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