I Implementing and Assessing Integrative Learning through eFolios and AAC&U VALUES Initiative at San Francisco State tT Tanya Augsburg Assistant Professor Liberal Studies (Creative Arts and Humanities) San Francisco State University February 25, 2009

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Three categories in the student portfolios literature

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2.

3.

Assessment Literature Teaching Practices Literature 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 February 25, 2009 May 2008 - present Revised and Current Curriculum Tanya Augsburg Structure

$ 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

February 25, 2009 Tanya Augsburg Prior May 2008: Three electives — one class in each area outside emphasis area

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

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LS 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 February 25, 2009 Tanya Augsburg • • • • • • • • 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

L LS 300 1st Offering: Fall 2008 2nd Offering: Spring 2009 Liberal Studies eFolio: Implemented Fall 2008 in LS 300 February 25, 2009 Tanya Augsburg

L LS 300 eFolio Assignment Template February 25, 2009 Tanya Augsburg

February 25, 2009 Tanya Augsburg

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San 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

S Summary of Findings B: Our Initial Assessment of LS 300 and 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.

S Sample #1 (returning student) February 25, 2009 Tanya Augsburg

February 25, 2009 Tanya Augsburg

February 25, 2009 Tanya Augsburg

SS Sample #2 (future teacher) February 25, 2009 Tanya Augsburg

February 25, 2009 Tanya Augsburg

February 25, 2009 Tanya Augsburg

Sample #3 (Future Graduate Student) February 25, 2009 Tanya Augsburg

February 25, 2009 Tanya Augsburg

February 25, 2009 Tanya Augsburg

February 25, 2009 Tanya Augsburg