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Capturing Student Learning: ePortfolio for Physical Therapist Assistants Physical - Therapist Assistant, LaGuardia Community College
 

Capturing Student Learning: ePortfolio for Physical Therapist Assistants Physical - Therapist Assistant, LaGuardia Community College

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Capturing Student Learning: ePortfolio for ...

Capturing Student Learning: ePortfolio for
Physical Therapist Assistants
Physical Therapist Assistant, LaGuardia Community College

The PTA program strives to help students become ethically and clinically competent professionals. The ePortfolio system developed by the PTA program encourages students to reflect and connect their academic growth and clinical
experiences across the PTA curriculum. The strength of the ePortfolio program in preparing competent professionals was a significant contributing factor in the re-accreditation of LaGuardia’s PTA program in 2009.
• Clarence Chan, Associate Professor
• Debra Engel, Chair of Physical Therapist Assistant Program
• Jackie Ross, Academic Clinical Coordinator of Education

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    Capturing Student Learning: ePortfolio for Physical Therapist Assistants Physical - Therapist Assistant, LaGuardia Community College Capturing Student Learning: ePortfolio for Physical Therapist Assistants Physical - Therapist Assistant, LaGuardia Community College Presentation Transcript

    • Clarence Chan, PT, DPT Debra Engel, PT, DPT Jackie Ross, PT,DPT Physical Therapist Assistant Program , LaGuardia Community College, CUNY
      • Why ePortfolio?
          • What does the program get from it?
          • What do the students get from it?
          • What have we learned from the experience?
      • Systematic way to address college core competencies
      • Holistic approach to address professional core competencies
      • Program/faculty collaboration
      • A vehicle to examine and archive student growth and to validate program success
      • (Critical literacy )
        • ( SCT101) Introduction to Physical Therapy/Pathology paper 
        • (SCT231) Evidence based Capstone Research Paper
      • (Quantitative & Research literacies)
        • (SCT211) Evidence based intervention research (1 article) 
        • (SCT231) Evidence based Capstone Research Paper (3 articles)
      • (Oral communication)
        • (SCT101) Oral presentation on diagnostic condition 
        • (SCT230) Group Project Presentation in teams
      • (Technology literacy)
        • (SCT102) Introduction to Profession Portfolio 
        • (SCT292) Reflection on the Career-PTA Graduate ePortfolio Showcase
    • Baseline Program Courses SCN 195 (Urban Studies) SCT 101 SCT 102 SCT 203 SCT 211 SCT 212 SCT 220 SCT 221 SCT 230 SCT 290 SCT 291 SCT 292 SCT 231 (capstone) Critical Literacy (Writing Intensive) 1 ENG099/ENG101/ESL X X X Quantitative Reasoning 2 X X Oral Communication 3 a course X X X X Research and Information Literacy 4 X X Technological Literacy x X Capstone ePortfolio
      • Professional Duty
        • (SCT101) Mission Statement page and Advocacy Letter 
        • (SCT231) Capstone course studio hour - professional ePortfolio for future employers or schools of higher education
      • Clinical Skills
        • (SCT203) Kinesiology analysis /Biomechanics and Injury 
        • (SCT212) Clinical Case study 
        • (SCT 290, 291, 292) Clinical Competencies Workbooks
      • Group Dynamics
        • (SCT102) Medical Ethics Case Study group presentation 
        • (SCT221) Advances in prosthetics and orthotics group project presentation
      • Cultural Competency
        • (in revision)
      • Allow all PTA faculty to view academic, clinical, and personal growth as the student progress through the pro gram
      • Encourage all PTA faculty to develop course work and assignment that are staged through the entire program
      • Provide all PTA faculty the opportunity to assess student attainment of all educational competencies prior to graduation
      • PPR – 2008
        • Evaluated critical literacy using the LaGuardia rubric
          • Result –
            • incorporating diagnostic reading exam to the incoming students
            • Revised and staged written assignments
      • 2010 –
        • Collect student presentation artifacts 2009-2010
        • adopt an evaluative rubric for oral communication
      • Curriculum Assessment:
      • the curriculum should include a series of organized, sequential and integrated learning experiences
      • the curriculum should incorporate the philosophy, mission and goals of the program
      • the curriculum should include a variety of effective methods to measure student’s achievement of the objectives
      • the curriculum includes effective mechanisms to determine if the students are competent and safe to progress through the curriculum
      • Expanded program objectives based on the professional and institutional competencies
        • Gave a framework to address the evaluative criteria of the accrediting body of the Physical Therapy Education
      • Provided evidence of implementation, assessment, and analysis of the PTA curriculum
      • Provides a repository of pre-clinical and clinical work
      • Enhances technological competency
      • Encourages exploration and development of creativity and individuality via multimedia expressions
      • Promotes ongoing review, reflection, and integration of course work throughout the program
      • Creates a professional identity to help prepare for workplace and/or continued professional education
      • Carolyn Humphrey 2008
      • Orsolyn Teer 2009
      • Lindsay Addae 2009
      • Andrezez Bajgerowicz 2009
      • Justyna Sienkiewiez 2010
      • Carlos Lopez 2010
      • Faculty collaboration
      • Pedagogical tool
      • Assignment creation
      • Assignment progression
      • Culmination of knowledge (Capstone experience)
      • Continuum of learning
      • Complementary to traditional assessment
      • Window to student’s world
      • It can work
      • Takes time
      • Don’t wait
      • It’s an evolution
      • Can’t do it alone
      • Results may vary
    • Clarence Chan, PT, DPT Debra Engel, PT, DPT Jackie Ross, PT,DPT Physical Therapist Assistant Program , LaGuardia Community College, CUNY