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Making Connections - High Impact Practices & the Integrative ePortfolio

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Bret Eynon

Bret Eynon

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  • 1. Making Connections High Impact Practices & the Integrative ePortfolio Bret Eynon, Ph.D LaGuardia Community College, CUNY
  • 2. Building a Field • AAEEBL (Association for Authentic, Experiential & Evidence-Based Learning) http://www.aaeebl.org/ • Inter/National Coalition for ePortfolio Research http://ncepr.org/ • ePortfolio Action & Communication (ePAC) http://epac.pbwiki.com/ • Making Connections National Resource Center, based at LaGuardia Community College http://www.lagcc.cuny.edu/connections/ • International Journal of ePortfolio Research (IJePR) to be hosted by Virginia Tech, launched in January 2011
  • 3. Current ePortfolio Typologies Integrative ePortfolios Career & Credential ePortfolios Assessment ePortfolios Learning ePortfolios
  • 4. ePortfolio as Social Pedagogy Collaborative Integrative Interactive RecursiveEmbodied Adaptive
  • 5. The Integrative Learning Project “Fostering students' abilities to integrate learning -- over time, across courses, and between academic, personal and community life -- is one of the most important goals and challenges of higher education.” The Integrative Learning Project: 10 Colleges, including LaGuardia, Portland State, Carleton College. Sponsored by Association of American Colleges & Universities and the Carnegie Foundation for the Advancement of Teaching http://www.aacu.org/integrative_learning/index.cfm http://gallery.carnegiefoundation.org/ilp/
  • 6. ePortfolio & Integrative Learning Helps students to: • Examine links across courses, disciplines & semesters • Consider their own growth and change over time
  • 7. ePortfolio & Integrative Learning •Link academic & lived experiences •Develop new sense of self as learners & emerging professionals •Prepare to present ePortfolio for employment or advanced education
  • 8. Connecting through ePortfolio Student Student Faculty & Staff External Audiences Across Disciplines Across Semesters Academic Curriculum Lived Curriculum
  • 9. ePortfolios and the Challenge of Reconnecting the Curriculum to a Life of Practice Randy Bass (Georgetown University) AAEEBL Annual World Conference ePortfolios & the Emergent Learning Ecology July 20, 2010
  • 10. High Impact Practices (National Survey of Student Engagement--NSSE) • First Year Experience • Learning communities • Writing intensive courses • Collaborative assignments • Undergraduate research • Global learning/ study abroad • Internships • Capstone courses and projects
  • 11. High Impact Activities & Outcomes High Impact Practices: • First-year seminars and experiences • Learning communities • Writing intensive courses • Collaborative assignments • Undergraduate research • Global learning/ study abroad • Internships • Capstone courses and projects Outcomes associated with High Impact Practices • Attend to underlying meaning • Integrate and synthesize • Discern patterns • Apply knowledge in diverse situations • View issues from multiple perspectives • Gains in Skills, knowledge, practical competence, personal and social development
  • 12. Participatory Culture of the Web Features of participatory culture • Low barriers to entry • Strong support for sharing one’s contributions • Informal mentorship, experienced to novice • Members feel connected to each other • Members sense of ownership of what is created • Strong collective perception that something meaningful is at stake How do we make classroom learning more like participatory culture? Jenkins, et. al., Confronting the Challenges of Participatory Culture MacArthur Foundation, 2008
  • 13. Characteristics of High Impact Practices & Participatory Web Culture Participatory Culture  Low barriers to entry  Sharing one’s contributions  Informal mentorship, experienced to novice  Members feel connection to each other  Students ownership of what is created  Strong collective sense that something is at stake High impact experiences  Attend to underlying meaning  Integrate and synthesize  Discern patterns  Apply knowledge in diverse situations  View issues from multiple perspectives  Skills, knowledge, practical competence , personal and social development
  • 14. The Traditional Curriculum Informal Learning Participatory culture High Impact Practices Experiential Co-curriculum
  • 15. The Traditional Curriculum Informal Learning Participatory culture High Impact Practices Experiential Co-curriculum Proposition: College-based ePortfolios are a space for creating an identity that links the experiences of the traditional or formal curriculum with the pedagogical and co- curricular experiences that engage and transform learners.
  • 16. 30 campus teams: 15 CUNY,15 non-CUNY, 10 Community College, 20 BA and Graduate programs FIPSE-funded Mini-Grant & Seminar Program Sustained professional learning community Campus teams plan and implement ePortfolio http://www.lagcc.cuny.edu/connections/ Two new US DOE grants ($4.4 million) designed to deepen impact and broaden national reach
  • 17. • Rutgers University (NJ) http://www.douglass.rutgers.edu/index.php?page_name=eportfolio_portal SUNY--Empire State College http://www.esc.edu/esconline/online2.nsf/ESChome.html • Lehman College, CUNY http://eportfolios.commons.gc.cuny.edu/2010/07/21/student-leadership-reflection-and- assessment-at-lehman-college/ • Queensborough Community College, CUNY http://www.qcc.cuny.edu/eportfolio/
  • 18. Douglass Advising Framework •Integrative learning: pathways connect our students’ learning experiences across multiple domains •Self-authorship: students reflect on their own experience (ePortfolio, Mission course, dialogue with advisors) •Feminist principles: power to create knowledge and the power to make decisions resides with student, not the advisor “In terms of feminist pedagogy, the authority of the feminist teacher [advisor, mentor] as intellectual and theorist finds expression in the goal of making students themselves theorists of their own lives by interrogating and analyzing their own experience” Weiler, K. "Freire and a feminist pedagogy of difference." Harvard Educational Review 61.4 (1991): 449. Academic Search Premier. EBSCO. Web. 25 Apr. 2010.
  • 19. Kae Yamane, Integrating interests
  • 20. Degree Planning: SUNY-Empire State College ePortfolio Pilot, 2009-2010: 3 Linked Studies • ESC 101: Introduction to College Learning and Preparation for Degree Planning (4 credit transition to college study group initiated in Manhattan, 2009; expanding to Brooklyn, SI in Fall 2010) • Crafting the Prior Learning Essay (2-credit study group to help students assess/articulate experiential learning; initiated in Manhattan 2010; expanding to Brooklyn, SI in Fall 2010) ) • Career Building through ePortfolio (4 credit study students learn to design, publish and maintain an ePortfolio for personal or career purposes; initiated in Manhattan in 2009) Metropolitan Center
  • 21. Metropolitan Center Crafting the Prior Learning Essay • 2-credit study group for students beyond their first term, many of whom have gotten “stuck” in the system; • Macro: Explores the often political relationship between formal education and experiential learning; • Micro: Uses process pedagogy, rhetorical concepts and guided reflection to help students identify and describe “college level learning”; • Objective is for each student to complete one polished PLA essay
  • 22. Crafting the Prior Learning Essay 1.0 (Spring 2010): The Role of Eportfolio • Instructor publishes assignments, worksheets and sample texts in her eportfolio; updated every week and shared with group • Students add iterative assignments as artifacts to Angel; publish and share eportfolio periodically; opportunity to comment on each other’s developing PLA drafts • Students publish a final eportfolio including all written work and a final assigned reflection • All assignments print based; privileges alphabetic and essayistic literacy Metropolitan Center
  • 23. Metropolitan Center Crafting the Prior Learning Essay: The Students “Dan” Over my career in the theatre and film I have appeared in over 150 plays and musicals… During the multi-year stint in Cabaret, I began to work on a script for a one man theatre piece with music. …I learned new skills as a writer, performer, and producer…. Tourette’s Syndrome has been my greatest challenge and very possibly, a gift. It is very difficult to live with, but I have learned more from having it than almost anything I have done thus far.
  • 24. Lehman College Title V SI Program • Provides Supplemental Instruction for gateway courses in business, mathematics, and science • Employs 18-24 SI Leaders + 4-8 SI Assistant Supervisors each term • Serves to 3,000 students and 110 faculty members each term. • SI Leaders build reflective ePortfolios to focus training, build leadership skills, and process the peer mentoring experience
  • 25. SI in Action
  • 26. Results: • Improved time management skills • Improved self-assessment skills • Improved quantitative and qualitative analysis skills • Increased program quality and consistency • Increased creativity
  • 27. SI Leader ePortfolios & Student Growth My understanding of the leader role has changed over the course of this semester: not only was I able to better help others achieve; I was better able to help myself. Viollca Kurtaj This process helps me see time in linear and cyclical ways. Making small deadlines and dividing big tasks into smaller and easier to accomplish tasks (divide and conquer or jigsaw), my goals get easier to tackle. Jinnie Lee
  • 28. Making Connections: “The characteristic of artistic design is the intimacy of relations that hold the parts together.” John Dewey: Art and Experience Student Learning Spaces: Cornerstone Integrative Learning Projects
  • 29. “Songs of Our Fathers” Illustrative Gifts to a Freshman Composition Student
  • 30. Interdisciplinary Wiki
  • 31. Queensborough Digital Storytelling Example: Process followed in Interdisciplinary Wiki Collaboration Project: • English 103 Student – writes an essay and shares it with ENG099 students and a capstone Theater student • ENG099 students give comments and gifts • The Theater Student "PRESENTS" the composition • The English Student REFLECTS on the collaboration process • Based on the project's collaboration, the English Student revises/finalizes his essay and creates a DIGITAL STORY
  • 32. The Project as a High Impact Practice • Common Intellectual Experience • Cornerstone Course • Global/Diversity Learning • Service Learning • Virtual Learning Commmunity
  • 33. Think, Learn and Understand “In the beginning I thought „wow‟ this is hard. Then as one step led to another I saw it was easy. This project made me see I can do more than I think.” Student #7 EN101 - Darcy -10.0% 0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% While doing this project, I considered how I think, learn and understand information. Survey #1 Survey #3 Difference Survey #1 Survey #3 Difference Never 0.9% 2.2% 1.3% Not Often 3.5% 1.1% -2.4% Sometimes 26.1% 16.5% -9.6% Often 39.6% 50.5% 10.9% Always 30.0% 39.7% 9.7%
  • 34. FallSpring Retention • Fall First Time/Full Time ’09: 88.0% • Fall First Time/Full Time’09, Project Cohort: 92.6%
  • 35. • CUNY 2 Yr College • 15,000 credit students (+ 35,000 non-credit) • Dizzying diversity: 70% non-native born, from 160 nations, 119 primary languages • Majority female, low income, first generation college-goers City of the World • 2/3 non-native English speakers • 80-90% must take developmental skills
  • 36. LaGuardia’s Integrative Strategy Enrich Student Learning • Build Student Engagement • Reflection & Metacognition to deepen learning process • Advance Student Outcomes Assessment: • Faculty and staff deepen understanding of who students are and how they learn • Re-think outcomes assessment, use authentic classroom work eResume • Students showcase achievements for career & transfer
  • 37. 0 1000 2000 3000 4000 5000 6000 7000 8000 9000 10000 370 1868 5024 6339 8249 9325 2003-4 2004-5 2005-6 2006-7 2007-8 2008-9 9,325Students Enrolled in ePortfolio Classes, 2008/9
  • 38. ePORTFOLIO INTENSIVE COURSES selected by faculty and programs CAPSTONE COURSES IN THE MAJOR Students Complete Graduation ePortfolio FIRST YEAR ACADEMY (1st semester) Students begin Basic ePortfolio in Introduction to the Major course FUNDAMENTALS OF PROF’L ADVANCEMENT Students build Intermediate ePortfolio in required career development course
  • 39. The Evolution of Student ePortfolios Mature, capstone ePortfolios that contextualize learning in a major, connect courses and personal interests, and integrate learning across the curriculum. Limited course-focused ePortfolios in a single set of courses in learning communities that set a context for basic skills learning or for initial, college-level work.
  • 40. A Digital Archive Becomes an ePortfolio
  • 41. A First Course Experience: Becomes a Basic ePortfolio
  • 42. Becomes a Multi-Semester Record of Student Learning, Artifacts & Reflections
  • 43. LaGuardia ePortfolio video
  • 44. Engagement & Critical Thinking 45% 50% 55% 60% 65% 70% 75% 80% 57.7% 67.8% National LaGuardia Engagement & Critical Thinking: How much has your coursework emphasized synthesizing & organizing ideas, information, or experiences in new ways? % of students responding Quite a Bit or Very Much. n=1,506
  • 45. Engagement & Critical Thinking 45% 50% 55% 60% 65% 70% 75% 80% 57.7% 67.8% 78.9% National LaGuardia ePortfolio Engagement & Critical Thinking: How much has your coursework emphasized synthesizing & organizing ideas, information, or experiences in new ways? % of students responding Quite a Bit or Very Much. n=1,506
  • 46. 66% 68% 70% 72% 74% 76% 78% Comparison 72.6% 70.2% ePortfolio 77.7% 77.9% FALL 2007 (ePortfolio n= 2525) SPRING 2008 (ePortfolio n = 2330) Course High Pass Rates From Engagement to Learning
  • 47. 64 66 68 70 72 74 76 78 80 82 84 Non-ePort 70.7 72.5 70.4 ePort 75.1 78.3 82.1 2005-8 Collegewide 2009 Collegewide 2009 Faculty in Seminars Next Semester Retention Rates ePortfolio vs. Comparison Courses
  • 48. Professional Programs, Employers, & Career ePortfolios
  • 49. A Learning Faculty • Outcomes Assessment via Periodic Program Reviews • Nuanced assessment Real student work and faculty-developed rubrics • Measure growth over time, across disciplines
  • 50. Extensive & Intensive Support Multiple Faculty Seminars (ePortfolio Explorer, ePortfolio in the Professions, ReThinking the Capstone, etc.) • ePortfolio Studio • Student Technology Mentors • ePortfolio Consultants
  • 51. Practical Tips for Integration & Impact 1. Pedagogy Guides Technology 2. Engage the Whole Student (Co-Curriculars, Life Experience, Identity) 3. Design Backwards for Critical Reflection and Higher Order Thinking 4. Support Faculty Development as a Sustained Classroom Inquiry
  • 52. 5. Student Support via Peer Mentoring generates Peer Learning 6. Use Multiple Media to enhance Creativity, Self- Expression, and Interaction 7. Frame Assessment as Faculty Research. Focus on Student Learning 8. Prepare for College-Wide Change Practical Tips for Integration & Impact
  • 53. Connected Learning Integrative Institutional Structures: Curricular, Co-Curricular, Assessment, Faculty Development Integrative Pedagogy: Guiding & Prompting Reflection Intentionally Integrative Curriculum Design, by Departments & Majors Student Work & Reflection: Actively Making Connections
  • 54. Resources Kathleen Blake Yancey, Barbara Cambridge, and Darren Cambridge, eds., Electronic Portfolio 2.0: Emergent Research on Implementation and Impact (Stylus, Jan. 2009). Randy Bass and Bret Eynon, “Capturing the Visible Evidence of Invisible Learning,” in Academic Commons, January 2009 http://www.academiccommons.org/issue/January-2009 Bret Eynon, “It Helped Me See a New Me: ePortfolios, Learning & Change at LaGuardia,” in Academic Commons, January 2009. http://www.academiccommons.org/issue/January-2009 J. Elizabeth Clark and Bret Eynon, “ePortfolio @ 2.0: Surveying the Field,” Peer Review (Winter 2009) AAEEBL World ePortfolio Conference, Boston July 25-28, 2011 http://www.aaeebl.org/
  • 55. Thank You http://www.lagcc.cuny.edu/connections/
  • 56. Video shown in presentation: http://www.eportfolio.lagcc.cuny.edu/video/video.html

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