Brooklyn College, Empire State University, Rutgers University

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ePortfolio project overview from: …

ePortfolio project overview from:
Brooklyn College,
Empire State University,
Rutgers University

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  • 1. Campus Projects presented by Brooklyn College Empire State College Rutgers University
  • 2. SEEK Department Brooklyn College / CUNY Martha J. Bell Carlos Cruz Tracy Daraviras Sharona A. Levy Brooklyn College 1/13
  • 3. SEEK Program
    • = S earch for E ducation, E l evation and K nowledge
    • NYS legislatively-mandated higher education opportunity program at CUNY’s senior colleges for educationally and economically disadvantaged students
    • Provides special academic, financial and counseling assistance to entering, 1 st -time students who graduate from NYS public schools
    • Comparable programs at public and private colleges (EOP & HEOP) in NY, CA, NJ & PA
    • SEEK Department @ BC
      • 859 students, ~250 freshmen (2008 data)
    Brooklyn College 2/13
  • 4. BC SEEK Department, Benchmarks for Success – Freshman Benchmarks brochure, 2009 What are the BC SEEK Benchmarks for Success ? All SEEK students must submit a portfolio assessing their growth in academic, college and personal development at particular points in their college career. These Benchmarks detail the behaviors and skills deemed necessary by the SEEK Department for student success at Brooklyn College. Each individual benchmark requires a “Writing Response” and “Supporting Evidence” of completion. Brooklyn College 3/13
  • 5. Benchmarks for Success ePortfolio on Blackboard 8.0’s Expo LX Brooklyn College 4/13
  • 6. Making Connections Project: Conceptual Framework for BC SEEK’s Benchmarks for Success Other Benchmarks: Transfer and Probation Brooklyn College 5/13 Type of Benchmark Guiding Question Purpose Transition Freshman Where am I? Extended Orientation High School ⇨ College Sophomore What am I doing? Mid-point General Education ⇨ Major Upperclassman Where am I going? Summative College ⇨ Beyond
  • 7. SEEK Annual Benchmark Cycle Brooklyn College 6/13 Pre-Freshman Summer Program Introduce Benchmarks Fall Semester Freshman Benchmarks Intersession Department Retreat Pedagogy & IT Discussion Sophomore Benchmarks Spring Semester Examine, Discuss, Revise Benchmarks May Department Retreat
  • 8. SEEK AY 2009-10 Benchmark Plan Brooklyn College 7/13 June 2009 Pre-Freshman Summer Program Orientation Distribution Workshops Fall Semester 2009 Discriminator items identified Rubrics & Norming Assessment (Individual & Programmatic) Sophomore Benchmarks uploaded to BB January 2010 Intersession Department Retreat Upperclassmen Benchmarks Pilot “ Best Benchmarks” honored at Awards Ceremony Upperclassmen Pilot Analyzed Collection & Assessment of Sophomore Benchmarks Spring Semester 2010 May 2010 Department Retreat Upperclassmen Pilot Results Revisions of all Benchmarks
  • 9. SEEK Department, Brooklyn College 8 th CUNY IT Conference, Dec. 4, 2009 Academic Benchmark D-1 Writing Response Brooklyn College 8/13
  • 10. SEEK Department, Brooklyn College 8 th CUNY IT Conference, Dec. 4, 2009 Academic Benchmark D-1 Proof Brooklyn College 9/13
  • 11. Personal Benchmark C - Writing Response Brooklyn College 10/13
  • 12. Personal Benchmark C - Supporting Evidence Brooklyn College 11/13
  • 13.
    • Joy of finishing the task !!!
    • My Benchmark Terror!!
    • Effort and Determination is the Reward.
    • TGIO- Thank God Its Over.
    • Benchmarks…..hard? not really…
    • I Learned A Lesson...
    • I Kissed Benchmarks Good-bye! Peace.
    • A Struggle…a Nightmare…a Relief!!!
    • Thank You God It's Over ... No ! I forgot it will be back
    • Common Sense!
    Student Reflections on Benchmarks – Subject Headings Brooklyn College 12/13
  • 14.
    • “ We had five months to collect all proofs, attend events, write and do all the other things that were required. Even with all the time I had, I left most of the things for the last minute. I now know that must manage time more wisely and also take advantage of it.” –A. R.
    • “ To be honest, doing the benchmarks electronically was better than actually writing on paper. This saves time, ink, and paper.”-J.B.
    • “ After finishing my Benchmarks I was fluent with the Brooklyn College campus.” –A. M.
    • “ The process of working on the Freshman Benchmarks was very time consuming. I honestly believed that there was no point in working on them, just because at the time I thought it would not be beneficial to me. After all everything had to do with my own development as a student in this first semester of college so why would someone want to read about that?. Now I understand that in a way this was like a mirror to me, I was able to look at myself and the long way I have come since graduating High School.” -B.M.
    Student Reflections on Benchmarks Brooklyn College 13/13
  • 15. Campus Projects presented by Empire State College Brooklyn College Rutgers University
  • 16. CONNECTING LEARNING ePortfolio Project 2009 SUNY Empire State College Metro Center Hudson Street Unit Empire State College 1/13
  • 17. Making Connections Proposal
    • Include ePortfolio in the piIot Study Group: ESC 101: Introduction to College Study and Preparation for Degree Planning
    • Develop new study groups: ePortfolio for Career Development; Disease in History…
    • Learn about how to design assignments to implement ePortfolio in each study group
    • Bring in stakeholders: Dean, IT team
    SUNY Empire State College Metro Center Hudson Street Unit Empire State College 2/13
  • 18. We begin, and then….
    • SLOW DOWN, YOU MOVE TOO FAST
    • GOT TO MAKE THE LEARNING LAST
    SUNY Empire State College Metro Center Hudson Street Unit Empire State College 3/13
  • 19. Metro Center ePortfolio Project
    • Where our ePortfolio project begins; what we have learned to date:
    • Discovering the virtues of the concrete
    • ESC101 - Fall 2009: nine students initiate ePortfolios, with skills inventories, Critical Thinking essays and Goal Statements
    • Nine complete pre-test; will also do post-test
    • CHALLENGES:
    • Instructional Technology Specialist leaves
    • Bob Carey named Interim Associate Dean
    SUNY Empire State College Metro Center Hudson Street Unit Empire State College 4/13
  • 20. ESC 101: Introduction to College Learning and Preparation for Educational Planning
    • A. PURPOSE
    • This study group is designed as an extended orientation opportunity to prepare students to be successful at Empire State College.
    • B. LEARNING ACTIVITIES
    • Students will assess their own readiness for college study and practice academic reading and writing skills by exploring the theme of liberal education.
    • Students will work on steps to prepare for degree planning and learn about degree planning requirements, resources and activities. They will explore degree options, as well as professional and academic expectations.
    • Students will also become familiar with ESC practices, learn how to navigate the ESC environment, and initiate an ePortfolio to capture their learning and document their progress.
    SUNY Empire State College Metro Center Hudson Street Unit Empire State College 5/13
  • 21. SUNY Empire State College Metro Center Hudson Street Unit
    • ESC 101: Introduction to College Study and Preparation for Degree Planning
    • ESC 101 is a “blended” study combining group meetings and work in the ANGEL learning environment.
    • Resources/Textbooks:
    • College Study: The Essential Ingredients, 2 nd Edition by Sally A. Lipsky, published by Pearson Prentice-Hall, 2008.
    • Other readings provided by the instructors. Some will be posted in ANGEL.
    • Selected portfolio development materials
    • THEME: Your reading, writing and discussion assignments will focus on the purposes and value
    • of college (post-secondary) education, and in particular, on liberal education. You will articulate
    • your own reasons for attending college and then read, analyze and think critically about what
    • various authors have written about college education. You will preserve your work in an ePortfolio.
    • (continued…)
    Empire State College 6/13
  • 22. SUNY Empire State College Metro Center Hudson Street Unit
    • (continued)
    • Student Learning Outcomes:
    • Will know their own academic strengths and weaknesses and will learn strategies for developing their skills,
      • will have assessed their learning styles and skills
      • will become familiar with the concept of active reading and effective
      • reading and note- taking strategies
      • will have practiced reflective learning
      • will become familiar with time management tools and how to use them
    Empire State College 7/13
  • 23. ESC 101 SYLLABUS, P. 2
    • Student Learning Outcomes Continued:
    • Will acquire basic ESC survival skills
      • Will be able to navigate Angel and MyESC
      • Will be able to navigate the ESC library and find a journal article
    • Will understand expectations and steps in degree planning,
      • Will become familiar with the College’s degree planning resources and DP Planner
      • Will have developed a career goal statement and preliminary direction for the degree plan
      • Will have explored professional and academic expectations
      • Will have researched and compared majors and requirements of at least two other colleges
    • Will be introduced to and have practiced college-level academic skills
      • Understands structure of a summary and a college essay
      • Will have practiced paraphrasing
      • Will have completed 2-3 summaries
      • Will have completed two essays; at least one will use sources
      • Will be introduced to the concept of critical thinking
    • Will have set up a basic ePortfolio with selected materials, comments and reflections
    SUNY Empire State College Metro Center Hudson Street Unit Empire State College 8/13
  • 24. The first round of ESC101
    • Learning to use the ANGEL ePortfolio —just how Angelic is it
    • What do students know/don’t know/fear
    • How to begin the reflective process?
    • Tying artifacts to the learning and reflection
    SUNY Empire State College Metro Center Hudson Street Unit Empire State College 9/13
  • 25. Faculty development
    • Create a space and time for faculty to experiment, with support
    • Realize the utter concreteness of the process; need step-by-step scaffolding
    • ePortfolio for Career Development, SP 10
    • Bring two new members onto the team
    • Introduce ePortfolios and reflective writing to eighteen faculty at faculty seminars
    SUNY Empire State College Metro Center Hudson Street Unit Empire State College 10/13
  • 26. Technical support What to do when you don’t have support for Instructional Design or technology development. SUNY Empire State College Metro Center Hudson Street Unit Empire State College 11/13
  • 27. ePortfolio Project Next Steps
    • Hire Instructional Technology Specialist
    • Expand New Student Orientation to include:
      • Academic Skills Assessment
      • Goal Statement
      • Self-Directed Learning Essay
    • Initiate ePortfolio as part of Orientation
    • Develop follow-up series of Workshops for ePortfolio development
    SUNY Empire State College Metro Center Hudson Street Unit Empire State College 12/13
  • 28. Beginning here Going there……. SUNY Empire State College Metro Center Hudson Street Unit Empire State College 13/13
  • 29. Campus Projects presented by Rutgers University Brooklyn College Empire State College
  • 30.
    • Overview of the Year:
    • Collaborated with Career Services to design Rutgers ePortfolio through Sakai; Beta-tested in summer 2008 and piloted with 250 FIGs students in fall 2008
    • Redesigned entire portfolio, created templates, and beta-tested with 23 students in summer 2009
    • Introduced portfolio to 2180 users in FIGs and Aresty Research Program
    • Developed ePortfolio website
    • Currently planning ePortfolio contest
    Rutgers University 1/17
  • 31.
    • Initial goals of this year:
    • Implement an ePortfolio for undergraduate students on the Rutgers New Brunswick campus including students enrolled in honors programs, the Aresty Undergraduate Research program, EOF, and FIG’s.
    • Provide students with a way of integrating all of their learning experiences, including coursework, jobs, internships, organizational memberships, develop a deeper appreciation of academic and scholarly work through a process of reflection on and synthesis of their own learning experiences, and increased engagement with faculty with expertise to guide them in the development of their intellectual skills
    • (continued…)
    Rutgers University 2/17
  • 32.
    • Initial goals of this year:
    • (continued)
    • Provide the institution (faculty, staff, and advisors) with better insight into students’ perspectives on learning through a process of inquiry, reflection and development, a cutting edge tool for showcasing student achievements, integrating curricular and co-curricular aspects of their experience, and a way to assess whether students’ learning experiences match the intention of the learning outcomes
    Rutgers University 3/17
  • 33.
    • Challenges and changes along the way:
    • Time
    • Peer Instructors not required to develop their own ePortfolio
    • Limitations of the platform (Sakai)
    • Too few trainers to instruct students and faculty on portfolio use
    • Stakeholders and Faculty Engagement
    • “ Pilot an ePortfolio system that allows students to collect their undergraduate output (papers, videos, documents, etc.) on a single online location to share with potential employers and graduate and professional schools” (President Richard L. McCormick, Strategic Goals for Rutgers University and 2009–2010 Areas of Emphasis and Effort)
    • 118 faculty and administrative staff utilizing or reviewing the portfolio for program use
    Rutgers University 4/17
  • 34.
    • Highlights of Achievement (from our students)
    • As far as the E-portfolio goes, I did like being able to formally analyze the work that I've done. As you said, it gave me a chance to reflect on my project and realize just how valuable it is
    • I think the ePortfolio was put in place for personal growth and reflection, while as the same time helping to establish a foundation for resumes and applying to jobs. With that said, viewing the ePortfolio objectively, I do like the idea behind the ePortfolio. I often find myself going through my classes, doing what I have to do to achieve a certain grade, and then moving on to the next semester. I feel accomplished and satisfied achieving good grades, but I think the ePortfolio has made me realize there’s more to the learning experience, and college for that matter, than good grades. The reflections in the ePortfolio taught me something. Not specifically in regard to the reflection topics provided in the matrix, but about reflecting in general. Having to sit down and reflect about how I’ve grown as a person in recent years through my classes and life experiences has helped me formulate a better understanding of myself and where I would like to go with my life. As college students, I now understand how critical reflection is to our maturation into adulthood.
    Rutgers University 5/17
  • 35.
    • Benchmarks & Progress
    • All students in FIGs and Aresty programs are creating portfolios – 2180 students!
    • Feedback is being solicited from FIGs, PIs and Aresty students.
    • Statistics or plans for implementation/pilot
    • 24% of first-year students are creating an ePortfolio
    • 8% of the undergraduate student population is using ePortfolio in the pilot phase
    • Lessons learned/Recommendations
    • There are many philosophies to developing ePortfolios. You can’t make everyone happy.
    • Students wait for the last minute to complete their work; no matter how much testing is completed, students will find more error codes; the error codes are discovered at the 11 th hour of the assignment deadline and must be corrected ASAP!
    Rutgers University 6/17
  • 36.
    • What’s next?/Plans for next year?
    • Include Advising , Career Services, CESEP, EOF, and honors in ePortfolio use
    • Introduce ePortfolio at Orientation
    • Create manual and tutorial videos for faculty and administrative staff
    • Develop a training system for students on ePortfolio use
    • Increase faculty involvement
    • Create an ePortfolio gallery
    • Develop FAQ’s
    • Continue to de-bug
    • Finalize ePortfolio website - http://undergraduate.rutgers.edu/rutgers_eportfolio/
    Rutgers University 7/17
  • 37. Rutgers University 8/17
  • 38. Rutgers University 9/17
  • 39. Rutgers University 10/17
  • 40. Rutgers University 11/17
  • 41. Rutgers University 12/17
  • 42. Rutgers University 13/17
  • 43. Rutgers University 14/17
  • 44. Rutgers University 15/17
  • 45. Rutgers University 16/17
  • 46. Rutgers University 17/17