Queensborough CC, Molloy College, School of Professional Studies

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ePortfolio project overview:
Queensborough CC,
Molloy College,
School of Professional Studies

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Queensborough CC, Molloy College, School of Professional Studies

  1. 1. Campus Projects presented by Queensborough Community College School of Professional Studies Molloy College
  2. 2. 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 within Epsilen: Cornerstone Integrative Learning Projects “ ” 1/14 Queensborough CC
  3. 3. The Goals of a Cornerstone Experience <ul><li>Fostering students’ abilities to integrate learning—across courses, over time, and between campus and community life—is one of the most important goals and challenges of higher education. The undergraduate experience can be a fragmented landscape of general education courses, preparation for the major, co-curricular activities, and “the real world” beyond the campus. But an emphasis on integrative learning can help undergraduates put the pieces together and develop habits of mind that prepare them to make informed judgments in the conduct of personal, professional, and civic life (Carnegie Foundation). </li></ul>2/14 Queensborough CC
  4. 4. Project Milestones 2007-2009 3/14 Queensborough CC
  5. 5. The Beginning: 2007 <ul><li>The Making Connections Team created an assignment to scaffold integrative learning: </li></ul><ul><ul><li>Read “Poets in the Kitchen.” Select three of Paule Marshall’s writing techniques and use them to write your own essay on stories you have heard in your family. Use visuals to provide a rich context to your story. You may add quotes, music, graphs, or documentary clips from You Tube. Each time you integrate reading, writing, visuals, and music into your assignment, think about the relation that exists between the ways of knowing in each genre. Do not illustrate your essay, provide other ways of knowing about the same subject. </li></ul></ul><ul><li>Problem: No assessment or reflection built into the assignment other than class presentation which became a kind of public reflection. </li></ul>1 faculty member 18 students 4/14 Queensborough CC
  6. 6. “ Songs of our Fathers” Illustrative Outcome by a Freshman Composition Student (Excerpt from a PowerPoint with audio) View it here… Shared ObjectsEnglish Use Access Key: 1986 5/14 Queensborough CC
  7. 7. Making Connections: Fall 2008 <ul><li>Working with the Academic Computing Center, Jo Pantaleo, Pat Spradley, Bruce Naples, and Jean Darcy created a Student Learning Space on the Epsilen Wiki. One of Pat Spradley’s Education students created a cultural autobiography on the Learning Space and Jean Darcy’s Freshman Composition students created “rich description” essays. </li></ul><ul><li>Problem: Both classes used integrative learning but there was no real interdisciplinary exchange and no real reflection or “think-alouds.” </li></ul>2 faculty members 21 students 6/14 Queensborough CC
  8. 8. “ Memories of My Mother” Illustrative Outcome by a Freshman Composition Student View it here… 7/14 Queensborough CC
  9. 9. Making Connections: Spring 2009 <ul><li>Created a three part Cornerstone team that provided a structure for integrative learning and reflection </li></ul><ul><ul><ul><li>Anita Ferdenzi, (Education) Arlene Kemmerer, (Basic Skills) Jean Darcy (English) </li></ul></ul></ul><ul><li>Using an Epsilen Group and Wiki we created a three class collaboration space for Student Learning and Reflection </li></ul><ul><li>Basic Skills reading students will read the Freshman Composition students essays and respond to those essays by offering “gifts” that helps the students move into a “rich description” using visuals, jokes, quotes, statistics, or You Tube inserts. </li></ul><ul><li>Education students will comment on the essays by sharing with the students models of multiple intelligences and how they think those models apply to their essay. Reflection is built into the dialogue between Education students and Freshman Composition students/Basic Skills students. </li></ul>3 faculty members, 75 students 8/14 Queensborough CC
  10. 10. Interdisciplinary Epsilen Wiki 9/14 Queensborough CC
  11. 11. Workshop: Summer of 2009 <ul><li>Eleven faculty members joined our project led by Beth Counihan in the English Department. </li></ul>11 faculty 220 students 10/14 Queensborough CC
  12. 12. Interdisciplinary Group Project: Fall 2009 <ul><li>Group Project </li></ul><ul><li>Project classes participated in workshops where they established Epsilen accounts, joined groups, collaborated using Wikis, and created PowerPoint Presentations </li></ul><ul><li>Some then continued by creating narrated slide-shows using Camtasia </li></ul><ul><li>All students presented their work to their classmates and teacher </li></ul><ul><li>Service Learning Project </li></ul><ul><li>Education Student creates a learning object for Basic Skills student after determining the student’s learning style to be visual / auditory </li></ul>11/14 Queensborough CC
  13. 13. Queensborough Faculty-Conference Presentation on the “Making Connections” Project: October 2009 <ul><li>PRESENTATION STATISTICS </li></ul><ul><li>5 Student Presenters of Digital Storytelling Projects using Integrative Learning </li></ul><ul><li>3 Faculty Presentations </li></ul><ul><li>75 faculty attended including President and Provost </li></ul><ul><li>EXCERPT FROM ONE FACULTY PRESENTATION: An Interdisciplinary Wiki Collaboration </li></ul><ul><li>Sociology with Freshman Composition Digital Stories of Learning & Family </li></ul><ul><li>Dr. Amy Traver’s Sociology Assignment </li></ul><ul><ul><li>In this assignment you will be working with students from the CLIP Program and from one section of Professor Counihan’s English 101 class to both create and augment digital stories of learning and family. </li></ul></ul><ul><ul><li>This project will unfold in stages; each of which must be completed by the stated deadlines. Failure to complete each stage of the project by the stated deadline can have a significant impact on your grade for the project (and course) and the work of your various partners. Think like a sociologist when you read the student’s composition from En 101: </li></ul></ul><ul><ul><li>1) Sociologists attest that no individual’s experience is individual; that, in fact, all of human life is social. Thus, your first goal is to find online a chart, graph, or statistic that indicates to your partner that he/she is not alone in learning what/how he/she learned. For example, if your partner wrote about learning how to ride a bike – search for a graph that documents the number of Americans that learn to ride a bike each year. Or, if your partner wrote about how his/her grandmother helped him/her learn to do homework – search for contemporary statistics on the percentage of American grandparents who are active in their grandchildren’s lives. Cut/paste or offer a link to the chart, graph, or statistic on your partner’s wiki. Offer your partner a written explanation of that chart, graph, or statistic and provide rationale for why you selected/offered it. </li></ul></ul><ul><ul><li>2) … </li></ul></ul><ul><ul><li>3) … </li></ul></ul>As a result of the presentation: 15 Faculty and 375 Students 12/14 Queensborough CC
  14. 14. “ Ghetto Home World” Acting-Student’s Collaboration with Freshman-Composition-Student’s Essay <ul><li>View it here… </li></ul>13/14 Queensborough CC
  15. 15. Team Wins Challenge Grant: December 2009 In January 2010, 15 faculty members will plan how to create rubrics for reflection using the Epsilen Learning Matrix <ul><li>Challenge Grant Teams for Spring 2010 : </li></ul><ul><li>Jean Darcy (New Media Writing) Anita Ferdenzi (Education) Arlene Kemmerer (Basic Skills) </li></ul><ul><li>Beth Counihan (Freshman Composition) Amy Traver (Sociology) Lauren Most (ClIP) </li></ul><ul><li>Trikartikaningsih Byas (Immigrant Literature) Amy Traver (Sociology) Holly O’Donnell (Basic Skills) </li></ul><ul><li>Joan Dupre (Freshman Composition) Barbara (Acting) Regina Rochford (Basic Skills) </li></ul><ul><li>Elise Denbo (Freshman Composition) Georgina (Nursing) Jeff Jankowski (Psychology) </li></ul><ul><li>375 students will participate and the results will be analyzed in June 2010 </li></ul><ul><li>We will be assessing the rubrics themselves </li></ul><ul><li>HETS Conference </li></ul><ul><li>The project was accepted for HETS Conference in Puerto Rico, January 2010 </li></ul>14/14 Queensborough CC
  16. 16. Campus Projects presented by Molloy College School of Professional Studies Queensborough Community College
  17. 17. Reflection on the Journey Making Connections Molloy College Linda Amerigo, NCATE Coordinator Amy Gaimaro, Assistant Professor & Data Manager Division of Education December 18, 2009 1/10 Molloy College
  18. 18. Overview <ul><li>Molloy College Division of Education </li></ul><ul><ul><li>Joined Cohort A in 2009 (one-year experience) </li></ul></ul><ul><ul><li>New ePortfolio assessment </li></ul></ul><ul><li>Summative ePortfolio Self-Assessment Instrument </li></ul><ul><ul><li>Designed for spring 2009 implementation </li></ul></ul><ul><ul><li>Undergraduate Childhood Education Majors </li></ul></ul><ul><ul><li>Aligned rubric to Association for Childhood Education International (ACEI) Standards </li></ul></ul><ul><ul><li>Seeking students’ self-assessment ratings for their knowledge and skills gained throughout program </li></ul></ul>2/10 Molloy College
  19. 19. Instrument <ul><li>16-Question Survey </li></ul><ul><li>Standards-based rubric embedded in student’s ePortfolio template </li></ul><ul><li>Training provided prior to completion of survey </li></ul>Screen shot of survey 3/10 Molloy College
  20. 20. Participants <ul><li>Target of 25 Undergraduate Childhood students </li></ul><ul><li>20 students completed the survey instrument </li></ul><ul><li>Collaborated with field supervisor to plan training during seminar meetings </li></ul>4/10 Molloy College
  21. 21. Challenges <ul><li>Coordinate training sessions during seminar meetings </li></ul><ul><li>Student follow-up to complete survey </li></ul><ul><li>Dissemination of results to faculty advisors </li></ul><ul><li>Small sample size to analyze </li></ul>5/10 Molloy College
  22. 22. Adjustments Made <ul><li>Plans to implement on the graduate level of study </li></ul><ul><ul><li>Will not implement at the graduate level </li></ul></ul><ul><ul><li>Will continue to implement on the undergraduate level </li></ul></ul><ul><ul><li>Adding Undergraduate Childhood/Special Education </li></ul></ul><ul><ul><ul><li>Why? </li></ul></ul></ul><ul><ul><ul><ul><li>Controlled cohort at the undergraduate level </li></ul></ul></ul></ul><ul><ul><li>Data sample concerns </li></ul></ul><ul><ul><ul><li>Revised goals to collect more data on undergraduate level prior to graduate level implementation due to small sample size (N = 20) </li></ul></ul></ul>6/10 Molloy College
  23. 23. Highlights of Achievement <ul><li>80% participation rate </li></ul><ul><li>Students followed instructions and all surveys successfully completed </li></ul><ul><li>Initial data analysis indicate program strengths and weaknesses </li></ul>7/10 Molloy College
  24. 24. Sample of Undergraduate Childhood ePortfolio Template <ul><li>Partial view of ePortfolio template for Undergraduate Childhood Education Majors </li></ul>8/10 Molloy College
  25. 25. Lessons Learned <ul><li>Implement across undergraduate dual initial programs for spring 2010 </li></ul><ul><ul><li>Controlled cohort </li></ul></ul><ul><ul><ul><li>Training </li></ul></ul></ul><ul><ul><ul><li>Implementation </li></ul></ul></ul><ul><ul><ul><li>Analysis </li></ul></ul></ul>9/10 Molloy College
  26. 26. Plans for Next Year <ul><li>Expand implementation for a total of 53 students in Undergraduate Childhood and Undergraduate Childhood/Special Education Programs </li></ul><ul><li>Based on results of spring 2010 implementation </li></ul><ul><ul><li>Consider Graduate Childhood and Graduate Childhood Special Education implementation </li></ul></ul><ul><li>Plan correspondence and training dates during seminar classes </li></ul>1/10 Molloy College
  27. 27. Campus Projects presented by School of Professional Studies Molloy College Queensborough Community College
  28. 28. ePORTFOLIOS IN CUNY ONLINE Barbara Walters, CUNY Online and Kingsborough Community College William Bernhardt, CUNY Online and College of Staten Island Ellen Smiley, CUNY Online and City College of New York 1/25 SPS
  29. 29. 2008 Survey of Faculty, Staff & Admin 2/25 SPS
  30. 30. Making Connections <ul><li>CUNY Online Baccalaureate Consortial faculty participate in the NYC wide Making Connections seminar at LaGuardia </li></ul><ul><ul><li>Funded by a FIPSE Mini-Grant </li></ul></ul><ul><ul><li>Now in Year II </li></ul></ul><ul><li>Working together we have: </li></ul><ul><ul><li>Drafted a set of suggested “tabs” for student portfolios </li></ul></ul><ul><ul><li>Created an overall matrix of basic competencies </li></ul></ul><ul><ul><li>Completed and evaluated a pilot in Research Methods and English using the Expo feature of Blackboard 8.0 </li></ul></ul><ul><ul><li>Completed and evaluated two pilot projects using Digication </li></ul></ul>3/25 SPS
  31. 31. Academic Portfolio: Basic Competencies <ul><li>I. Inquiry and Critical Thinking </li></ul><ul><li>II. Communication </li></ul><ul><li>III. Cultural Diversity and Social Responsibility </li></ul><ul><li>IV. Creativity </li></ul><ul><li>V. Teamwork and Leadership </li></ul><ul><li>VI. Knowledge Base </li></ul>4/25 SPS
  32. 32. Academic Portfolio: Overall Matrix 5/25 SPS Basic Competencies CC 401 CC 403 CC 404 CC 405 CC 406 CC 407 CC 408 CC 409 CC 411 CC 499 I. Inquiry & C. Thinking X II. Comm. X III. Cult. Div. & Soc. Resp. X IV. Creativity X V. Teamwork & Leadership X VI. Knowledge Base X
  33. 33. Research Methods Model <ul><li>Faculty met face-to-face and online to develop a common set of course-based competencies related to course content and the overall matrix </li></ul><ul><li>CC 401 faculty developed specific learning objectives for the course </li></ul><ul><li>Iterative fitting between: </li></ul><ul><ul><li>Substantive knowledge, basic competencies and course learning objectives </li></ul></ul><ul><ul><li>Appropriate reading levels: Edit Central http://www.editcentral.com/gwt/com.editcentral.EC/EC.html </li></ul></ul><ul><ul><li>Bloom’s categories </li></ul></ul>6/25 SPS
  34. 34. Bloom’s Categories 7/25 SPS Knowledge Comprehension Application Analysis Synthesis Evaluation List Summarize Solve Analyze Design Evaluate Name Explain Illustrate Organize Hypothesize Choose Identify Interpret Calculate Deduce Support Estimate Show Describe Use Contrast Schematize Judge Define Compare Interpret Compare Write Defend Recognize Paraphrase Relate Distinguish Report Criticize Recall Differentiate Manipulate Discuss Justify State Demonstrate Apply Plan Visualize Classify Modify Devise
  35. 35. CC 401: Learning Objectives and Assignments 8/25 SPS LEARNING OBJECTIVE SCAFFOLDED ASSIGNMENTS Critical evaluation and synthesis of research conducted by others Essay #1 and Final Research Project Application of ethical standards in conducting and evaluating research Essay #2: The Stanford Prison Experiment and Final Research Project Creation and interpretation of graphic representations of data Essay #3: SPSS Data Analysis Blog and Final Research Project Preparation of written, oral and computer-based reports of research findings Final Research Project Design and conduct of research projects use of descriptive statistics in representing research data Final Research Project
  36. 36. Scaffolding: Building Competence <ul><li>Learning Objective: </li></ul><ul><li>Critical evaluation and synthesis of research conducted by others </li></ul><ul><li>For Essay #1 Students: </li></ul><ul><ul><li>Identify a research problem </li></ul></ul><ul><ul><li>Locate, summarize, and evaluate three research articles using specific criteria </li></ul></ul><ul><ul><li>Write a short essay </li></ul></ul><ul><li>Final Research Project requires critical evaluation and synthesis of seven articles </li></ul>9/25 SPS
  37. 37. Essay #1: Assessment Rubrics 10/25 SPS
  38. 38. Final Project <ul><li>Students </li></ul><ul><ul><li>Work as a team to organize research </li></ul></ul><ul><ul><li>Summarize, synthesize and evaluate prior research </li></ul></ul><ul><ul><li>Collect and code raw data </li></ul></ul><ul><ul><li>Analyze data using SPSS </li></ul></ul><ul><ul><li>Create and interpret tables and graphs </li></ul></ul><ul><ul><li>Draw inferences </li></ul></ul><ul><ul><li>Write a research report in standard APA or ASA format </li></ul></ul>11/25 SPS
  39. 39. Final Project Rubric: Example Basic Understanding of Research Methods: Inquiry and Critical Thinking 12/25 SPS 100% 90% 80% 75% 70% 65% Essay demonstrates a high level of proficiency in basic social science research, including reliable coding and recording of raw data, creating and interpreting descriptive data in the form of graphs and tables, and accurate reporting of the results of a research project. The essay draws in important concepts and information from the course readings and assignments. Essay meets basic requirements in the coding and recording of raw data, interpreting graphs and tables, and reporting the results of a research project. Some but not all of concepts from the course readings are integrated into the essay. Significant parts of the assignment are missing or inaccurate.
  40. 40. Final Project Rubric: Example <ul><li>Presentation of Material: Communication </li></ul>13/25 SPS 100% 90% 80% 75% 70% 65% Understands and appropriately employs the standard format for research reports in the social sciences, with strict adherence to the protocol. Quantitative data are presented with tables and graphs that are clearly labeled and integrated into the text. The text is free of spelling, grammar, and punctuation errors. Follows instructions for the assignment with clear and appropriate headings in the paper. Quantitative data in the form of graphs or tables are included. The essay has a few spelling, grammar, and punctuation errors. Major required sections are missing. Spelling, grammar, and punctuation errors detract from the essay.
  41. 41. ePortfolios Fall 2008: Expo <ul><li>Students placed assignments in their e-portfolios (Expo site) making their work available to everyone in the course: instructor and classmates </li></ul><ul><li>Podcast on how to use Expo is on the course site from the beginning of the semester </li></ul><ul><li>Students are encouraged to reflect on their progress throughout the semester </li></ul><ul><li>Students may change the Expo sharing option to make their work private or available to everyone </li></ul>14/25 SPS
  42. 42. Marco Castro 15/25 SPS
  43. 43. Dany Johnson, Kadeidre Screen and Rachel Smith 16/25 SPS
  44. 44. Summer 2009 Pilot with Digication <ul><li>110 Students from Five Classes </li></ul><ul><ul><li>COM 110 Digital Information in the Contemporary World </li></ul></ul><ul><ul><li>ART 210 Modern Art in the City </li></ul></ul><ul><ul><li>BUS 315 Principles of Marketing </li></ul></ul><ul><ul><li>CC 409 Studies in Communication and Cultural Change </li></ul></ul><ul><ul><li>CC 411 Advanced Research Methods </li></ul></ul>17/25 SPS
  45. 45. Model: Wide Latitude to Instructors 18/25 SPS
  46. 46. Faculty: Carl Grindley 19/25 SPS
  47. 47. Assessment <ul><li>Evaluation of use </li></ul><ul><ul><li>Required or optional </li></ul></ul><ul><ul><li>Number of accounts </li></ul></ul><ul><ul><li>Number of accounts used </li></ul></ul><ul><ul><li>Comments and communication </li></ul></ul><ul><li>Survey of Faculty and Students in the pilot </li></ul><ul><ul><li>Survey Monkey </li></ul></ul>20/25 SPS
  48. 48. Fall 2009 Pilot with Digication <ul><li>110 Students in Five Courses </li></ul><ul><ul><li>COM 110 Digital Information in the Contemporary World </li></ul></ul><ul><ul><li>ART 210 Modern Art in the City </li></ul></ul><ul><ul><li>ENG 102 </li></ul></ul><ul><ul><li>CC 410 Introduction to Research Methods </li></ul></ul><ul><ul><li>CC 409 Studies in Communication and Cultural Change </li></ul></ul><ul><ul><li>CC 499 Senior Research </li></ul></ul><ul><li>Model ePortfolio </li></ul><ul><li>Student Resource Site </li></ul>21/25 SPS
  49. 49. Digication Pilot: Fall 2009 22/25 SPS
  50. 50. Sarah Morgano: Model ePortfolio 23/25 SPS
  51. 51. Marco Castro: Digication Capstone 24/25 SPS
  52. 52. Evaluation, Assessment, Planning <ul><li>Evaluation of student participation </li></ul><ul><ul><li>Quantitative: number of ePortfolios used </li></ul></ul><ul><ul><li>Qualitative </li></ul></ul><ul><li>Survey of faculty and students </li></ul><ul><li>Assessment of project </li></ul><ul><li>Planning for Spring 2010 </li></ul><ul><ul><li>Courses and platforms </li></ul></ul><ul><ul><li>Student orientation </li></ul></ul><ul><ul><li>Faculty orientation </li></ul></ul><ul><ul><li>Student Showcase </li></ul></ul>25/25 SPS

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