ePORTFOLIOS: TEACHING TO OUTCOMES

Professor Barbara WaltersCUNY Online Baccalaureate

Kingsborough Community College

ePortfolios

Electronic portfolios provide students with a venue for collecting, sharing and reflecting on key learning experiences

Portfolio artifacts can be selected from assignments linked to an overall matrix of basic competencies Faculty developed program and course objectives Objective standards for self-evaluation and

reflection Students can add reflections, personal goals

and other information to mirror and map their educational experience

Making Connections

CUNY Online Baccalaureate Consortial faculty participate in the NYC wide Making Connections seminar at LaGuardia Funded by a FIPSE Mini-Grant Now in Year II

Working together we have: Drafted a set of suggested “tabs” for student

portfolios Created an overall matrix of basic competencies Initiated a pilot in Research Methods and English

using the Expo feature of Blackboard 8.0

Tabs for ePortfolios

About Me My Résumé

Optimal Résumé Review and Reflections on Personal and

Academic Goals Academic Portfolio

Overall Matrix of Basic Competencies A Carousel of Courses and Assignments

Free Space

2008 Survey of Faculty, Staff & Admin

Academic Portfolio: Basic Competencies

I. Inquiry and Critical ThinkingII. CommunicationIII. Cultural Diversity and Social

ResponsibilityIV. CreativityV. Teamwork and LeadershipVI. Knowledge Base

Academic Portfolio: Overall Matrix

Basic Competencies

CC 401

CC 403

CC 404

CC 405

CC 406

CC 407

CC 408

CC 409

CC 411

CC 499

I. Inquiry & C. Thinking

X

II. Comm. X

III. Cult. Div. & Soc. Resp.

X

IV. Creativity

X

V. Teamwork & Leadership

X

VI. KnowledgeBase

X

Research Methods Model

Faculty met face-to-face and online to develop a common set of course-based competencies related to course content and the overall matrix

CC 401 faculty developed specific learning objectives for the course

Iterative fitting between: Substantive knowledge, basic competencies and

course learning objectives Appropriate reading levels: Edit Central

http://www.editcentral.com/gwt/com.editcentral.EC/EC.html

Bloom’s categories

Bloom’s Categories

Knowledge Comprehension Application Analysis Synthesis Evaluation

List Summarize Solve Analyze Design Evaluate

Name Explain Illustrate Organize Hypothesize Choose

Identify Interpret Calculate Deduce Support Estimate

Show Describe Use Contrast Schematize Judge

Define Compare Interpret Compare Write Defend

Recognize Paraphrase Relate Distinguish Report Criticize

Recall Differentiate Manipulate Discuss Justify

State Demonstrate Apply Plan

Visualize Classify Modify Devise

CC 401: Learning Objectives and Assignments

LEARNING OBJECTIVE SCAFFOLDED ASSIGNMENTS

Critical evaluation and synthesis of research conducted by others

Essay #1 and Final Research Project

Application of ethical standards in conducting and evaluating research

Essay #2: The Stanford Prison Experiment and Final Research Project

Creation and interpretation of graphic representations of data

Essay #3: SPSS Data Analysis Blog and Final Research Project

Preparation of written, oral and computer-based reports of research findings

Final Research Project

Design and conduct of research projects use of descriptive statistics in representing research data

Final Research Project

Scaffolding: Building Competence

Learning Objective:

Critical evaluation and synthesis of research conducted by others

For Essay #1 Students: Identify a research problem Locate, summarize, and

evaluate three research articles using specific criteria

Write a short essay Final Research Project

requires critical evaluation and synthesis of seven articles

Essay #1: Assessment Rubrics

Final Project

Students Work as a team to organize research Summarize, synthesize and evaluate prior

research Collect and code raw data Analyze data using SPSS Create and interpret tables and graphs Draw inferences Write a research report in standard APA or

ASA format

Final Project Rubric: Example

100% 90% 80% 75% 70% 65%

Essay demonstrates a high level of proficiency in basic social science research, including reliable coding and recording of raw data, creating and interpreting descriptive data in the form of graphs and tables, and accurate reporting of the results of a research project. The essay draws in important concepts and information from the course readings and assignments.

Essay meets basic requirements in the coding and recording of raw data, interpreting graphs and tables, and reporting the results of a research project. Some but not all of concepts from the course readings are integrated into the essay.

Significant parts of the assignment are missing or inaccurate.

Basic Understanding of Research Methods: Inquiry and Critical Thinking

Final Project Rubric: ExamplePresentation of Material: Communication

100% 90% 80% 75% 70% 65%

Understands and appropriately employs the standard format for research reports in the social sciences, with strict adherence to the protocol. Quantitative data are presented with tables and graphs that are clearly labeled and integrated into the text. The text is free of spelling, grammar, and punctuation errors.

Follows instructions for the assignment with clear and appropriate headings in the paper. Quantitative data in the form of graphs or tables are included. The essay has a few spelling, grammar, and punctuation errors.

Major required sections are missing. Spelling, grammar, and punctuation errors detract from the essay.

ePortfolios Using Expo

Students can place assignments in their e-portfolios (Expo site) making their work available to everyone in the course: instructor and classmates

Podcast on how to use Expo is on the course site from the beginning of the semester

Students are encouraged to reflect on their progress throughout the semester

Students may change the Expo sharing option to make their work private or available to everyone