IImplementing and AssessingIntegrative Learning through eFolios and

AAC&U VALUES Initiative at San

Francisco State

tTTanya Augsburg

Assistant ProfessorLiberal Studies (Creative Arts and Humanities)

San Francisco State University

February 25, 2009

February 25, 2009 Tanya Augsburg

thThree categories in the student portfolios literature1. Assessment Literature

2. Teaching Practices Literature

3. Student Learning Literature

Three genres are not rigid and overlap

February 25, 2009 Tanya Augsburg

Literature on Portfolios for Interdisciplinary Studies Programs

• Augsburg (2003, 2004, 2006)

• Thomas (2004)

February 25, 2009 Tanya Augsburg

• How can instructors use eFolios in interdisciplinary studies courses?

• How can instructors use efolios for interdisciplinary studies programs?

• What are the benefits of using efolios for interdisciplinary studies programs?

February 25, 2009 Tanya Augsburg

February 25, 2009 Tanya Augsburg

February 25, 2009 Tanya Augsburg

February 25, 2009 Tanya Augsburg

Prior to May 2008

May 2008 - presentRevised and Current Curriculum Structure

February 25, 2009 Tanya Augsburg

$4 Areas: Students Choose One for Emphasis Area--and Then a Pattern within Area, eg Area III, Family Studies or Area IV, Arts in Society

February 25, 2009 Tanya Augsburg

Prior May 2008:Three electives—one class in each

area outside emphasis area

February 25, 2009 Tanya Augsburg

May 2008-present:

LS 300: Perspectives in Liberal Studies

LS 690: Liberal Studies Senior Seminar

One Elective

February 25, 2009 Tanya Augsburg

February 25, 2009 Tanya Augsburg

LLS 300: Serves Many Functions

• Introduce major & its requirements

• Have students write their own program of studies

• Introduce students to professional literature on IDS

• Introduce students to IDS terminology and discourse

• Introduce students to IDS methodology:

• Self-exploration & assessment = identification of academic interests and professional goals

• Introduce them to academic research

• Nature of disciplines• Concept of integration• Develop integration skills• Write academic research papers• Establish eFolios

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LLS 3001st Offering:

Fall 20082nd Offering:Spring 2009

Liberal Studies eFolio:

Implemented Fall 2008 in

LS 300

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LLS 300eFolio

Assignment Template

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February 25, 2009 Tanya Augsburg

RSan Francisco State University Research Team

Maggie Beers, PI

Tanya Augsburg, Co-PI

Acacio de Barros

Tendai Chitewere

Logan Hennessy

Matthew Luskey

February 25, 2009 Tanya Augsburg

February 25, 2009 Tanya Augsburg

February 25, 2009 Tanya Augsburg

Summary of Findings A : Our Assessment of the Rubric

• Format and Organizational Issues:• Re-oganize ..transfer should be the last criteria—is the

most difficult• Does rubric apply to specific assignment(s) or

holistically?• Course sequence model more applicable than by years

1, 2, 3, 4 (we teach 3 & 4 only)• Glossary of terms needed/rationale for categories• Not designed for an introductory course--more for a

capstone• Suggested another category: Reflection on Self-

Improvement

February 25, 2009 Tanya Augsburg

Summary of Findings A : Our Assessment of the Rubric

Are the criteria weighted?• In intro class “transfer” would have less weight than in a

capstone class• Transfer is problematic: vague –what distinguishes connects,

adapts, synthesizes• Closer alignment between description of transfer and the

application of it• Transfer: may be difficult for introductory students to achieve;

requires deep knowledge• Rubrics need to indicate that students can use visuals: photos,

drawings, etc.• Explanation of how these categories are pertinent to integration

February 25, 2009 Tanya Augsburg

SSummary of Findings B: Our Initial Assessment of LS 300and Student Integrative Learning

• Faculty evaluated three assignments: intellectual autobiography, mission statement, and integrative essay.

• Faculty interpreted integrative essay assignment differently--• Students demonstrated understanding of what is interdisciplinarity• Understood disciplinary perspectives of a complex problem (global

warming)• Students did not demonstrate “well” that they could do integration• Instructors need more clarity regarding what constitutes good

integration versus poor or weak.• LS 300 through eFolios’ integrative skills creates a baseline for

integration.• Instructors will revisit course objectives Spring 2009--will decide

how much integration is to be expected in LS 300.

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SSample #1(returning student)

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SSSample #2(future teacher)

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February 25, 2009 Tanya Augsburg

February 25, 2009 Tanya Augsburg

Sample #3(Future Graduate Student)

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February 25, 2009 Tanya Augsburg

February 25, 2009 Tanya Augsburg