methods behind the instructional madness: enhancing learning through mapping, rubrics, and portfolios

( i n s t r u c t i o n a l ) M A D N E S S m e t h o d s b e h i n d t h e

C H A R B O O T H N A T A L I E T A G G E S E A N S T O N E

T H E C L A R E M O N T C O L L E G E S L I B R A R Y

@ h o n n o l d l i b r a r y

# A C R L 2 0 1 3 @ c h a r b o o t h

( i n s t r u c t i o n a l ) M A D N E S S m e t h o d s b e h i n d t h e

e n h a n c i n g l e a r n i n g t h r o u g h

e n h a n c i n g l e a r n i n g t h r o u g h

M A P P I N G

e n h a n c i n g l e a r n i n g t h r o u g h

M A P P I N G

P O R T F O L I O S

e n h a n c i n g l e a r n i n g t h r o u g h

M A P P I N G

P O R T F O L I O S

R U B R I C S

M A P P I N G

P O R T F O L I O S

R U B R I C S

M A P P I N G

P O R T F O L I O S

R U B R I C S

{ }T H E C L A R E M O N T C O L L E G E S

{ }T H E C L A R E M O N T C O L L E G E S

{ } T H E L I B R A R Y

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M A P P I N G

P O R T F O L I O S

R U B R I C S { }I L i n f r a s t r u c t u r e

E V A L U A T I O N

I L i n f r a s t r u c t u r e

E V A L U A T I O N

C O L L A B O R A T I O N

I L i n f r a s t r u c t u r e

I L i n f r a s t r u c t u r e

E V A L U A T I O N

C O L L A B O R A T I O N

I M P R O V E M E N T

M A P P I N G

P O R T F O L I O S

R U B R I C S { }1

{ }C O N T E X T U A L / C U L T U R A L I N V E S T I G A T I O N

{ }C O N C E P T / M I N D M A P P I N G

m i n d o m o . c o m

{ }a s s e s s m e n t & p r o j e c t p l a n n i n g

C O M M U N I T Y & C A P A C I T Y B U I L D I N G

b r a i n s t o r m i n g & d i s c u s s i o n c a p t u r e

C U R R I C U L U M V I S U A L I Z A T I O N

C O N C E P T / M I N D M A P P I N G

{ }a s s e s s m e n t & p r o j e c t p l a n n i n g

C O M M U N I T Y & C A P A C I T Y B U I L D I N G

b r a i n s t o r m i n g & d i s c u s s i o n c a p t u r e

C U R R I C U L U M V I S U A L I Z A T I O N

K N O W L E D G E M A N A G E M E N T

C U R R I C U L U M V I S U A L I Z A T I O N

C A M P U S

P R O G R A M

R E Q U I R E M E N T S

O B J E C T I V E S / O U T C O M E S

A N N O T A T I O N S

I N S I G H T +

S T R A T E G Y

C A S E S T U D Y : E N V I R O N M E N T A L A N A L Y S I S

b i t . l y / c c l - e a m a p 2 0 1 2 - 1 3

M A P D E V E L O P M E N T : I N F O R M A T I O N S O U R C E S

M A P D E V E L O P M E N T : I N F O R M A T I O N S O U R C E S

c a t a l o g s s c h e d u l e s w e b s i t e s

c a t a l o g s s c h e d u l e s w e b s i t e s

7 - B R A N C H S T R U C T U R E R E F L E C T S P R O G R A M

L A Y E R E D C A M P U S - L E V E L D E T A I L

L A Y E R E D C A M P U S - L E V E L D E T A I L

L A Y E R E D C A M P U S - L E V E L D E T A I L

I N S T R U C T I O N S T R A T E G Y : C O R E S E Q U E N C E

I N S T R U C T I O N S T R A T E G Y : C O R E S E Q U E N C E

O U T C O M E : C A P S T O N E E M B E D D I N G

O U T C O M E : O A T H E S I S U P L O A D S

O U T C O M E : E A W E B S I T E I N T E G R A T I O N

O U T C O M E : F E A T U R E R E Q U E S T S

O U T C O M E : P R O J E C T / O U T R E A C H T E S T B E D

T R A C K I N G O U T C O M E S

S C A L I N G U P : M A P P I N G P R O G R A M P L A N

b i t . l y / c c l - p r o j e c t m a p 2 0 1 2 - 1 3

S C A L I N G U P : M A P P I N G P R O G R A M P L A N

S C A L I N G U P : M A P P I N G P R O G R A M P L A N

{ }p o w e r f u l k n o w l e d g e m a n a g e m e n t t o o l

I N D I V I D U A L & I N S T I T U T I O N A L B E N E F I T

f l e x i b l e f o r I L , o u t r e a c h , & c o l l e c t i o n s

S T R A T E G I C & S T R U C T U R A L V I E W

M A P P I N G P O S I T I V E S

{ }s t e e p l e a r n i n g c u r v e i n s o m e c a s e s

A D M I N I S T R A T I V E S U P P O R T R E Q U I R E D

t i m e s p e n t i s s t r u c t u r e - d e p e n d e n t

M U S T P E R C E I V E V A L U E I N E X E R C I S E

M A P P I N G C A V E A T S

M A P P I N G

P O R T F O L I O S

R U B R I C S { }2

R U B R I C S { }P A I N ?

{ }F a c u l t y m a y n o t k n o w w h a t t h e y w a n t y o u t o d o o r h o w t o d e f i n e i n f o l i t …

F a c u l t y m a y n o t k n o w w h a t t h e y w a n t y o u t o d o o r h o w t o d e f i n e i n f o l i t … { }… b u t t h e y A L L k n o w w h a t t h e y w a n t f r o m s t u d e n t s .

R U B R I C S { }c u s t o m i z e d R O A D M A P S o f l e a r n e r C O M P E T E N C I E S

m a p p i n g

r u b r i c s

T A R G E T E D I N S T R U C T I O N

S T U D E N T C O M P E T E N C I E S

R E S O U R C E S C A L A B I L I T Y

!

!!

Performance Area

!Rating = 4 “Proficient”

!Rating = 3

“Competent”

!Rating = 2

“Developing”

!Rating = 1 “Beginning”

!Score

Location/Scope of Information !

--Has the student independently identified the extent of information needed for a project? !

--Has the student included multiple sources of information and /or provided evidence of having employed a search strategy?

Student develops a thorough bibliography with multiple and diverse sources of information. Search strategy is evident.

Student develops a bibliography with several sources of information but shows little attempt to diversify sources.

Student develops an incomplete bibliography that contains major errors indicative of no coherent search strategy

Student develops a bibliography using only web-based or Popular media sources. No evidence that a formal search strategy was used.

!

Evaluate Information !

--Has the student demonstrated an effort to assess the relevance of retrieved information? !

--Has the student included an evaluation of potential bias in the information being used to construct arguments?

Sources explore multiple contexts for how information is crafted and student discusses the limits of current information

Sources are all relevant to the topic and represent a wide range of viewpoints

Sources are mostly relevant to the topic of the project but represent only a narrow range of viewpoints

Sources used are not relevant or are ancillary to the topic of the project

!

Analyze Information !

--Has the student demonstrated proficiency with the appropriate tools necessary to understand how information sources are related? !

--Has the student used appropriate analysis framework to integrate information into an argument?

Effectively analyzes information from multiple sources into a project that represents new or novel information

Student attempts to perform some analysis of information but the approach is not entirely appropriate for the project

Student makes reference to the analysis used by others without performing original analysis

Project lacks fluency or student work is segmented in such a way that arguments are unstructured

!

Interpret Information !

--Has the student used information and the analysis of it to offer a unique narrative? !

--Does the student understand how to effectively communicate and interpret information for an audience?

Student organizes, synthesizes, and articulates information in a way that is accessible to intended audience

Student develops unique thoughts but communicates the new information in an oblique manner

Student develops some unique thoughts but generates some flawed interpretations

Student largely recapitulates arguments of others without an original synthesis

!

Ethics of Information !

--Does the student display an awareness and understanding of the ethical and legal guidelines for appropriate use of information?

Proper use of paraphrasing/ citations / footnotes / bibliography

Citations / bibliography are complete but inconsistent stylistically; paraphrased material is not properly cited

Some (but not all) source material is cited; paraphrased material isn't properly cited or re-stated

No or very few citations; incomplete bibliography; material is quoted without proper attribution

!

C O U R S E I N T E G R A T I O N M A P & R U B R I C

Performance Area First Year Students

Second Year Students

Third Year Students

Fourth Year Students

Location/Scope of Information • Has the student independently identified the

extent of information needed for a project?

• Has the student included multiple sources of information and /or provided evidence of having employed a search strategy?

• Does the student grasp the diversity of and major

sources of EA literature?

Student is capable of developing a bibliography using more than web-based or popular media sources. They are able to able very basic and general search strategies.

Student is capable of developing a bibliography that is basic but begins to show an understanding of coherent search strategies and an understanding of how to utilize EA resources.

Student can develop a bibliography with several sources of information and is beginning to use sources and strategies that require a deeper understanding of sub-disciplines within EA.

Student can develop a thorough bibliography with multiple and diverse sources of information showing the student has developed a personal research identity within EA.

Evaluate Information • Has the student demonstrated an effort to assess

the relevance of retrieved information?

• Has the student included an evaluation of potential bias in the information being used to construct arguments?

Sources are appropriate to the topic of the project but sometimes tangential. Student only understands the most basic categories and types of information.

Sources are more relevant to the topic of the project but may be derived from the most obvious of “good” resources.

Sources are all relevant to the topic and represent a wide range of viewpoints as well as types and levels of EA information as appropriate.

Sources explore multiple contexts for how information is crafted and student can discuss the limits of current information in the context of current EA information.

Analyze Information • Has the student demonstrated proficiency with

the appropriate tools necessary to understand how information sources are related?

• Has the student used appropriate analysis framework to integrate information into an argument?

Student analysis is segmented in such a way that arguments are sometimes poorly structured due to a limited understanding in properly analyzing EA information.

Student begins to more effectively analyze EA information across disciplines and recognizes multiple approaches to analysis based on the type of information.

Student can perform original analysis of increasingly specific information and integrate the analyses into complex projects

Student effectively analyzes information from multiple, advanced sources into a project that represents significant new or novel information in their field of interest within EA.

Interpret Information • Has the student used information and the

analysis of it to offer a unique narrative? • Does the student understand how to effectively

communicate and interpret information for an audience?

Student has limited original synthesis and often recapitulates arguments of others with only minor changes.

Student expresses a greater understanding of the literature by beginning to create wholly original ideas from an original synthesis of the information.

Student develops unique thoughts on diverse EA topics and related fields and begins to recognize the importance of proper communication of their ideas.

Student organizes, synthesizes, and articulates advanced information in a way that is accessible to intended audience.

Ethics of Information • Does the student display an awareness and

understanding of the ethical and legal guidelines for appropriate use of information?

Student is responsible for appropriate attribution of basic information sources and understanding and avoiding plagiarism.

Student begins to access and cite more advanced and non-traditional information in an appropriate way.

Student can properly cite advanced and diverse resources in a variety of styles using a variety of methods.

Student exhibits proper use of paraphrasing, citations, footnotes, bibliographies, etc. in advanced original work.

!

L I B R A R Y I L D E F I N I T I O N

C A M P U S - L E V E L I M P L E M E N T A T I O N

C G U

C M C

H M C

K G I

P I T Z E R

P O M O N A

S C R I P P S

S P E C I F I C R U B R I C A P P L I C A T I O N S

•  F i r s t - y e a r s e m i n a r w o r k e v a l u a t i o n

•  S e n i o r c a p s t o n e / t h e s i s e v a l u a t i o n :

- P o m o n a E A / K e c k S c i e n c e / C M C

•  C a m p u s e s a c c r e d i t a t i o n a s s e s s m e n t

R U B R I C S { }f a c u l t y / l i b r a r i a n c o l l a b o r a t i o n

R U B R I C S { }f a c u l t y / l i b r a r i a n c o l l a b o r a t i o n

M U T U A L U N D E R S T A N D I N G

R U B R I C S { }f a c u l t y / l i b r a r i a n c o l l a b o r a t i o n

M U T U A L U N D E R S T A N D I N G

i m m e d i a t e a s s e s s m e n t t o o l

R U B R I C S { }f a c u l t y / l i b r a r i a n c o l l a b o r a t i o n

M U T U A L U N D E R S T A N D I N G

i m m e d i a t e a s s e s s m e n t t o o l

L O N G - T E R M F R A M E W O R K

M A P P I N G

P O R T F O L I O S

R U B R I C S { }3

F a l l 2 0 1 2 - S p r i n g 2 0 1 3 : 5 c o l l e g e s , 5 f i r s t y e a r p r o g r a m s

7 5 U N I Q U E L I B R A R I A N C O L L A B O R A T I O N S

P O R T F O L I O S T R U C T U R E : c o u r s e / l i b r a r i a n b a s e d i n L M S

WHAT IMPACT IS L IBRARY INVOLVEMENT H A V I N G I N F I R S T Y E A R C O U R S E S ?

S T U D E N T

L I B R A R I A N F A C U L T Y

P O R T F O L I O A S S E S S M E N T = H O L I S T I C

L I B R A R I A N S

P O R T F O L I O C H E C K L I S T

U P L O A D C O U R S E M A T E R I A L S T O S A K A I

P R E / P O S T R E T R E A T S

L I B R A R I A N S

L I B R A R I A N S

T H R E E - Q U E S T I O N R E F L E C T I O N S

S T U D E N T S I N - C L A S S S U R V E Y

R E P R E S E N T A T I V E P A P E R S

F A C U L T Y

E N D - O F - T E R M S U R V E Y

( I D E A L L Y ) I N - C L A S S S U R V E Y

P A R T I C I P A T I O N R A T E S

59 classes responded to student survey = 7 9 % r e s p o n s e r a t e

36 faculty post-instruction survey responses = 4 8 % r e s p o n s e r a t e

17 faculty end of term survey responses = 2 6 % r e s p o n s e r a t e

S T U D E N T A N D F A C U L T Y S U R V E Y R E S P O N S E S

L ibrary ins t ruct ion has he lped me to . . . F ind use fu l and appropr ia te resources .

S T U D E N T R E S P O N S E

F A C U L T Y R E S P O N S E

".

0%

10%

20%

30%

40%

50%

60%

Strongly disagree Disagree Neither agree or disagree

Agree Strongly agree

2011

2012

L I B R A R Y R E S E A R C H I N S T R U C T I O N H A S H E L P E D M E T O . . . E V A L U A T E T H E Q U A L I T Y O F I N F O R M A T I O N I E N C O U N T E R

“ I D E N T I F Y O N E O R M O R E S K I L L S O R O T H E R T A K E A W A Y S F R O M T O D A Y ' S S E S S I O N T H A T W I L L B E U S E F U L T O Y O U ”

“ W H I C H O F T H E T O P I C S / C O N C E P T S C O U L D H A V E B E E N E X P L A I N E D M O R E C L E A R L Y O R E X P L O R E D I N G R E A T E R D E P T H ? ”

N E X T S T E P S

Ea r l y summer pos t - r e t rea t

U t i l i z e po r t fo l i o da ta to d i scove r bes t p rac t i ces fo r t each ing to the CCL I L defin i t i on/Hab i t s o f

M ind

Rubr i cs fo r : bes t p rac t i ces fo r t each ing sk i l l s

l i b ra r i an pe r fo rmance

M E T A R E S U L T S

Low (work load) impact

Usefu l/pos i t ive exper ience

Sca lab le to other inst ruct ion programs

Va luab le arch ive of teach ing mater ia ls

o u t c o m e s

E V A L U A T I O N

C O L L A B O R A T I O N

I M P R O V E M E N T

i t e r a t i v e ,

c o l l e c t i v e .

M A P P I N G

P O R T F O L I O S

R U B R I C S { }

?M A P P I N G

P O R T F O L I O S

R U B R I C S { }

C H A R B O O T H : c h a r _ b o o t h @ c u c . c l a r e m o n t . e d u

C L A R E M O N T C O L L E G E S L I B R A R Y

S E A N S T O N E : s e a n _ s t o n e @ c u c . c l a r e n o n t . e d u

N A T A L I E T A G G E : n a t a l i e _ t a g g e @ c u c . c l a r e n o n t . e d u

L I N K S p r e s e n t a t i o n s l i d e s s l i d e s h a r e . c o m / c h a r b o o t h

1 s t y e a r i n s t r u c t i o n m a p b i t . l y / c c l - fi r s t y e a r 2 0 1 2

e a c u r r i c u l u m m a p b i t . l y / c c l - e a m a p 2 0 1 2 - 1 3

c l a r e m o n t c o l l e g e s l i b r a r y i l r u b r i c 2 0 1 2 - 1 3 b i t . l y / c c l - i l r u b r i c

s t u d e n t p o r t f o l i o s u r v e y b i t . l y / c c l - i n s t r u c t i o n e v a l

p o s t - i n s t r u c t i o n f a c u l t y s u r v e y b i t . l y / 1 s t y e a r - f a c c l a s s e v a l 2 0 1 2 - 1 3

e n d - o f - t e r m f a c u l t y s u r v e y b i t . l y / 1 s t y e a r - f a c t e r m e v a l 2 0 1 2 - 1 3

t h r e e q u e s t i o n r e fl e c t i o n t i n y u r l . c o m / 3 q r - p o m o n a I D 1