Integrated Department Grants As An Implementation Strategy


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Integrated Department Grants As An Implementation Strategy

  1. 1. ePortfolios and Integrative Department Grants as an Implementation Strategy Susan Kahn, Director of Institutional Effectiveness, Director of ePortfolioElaine Cooney, Professor and Chair, Electrical and Computer Engineering Technology Debra Runshe, Instructional Design Consultant, Center for Teaching and Learning Indiana University - Purdue University Indianapolis
  2. 2. Integrative Department Grants• Small grants to interested departments and schools• First year designated for department-wide curricular and pedagogical preparation• Intensive one-on-one guidance and support• Projects geared to needs the academic unit wants to address (e.g., customized matrices/wizards geared to program outcomes)• Faculty in these departments provide guidance for ongoing software development
  3. 3. The Context of IUPUI• Urban research university• 20+ schools• Commuter campus• 30,000 students• Majority of students transfer at some point• Many change majors
  4. 4. • Core Communication and Quantitative Skills• Critical Thinking• Integration and Application of Knowledge• Intellectual Depth, Breadth, and Adaptiveness• Understanding Society and Culture• Values and Ethics
  5. 5. NSF Matrix
  6. 6. Transition toTeaching Wizard
  7. 7. Who’s using ePortfolio at IUPUI? • Center for Research and Learning • Center for Service and Learning • Computer and Information Science • Computer, Information, and Leadership Technology • School of Dentistry • School of Engineering & Technology • English (capstone) • School of Library and Information Science • School of Nursing • Secondary Education • Office of Student Life • Tourism, Convention, and Event Management • Transition to Teaching program • Visual Communication • IUPU-Columbus campus
  8. 8. ePortfolio for what?• Focus on critical thinking (E & T)• Focus on professional ethics (Dentistry)• Focus on reflection and integration (English, Visual Communication)• Leadership Development (Student Life)• Reflection on service experiences• Curriculum revision around outcomes• Assessment of prior learning for credit• Documentation of competencies for assessment and accreditation
  9. 9. Other Enablers• Partnership with Center for Teaching and Learning: well-developed structure for supporting pedagogical and curricular innovation with technology• Well-developed institutional and (some) program-level assessment programs• OSP integrated into Sakai• Growing awareness among faculty of ePortfolio movement in higher education• Upcoming reaccreditation visit in 2012
  10. 10. Outcomes of Department-Focused Strategy• Development and dissemination of a few good early examples• Better understanding among developers of software needs leading to improvement of ePortfolio environment and tools• Increased departmental collaboration around learning outcomes and curriculum development
  11. 11. On the brink of wider adoption?Current planning to:• Pilot ePortfolio in conjunction with Personal Development Plan in first-year seminars• Grants to campus-wide units• Grant to satellite campus
  12. 12. Critical Thinking Is . . .• “Critical thinking” is the ability to analyze carefully and logically information and ideas from multiple perspectives. This skill is demonstrated in the ability to • analyze complex issues and make informed decisions; • synthesize information in order to arrive at reasoned conclusions; • evaluate the logic, validity, and relevance of data; • solve challenging problems; and • use knowledge and understanding in order to generate and explore new questions.
  13. 13. NSSE* 2006 “Thinking critically and Analytically” 3.7 3.6 3.5 3.4 3.3 Campus Mean = 3.28 3.2 3.1 3.1 3 2.9 2.8 2.7 * IUPUI’s results for National Survey of Student Engagement
  14. 14. Themes for Improving Critical Thinking• Problem Based Learning• Writing for Reflection
  15. 15. DESIRED TRAITS OF RUBRIC• Holistic vs Analytic Rubrics • Holistic: assess work as a whole • Analytic: identify and assess components of work• Targets the steps of problem-solving• Appropriate level of gradation for assessing skill• Ease of use• Useful in many contexts
  16. 16. GOAL: TARGETING THE STEPS OF PROBLEM-SOLVING• Analytic Rubric• Problem-solving skills identified and assessed• Steps of problem-solving become rows in the rubric
  17. 17. GOAL: APPROPRIATE LEVEL OF GRADATION• Using too many levels (fine gradation) may make it difficult to discern between individual levels (What is the difference between work that earns 88% and 89%?)• An even number of levels helps avoid the tendency to pick the “average” (middle) ranking; provides additional feedback to students whose work is neither outstanding nor disgraceful• Four levels of performance (Beginning, Developing, Competent, Accomplished) define columns of rubric
  18. 18. GOAL: EASE OF USE• Hallmarks of work at each level of performance should be easy to identify• Single-word descriptors in each matrix cell provide at-a-glance reminders of expected work at each level• Longer descriptions in each cell provide additional detail
  19. 19. GOAL: USEFUL IN MANY CONTEXTS• Generally applicable to any problem-solving assignment in which students describe and justify their solutions• May be used for students at any level • Lower-level (freshman) students may be expected to achieve a lower average score than more advanced students • Rubric scores track development of critical thinking as students progress through curriculum
  21. 21. DETAILS: PROPOSING MULTIPLE METHODS OF SOLUTION Beginning Developing Competent Accomplished Singular Dualistic Multiplistic BalancedProposingMultiple Names a single Identifies simple Describes two or Explains –Methods solution, solutions, more solutions, accurately andof Solution position, or oversimplified positions, or thoroughly – perspective, positions, or perspectives multiple solutions, often perspectives accurately. positions, or inaccurately, or with minor perspectives that fails to present a inaccuracies. balance opposing solution, position points of view. or perspective.
  22. 22. Results from Two Classes Rubric Results from Instrumentation Project Reflections 0% 20% 40% 60% 80% 100% Defining the ProblemProposing Multiple Methods of Solution BeginningSelecting the Most Appropriate Developing Method Competent Accomplished Applying the Method to Generate Results Conclusions and Evaluation Rubric results from Biomedical Engineering modeling assignment
  23. 23. Implementation: Desired work flow
  24. 24. Implementation: Current work flow
  25. 25. Bridging the Gap• Participate in planning• Meet with stakeholders• Act as interpreter• Connect the pedagogy
  26. 26. Questions