Virginia Tech's First Year Experiences program supports first-year students through various pathways and programs. It began as an accreditation expectation and aims to provide a collaborative, discipline-based environment using e-portfolios and assessments. Key elements include collaborative learning, institutional commitments, discipline-focused curriculum, and assessments aligned with essential learning outcomes. The program involves various faculty, departments, and partners across campus to provide customized instruction and support through initiatives like peer mentoring, first-year seminars, and academic advising. Assessment data shows the program helps with student transition, retention, and career preparation by developing skills like problem-solving and critical thinking.
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GovChal: Integrating entrepreneurship in education, K-16Bob Bradley
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Supporting learning in a time of social distancingJean Bernard
Discusses the background of the global transition from classrooms to distance learning during the Covid-19 pandemic and offers examples of how teachers, school systems and parents can support children's learning and well-being during this terrible time.
GovChal: Integrating entrepreneurship in education, K-16Bob Bradley
If we can grow championship athletes we can grow championship scholars! Preso describes how to overlay a customizable social design on educational enterprise. Combines TED-like strategies with an NCAA-like design that produces champion scholars, who can be drafted by a "league" of businesses the way athletes are drafted by NCAA, NBA, etc.
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Using the Concerns Based Adoption Model to underpinning planning for institutional professional development programmes. Workshop presentation I gave at the DEANZ14 conference in CHCH, 2 May 2014. Focus
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Keynote presentation to the Independent Schools Association of New Zealand - focusing on where the innovation really lies - with our practice. The environments enable a greater variety of practices to emerge, and encourage more participation and collaboration on the part of both teachers and students.
Review of work on the Global Citizenship Program at Webster University, with attention to iimproving student learning and well being through exercising care.
The Context for Civic Learning and Engagement in Higher Education TodayBonner Foundation
A special presentation by Dr. Dawn Whitehead, Vice President of the Office of Global Citizenship at AAC&U for the 2019 Bonner Fall Directors and Community-Engaged Learning.Meeting.
Using the Concerns Based Adoption Model to underpinning planning for institutional professional development programmes. Workshop presentation I gave at the DEANZ14 conference in CHCH, 2 May 2014. Focus
Using Mahara to develop life-long learning skills via collaboration through p...ePortfolios Australia
In this session you will learn how to introduce ePortfolio as a Personal Learning Environment (PLE) for your students in order to engage them in the process of acquiring knowledge, skills and attributes by integrating it into their learning strategies, instead of condemning it to a static repository for completed work.
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Review of work on the Global Citizenship Program at Webster University, with attention to iimproving student learning and well being through exercising care.
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This presentation is part of the 2019 Bonner New Directors and Coordinators Orientation, held in Princeton, NJ, for faculty and staff in the Bonner Network.
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CSO Webinar: The Power of Near-Peer Mentoringimfirstgen
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This presentation includes a set of frameworks, steps, and worksheets for developing institutional student learning outcomes tied to community/civic engagement.
Making Transfer ConnectionsePortfolio, Peer-Mentoring & Advisement10.14.11
Cross Campus Workshop:
As a small group, create visual representations of your design on Post-Its (you may use as many as you need). Please write clearly and with LARGE letters, and include all information discussed, including the prompts to be used. Someone from your group should be prepared to present your pages very briefly (1-2 min) to the whole group. We will then use them in the next seminar activity (Campus Team Time).
Transcribed by Huan Li, LaGuardia Community College Student Technology Mentor
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Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
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3. Virginia Tech
Who are we?
Large public, Research 1 university
What Jump Started Us?
Accreditation expectation
What did we decide to do?
Support 1st Year Students
3
5. What did we know at the beginning?
• No “one size fits all”
• Discipline-based
• Mission and culture of units
• Institutional commitments
• Technology
• Student-centered
(Let’s Go HOKIES)...
5
6. What are our essential elements?
• Collaborative environment
• Institutional commitments
• Discipline(s) based
• e-Portfolios to enhance learning and
assessment
• Multi-faceted assessments
• Solid foundation – AAC&U essential learning
outcomes
6
8. Overview of the Pathways
Portfolio: The Matrix
Students reflect, on the “big”
Students choose (“are guided to level, about each of the FYE
choose”) what goes here, as the goals
term/year progresses
Goals can be customized to
include programmatic goals for
each program. You can design
your reflection prompts, also.
9. Overview of the Pathways
Portfolio: The Presentation
• Optional • Flexible
• Student-centered • Sharable:
• Program- Public/Private
customized
10. Invent the Sustainable Future
"The new name will more accurately reflect our broad-
based programs and increasing focus on sustainability
initiatives to effectively prepare our graduates for today's
challenges in managing the environment,“ Paul
Winistorfer, Dean, June 2010
22. “Zip-Line” Components
• SCALE-UP Classroom
• Degree Audits/Pathways Planner
• Strength Quest/MBTI
• Career Search – Resume
• E-Portfolio “Hot Buttons” project
• Common Book (and Paper)
• Resource Partners
• $$$$, $$$$, $$$ (budget & debt mgt.)
• Research/Grad School Searches
• (entrance requirement; Examination Prep; financing; VT Expertise
Database; even crashing research picnics, etc.)
• Critical Thinking
• (e.g. “ZOOM”, parts of a chicken, etc.)
23. Acclimation to the
Campus Culture
• Out & About trips:
• Chamber of Commerce shares info:
Local Farmers’ Mkts.; Historical
-Hospitals; Dr.s, Dentists, etc.;
Sites; Regional/Local cultural –
Restaurants; Voter Registrar &
bluegrass music Friday Nights,
other Civic Offices-Utility bill
Int’l Culture Fairs, etc.
payment/courts, etc.; Public Transit
Routes; Shopping (COUPONS for • Campus - CT newspapers in
pizza/ doughnuts); Auto Repair/Dry classroom each wk.; Circulate
Cleaners, etc. weekly calendar of campus
events; VT Engage presentation;
• Campus / Area Visitor’s Center for
Study Groups ~ Social Groups…
campus and regional history, State
B’burg night life; Study and
and National Parks - hiking
Academic Help Centers
trails, Farmer’s Markets, etc.
(Writing, Study skills, Career),
etc.; Social groups-TAs; Socials
for all Zip-liners (end-of-
semester w/ outreach project) .
24. Instructional Changes for
Student Groups
of Combined Interests
• Small Group Projects - (SCALE-UP helps)
• More Subject-specific exercises – e.g.
Biology/Psychology ethics cases debated in
class. Grouping by “social/quantitative” in
batch scheduling at Orientation
• Draw universal issues across disciplines (e.g.:
critical thinking exercise & how it affects
disciplines similarly/differently)
25. University Academic Advising Center/UAAC
• UAAC Administrates University Studies major
• Diverse Student population: 1st & 2nd year
• Connect to university& engage in learning
(Schlossberg, 1989)
• Academic Advising Process-Developmental
• ePortfolio: advising tool; FYE course; GA’s
• Adult learners often view education as a service they
purchase and demand prompt delivery (Gordon & Habley,
2008) —ePortfolio provides tangible example of the
advising process.
• Important role of advisor is to encourage self-authorship
and promote identity development
(Magolda & King, 2004).
25
26. Hokie Horizons: Revised successful FYE course-*3cr.
• Delivery modes
• Traditional; Online; Hybrid/Blended
• Academic Advisors with Peer Mentors
• Collaboration across campus
• “Frame” the creation of ePortfolio
“By helping students see—perhaps for the first time in their lives—
that the work in which they are engaged is meaningful work that is
important for them to accomplish, we can help students take the
initiative, avoid failure, and learn”. Association of American Colleges
and Universities. 2002.
• MLSQ; SACQ, ILT, Loneliness Scale; Student
Essays; GPA
26
27. Hokie Horizons: Course Goals
Transition
Career
Admission Retention Graduation
Grad
School
Learning Problem
Solving
Inquiry Integration
27
28.
29. Our Successes & Challenges
• Professional Development (Tinto, Astin)
• Support from ePortfolio experts
• Awareness & Utilization of campus resources
• Video Tutorial & Written Instructions/duplication
• State Objectives & Learning Outcomes & Rubric
• Technological skills & Developmental level of FY
• Student Development theory (Chickering; Perry;
Kohlberg; Kolb)
• Achievement goal oriented vs. grade oriented &
motivation (Dweck and Leggett, 1988; Ames and
Archer, 1987; Svinicki, 2005)
• Modifications 2011 & 2012
29
30. Student Evaluations
• “I feel that the ePortfolio is important because it shows what kind of person that I
am, and how much I have done. The resume also does this, but in a more compact
format. It shows them a lot about what kind of person I am, but in a way that they
can read it over really quickly.”
• “The topic that was the least useful was learning about the ePortfolio. I feel that I
am „tech-savvy‟ enough to have created my own ePortfolio without having to listen to
a lesson during class.”
• “I also benefitted from the lessons on ePortfolio. We live in a competitive world
where almost everything is becoming electronic. Having someone come into class to
break it down and explain how it works was helpful. It was also great to have her
there to answer questions.”
• “An accomplishment relating to Hokie Horizons that I am especially proud of
would be the completion of my ePortfolio… I was able to incorporate my aspirations
for the rest of my college career along with including information about my past and
my family”
30
31.
32. What are we learning?
• Start with the end in mind
• Academic units must be allowed to “do it their
way” and it takes time
• Connecting students with their majors in the
first semester enhances advising
• Assessment must make sense to the program
32
33. What are we learning?
• Partners across the university make it work
better
• People will be creative if we make it safe to
take risks
• Communicate frequently
• Don’t forget to pay attention to people
33
35. Contact us…
• Mary Ann Lewis, malewis@vt.edu
• Marc Zaldivar, marcz@vt.edu
• Teggin Summers, teggin@vt.edu
• Don Orth, dorth@vt.edu
• Gary Kinder, gkinder@vt.edu
• Therese Lovegreen, talovegre@vt.edu
• http://www.fye.vt.edu
35
Editor's Notes
The ePortfolio plays an important part in the FYE in two dimensions.The first is as an assessment tool. Each of the three outcomes has a pair of assessments: typically an online survey, such as the MSLQ for Problem Solving, paired with a series of reflection questions that students collect while doing their problem solving activities.We collect these reflections in one of our ePortfolio tools, which is called the Matrix. We’re a Sakai-based school, and the matrix is a tool that can be used to collect student, provide feedback for improvement, or to collect evaluation data. Reports can be generated, easing the assessment process across such a varied set of courses and programs. It is one tool that allows for a common experience across all of the FYE experiences.In structure, students assignments are gathered as evidence of a learning outcome in one cell and reflections about that learning process are collected in another. It is important to note that many programs have supplemental learning outcomes, such as teamwork or civic responsibility that they are also studying and assessing and the matrix can be customized to meet their needs as well.
In addition, we offer customizable templates for each program that focus on the individual student collecting and working through reflective portfolio activities.Not all projects use this at first, choosing to stabilize their required assessment activities before incorporating this level of ePortfolio. However, out of the 12 projects we have this semester, more than half are using a web-based ePortfolio template in conjunction with their work. For several projects, these portfolios are “web-based resumes” preparing students to organize their learning in a showcase type format. For others, these portfolios are project-based reflective sites collecting representative work and thinking of the students over the first-year experience.
2010 student homepage exampleStudent uses e-portfolio to express challenge of coming to Virginia Tech visually, and also describes their goals at Virginia Tech