the Commuter Advisor’s have facilitated transfer/commuter student transition to USC

Budget (PDF)

Timeline for 2006

January

  • Administer transfer/commuter student survey

February

  • Secure space for Transfer/Commuter Lounge
  • Begin renovations

March

  • Secure Web designer

May

  • Finalize Web site design
  • Hire full-time director

June

  • Order furniture for lounge space

July

  • Lounge space completed

August

  • Advertise in Daily Trojan
  • Open House
  • Showcase Web site
  • Train Commuter Advisors

September

  • Offer Academic Success seminars

October

  • Collaborate with student organizations
  • Offer workshops on transition management
  • Network with faculty and staff

November

  • Workshops on stress management
  • Study groups

December

  • Study breaks
  • End of semester and holiday festivities

Appendix A (PDF)

Appendix B (PDF)

Appendix C (PDF)

Appendix D (PDF)

Appendix E (PDF)

Appendix F (PDF)

Appendix G (PDF)

References

  • Maslow, A., (1970). Motivation and Personality (2nd Edition). New York, Harper and Row.
  • Schlossberg, N. K., Waters, E. B., & Goodman, J. (1995). Counseling adults in transition (2nd Edition). New York: Springer Publishing Company.

  • Schuetz, P. (2002). Emerging challenges for community colleges. Eric Digest. Los Angeles, CA: ERIC Clearinghouse for Community Colleges. (Eric Document Reproduction Service No. ED477829).

  • Townsend, B. (1993). University practices that hinder the academic success of community college transfer students. Paper presented at the Annual Meeting of the Association for the Study of Higher Education, Pittsburgh, PA. (ERIC Document Reproduction Service No. ED363360)