2020 Funded ELO/ePortfolio Pilot, Fall 2014 Overview Susan Cydis Assistant Professor of Education Diane Holtzman Associate Professor of Business Studies,

2020 Funded ELO/ePortfolio Pilot, Fall 2014 Overview

Susan Cydis

Assistant Professor of Education

Diane Holtzman

Associate Professor of Business Studies, Management

Carra Leah Hood

Assistant Provost for Programs and Planning

Associate Professor of Writing

Shelly Meyers

Associate Professor of Education

2010-2014

• Identified ELOs• Defined ELOs• Created ELO Steering Committee• First Year of the 2020 ELO Study Group• Began Curriculum Mapping• Began Integration• Fall 2014 Pilot

Fall 2014 Pilot: Characteristics

• 11 Faculty Participants• 12 Courses

6 First-Year Seminars

3 FRST Courses, 2 Linked Sections

3 Program Courses

• 2 ePortfolio Platforms

Fall 2014 Pilot: Initial Thoughts

• Faculty participated in the ELO pilot for a variety of reasons:1. Program in process of implementing an

ePortfolio

2. ELOs align with Program goals

3. Curiosity

4. Need for assessment

Fall 2014 Pilot: Assessment

Assessments for the ELO pilot included:

1. Student pre/post self-evaluation questionnaire

2. Embedded CLA-like exercise

3. Faculty and student end of semester reflection

4. Faculty end of semester forum

Fall 2014 Pilot: Reflection Data

The process for data collection involved:

1. Reading faculty and student reflections

2. Determining themes• Noticed overlap with themes from 2020 ELO Study

Group research

3. Coding reflections

4. Preparing visualizations

Fall 2014 Pilot: Reflection Data

Students’ Own Words

“I enjoyed the New York Times articles because we used critical thinking and communication when we expressed our opinions even though they were different from others and listened to both sides of the argument.”

“Through the course, the ELO’s helped us to adapt to change, communicate, think critically and learn more about global awareness and information literacy. Service learning taught me about adapting to change, communication and global awareness when I worked with students who had disabilities and had to help them be happy in school and learn.”

S. Meyers

Transitioning to College

“In the class we were required to follow Essential Learning Outcomes in each assignment. Adapting to change was a big part of the class because as freshmen we are adapting to the college environment, workload and responsibilities of taking care of ourselves.”

S. Meyers

Learning About Ourselves and Others

“After each service learning visit, we reflected on what we learned about ourselves and the people we worked with. I always enjoyed answering this because I learned that they are not “people with disabilities” but human beings with feelings, thoughts, values and beliefs just like any other person and like me.”

S. Meyers

The Freshman Reading

“I learned how to communicate and think critically because we would respond to questions from the book, Orphan Train, and how we felt about the characters’ life situations. These questions had no right or wrong answers but we were graded on how well we expressed ourselves and why we thought the way we did.”

S. Meyers

Fall 2014 Pilot: Some Observations, Lessons Learned

Observations and lessons learned from the fall 2014 pilot will guide modifications to the fall 2015 pilot, which will include eight full Programs.

2020 Funded ELO Study Group

Susan Cydis

Assistant Professor of Education

MaryLou Galantino

Assoc. Professor of Physical Therapy

Priti Haria

Assistant Professor of Education

Diane Holtzman

Assoc. Prof. of Busi Studies, Mgmt.

Carra Leah Hood

Asst. Provost for Programs & Planning

Associate Professor of Writing

Manish Madan

Assistant Professor of Crim. Justice

Bryanna Maggio

Teacher Education Student

Shelly Meyers - Advisor

Associate Professor of Education

Mary Padden

Assistant Professor of Nursing

Heather Popielarczyk

Teacher Education Student

Marc Richard

Assoc. Professor of Chemistry

Amee Shah

Associate Professor of Health Science

Chelsea Tracy-Bronson

Assistant Professor of Education

2020 Funded ELO Study Group

• 19 campus wide participants (7 schools & SA)

• A focus on the pedagogy of ELO integration

• Engage in reflective practice

• Explore ELO pedagogy that

supports ELO competence

Significant Learning Experiences(Fink, 2013)

ELO Study Group

• Identify a Significant Learning Experience

• Reflect and identify the ELOs present in the learning/assessment.

• Articulate the task in the syllabus and develop a rubric. (Mueller, 2012)

• Plan for student reflection and assessment.

Student Presenters

Bryanna Maggio

Teacher Education Student

Heather Popielarczyk

Teacher Education Student

Increased ELO Competence as Perceived by Students

(Cydis, Galantino, Hood, Padden, Richard, 2015)

6 Themes Emerged to Support ELO Competence

(Cydis, Galantino, Hood, Padden, Richard, 2015)

ELO Study Group Round Two

• Formative feedback on students’ ELO progress

• Building students’ meta-knowledge of ELO competence

• Support for student reflection and articulation of tasks that

demonstrate competence

• Support for collection of artifacts for

evidence/e-portfolio

References

Cydis, S., Galantino, M., Hood, C., Padden, M., Richard, M. (2015, in press). Integrating and

Assessing Essential Learning Outcomes: Faculty Development and Student

Engagement, Submitted to The Journal of the Scholarship of Teaching and Learning.

Mueller, J. (2012). Rubrics (Authentic Assessment Toolbox). Rubrics (Authentic Assessment

Toolbox). Retrieved January 8, 2014, from http

://jfmueller.faculty.noctrl.edu/toolbox/rubrics.htm, North Central College, Naperville, IL

ELOs in Management Skills

• Aligned the Assurance of Learning standards [AACSB] with the ELOs

• As part of the pilot project focus was on the information literacy ELO

• ELOs integrated as part of an e-portfolio for the course--incorporated students’ reflections

AACSB Assurances ELOs Evidence: Students will demonstrate proficiency in meeting the goal by:

1. Communication Skills Learning Goal: Graduates will be able to communicate effectively in a professional environment.

Oral communication: graduates will be able to deliver information in a persuasive, logical, and organized manner with a professional demeanor using appropriate supportive visual aids.

CommSkills

Presenting oral report on: Interview with a Manager, Documenting Discipline, and Job Interview Project.

Written communication: graduates will be know how to create informational, analytical, and technical documents which are organized, precise and relevant

Critical Thinking

Writing the following: resume, cover letter, documenting discipline case, the job interview packet with job descriptions and analysis, the reflective paper on “I Manager”, and the Interview with a Manager project

Information literacy: graduates will be able to assess the nature, quality, extent, and appropriateness of various sources of information used in preparing oral and written projects

InfoLit

Demonstrating ability to choose sources from the library electronic databases and incorporate those sources in their research through completion of the Information Literacy assignments and Interview with a Manager

2. Technological Skills Learning Goal: Computer Literacy: graduates will be able to demonstrate a multi-faceted skill set in computer literacy through oral and written communication.

Using powerpoint to accompany oral presentations on Interview with a Manager, Documenting Discipline, and the Job Interview Project; using Blackboard course management system to post assignments

3. Management-Specific Learning Goal: Graduates will successfully apply basic business principles and theories in a variety of organizational settings.

Teamwork Demonstrating knowledge through incorporation of current managerial practices in their responses to case studies and as supportive elements to the Job Interviewing Project

Graduates will acquire knowledge of current management and administrative practices and theory and be conversant in the language of business.

Program Competence Demonstrating knowledge through incorporation of current managerial practices in their responses to case studies and as supportive elements to Interview with a Manager and Job Interviewing Project

Management Skills Course

• Required for undergraduate management concentration juniors and seniors and is an elective for all Business majors-taught each semester

• Contextualizes knowledge, skills, and competencies within management theory

Management Skills Course

• ELOs presented in the syllabus and reviewed with students—related ELOs to workplace needs

• Information Literacy assignments part of e-portfolio work—

-noted students’ progress

-provided documentation to use when meeting/advising students at the end of the

term

-provided prompts for students’ reflections-written reflections from studentsof what they learned from the Information Literacy assignments

Information Literacy ELO

• For the Pilot--Information Literacy chosen to be assessed in the course.

• Assessed: ability to locate, evaluate, analyze, and cite information using APA style

• ELO information presented in syllabus to give students background for the assessment—opened dialogue in class about the ELOs

• Assessment through Online Library tutorials and the major research project

Information Literacy Project—multi-part assignment

• Students viewed the online Library Instructional videos on how to search the Business databases and how to cite sources using APA—presented on Blackboard—had an assignment relating to this

• Next….

Students asked to research an article on “Mintzberg’s managerial roles”

This was a graded assignment- Students described search strategies, limitation of sources, wrote summaries of the articles-provided APA works cited

Information Literacy Project—multi-part assignment

• Next stage of the assignment: four weeks into the term

1. Students asked to find two peer review articles for incorporation into their research project “Interview with a Manager”

2. Students again described search strategies, limitation of sources, write summaries of the articles and provide APA works cited information on the sources—asked if they needed to review the tutorials in the search process

• Final stage of project: students incorporate their research on Mintzberg’s managerial roles into the Interview with a Manager paper—aligning manager’s tasks with Mintzberg’s roles

• Rubric [developed from the ELO learning map] was used to assess students’ competency levels in search strategies and correct use APA formatting in their research project

Aware Competent Skilled

a) Identifies search terms relevant to research topic. 

a) Conducts subject searches using some controlled vocabulary. 

a) Conducts subject searches using appropriate controlled vocabulary.b) Applies advanced search strategies, such as Boolean logic (and/or/not) and truncation.

a) Uses library catalog and classification system to find books on shelves.b) Uses multi-disciplinary databases. c) Identifies issues related to on- and off-campus access of fee-based online sources.d) Uses URLs to locate Web sites.e) Identifies citation elements for information sources in different formats (e.g., book, article, chapter).

a) Requests/accesses information beyond local resources (e.g., Interlibrary Loan, other libraries).

b) Uses subject or discipline-specific databases. 

a) Uses bibliographies or citations to find materials. 

a) Evaluates information sources for their relevance to need, appropriateness/audience, authority, reliability, currency, and point-of-view/bias.b) Identifies a source’s main idea and major points. c) Distinguishes between scholarly vs. popular sources; articles vs. editorials vs. reviews.d) Distinguishes between free Internet sources and library databases.   

a) Recognizes flawed logic of arguments in the information gathered.b) Understands and describes various aspects of a source that may impact its value for a specific research project (e.g., bias and currency may impact the value of the information).c) Distinguishes between primary vs. secondary sources in a subject or discipline-specific context.d) Distinguishes between trade publications and general sources.e) Determines whether additional information, source types, and/or viewpoints are necessary.

a) Analyzes the logic of arguments in the information gathered.b) Recognizes and describes various aspects of a source that may impact its value for a specific research project (e.g., bias and currency may impact the value of the information).C) Gathers additional information, source types, and/or viewpoints are necessary.

a) Completes a research product (e.g., project, paper, report, essay) that incorporates newly acquired and prior information.b) Presents the research product effectively using the most appropriate medium for the intended audience (e.g., text, images, audiovisual).

a) Evaluates past and alternative strategies for integrating new and prior information into the completion of a research product.b) Uses a range of formats and technologies, incorporating principles of design and communication, to present a research product.

a) Incorporates integration of new and prior information into the completion of a research product.b) Recognizes the needs of varied audiences and adjusts the range of formats and technologies, incorporating principles of design and communication, to present a research product. 

a) Cites sources and compiles a bibliography or reference list, according to a standard format.b) Demonstrates an understanding of copyright, plagiarism, intellectual property and academic integrity by completing a research product that meets institutional criteria.

a) Makes consistent and correct use of a citation style appropriate to the discipline with few errors.b) Demonstrates knowledge of what constitutes plagiarism by properly representing content and ownership of original source materials.

a) Makes consistent and correct use of a citation style appropriate to the discipline with no errors.

Rubric: Aware/Competent/Skilled

Summary of Findings-focus on citation of sources

• For the first part of the project, students’ scores met the benchmarks of being in the “competent” and “skilled” ranges in four of the five categories of the rubric.

• For the fifth category, citation of sources, in the first assignment 25 out of 30 students scored in the “skilled” range; 5 scored in the “competent” range

• When students incorporated the peer-reviewed articles into their research projects, there was a drop in the competency level on citation of sources using APA. Of the 30 students, 19 students were rated at the “skilled” level; 11 scored in the “competent” range

• Noted: drop in transference of skills in documenting and citing sources using APA style from the assignment that had the instruction to the major project

• “Closing the Loop”: add additional instruction through-librarian instruction and in-class instruction -support online instruction in documentation of sources - have additional practice in writing citation to sources

Review of selected student e-Portfolios and Students’ reflections

Significant Learning Experience

• Change Agent and Advocacy • Learning Contract• Metacognitive Reflection• Video Analysis• Assessment of Significant

Learning Experience

What are learning contracts?

• An agreement between a learner and professor that outlines how a project learning experience will be met

The contract includes:

• What a student will learn

• A description of the topic

• Time period for completion

• What the learner will do to meet the objectives (an outline)

• What resources will be used

• How the learning (or project) will be assessed

• How the project will be evaluated

• A “signature” that serves as an agreement between the professor and learner

Use of Learning Contracts lead to learners who are self-directed and responsible for their own learning.

• Learners are more involved and motivated when they select, plan, design, and evaluate their own learning

• Take more responsibility for learning

• Personal Commitment to learning

Learners engage in material more deeply and permanently if they learn through projects of their own design

• Sense of ownership in their learning

• Learning is deeper • Learning is personalized

and connects to “read world” practical applications

• Learning that takes place in “learning contracts” transfers to workplace because of the relevance

Learning Contracts (more than other instructional methods) create individualized instruction

• By nature, they are focused on content-specific needs, interests, problems in the school for that specific learner

• You focus energy and efforts on learning content and changing practical situations that have direct relevance to your teaching!

• Leads to motivated and life-long learners

Learning Contracts facilitate students’ thinking to create an innovative approach to the final or culminating project for a course.

• This learning experience strengthens your critical thinking

• This approach is used to help you generate different ideas and promote change in a purposeful way

• This approach can be used in future employment situations!

Show Learning Contract

• Show Learning Contract PDF• Show Assessment • Show Video Analysis

Metacognitive Reflection

Metacognition is a higher order thinking skill that means thinking about thinking. It includes cognition (or thinking) about the thinking processes, monitoring learning, and development as a learner. The skills you have executed during this Advocacy and Change Agent Culminating Project has facilitated your metacognitive regulation (that is, your learning experiences and activities that help you control your own learning). Planning the way to approach this project, monitoring action steps, resources and research used to inform thinking, evaluating your completion of the task (through the learning contract, examination of the rubric, and self-guided checklist), and assessing your own performance are all skills that are metacognitive in nature.

Include these elements throughout the Project: Done?

1. Create a Portfolio using Microsoft PowerPoint that includes both text and visual information (e.g., artifacts, pictures, etc.).  

1. State the Project Objectives.  

1. Describe the project with text, graphics, and visually. Include a description of the project, the purpose, and the link to inclusive special education.  

1. Document the action steps you took.  

1. Add pictures to the action steps to visually illustrate.  

1. Add descriptive captions to each photograph added.  

1. Reference at least 3 research articles within your portfolio (use APA citation style; this is the style of the field of education). See https://owl.english.purdue.edu/owl/resource/560/01/ For help in APA reference citation style. The goal is to link your project to research and demonstrate your knowledge of key special education principles.

1. Reference at least 2 course textbook sections within your portfolio (use APA citation style). The goal is to demonstrate knowledge of key special education principles.  

1. Include an APA reference citations page that includes the research articles and course texts you have referenced and utilized in the development of this Portfolio.  

1. Demonstrate your use of educational resources  

1. Demonstrate your use of community resources  

1. Demonstrate your collaboration with others  

1. Document the evidence you gathered that displays the effectiveness of your change effort. This is the assessment. How do you know what change occurred?  

1. Upload a separate Microsoft Word document that includes your Metacognitive reflection  

1. Create a video (Screen-o-matic) that explains your Change Agent and Advocacy project and describes elements of your metacognitive reflection. Create the video so that it can go into your employment portfolio during job searches. It should be five minutes long.

Assessment: Incorporating ELOs

THANK YOU---------------------------------

QUESTIONS?