Coastal Carolina University has determined to proceed in a highly focused
and deliberate way to integrate an appreciation for social responsibility,
personal responsibility, character/values/ethics, wellness, and environmental
concerns into its culture of Coastal Carolina University. Briefly, Coastal
Carolina will become a recognized national leader in this very vital aspect
of a teaching and learning environment, and, at the same time, have a
positive impact on the community in which it resides.
On September 15 and 16, 2004, selected students have been invited to
informational luncheons for the Provost’s progress report on an
institutional initiative on public engagement and to chart the year ahead.
As an institution, Coastal Carolina’s public engagement initiative
will benefit Coastal students, address a critical social need, and achieve
an increased public presence. This University sees this kind of learning
as having both internal and external components.
For the internal component, a task force has developed
an English 101 curriculum for first-year students that incorporates
life skills instruction—character, values, social responsibility—through
a series of textbook readings and off-campus experiences.
An external component of public engagement will begin
in the sophomore and continue through the senior year, introducing students
to the value of involvement in the quality of life in Horry and surrounding
counties. A second task force has identified a critical social concern
for Horry County that can be addressed and improved with an institutional
commitment by the University. Participating students will be able to
register at no cost for a uniquely designed, upper division, three-credit
hour course that accompanies the initiative.*
Numerous reports identify that the lack of a skilled and knowledgeable
work force is the greatest danger to the economic and social well-being
of the state. And, that the root cause of many social ills arises from
lack of education.
South Carolina’s high school graduation rate in 2003-04 ranks last
in the nation.
Just 51 percent of students who start the ninth grade graduate; the national
average is 68 percent and the highest, New Jersey, graduates 86 percent.
South Carolina ranks last in the nation in SAT score average.
Under the public engagement initiative—this year and in coming years--Coastal
Carolina will organize student teams to act as continuing mentors for
Horry County School fourth-tenth grade students.
There is no doubt that mentoring works; Horry County Schools and Coastal
Carolina University have seen mentoring work repeatedly. The issue is
finding an adequate source of consistent and able mentors. With the right
social stability and influence, between the fourth and tenth grades, the
majority of Horry County public school students will graduate from high
school. It is a goal of this initiative to transform at-risk students
into successful students and productive members of society.
*UNIV 3xx, Applied Learning in the Community, 3 crs.
Course Description: This course is designed to provide University students
with an experiential learning opportunity by providing service to the
community. Specifically, students will become mentors to children in public
school grades 4-10. The purpose of the mentoring relationship is to provide
support and motivation for children to excel in their public school education.
Students will work with studentsin teams.
Course Objectives: Upon completion of the course, Coastal Carolina students
will be able to:
be a mentor,
apply their academic knowledge to enhance the education experience of
public school children
describe their role as a responsible role model in the community.
create a supportive and motivating relationship in the community.
work closely with a partner to plan and coordinate weekly meetings with
HCS students
describe the necessity of background investigations when selecting volunteers
to work in the community.
