DescriptionDescription - Describes how students engage, what they do, reflecting the nature and depth of the program/experience. | Sophomore year students meet one-to-one with an upperclassman peer leader or a professional/graduate staff member in the Student Success Center, to reflect on their college experiences in their first year, identify opportunities for their second year, and explore the different ways they might find support and engagement in their sophomore year. |
TermTerm - The semester in which the activity occurs | Fall 2023 |
CategoryCategory - 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. | Career ServicesdefinitionCareer Services - The primary mission of Career Services is to assist students and other designated clients in developing, evaluating, and implementing career, education, and employment plans. |
Campus LabelCampus Label - Type of purposeful activity, as defined across units | Educational Support |
DivisionDivision - University organization | Student Affairs & Academic Support |
DepartmentDepartment - University organization | Student Success |
UnitUnit - University organization | Carolina Experience |
Special DesignationSpecial Designation - Engagement has a special designation based on review of educational purpose and intentional design. | - |
Time on TaskTime on Task - Amount of time that a student engages in this activity (including orientation/training, supervision/feedback, reflection on learning). | 45 minutes |
Participation EntryParticipation 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 HoursMinimum Credit Hours - Number of credit hours or years in college required to participate in this activity | 30 hours or 1 year completed at any college |
Minimum GPAMinimum GPA - Minimum GPA required to participate in this activity | No GPA requirements for participation |
Other RequirementsOther Requirements - Additional requirements to participate in this activity | No additional requirements |
ExpectationsExpectations - How expectations are communicated to students about how they will engage in this program | Individual orientation Website information |
Active LearningActive Learning - What students do; the nature or type of the engagement, that is expected to contribute to their learning | Study / Practice self knowledgedefinitionStudy / Practice self knowledge - Reflect on interests, aptitudes, disposition, personality characteristics, to advance self knowledge and decision making Study / Practice intellectual skillsdefinitionStudy / Practice intellectual skills - Engage in activity designed to develop knowledge, skills, and disposition regarding intellectual well-being, such as study skills, time management, managing personal affairs |
Knowledge/SkillsKnowledge/Skills - Knowledge applied and/or skills practiced by students as they engage in this activity | Self-knowledgedefinitionSelf-knowledge - Reflection on, and/or examination of, personal interests, skills and abilities, dispositions, attitudes, aptitudes, values; especially in relation to educational plan, career and life goals Problem solvingdefinitionProblem solving - Designing, evaluating and implementing a strategy to answer an open-ended question or achieve a desired goal |
Interacts WithInteracts With - With whom students directly interact, as they engage in this activity | Peer educator(s) who lead this engagement |
DiversityDiversity - Extent to which student learning about diversity is included in program structure | Not deliberately included in program structuredefinitionNot 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 |
FeedbackFeedback - How and from whom students receive feedback on their engagement in this program | Peer educator |
ReflectionReflection - How, and with whom, students engage in reflection on their learning while engaged in this activity | (1-1) session(s) with peer educator |
Program WebsiteProgram Website - For additional information, go to the unit website. | - |
RubricRubric - Describes specific expectations for student involvement in the activity | View Uploaded Rubric |