Scholar's Studio was founded with the belief that all students bring unique gifts to the learning environment. It's important to nurture those gifts so students are equipped to not only change their own lives but also the lives of those around them.
Scholar's Studio participants enroll in four classes that are linked through a common project. Participants use the knowledge, perspectives, and skills from each course to solve a problem related to the project. In the spring of 2012, Scholar's Studio participants developed a youth violence intervention program that was implemented at an after school program in Baltimore.
Prior participants reported that Scholar's Studio promoted self-discovery, improved communication, cultivated integration of knowledge, promoted deep understanding, and prepared them for academic success.
Besides offering a meaningful (potentially life changing!) learning experience, Scholar's Studio offers substantial academic support, including:
- supplemental instruction
- engaged faculty and staff
- academic advising
- co-curricular activities
Academic support is important for the successful completion of college. Students who maintain strong GPAs have access to more scholarship, internship, and job opportunities. They also graduate earlier, which translates to less financial strain and debt.
Students who participated in the fall 2011 learning community performed better than their peers in terms of GPA and course success rate. Here's a look at some of the numbers:
TRiO Achievers receive registration priority. Once Achievers have had the opportunity to register, spaces will be available for first-time freshmen* who are not enrolled in the TRiO program.
To register, contact Monica Turner, (301) 860-3296 or email@example.com
*Students who are majoring in Nursing, Computer Science, Social Work, and English are not eligible for Scholar's Studio, as those disciplines require students to register for discipline specific courses.
Click here to download a brochure.
Click here to return to TRiO Application.
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