Demonstrate critical reading, listening, and analytical skills, including the identification of an argument’s major assertions and assumptions, and the evaluation of its supporting evidence. Write clearly and coherently in varied formats (such as formal essays, research papers, and digital texts). Critique their own writing and that of others; improve their use of standard English, grammar, and mechanics. Conduct research using appropriate technologies, including finding, evaluating, and integrating primary and secondary sources. Formulate original ideas and relate them to the ideas of others, following the conventions of proper attribution and citation.
Bronx – student learning tool QCC - Digital stories, oral history projects, immigrant experience, learning communities (SWIG); service learning QC – Enable frequent, timely interactive commentary among students & btw students & instructor throughout the writing process LAGCC – Student learning, assessment, career, transfer
ePortfolio in English addresses competencies by helping students: › Write for specific audiences using appropriate discourse. › Make their work visible to audiences beyond the class instructor › Connect with the audience using multimedia › ePortfolios as norming tool
Campuses looking at ePs from CCs and SCs Building bridges, creating opportunities for students to share and showcase ePs externally. Build mechanism to share ePs across campuses Determine what to look for in ePortfolios, understand idea how to use information, ability to make connection
Individual partnerships between junior and senior college faculty Use CC student ePortfolios in senior college curriculum Use ePortfolio meeting space to share best practices between CC and senior college faculty ePortfolio users