designing the university for 2030: eportfolio as a catalyst for change

Designing the University for 2030: ePor5olio as a Catalyst for Change

Randy Bass Georgetown University

McMasters University

March 28, 2014

PLEASE DO NOT REPRODUCE WITHOUNT PERMISSION

“What the hell is the World Wide Web?”

1994

2030

Designing for context not content

“The Future of the University as a Design Problem” (Spring 2014) Profs. Ann Pendleton Jullian and Randy Bass

communities of practice

studentfaculty

<20 classes internal projects

cross-COP projects

industry partners

What will the world be like in 2030?

What will the condiYons of knowledge, technology, learning and

work be in 15-‐20 years?

What kind of graduate do we want to produce?

What might a design approach look like?

Changing Capaci>es and Outcomes for the 21st C

“the human labor market will center on three kinds of work: solving unstructured problems, working with new informaYon (including complex communicaYon), and carrying out non-‐rouYne manual tasks.”

What might a design approach look like?

What kind of educaYon is needed at this moment of history?

What kind of educaYon is only possible

in these emerging condiYons?

“UniversiYes are primarily equipped only to look in the rear-‐view mirror.” John Seely Brown

Our understanding of learning has expanded at a rate that has far outpaced our concepYons of teaching.

Learning Paradigm: Learning –focused Outcome-‐driven Student-‐centered

Expanding understanding of

learning & changing skillset

required for the 21st C Growing mismatch between these

changing aspiraYons for learning and our

structures

High Impact PracYces (NaYonal Survey of Student Engagement-‐-‐NSSE)

•  First-‐year seminars and experiences •  Learning communiYes •  (Common intellectual experiences) •  WriYng-‐intensive courses •  CollaboraYve assignments •  Undergraduate research •  Global learning/ study abroad •  Internships •  Community-‐based learning •  Capstone courses and projects George Kuh, High Impact Prac7ces: What are they, who has access to them, and why they ma=er. (AAC&U, 2008)

Formal undergraduate curriculum

ExperienYal co-‐curriculum



Study abroad Undergraduate research

Community-‐based learning

First-‐year Seminars

Wri>ng-‐intensive Capstone courses

Collabora>ve Assignments

Where are the high-‐impact prac>ces located?

Student Affairs Advising

Internships





Accountable talk and thinking

Meet challenges to perspecYves and belief, take risks, operate outside comfort zone

Get (and give) frequent and meaningful feedback

Make daily decisions – judgment in uncertainty

NEW ECOLOGY FOR LEARNING

What makes High Impact Prac>ces high impact?

Invest Yme and effort (Yme on task)

Opportunity to integrate, synthesize, make meaning

Changing Capaci>es and Outcomes for the 21st C

“the human labor market will center on three kinds of work: solving unstructured problems, working with new informaYon (including complex communicaYon), and carrying out non-‐rouYne manual tasks.”

DisrupYng Ourselves

What difference could Learning

Por5olios make to the

future of higher educaYon?

“The future is already here. It is just not evenly distributed.” William Gibson

ePor5iolio help insYtuYons address prioriYes and meet challenges they didn’t know they had thirty years ago.

“ePor5olio is rare among innovaYons in that they are not really replacing anything.” (Trent Batson)

Learning Por5olios

•  Kathleen Yancey

Delivered Curriculum

Experienced Curriculum

Lived Curriculum

“the first and most important principle about ePor5olios is that they are student-‐owned space. That’s a paradigm shik for many.”

Howard Wach, LGCC

ePorSolio: What Have We Learned?

Findings from the Connect to Learning Project

C2L.mcnrc.org

Connect to Learning •  FIPSE Funded naYonal project, led by LaGuardia’s Making ConnecYons NaYonal Resource Center

•  Partnership w/ AAEEBL, Trent & Judy Batson •  Bret Eynon, Director •  Judit Torok, Co-‐director •  Laura Gambino, Research Director •  Mikhail ValenYn, Web Design •  Randy Bass & Helen Chen Senior Research Scholars

C2L.mcnrc.org

What Difference does ePorSolio Make? C2L evidence supports 3 preliminary claims

SophisYcated ePor5olio iniYaYves:

1. Advance Student Learning & Success 2. Make Student Learning Visible 3.  Catalyze InsYtuYonal Change

Claim # 1: ePor.olio ini0a0ves Advance Student Learning & Success

At a growing number of campuses with sustained por5olio iniYaYves ePor5olio pracYces correlate with higher levels of student success, as measured by pass rates, GPA, retenYon, graduaYon, etc.

Claim # 1: ePorSolio ini>a>ves advance student learning & success.

Helping students reflect on & connect their learning across academic, co-‐curricular and community-‐based learning experiences, sophisYcated ePor5olio pracYces correlate with higher levels of student success, as measured by pass rates, GPA and retenYon.

40 42 44 46 48 50 52 54 56 58 60

2009-10 Academic Year

Comparison Courses

49.4%

ePortfolio Courses

58.3% LaGuardia CC High Pass Rates

(C & up)

ePor5olio was introduced into a required first semester “Mission” course in 2008-‐9, and student performance improved

Pre ePorSolio (2007-‐8)

Post ePorSolio 2009-‐12

GPA in Mission Course

B (3.213) B+ (3.508)

GPA in all first semester courses

B-‐ (2.933) B (3.095)

ePorSolio integrated into Metro Health Academies, an SFSU learning community project for high-‐risk students

Metro Academy, First Year/First Time Students

All SFSU First Year/ First Time Students

1 Yr Retention Rate 90.0% 79.3%

3 Yr Retention Rate 79.0% 60.0%

4 Yr Grad’n Rate 24.6% 14.9%

Tunxis Community College

52.7%

60.9% 66.2%

71.4%

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

No ePorSolio Courses 1 ePorSolio Course 2 ePorSolio Courses 3 ePorSolio Courses

Spring to Fall Reten>on Rates

How does ePorSolio Shape the Student Learning Experience?

C2L Core Survey •  Conducted on mulYple C2L campuses across three semesters: Fall 2011, Spring 2012, Fall 2012 (Spring 2013 pending) n=6,729

•  Goal: to build a common data set that can help us berer understand the contours of the ePor5olio-‐enhanced student learning experience

Building my ePorSolio Agree/ Strongly Agree

Helped me make connecYons between ideas 75.6%

Helped me think more deeply about course content 64.4% Allowed me to be more aware of my growth & development as a learner

69.3%

My (ePorSolio-‐enhanced) course engaged me in… Quite a Bit/ Very Much

Synthesizing & organizing ideas, informaYon or experiences in new ways

83.1%

Applying theories or concepts to pracYcal problems or in new situaYons

77.2%

My course contributed to my knowledge, skills and personal development in understanding myself

78.6%

Claim #2: ePor.olio Ini0a0ves Make Student Learning Visible

ePorSolio ini>a>ves support reflec>on, social pedagogy, and deep learning.

Helping students reflect on and connect their learning across academic and co-‐curricular learning experiences, sophisYcated ePor5olio pracYces transform the student learning experience. Advancing higher order thinking and integraYve learning, the connecYve ePor5olio helps students construct purposeful idenYYes as learners.

Making Learning Visible to Others

ePorSolio as a Social Pedagogy

•  Feedback, Peer CriYques •  External Audiences – Family, Professionals, Experts in the field

•  CollaboraYng on Shared Projects

•  ConstrucYng Sustained Knowledge CommuniYes

Building my ePorSolio helped me to make connec>ons between ideas…

37.6

82.3

49.1

89.2

0

20

40

60

80

100

Low Instructor Feedback

High Instructor Feedback

Low Student Feedback

High Student Feedback

% Agree/Strongly

SophisYcated ePor5olio pracYce makes the integraYve qualiYes of student learning visible to faculty and the insYtuYon. Grounding outcomes assessment in these arYfacts helps faculty see classrooms, students, and their own work in new contexts, empowering them to “close the loop” in unique and powerful ways.

Authen>c Ar>facts of Integra>ve Learning

Purposeful Faculty Engagement

Learning-‐Focused Ins>tu>onal Outcomes Assessment

Re-‐Design Program Curricula & Pedagogy

Claim #3: ePor.olio ini0a0ves Catalyze learning-‐centered

Ins>tu>onal Change Focusing arenYon on student learning and prompYng purposeful connecYon across departments and divisions, ePor5olio iniYaYves can catalyze campus cultural and structural change, helping the insYtuYon move towards becoming an adapYve learning organizaYon.

What do successful campuses do to launch, build and sustain effecYve ePor5olio iniYaYves? What Does it Take to Make a Difference?

What Does it Take to Make a Difference?

Five Interlocking Sectors

What Does it Take to Make a Difference? Inquiry – Reflec>on – Integra>on

Catalyze Ins>tu>onal Change

U. Delaware – Faculty using eP in assessment report •  Increased engagement with colleagues •  New insights into the ways students interpreted & completed assignments

•  Understood more deeply how their course fit into a broader program

Manharanville College – •  ePor5olio-‐focused prof’l dev’t spurs interest in pedagogy.

•  College creates & funds a new Center for Teaching & Learning

LaGuardia CC – ePor5olio supports sustained focus on integraYve learning,. •  In 2012, LaGuardia restructures to merge Academic & Student Affairs. Advisement, assessment, prof’l dev’t reorganized to address the whole student.

Being Disrupted

A Brief History of the Past Three Years in Higher EducaYon

hrp://pando.com/2013/09/13/moocs-‐and-‐the-‐gartner-‐hype-‐cycle-‐a-‐very-‐slow-‐tsunami/

Gartner Group Hype Cycle

MOOC Hype Cycle

External Forces of PotenYal DisrupYon

We are working out a great tension between integraYon and dis-‐integraYon.

“I have 150,000 data points about your students that you don’t have.”

CEO, Knewton

Learning AnalyYcs:

PersonalizaYon of learning

…through data …at scale

The split logic of the learning paradigm

IntegraYve (holisYc, coherent): Design of whole learning experiences Curricular and co-‐curricular Competencies conceived as part of a whole vision of learning ConnecYons Forma7on

DisintegraYve (granular): Design of discrete experiences Outcomes driven Competency-‐based Focus on what’s measureable Learning decoupled from formal boundaries

ePor5olios and IntegraYve Learning

The Recentered Curriculum

High impact integra>ve curriculum



Founda>onal Knowledge Some generic and interchangeable Some insYtuYonally-‐disYncYve experYse

Local and Iden>ty Jesuit and Catholic

Mentor-‐based tradiYon

ResidenYal, Diverse

Blended

Massive Online

InsYtuYonal Brand and IdenYty

Engaging Difference Ethical Judgment Self-‐ReflecYon PracYYoner educaYon, leadership

LOCUS OF INTEGRATIVE LEARNING

KNOWLEDG

E: Spe

cialize

d and Broad / IntegraYve

Skills and Abili>es (competencies)

Disposi>ons (character traits)

Values

Analysis (criYcal thinking)

Problem-‐Solving Inquiry and Research

InformaYon literacy

QuanYtaYve Reasoning CommunicaYon

(wriren, oral, visual)

IntegraYon & synthesis CreaYvity Leadership

ReflecYon

Ethical judgment

CriYcal Empathy Openness

CollaboraYon

Grit Resilience Risk-‐taking Curiosity

Humility

Self-‐awareness Self-‐efficacy Well-‐being Agency

ReflecYveness

Moral discernment Integrity

Trust Respect

Compassion

Common Good Social JusYce

Human Dignity Human Flourishing

Knowing that

Knowing how

Judgment

Psychosocial

Civic



Local and Iden>ty-‐specific

Urban sewng Community-‐based

Mentor-‐based ResidenYal, Diverse

Learning PorSolios and the future recentered Curriculum

Contribu>on to a knowledge community

Unstructured problems Interdisciplinary Inquiry Social learning

Self-‐authorship

Developmental Outcomes

Students learn on an arc that moves them inward and

outward

Knowledge/skills in the context of … Capaci>es

and disposi>ons creaYvity, resilience,

empathy, responsibility, curiosity, self-‐awareness

Building my ePorSolio Agree/ Strongly Agree

Allowed me to be more aware of my growth & development as a learner 69.3%

Helped me make connecYons between ideas 75.6%

“Through my ePor5olio I learned how to express myself as a hard working student. Being a shy girl was always an issue for me. This ePor5olio helped me to see a new me… the potenYal I have as a student and what I want to accomplish in my life.” Rezwana Islam

Por5olios: You have to Look IN, Before you can Look OUT

What’s My Story? What’s My Story for Others? What’s My Story in New

Media?

Master’s Program in Communication, Culture and Technology (Georgetown) Professor Jeanine Turner

Northeastern University

•  “[based on our read of the por5olios… the redesign transformed the program from a collecYon of courses into an intenYonally designed learning experience… from a ‘degree with a por5olio requirement’ into a por5olio program whose students graduate with a collecYon of signature work that evidences their capabiliYes.”

“Are we who we think we are? ePorColios as a Tool for Curriculum Redesign.” Gail Ma=hews-‐DeNatale



Local and Iden>ty-‐specific

Urban sewng Community-‐based

Mentor-‐based ResidenYal, Diverse

Learning PorSolios and the future recentered Curriculum

Contribu>on to a knowledge community

Unstructured complex problems Interdisciplinary Inquiry Social learning

Self-‐authorship

Developmental Outcomes

Students learn on an arc that moves them inward and

outward

CapaciYes and disposiYons

creaYvity, resilience, empathy, responsibility,

curiosity

DESIGN CHALLENGE: What will university educa>on be for in

2030?

Jack DeGioia, President, Georgetown

Three interlocking and inseparable elements of the University: •  FormaYon of men and women

•  Knowledge-‐creaYon through scholarship and research

•  Public Good and the Common Good

Forma>on

Transforma>on

Integra>on

QuesYons, Comments, Feedback

Randy Bass Georgetown University

[email protected]

PLEASE DO NOT REPRODUCE WITHOUNT PERMISSION

designing the university for 2030: eportfolio as a catalyst for change

Documents