While each college has designed a Prospect curriculum uniquely suited to the students in their departments, several activities and partnerships are considered central to all Prospect for Success Courses.
Each Prospect For Success Curriculum Must...
- Be centered around a curricular experience involving, but not limited to, formal instruction for academic credit
- Include some extension of activities into the spring semester even if formal academic credit is only offered in the fall
- Include opportunities for small group interaction (ideally 25 students or fewer)
Student Learning Outcomes
- Directly address the QEP student learning outcomes - commitment to success, inquiry, and self and cultural awareness - by including content coverage, activities, and assignments that develop students' capacities vis-a-vis those outcomes
- Generate student work - most commonly responses to reflection prompts - that can be used to directly assess student mastery of the student learning outcomes
- Reference a common language of Prospect for Success messages and expectations so as to make manifest the connections between the classroom experience and university-wide efforts such as summer orientation, academic Week of Welcome, and academic-year programs focused on student success
- Create intentional connections between the curriculum students experience and the advising process
- Include co-curricular experiences designed to help students become aware of the value of the many opportunities available to them for academic, professional, or community involvement
- Include at least one close partnership with support units such as J.Murrey Atkins Library, the University Center for Academic Excellence, and the University Career Center in order to facilitate effective and efficient pathways to connect students to the university resources that can support their success