Grants are competitive. Proposals will be judged using the following criteria:  

• Completeness of the application and conformance to these guidelines.  
• Reasonableness of the budget. Note: Up to $3000 may be requested.  
• Potential for the project to increase the opportunity for beyond the classroom experiences for all students, but also particularly for targeted populations of Pell-eligible, Underrepresented Minority, Transfer and Male students; produce results that increase student learning and help make connections across experiences.  
• Feasibility of completing the project in the time proposed and with the funds available.  
• Potential to sustain the integrative learning experiences beyond the grant period.  

Applications will be reviewed by a selection committee consisting of the CIEL faculty executive director, QEP director, and the QEP outreach coordinator.

• Participate in a kick-off meeting and two cohort meetings from Spring 2024 through Fall 2024. 
• Implement program enhancements between Spring 2024 and Spring 2025. 
• Share grant-related activities and results with CIEL. 
• Submit a final report by May 15, 2025. 
• Provide access to student artifacts. 

• Assistance with curriculum/program design and assessment strategies through CIEL staff.  
• Assistance identifying relevant experiences and subsequent activities (such as student reflection) that foster connections.  
• Provision of three grantee cohort meetings from Spring 2024 – Fall 2024 to provide time to share ideas, plan the project, and receive feedback.  
• Networking opportunities with the potential for scholarship and publications.  

Joshua Cauble, Associate Director of Leadership and Student Organizations
Kayla Young, Graduate Assistant for Leadership and Involvement

Pillars for Carolina Summer 2022 Program
Department of Student Life, Leadership and Service Center
Pillars for Carolina is a student-led orientation that creates a foundation of community and confidence through activities centered around leadership, service, and active citizenship to inspire first-year students to leave their mark at the University of South Carolina. Students who participate in the Pillars for Carolina program, which was founded in 2011, start their first year feeling more confident about life in the classroom, with a greater knowledge of campus and gain new friendships with student mentors, faculty and staff members. 

 

Colleen Clark, Assistant Professor of Jazz

Jazz Girls Day
School of Music, Jazz Studies
Jazz Girls Day fills a necessary void in jazz education: the active inclusion of women and girls. By demonstrating that girls are interested in and want to play jazz, we are not only influencing the participants, but the music educators and our students–the next generation of advocates for the arts. The core event, which will be held on January 14, 2023, invites middle and high school girls and music educators from South Carolina to join the jazz faculty, students and staff at the University of South Carolina’s School of Music for the second edition of Jazz Girls Day. 

 

John Grady, Professor, Undergraduate Program Director

Integrating Undergraduate Male Sports and Entertainment management Students' Early Career Experiences into GLD
Hospitality Retail and Sport Management, Sports and Entertainment Management
Currently, most male SPTE students who are participating in newly expanded work experiences, specifically those tied to major sporting events (e.g., PGA Championship, Kentucky Derby, National Championship College Football game, March Madness), have a really transformative career immersion in a short time at a world class global sporting event. Through this grant we hope to encourage and foster awareness so that male SPTE students to see these fundamental early career work experiences as “a sequence of experiences” that are teaching specific job-ready skills to prepare them for entry level SPTE careers.  

 

Shamia Hoque, Associate Professor

ECIV 350 - Aerosols, infection transmission and ventilation
School of Music
ECIV 350 is a lecture-project based format course which introduces students to the concepts of environmental engineering and is expected to learn about the qualitative and quantitative development of engineering techniques for pollution control. The lessons learnt in the past two years highlight the necessity of educating our future public heath scientists and environmental engineers on the intersecting influence of public health measures and engineering controls. Through this grant we propose to implement modules across two disciplines, Civil and Environmental Engineering and Environmental Health Sciences. 

 

Andrew Leier, Associate Professor

GEOL 500 - Field Geology Camp
College of Arts and Sciences, School of the Earth, Department of Ocean and Environment
All graduates with a B.S. in Geological Sciences are expected to possess basic field skills in the geosciences. The GEOL 500 is a six-week ‘capstone’ course that is taught every May in Cañon City, Colorado. Field work is concentrated in the southwest, where the geology is dominated by numerous geological features along the Rocky Mountain Front. In addition to Cañon City, two one-week trips are taken to areas displaying geologic features. The course travels to the Arches-Canyonlands and Book Cliffs areas in eastern Utah to study depositional environments, sequence stratigraphy and sedimentary basin analysis. Grant funding helps lower each student’s program fee. 

 

Shanna Robinson, Gamecock Guarantee Coordinator

PSYCH 360 - Applied Psychology in Costa Rica
TRIO Programs
The goal of this Opportunity Scholars Program study abroad course is to help students make the link between Costa Rican culture and history, U.S. culture and history, and how those histories impact identify formation, socioeconomic status and mental health. Costa Rican officials have taken many steps towards improving mental health services in their country however, similar to the U.S., budget concerns, accessibility, and stigma continue to present as a formidable barrier to treatment. Students will enhance their inter-cultural immersion through visual fieldwork in San Jose, Cartago, and other Costa Rican sites. This grant reduces the program fees paid by each student that participates. 

 

Sarah Williams, Associate Professor of Music HIstory
Georgia Ross White, Digital Collections Librarian

Singing the Archives
School of Music, Ernest F. Hollings Special Collections Library
Singing the Archives is a long-term, multi-disciplinary digital humanities project engaging students, staff, and faculty across the School of Music and Ernest F. Hollings Special Collections Library Department of Digital Collections to create historically informed recorded performances of the medieval manuscripts in the Irvin Department of Rare Books and Special Collections. These recordings will be freely available online and will accompany the high-resolution digital images of the library’s manuscripts.