Transcript 2020 Funded ELO/ePortfolio Pilot, Fall 2014 Overview Susan Cydis Assistant Professor of Education Diane Holtzman Associate Professor of Business Studies, Management Carra Leah Hood Assistant Provost for.

2020 Funded ELO/ePortfolio Pilot,
Fall 2014 Overview
Susan Cydis
Assistant Professor of Education
Diane Holtzman
Associate Professor of Business Studies, Management
Carra Leah Hood
Assistant Provost for Programs and Planning
Associate Professor of Writing
Shelly Meyers
Associate Professor of Education
2010-2014
•
•
•
•
•
•
•
Identified ELOs
Defined ELOs
Created ELO Steering Committee
First Year of the 2020 ELO Study Group
Began Curriculum Mapping
Began Integration
Fall 2014 Pilot
Fall 2014 Pilot: Characteristics
• 11 Faculty Participants
• 12 Courses
6 First-Year Seminars
3 FRST Courses, 2 Linked Sections
3 Program Courses
• 2 ePortfolio Platforms
Fall 2014 Pilot: Initial Thoughts
• Faculty participated in the ELO pilot for a
variety of reasons:
1. Program in process of implementing an
ePortfolio
2. ELOs align with Program goals
3. Curiosity
4. Need for assessment
Fall 2014 Pilot: Assessment
Assessments for the ELO pilot included:
1. Student pre/post self-evaluation questionnaire
2. Embedded CLA-like exercise
3. Faculty and student end of semester reflection
4. Faculty end of semester forum
Fall 2014 Pilot: Reflection Data
The process for data collection involved:
1. Reading faculty and student reflections
2. Determining themes
• Noticed overlap with themes from 2020 ELO Study
Group research
3. Coding reflections
4. Preparing visualizations
Fall 2014 Pilot: Reflection Data
Students’ Own Words
“I enjoyed the New York Times articles because we used critical
thinking and communication when we expressed our opinions
even though they were different from others and listened to
both sides of the argument.”
“Through the course, the ELO’s helped us to adapt to change,
communicate, think critically and learn more about global
awareness and information literacy. Service learning taught me
about adapting to change, communication and global awareness
when I worked with students who had disabilities and had to
help them be happy in school and learn.”
S. Meyers
Transitioning to College
“In the class we were required to follow
Essential Learning Outcomes in each
assignment. Adapting to change was a big part
of the class because as freshmen we are
adapting to the college environment, workload
and responsibilities of taking care of ourselves.”
S. Meyers
Learning About Ourselves and Others
“After each service learning visit, we reflected on what we
learned about ourselves and the people we worked with. I
always enjoyed answering this because I learned that they are
not “people with disabilities” but human beings with feelings,
thoughts, values and beliefs just like any other person and like
me.”
S. Meyers
The Freshman Reading
“I learned how to communicate and think
critically because we would respond to
questions from the book, Orphan Train, and how
we felt about the characters’ life situations.
These questions had no right or wrong answers
but we were graded on how well we expressed
ourselves and why we thought the way we did.”
S. Meyers
Fall 2014 Pilot: Some Observations,
Lessons Learned
Observations and lessons learned from the fall
2014 pilot will guide modifications to the fall
2015 pilot, which will include eight full
Programs.
2020 Funded ELO Study Group
Susan Cydis
Assistant Professor of Education
MaryLou Galantino
Assoc. Professor of Physical Therapy
Priti Haria
Assistant Professor of Education
Diane Holtzman
Assoc. Prof. of Busi Studies, Mgmt.
Carra Leah Hood
Asst. Provost for Programs & Planning
Associate Professor of Writing
Manish Madan
Assistant Professor of Crim. Justice
Bryanna Maggio
Teacher Education Student
Shelly Meyers - Advisor
Associate Professor of Education
Mary Padden
Assistant Professor of Nursing
Heather Popielarczyk
Teacher Education Student
Marc Richard
Assoc. Professor of Chemistry
Amee Shah
Associate Professor of Health Science
Chelsea Tracy-Bronson
Assistant Professor of Education
2020 Funded ELO Study Group
• 19 campus wide participants (7 schools & SA)
• A focus on the pedagogy of ELO integration
• Engage in reflective practice
• Explore ELO pedagogy that
supports ELO competence
Significant Learning Experiences
(Fink, 2013)
ELO Study Group
•
Identify a Significant Learning Experience
•
Reflect and identify the ELOs present in the learning/assessment.
•
Articulate the task in the syllabus and develop a rubric. (Mueller, 2012)
•
Plan for student reflection and assessment.
Student Presenters
Bryanna Maggio
Teacher Education Student
Heather Popielarczyk
Teacher Education Student
Increased ELO Competence
as Perceived by Students
(Cydis, Galantino, Hood, Padden, Richard, 2015)
6 Themes Emerged to Support
ELO Competence
(Cydis, Galantino, Hood, Padden, Richard, 2015)
ELO Study Group Round Two
•
Formative feedback on students’ ELO progress
•
Building students’ meta-knowledge of ELO competence
•
Support for student reflection and articulation of tasks that
demonstrate competence
•
Support for collection of artifacts for
evidence/e-portfolio
References
Cydis, S., Galantino, M., Hood, C., Padden, M., Richard, M. (2015, in press). Integrating and
Assessing Essential Learning Outcomes: Faculty Development and Student Engagement,
Submitted to The Journal of the Scholarship of Teaching and Learning.
Mueller, J. (2012). Rubrics (Authentic Assessment Toolbox). Rubrics (Authentic Assessment
Toolbox). Retrieved January 8, 2014, from
http://jfmueller.faculty.noctrl.edu/toolbox/rubrics.htm, North Central College, Naperville, IL
ELOs in Management Skills
• Aligned the Assurance of Learning standards [AACSB] with
the ELOs
• As part of the pilot project focus was on the information
literacy ELO
• ELOs integrated as part of an e-portfolio for the course-incorporated students’ reflections
AACSB Assurances
ELOs
Evidence: Students will demonstrate proficiency in meeting the goal by:
Oral communication: graduates will be able to deliver information in a persuasive, logical, and organized manner with a
professional demeanor using appropriate supportive visual aids.
Comm
Skills
Presenting oral report on: Interview with a Manager, Documenting Discipline, and Job
Interview Project.
Written communication: graduates will be know how to create informational, analytical, and technical documents which are
organized, precise and relevant
Critical
Thinking
Writing the following: resume, cover letter, documenting discipline case, the job
interview packet with job descriptions and analysis, the reflective paper on “I
Manager”, and the Interview with a Manager project
Information literacy: graduates will be able to assess the nature, quality, extent, and appropriateness of various sources of
information used in preparing oral and written projects
Info
Demonstrating ability to choose sources from the library electronic databases and
incorporate those sources in their research through completion of the Information
Literacy assignments and Interview with a Manager
1. Communication Skills Learning Goal: Graduates will be able to communicate effectively in a professional
environment.
Lit
Using powerpoint to accompany oral presentations on Interview with a Manager,
Documenting Discipline, and the Job Interview Project; using Blackboard course
management system to post assignments
2. Technological Skills Learning Goal:
Computer Literacy: graduates will be able to demonstrate a multi-faceted skill set in computer literacy through oral and
written communication.
3. Management-Specific Learning Goal: Graduates will successfully apply basic business principles and theories in
Teamwork
Demonstrating knowledge through incorporation of current managerial practices in
their responses to case studies and as supportive elements to the Job Interviewing
Project
Program Competence
Demonstrating knowledge through incorporation of current managerial practices in
their responses to case studies and as supportive elements to Interview with a
Manager and Job Interviewing Project
a variety of organizational settings.
Graduates will acquire knowledge of current management and administrative practices and theory and be conversant in the
language of business.
Management Skills Course
• Required for undergraduate management concentration juniors
and seniors and is an elective for all Business majors-taught
each semester
• Contextualizes knowledge, skills, and competencies within
management theory
Management Skills Course
• ELOs presented in the syllabus and reviewed with students—
related ELOs to workplace needs
• Information Literacy assignments part of e-portfolio work—
-noted students’ progress
-provided documentation to use when
meeting/advising students at the end of the term
-provided prompts for students’ reflections
-written reflections from students
of what they learned from the Information
Literacy assignments
Information Literacy ELO
• For the Pilot--Information Literacy chosen to be assessed
in the course.
• Assessed: ability to locate, evaluate, analyze, and cite
information using APA style
• ELO information presented in syllabus to give students
background for the assessment—opened dialogue in class
about the ELOs
• Assessment through Online Library tutorials
and the major research project
Information Literacy Project—
multi-part assignment
• Students viewed the online Library Instructional videos on how to search
the Business databases and how to cite sources using APA—presented on
Blackboard—had an assignment relating to this
• Next….
Students asked to research an article on “Mintzberg’s managerial roles”
This was a graded assignment- Students described search strategies,
limitation of sources, wrote summaries of the articles-provided APA works
cited
Information Literacy Project—
multi-part assignment
• Next stage of the assignment: four weeks into the term
1. Students asked to find two peer review articles for incorporation into
their research project “Interview with a Manager”
2. Students again described search strategies, limitation of sources, write
summaries of the articles and provide APA works cited information on the
sources—asked if they needed to review the tutorials in the search process
• Final stage of project: students incorporate their research on
Mintzberg’s managerial roles into the Interview with a Manager
paper—aligning manager’s tasks with Mintzberg’s roles
• Rubric [developed from the ELO learning map]
was used to assess students’ competency levels in
search strategies and correct use APA formatting
in their research project
Rubric: Aware/Competent/Skilled
Aware
Competent
Skilled
a) Identifies search terms relevant to research topic.
a) Conducts subject searches using some controlled vocabulary.
a) Uses library catalog and classification system to find books on shelves.
b) Uses multi-disciplinary databases.
c) Identifies issues related to on- and off-campus access of fee-based online sources.
d) Uses URLs to locate Web sites.
e) Identifies citation elements for information sources in different formats (e.g., book, article, chapter).
a)
a) Evaluates information sources for their relevance to need, appropriateness/audience, authority, reliability,
currency, and point-of-view/bias.
b) Identifies a source’s main idea and major points.
c) Distinguishes between scholarly vs. popular sources; articles vs. editorials vs. reviews.
d) Distinguishes between free Internet sources and library databases.
a) Recognizes flawed logic of arguments in the information gathered.
b) Understands and describes various aspects of a source that may impact its value for a
specific research project (e.g., bias and currency may impact the value of the information).
c) Distinguishes between primary vs. secondary sources in a subject or discipline-specific
context.
d) Distinguishes between trade publications and general sources.
e) Determines whether additional information, source types, and/or viewpoints are necessary.
a) Analyzes the logic of arguments in the information gathered.
b) Recognizes and describes various aspects of a source that may impact its value for a
specific research project (e.g., bias and currency may impact the value of the information).
C) Gathers additional information, source types, and/or viewpoints are necessary.
a) Completes a research product (e.g., project, paper, report, essay) that incorporates newly acquired and prior
information.
b) Presents the research product effectively using the most appropriate medium for the intended audience (e.g., text,
images, audiovisual).
a) Evaluates past and alternative strategies for integrating new and prior information into the
completion of a research product.
b) Uses a range of formats and technologies, incorporating principles of design and
communication, to present a research product.
a) Incorporates integration of new and prior information into the completion of a research
product.
b) Recognizes the needs of varied audiences and adjusts the range of formats and
technologies, incorporating principles of design and communication, to present a research
product.
a) Cites sources and compiles a bibliography or reference list, according to a standard format.
b) Demonstrates an understanding of copyright, plagiarism, intellectual property and academic integrity by
completing a research product that meets institutional criteria.
a) Makes consistent and correct use of a citation style appropriate to the discipline with few
errors.
b) Demonstrates knowledge of what constitutes plagiarism by properly representing content
and ownership of original source materials.
a) Makes consistent and correct use of a citation style appropriate to the discipline with no
errors.
b)
Requests/accesses information beyond local resources (e.g., Interlibrary Loan,
other libraries).
Uses subject or discipline-specific databases.
a) Conducts subject searches using appropriate controlled vocabulary.
b) Applies advanced search strategies, such as Boolean logic (and/or/not) and truncation.
a) Uses bibliographies or citations to find materials.
Summary of Findings-focus on
citation of sources
•
For the first part of the project, students’ scores met the benchmarks of being in the
“competent” and “skilled” ranges in four of the five categories of the rubric.
•
For the fifth category, citation of sources, in the first assignment 25 out of 30
students scored in the “skilled” range; 5 scored in the “competent” range
•
When students incorporated the peer-reviewed articles into their research projects,
there was a drop in the competency level on citation of sources using APA. Of the
30 students, 19 students were rated at the “skilled” level; 11 scored in the
“competent” range
•
Noted: drop in transference of skills in documenting and citing sources using APA
style from the assignment that had the instruction to the major project
• “Closing the Loop”: add additional instruction through
-librarian instruction and in-class instruction
-support online instruction in documentation of sources
- have additional practice in writing citation to sources
Review of selected student
e-Portfolios and Students’ reflections
Significant Learning Experience
•
•
•
•
•
Change Agent and Advocacy
Learning Contract
Metacognitive Reflection
Video Analysis
Assessment of Significant
Learning Experience
What are learning contracts?
• An agreement between a learner and
professor that outlines how a project
learning experience will be met
The contract includes:
• What a student will learn
• A description of the topic
• Time period for completion
• What the learner will do to meet the
objectives (an outline)
• What resources will be used
• How the learning (or project) will
be assessed
• How the project will be evaluated
• A “signature” that serves as an
agreement between the professor
and learner
Use of Learning
Contracts lead to
learners who are selfdirected and responsible
for their own learning.
• Learners are more involved
and motivated when they
select, plan, design, and
evaluate their own learning
• Take more responsibility
for learning
• Personal Commitment to
learning
Learners engage in
material more deeply
and permanently if they
learn through projects of
their own design
• Sense of ownership in their
learning
• Learning is deeper
• Learning is personalized
and connects to “read
world” practical
applications
• Learning that takes place in
“learning contracts”
transfers to workplace
because of the relevance
Learning Contracts
(more than other
instructional methods)
create individualized
instruction
• By nature, they are focused
on content-specific needs,
interests, problems in the
school for that specific
learner
• You focus energy and
efforts on learning content
and changing practical
situations that have direct
relevance to your teaching!
• Leads to motivated and lifelong learners
Learning Contracts
facilitate students’
thinking to create an
innovative approach to
the final or culminating
project for a course.
• This learning experience
strengthens your critical
thinking
• This approach is used to
help you generate different
ideas and promote change
in a purposeful way
• This approach can be used
in future employment
situations!
Show Learning Contract
• Show Learning Contract PDF
• Show Assessment
• Show Video Analysis
Metacognitive Reflection
Metacognition is a higher order thinking skill that means thinking
about thinking. It includes cognition (or thinking) about the thinking
processes, monitoring learning, and development as a learner. The
skills you have executed during this Advocacy and Change Agent
Culminating Project has facilitated your metacognitive regulation
(that is, your learning experiences and activities that help you
control your own learning). Planning the way to approach this
project, monitoring action steps, resources and research used to
inform thinking, evaluating your completion of the task (through the
learning contract, examination of the rubric, and self-guided
checklist), and assessing your own performance are all skills that are
metacognitive in nature.
Assessment: Incorporating ELOs
Include these elements throughout the Project:
1.
Create a Portfolio using Microsoft PowerPoint that includes both text and visual information (e.g., artifacts, pictures, etc.).
1.
State the Project Objectives.
1.
Describe the project with text, graphics, and visually. Include a description of the project, the purpose, and the link to inclusive special education.
1.
Document the action steps you took.
1.
Add pictures to the action steps to visually illustrate.
1.
Add descriptive captions to each photograph added.
1.
Reference at least 3 research articles within your portfolio (use APA citation style; this is the style of the field of education). See
https://owl.english.purdue.edu/owl/resource/560/01/ For help in APA reference citation style. The goal is to link your project to research and demonstrate your
knowledge of key special education principles.
1.
Reference at least 2 course textbook sections within your portfolio (use APA citation style). The goal is to demonstrate knowledge of key special education principles.
1.
Include an APA reference citations page that includes the research articles and course texts you have referenced and utilized in the development of this Portfolio.
1.
Demonstrate your use of educational resources
1.
Demonstrate your use of community resources
1.
Demonstrate your collaboration with others
1.
Document the evidence you gathered that displays the effectiveness of your change effort. This is the assessment. How do you know what change occurred?
1.
Upload a separate Microsoft Word document that includes your Metacognitive reflection
1.
Create a video (Screen-o-matic) that explains your Change Agent and Advocacy project and describes elements of your metacognitive reflection. Create the video so that
it can go into your employment portfolio during job searches. It should be five minutes long.
Done?
THANK YOU
--------------------------------QUESTIONS?