Type

Executive Summary

√

People

Melissa Peet, Research Associate, University of Michigan. The Campus Coordinator and Principal Investigator for the Open-Source ePortfolio Initiative at the University of Michigan...Director of the Generative Knowledge and ePortolio Programs at the University of Michigan.

My superpower
Helping people identify their "soul code" - what they came here to do and the inherent strengths and capacities they posess

People

Melissa Peet

tacit knowledge (remember our mission)

powerful ideas

generative interview process

Generative Interviewing process poses questions to interviewees to draw out tacit strengths, capacities, potentials, and possibilities. Participants have each been the subject of a generative interview and practiced this approach/technique

essential intellectual quickening (a moment)

Converstaion afterward with Melissa Peet

generative knowledge interviews

3 stories where you effected change in your life.

To discover their tacit knowledge

Buzzwords

With that, teach them how to incorporate that into their eportfolios

Read more about self organizing systems

We don't realize that WE are self organizing systems.

When I bog down, how am I self organizing to get there?

LEARNING TIP. When going up afterward to an incredible speaker at a conference, always wait till everyone else has spoken, to ask your question so you can get the advantage of hearing everybody else.

Wouldn't it be extraordinary and powerful if our students could graduate and know what they know ?

Great need but ZERO insitutional mechanisms.

Yes, extraordinary learning is occurring

Good Questions

How they developed our

What does a curriculum look like in the midst of a world

doctorate

what they need is a catalyzing event

life

our job is to make

Good Questions

critical systems based thinking

for whom, by

what are their internal activitors to bring that change to bear?

Realistically their thousands of years of embodied knowledge

We don't know what we know

Generalizations

Powerpoint

Eportfolio is decided by students

Works with underrepresented - They come with essential tacit knowledge

What students need to become leaders

AACU gave us institutional legitimacy

could say were in conversation with

underlying curiosities

can they recognize different types of knowledge

can they transfer

what is compeling

can they engage in ethical reasoning

metareflection, synthesis, and ...

Document knowledge from all areas of life

can map to several different outcomes at once

Tanya

Technology is not the problem. Its the pedagogy

Good Questions

were eportfolios introduced in a course

did teachers teach these thing

the more expert you are the harder it is to know what you know

Generalizations

Integrated knowledge portfolio process

Look this up on the web . Buzzword

To Dos

tool

a pedagogy

they come to training

capstone, service learning courses,

Essential quickening process

Is it a graduation requirement?

The moment you make it manditory is the moment you kill it.

threshhold

3 examples of work - reflections of work

a philosophy

Critiques of AACU Value Rubrics - validity & X

Whats the response? Came out on Friday.

Good Questions

Had to get knowledgeable about underlying theory of expert judgments AND psychometric judgments

They had to get good at coming up with a theory of expert judgment

Alverno is working on how you establish the validity of the Value Rubrics?

Not for replacing standardized test but

Institutions?

Process?

Testing agains student performances?

Rose-Hulman

Constellation of data

objective data

portfolio is a part of that which speaks to our community

Value rubric development process

I'm already grading my students. Why do I have someone else outside of this context

Why can't society be satisfied with my judgment?

Everybody wants a different kind of evidence.

Accrediting agencies

Board of trustees - dashboard

Multiple sources of evidence

Faculty in one discipline - whether what they taught transferred to the professional context

Validation of expert faculty judgment is just beginning.

Enormously exciting

with eportfolios we'll be able to validate expert judgment

Problem with premise

How is that knowledge played out in story

Is the knowledge emobodied and used?

Good Questions

Adopting Google Tools around search to do large scale analysis using different criteria

Two items - how do you bring them together

There would be a real danger in presenting the VALUE rubrics

They start the conversation. This is the 30000 foot view.

The VALUE rubric themselves

The process on a campus

Pick a couple. Don't take on everything.

Terry Rhodes, director of the Value project

√

People are looking for the quick answer.

There isn't one.

The rubrics provide transparaency for students

Tell them what you want.

Converstaion afterward - Melissa Peet

generative knowledge interviews

3 stories where you effected change in your life.

To discover their tacit knowledge

Buzzwords

With that, teach them how to incorporate that into their eportfolios

Read more about self organizing systems

We don't realize that WE are self organizing systems.

When I bog down, how am I self organizing to get there?

LEARNING. When going up afterward to an incredible speaker at a conference, always wait till everyone else has spoken, to ask your question so you can get the advantage of hearing everybody else.

Bruce Hutton, Dean Emeritus and Piccinati Professor in Teaching Innovation, Daniels College of Business, University of Denver

A comprehensive approach to redesigning the curriculum to prepare students for the great issues of our time—and shifting institutional culture to sustain it.

Sustainability Program - the central framing story

We're living in a reset world

The Daniels Compass

What does it mean to be human when every living thing is in a state of decline - Paul Hawken

Connecione (Davinci)

Italian word = connectedness and perspective and proportion

contribution units

240 required per year

Now that we have the ability to do and build anything we choose, what will we choose to do?

From Massive Change by Bruce Mau

Good Questions

to create a better transportation system

to build cars everyone in china can own

Make no little plans; they have no magic to stir mens blood - Daniel Burnham , American Architect

Veronica Boix Mansilla, Lecturer, Graduate School of Education, and Principal Investigator and Research Associate, Project Zero, Harvard University

The key role that integrative learning can play in preparing today’s young people for the work of their generation.

"OK. Back to reality."

Dee Fink, Senior Associate, Dee Fink and Associates and Carolyn Haynes, Director, Honors and Scholars Program and Professor of English, Miami University

J. Elizabeth Clark, Professor of English, LaGuardia Community College; and Anne Warner, Director of the Comprehensive Writing Program, Spelman College

Marcia Mentkowski, Professor of Psychology and Director of Educational Research and Evaluation—Alverno College

Buzzwords / Soundbites

AACU

integrative learning = connected learning = real world learning

See Fink's handout

change at 3 levels

policies and practices

structure and rules

incentives and rewards

giving people resources to do the work they are passionate to do

Knowledge, intellectual and practical skills, and personal and social responsibility reframe enduring liberal arts goals for our time. But the fourth category, integrative and applied learning, is a truly twenty-first century liberal art.

AAC&U president Carol Geary Schneider

authentic evaluation / authentic evidence

self authorship

inclusive excellence in neighborhoods

assignment scaffolding

teaching accounting to engineers

assignment prompt design

signature pedagogies

La Guardia Community College

rubric

taking control of one's rhetorical future

rhetoric: the art of effective communication

eportolios

a way to present themselves digitally

Eportfolios and pedagogy. There has to have something for the student.

What portfolios do

student engagement, more reflective

link classroom and lived experience

resume for career

build technology and web authoring skills

1 student has a laptop

integrate learning across the curriculum

personal reflection and career goals

Types of portfolios

course portfolio

learning portfolio

credential portfolio

showcase portfolio

assessment portfolio

studio hour

facilitated by students,

1 hour noncredit course

multmodal composition

cultures of change

Veronica Boinx Mansilla

bridging the relevance gap

augmented reality

the yellow first down line in football

Augmented Reality Continuum

Augmented Reality Continuum

Saqoosha - See movie ...

pedagogy of the contemporary

tracing artifact production history

ipods, cellphones, shoes, food

would love for a librarian to create a libguide on this

powerful narratives

part of the solution

"seeing students as apprentices in attacking the pressing problems of the day"

rather than as part of a certification process

This would work if we knew more about the future that we're supposedly preparing them for. But we don't.

"If I want a student to become a carpenter, I need to give him wood and nails."

vetting sources

MSU motto: "Learn to live together. Live to learn together."

Melissa Peet

tacit knowledge (remember our mission)

powerful ideas

generative interview process

Generative Interviewing process poses questions to interviewees to draw out tacit strengths, capacities, potentials, and possibilities. Participants have each been the subject of a generative interview and practiced this approach/technique

Resources

AACU Statement on Integrative Learning,2004

Podcasts and powerpoints from the conference - available on the program one month after the event

Integrative Learning Conference Site

Association for Integrative Studies

Opening Up Education

Academic Commons

Inter/National Coalition For Electronic Portfolio Research

Massive Change. Bruce Mau. Print

Electronic Portfolios 2.0 Kathleen Blake Yancey. Print

Writing in the 21st Century. Yancey

Did You Know? Fall 2009 Update#

Upcoming conferences

General Education and Assessment: Maintaining Momentum, Achieving New Priorities, February 18-20, 2010

Undergraduate Research, Durham, NC November 11-13, 2010

Workshops Attended

Workshop 3: E-Portfolios: Enhancing Student Self-Authorship and Self Assessment

J. Elizabeth Clark, Professor of English—LaGuardia Community College; and Anne Warner, Director of the Comprehensive Writing Program—Spelman College

The Implementation of a University-wide ePortfolio Program for Learning and Assessment

Gail Ring, Director of the ePortfolio Program, Todd Miller, Graduate Student in Computer Science, and Eric Anderson, Undergraduate Student in Computer Science—all of Clemson University

Organizing an Integrative First-Year Experience: Freshman Academies

Eduardo J. Marti, President, Michele Cuomo, Assistant Dean for Academic Affairs, and Susan Mikkelsen Curtis, Director of New Student Enrollment Services—all of City University of New York Queensborough Community College

The AAC&U and Carnegie Foundation Integrative Learning Project: Charting and Sustaining Progress

J. Elizabeth Clark, Professor of English—LaGuardia Community College; Marion W. Roydhouse, Dean School of Liberal Arts—Philadelphia University; and June Pierce Youatt, Senior Associate Provost— Michigan State University

LEAP Featured Session
Assessment: Across Different Experiences and Over Time
Evaluating AAC&U’s Integrative Learning Meta-Rubric: Lessons Learned for Program, Curriculum, and e-Portfolio Development and Assessment

Tanya Augsburg, Assistant Professor of Liberal Studies, and Maggie Beers, Director, Academic Technology—both of San Francisco State University

You Get What You Ask For: Connecting Assessment of Integrative Thinking to Assignment Revision

Janine Graziano-King, Director of Center for Teaching and Learning, Marissa R. Schlesinger, Coordinator of Faculty Development for Opening Doors Learning Communities, and Christian Calienes, Institutional Research Analyst—all of City University of New York Kingsborough Community College

Integrative Learning: Making It Happen for ALL Students

Amy E. Jessen-Marshall, Dean of College Programs and Vice President for Academic Affairs, Associate Professor of Life Sciences—Otterbein College; L. Dee Fink, Senior Associate—Dee Fink and Associates; Larry Miners, Director of Center for Academic Excellence and Associate Professor of Economics—Fairfield University; and Bob Haak, Director of the Center for Vocational Reflection—Augustana College

Supporting Integrative and Lifelong Learning through Authentic Assessment, Teaching, and E-
portfolio Development

Marcia Mentkowski, Professor of Psychology and Director, Educational Research and Evaluation— Alverno College; Melissa Peet, Research Associate—University of Michigan; and Julia Williams, Professor of English and Executive Director, Institutional Research, Planning and Assessment—Rose- Hulman Institute of Technology

AAC&U’s VALUE project (Valid Assessment of Learning in Undergraduate Education) seeks to contribute to the national dialogue on assessment of student learning. It builds on a philosophy of learning assessment that privileges multiple expert judgments of the quality of student work. Three members of leadership campuses from the VALUE project will discuss interpretations of integrative learning and examine broad issues that are likely to emerge when faculty and their institutions begin to take up the teaching, learning, and assessment of integrative learning.

Interesting Workshops Not Attended

Life-Wide Learning through a Life-Wide Curriculum - Handouts available

Norman Jackson, Director, Surrey Centre for Excellence in Professional Training and Education—University of Surrey

LEAP Featured Sessions

Friday, October 23, 10:45 a.m. – 12:15 p.m.; Tower Room 1204
Recreating the "Real World" in the Classroom: Using Role Playing Frames to Foster Student Engagement and Integrative Learning Drake University
Friday, October 23, 10:45 a.m. – 12:15 p.m.; Tower Room 1205
LEAPing into Excellence: Designing Integrative Courses
Southern Oregon University
Friday, October 23, 2:15 – 3:45 p.m.; Tower Room 1205
Integrative and Applied Learning: What Do We Mean? How Do We Know? Why Do We Care?
Alverno College
Friday, October 23, 2:15 – 3:45 p.m.; Tower Room 1208
Why Not a Center of Excellence for the Essential Learning Outcomes?
Bowling Green State University
Friday, October 23, 2:15 – 3:45 p.m.; Tower Room 1203
Evaluating AAC&U’s Integrative Learning Meta-Rubric: Lessons Learned for Program, Curriculum, and e-Portfolio Development and Assessment San Francisco State University
Friday, October 23, 4:00 – 5:15 p.m.; Tower Room 1206
Fate of the Earth 101: An Integrated Term for First-Semester Students
Augsburg College

Ideas

Invite instructors to require that students place their NoodleBib works cited lists on a public server so that they can be assessed.

Start utilizing the primary source facet in Noodle. There's a direct link between understanding of primary source materials and critical thinking (Who said it?)

Video tour of the library with notes that point to the electronic equivalent (not true augmented reality)

Sound Bites

Knowledge, intellectual and practical skills, and personal and social responsibility reframe enduring liberal arts goals for our time. But the fourth category, integrative and applied learning, is a truly twenty-first century liberal art.

AAC&U president Carol Geary Schneider

Activities

Declarative Knowledge

Generalizations

Good Questions

To Dos

URL:

Preconference

E-Portolios: Enhancing Student Self Authorship and Self Assessment

E-portfolios and carefully designed rubrics have significant potential to advance student learning, identity development, cultural understanding, and social responsibility. Participants in this workshop will learn about the different ways that portfolios and rubrics can be used throughout the undergraduate experience to enhance student's knowledge, integrative learning, understanding of their place in the world, and self authorship of the roles they will take in the workplace, community, and home.

Speakers

J.Elizabeth Clark - Professor of English

Laguardia Community College

Anne Warner - Director of Comprehensive Writing Program

Spelman College

Eportfolio

eportfolio and pedagogy. has to have something for the student.

Attendees in the room

Jeff Philpott, Seattle University

Utah

Digital Measures

Erin Joyce

Dennis Pruitt

Carolyn Oxenford, Marymount

Blackboard based, avoid

Center for Teaching Excellence

Grand Rapids, school of business

Univ of North Carolina, Asheville

Theme based clusters

Rochester Institute of Tech

Reforming everything

Michelle Horning,

General Education, task force

Susan, Center for Integrative Studies, St. Olaf

Web portfolio for majors

Design their own program

Models for La Guardia

Appalachian State

Gary Danes, Westminster College, Salt Lake

Evidence for achieving

To demonstrate ...

Alfredo Jimenez, Penn State, Hazeltine

mathematician

Spellman College Rep

Steve .. Dominican California, Design

Fact finding for eportfolios

Graphic, more visually robust, scalable

Agenda

eportfolio overview

in the classroom

and program assessment

responding to eportolios using a rubric

dream capstones - pull learning together in an integrative way

LaGuardia - J. Elizabeth

9th year at LG

Will look very different over time, will evolve

Absolutely a beautiful reflection of their students

2/3 foregin born - half been in US less than 5 years

15,000 matriculated students

60 % are first generation

80% lack one or more basic skills

Types

Generalizations

Course portfolio

Learning portfolio

Credential portfolio

Showcase porfolio

Assessment portfolio

program review

What portfolios do

student engagement, more reflective

link classroom and lived experience

resume for career

build technology and web authoring skills

1 student has a laptop

integrate learning across the curriculum

personal reflection and career goals

Goals for faculty

richer understanding

...

First year academy

Fundamentals of professional adv

Urban studies courses

learning about nyc

intensive course portfolio

any faculty member

...

collect

select

reflect

share

password protected choice

Kathleen Yancey

Teaser looks

Look at these on LaGuardia eportfolio site

Abigail

Course based

Abby not much reflection

all eportfolios have ...

home

about me

educational goals

classes and projects

show off her best work

classes

mid term essay

resume

links

contact

Smita

Do not edit

Lots of errors

organizes her course content

reflection deepens, not just course content

Oscar Novara

video

resume

5 assignments

reflection on the major

daisuke ito - fine arts major

reprentation of work over time

organized as a gallery

very well done

documentation and evidence

formative feedack

cssee and ACT opinion

course completion

college wide project

supported by rigorous faculty development

200 facculty member

master of multiple models - 12 w, 6 wk

meet once amonth for 3 hours

stipends, reading, pedagogy

integrated into classroom... curriculum

one intensive week before semester

modeling

peer review

formative assessment for faculty

inquiry based, look at web and reflect

lessons learned

increase student motivation

encourage students to reflect

allow students to share with different audiences their learning

to show their families what they're doing

motivate daculty develop learning activiites

Spellman - Anne Warner

2000 women, african descent

SpelFolio

Folio program design

18-23

First year experience

Community service essay

Sophomore year experience

Community service

Public speaking

Student directed

Major

Writing assignments

Learning / Assessment Mixture

Powerful for reporting

Worked hard with VALUE people

trained rubric readers

writing

watched development over several years

Very few, but important

Now in a manageable form

Benefits

learning over time

integrated learning, acade and esperiential

critical reflection

students want to please you

reflections to community service

...

independence

they own their accounts, don't belong to spelman

Particulars

20 possible formats

she has to give this to Spelman - permission

home

spelman experience

writing portfolio

community service reflection

assignment instructions

Logistics

enrolled in a course called first year experience

have a concept of where they are headed

she owns it for 5 years

one year after graduation

then can port elsehwere

1 hour course with modest demands

minimalist approach

first reflections are engaging

Evaluation

more formative then summative

4th piece has more serious consequences

wise old man archetype

assignment with rubrics (internal)

Goals of the portfolio

commitment to writing across curr

assessment in the core

huge learning curve and satisfying

safety net for students

for writing

REAL student work where they want to contribute

They permit university to it as they might to a potential employee

J Elizabeth

Excited about public work

ePortfolio showcase ... standing room only

Do have to share their work in a course

separate system but accessed thru blackboard

could take the place of traditional poster sessions

Students own their content

For purposes of assessment, students signed a consent form

informed consent not required for assessment only

VALUE Project

anonymous? Not at the moment

random? Yes

separate deposit area for assessment

peer evaluators ?

yes

within course - yes

collegewide assessment - no

One hour credit course - Studio course

Students= eportfolio consultants

Share function

peer tutors

work study or part time employment

Eportfolios in the Classroom

Individual Basic writing facult members rubric

Criteria questions

superior, strong, consistent, weak , unacceptanle

Program wide rubric

basic writing rubriclaguardia community college

Institutional rubric

individual pieces, not entire portfolio

Digital archive becomes eportfolio

think beyond this...

not much educational merit

reflections is a key

how to deal with touchy feely

can take many forms: written, oral, visual

"defining reflection: another look and john dewey and reflective thinking" by carol rodgers

article

want to see more independent reflection

Letter assignment - reflection prompts

Abby

Pablo's Reflections

making connections between courses

seeing development

Smita

passing in 2 sections (4 on rubric)

200 words to 750 words

with fewer grammar errors

Students don't know how to do reflection

Don't even know what the word means

VALIUE integrative learning ... all got zeros

Local hosting is cheap to do

$10 alumni. Can keep resume on the server for as long as they like.

Pablo revises his eportfolio every semester. And sends it to previous instructors

Build it in systematically through graduation

Building reflection on their thinking ...

I used to think but now I think ...

Serious public questions

Sound Bites

what are the habits of mind and the skills

What do we really want to access on this eportfolio?

Good Questions

Have your really analyzed how these things effected your goal

seduce our students into analytical thinking...

they need to be cued

Buzzwords

Credit themselves in their works cited list

Good Idea

3 levels of portfolio

Vendors: Chalk and Wire or TaskStreet - with attached rubrics. FolioTech

basic

Dreamweaver could be uploaded ... no harness to creativity

intermediate (templates with Netscape composer)

You're too small to have your own.

advanced (composed in Dreamweaver)

Different categories

very different look and feel using the same categories

intro

nursing philosophy

etc.

Building a Culture of Assessment

OT pleasing the instructor

Reasons for dedicated eportfolio systems

Privacy issue

Separates student from the conversation that we have goals for them

Connected to the work they do as students

Could you have students independently register for TypePad?

What you lose is a connection to the institution and to any historical look.

Porfolio vendors who will sell you a prepackaged system

Dont want 4 or 5 systems on campus

Most institutions do come to the point where the creativity impasse.

There are going to be compromises any way you go.

Using Facebook. No ability to provide any institutional data. Facebook like applications ... Absalon and Digication have social networking pieces.

Digital Imperative

Students completely aware that they need to present themselves digitally

Unaware of how digitally illiterate they are.

Rhetorical control of their future

Buzzwords

End of the year piece

structured set of questions

One essay independently composed

Prompts for ...

How do faculty behaviors effect cheating

Does it matter if one individual has a nice carbon footprint?

Other 2 papers are ones they've been assigned in other classes

50 - 50

Prepared for a new audience

Students prepare from the beginning of the school term for an external jury that will review ...

Aren't professional online

"working toward a recognizable writing style all my own.

31% are asked to resubmit

To put their portfolios back together in January

A high failure rate that they are very proud of. The penalty is small. Its

Every student gets 2 pages of feedback on her porfolio

Evaluators: 17-20 faculty across the campus

bonding and food

15 years of this on paper

A quaker process,

2 readers review each portfolio, 3rd

balance of experienced and new

jurors ...?

You start something. Then you improve it.

Eventually it gets good.

The resubmitters get more out of it than the people who succeed the firt time.

Students don't know but must

understand audience

understand editing

Benefits to Facuty

A faculty development project

Feel good, have conversations, how to handle thorny problems, grammer, deal breakers

willingness to take risks

Telling you what you want to hear

How writing in the course connects

Try to get the prompts to be personally engaging

guidelines and rubric are

www.spelman.edu—cwp

struck by interrator reliability

... the abyss called facebook

Protecting our students to be as capable as writers as they can be.

When...

Turn it in April of first year

Read it in June

Back in sept to be free or resubmitters

3 Ways we could go

free for all

core curriculum

an assignment and rubric

capstones and dream courses

Capstone and Dream Courses

how to take the portfolio from the students present into their future...

powerpoint. eportfolios turning outward

what students can get out = what to do with the rest of their lives. T

Making the portfolio an appealing face to the world

Generalizations

How do we get from Chelsea's boxy but well written first year TO the greater excitement and interest ...

margaret price web site

what it means to move in that direction?

what would be their categories?

WE want

the major in the world; the major

writing examples

study abroad

internships

community service

Second Year

Resume

Cover letter

Personal statement

Essay that connects the student interests to her major and career goals

Where the CORE can grow?

The Senior Year Experience

Best book from mid 90s

Resources

Where the majors ...?

- should provide opportunities for transition

Redefining CORE to grow with the student

- should be an opportunity for closure?

- how to integrate what's happened to them up till now

senior synthesis course = capstone course for the major

seattle university

reflect on how your education has prepared for more humane world

more humane and just world

frees you from confines of a single assignment

Dominican

described on the web site

Dimensions of the self

Buzzwords

Ideas

Google themselves or google each other...

Clemson University: ePortfolios Implementation

Now is the time for all good men to come to the aid of their country. Even if you never know what the heck you're doing and even if...

Speakers

Gail Ring

Todd Miller

Eric Anderson

Description:

Computer science students

The epitome of a learning experience

It just keeps going and going and going

The energizer battery

Declarative knowledge

Undergraduate eportfolio

Own, design, manage

Add evidence for core competencies

Evidence

Buzzwords

Purpose

A mechanism for evaluating general education

Cant be solely for assessment

Learning

She feels strongly that it should be about learning.

SACS

Must follow freshmen for four years

Add value to their degree

Implemented Fall 2006

No directors

Interim director

Blackboard as portfolio (Y1 & Y2)

For a portfolio to succeed, you have to buy in

Students must buy in

No way to assess artifacts

Had to create their own in blackboard

Transfer students

Lots of changes

22 competencies

7 main areas + subcompetencies

Feedback from students and faculty

complicated

lacks creativity

non portable/accessible

CuePort = Home grown

Project must be related to the univ

Identified what was needed

Not a web editor

Use what's out there and integrate with a system that does the assessment part

Never seen a system that does what I needed

What she said is needed

10,000 users

Students connect evidence to the competency

Students create evidence

Still primarily text

Always changing their mind

Students reflect on connection- rationale

They wanted students to decide what goes in

A moving target...

They tell us WHY they gave it the score they did

Multple assessment opportunities

Formative - peers

7 research groups. ethical competence group

5 - 10 students in each group

Scale 1 - 4

each giving feedback for approximately 100 students

Summative

Software Development

Artifact upload and view

Could be used to meet 2 or 3 competencies

Double dippling is good, not more than that... but rational must be different

Student can upload a URL

Student can create anywhere on the web

Student can upload a file

Also... view file

Also... view url

Cant guarantee that will be live forever

Artifact assessment

Get scores for groups

Some students put everything in the group because they couldn't decide what was their best work

√

Student assessor

Anonymous, only on a single artifact

Cant remove gender, race, etc.

Go thru Human Subjects training and City

random sample by program

Sit in a room together and talk about the reviewing process

Quote: "This artifact does not meet the competency. In fact it's a piece of crap."

anonymous

Non-student assessor (faculty)

review the 1s in particular

need a petition process

Summary

public

Google Sites

private

Artifacts can be linked so the tool is targeted at a particular employer

What happens when a student approaches graduation who has all ones.

Not all students are required to submit a portfolio

Must have 100 % participation. They will not graduate without it. Eventually looking for 2s or better

Plagiarism

Showcase at the end of the year

Small percentage

In summer: Brought in 8 faculty to review student eportfolios, then 18. They get paid. M - F 9-4, working the whole time

Learned too many competencies. WILL go down to 7

Coming together and talking about general education. Some faculty are fighting it tooth and nail.

√

How to prepare student to do eportfolios

40% of students take freshman class

mechanics

Do it there but it's not enough.

But it must be revisited

Student writes their own letter of recommendation

√

Learning plan at the beginning of their college career

√

How do you use the data to improve the program?

How do you adjust the program so that. Shift from breadth to depth.

Good question for librarians

Good Questions

Asking fellow conference goers to do a blog post

Your login may need to be changed

To Dos

Director has a huge amount of work

Funded by the provost

What keeps you awake at night ?

Buy in

Good Questions

Is this described as a capstone experience?

No, but it should be

Students can put whatever they want.

Visit their web site at Clemson to see what they've been doing

To Dos

So co-curricular things can be put here

Gen ed comptencies and distributed competences like tech and critical thinking

Bruce Hutton: Integrative Learning: Redesigning Curricula, Shifting Institutional Culture

Resources will be available later

Resources

programs are imbedded into the program ... it takes about a month

Mansilla talk etc. will be available as podcasts

R. Bruce Hutton

People

Chairman of Marketing Dept

College of Business, Univ of Denver

Environment and sustainability

Community service

World Resources Institute

Aspen Institute

Personal and Social Responsibility

√

Title: A Compass for the Future: Anchoring Cultural Change in Integrative Learning

I'll whip through this then we'll have

What admins can do to build a more authentic environment?

There are lots of good things going on... but somehow in the current environment [it's not working.]

Good Questions

Its different from the rest of their lives

Events in the real world are messy

Don't follow the academic model

Declarative knowledge

Crises

Corporate governance & ethics

Economic uncertainity

Geopolitical uncertainty

Environmental challenges

water, species instict

.... while we're trying to teach English Literature and Accounting

Generalizations

We are living in a new world with great dangers and also great opportunity

CONTEXT

We need to understand the context where we are operating

Did you Know?

5 Minute Clip

Final item: What does it All Mean?

Good Questions

Did you know?

Use Did you know with students ...

Resources

Old World Strategies

How do we teach students for a world that is so different ?

Good Questions

We're living in a "reset world."

Those things are not coming back.

Buzzwords

Nature is the risk factor today.

Generalizations

Even economics is wrong

New World Challenges

Climate change

Chamber of Commerce - Companies are bailing out.

The concept of climate change are going to be with us for the rest of our lives

√

New Enterprise Challenges

Green dreams

No real solution. Problems with all

Ethanol as silver bullet

What about Walmart?

Not a clean call

Small town destroyer or environmental champion

Ocean sustainability

70% of fish will be depleted

Fish woman who asks..

But what am I to do?

Good Questions

Developing countries

1 in 16 women die in child birth

1 in 2500 in US

What does all this have to do with business?

Good Questions

CRISIS of

trust

inequality

sustainability

what does it mean to be human when every living thing is in a state of decline - Paul Hawken

Inconvenient truths

Davinci

Connecione

Italian word = connectedness and perspective and proportion

Buzzwords

HIGHER ED - Is it up for the challenge?

Blogosphere says maybe not

System Design Challenges (Bus Ed for MBAs)

University of Denver, Business

1. Leadership - Faculty must be engaged and owned. Students can play a catalytic role

7 team taught fully integrated courses: Values and Action, Global Perspective

leading from within

faculty and students

commitment

$

vision and values

where do we want to get to

speaking truth to power

many sources of power in academy

to funding sources

to faculty

to students

I don't need ethics. I need one more hedge fund course that will get me to Wall Street.

2. Cultural Shift

Leadership from the top

... must take root in the institutions very essence. It's culture

Culture eats strategy for lunch

Sound Bites

Aligh vision with faculty aspirations

Collaboration is not a dirty word

Across depts and colleges

Focus on goals, not process

We are kings and queens of process

Scholarship Model Consistent with Mission

Teaching, Research, Service --> Discover, Application, Integration, Teaching

Very important according to speaker

√

From the Boyer Model in Scholarship Reconsidered ... the biggest milestone in cultural shift

Allowed people to play to their stengths

Resources

3. Organizational Design

Where does sustainable development fit? No home

Cross matrixing is not a double cross!

rows: values, creativity, global perspectives. columns: accounting, finance

√

The case of the orphan subject matter

How much is enough?

4. Content and Delivery

New knowledge --> New delivery

credits don't fit

leadership

they invented contribution units

Buzzwords

ethics

240 required per year

team building

self awareness

Typical

Focus - type - outcome attributes

Redesigned

outcome attributes - type - focus area

start with these and reassemble them to create courses

Interesting. What would happen if you took the outcomes and reassembled them in a course structure

√

5 Infrastructure

PhD programs

recruiting criteria

national rankings

bogus criteria

accreditation

questionable spines

business role models

revenue pressures

priority, vision, leadership

We need a new model

The Daniels Compass

√

what you need to get through the perfect storm

follow the compass so you wont get off track

allows you to set side bearings

allows you to set back bearings

North is Nature

East is Enterpreise

Not just profit

South is self awareness, personal values

W is about World view

The Daniels Cross

Mission

Success in chosen profession

Inspire

responsibility as global citizens

responsibility as professionals

positive difference

now and for future generations

The chart

Make a living

Make a difference

Today =Upward arrow to northeast

Now that we have the ability to do and build anything we choose, what will we choose to do?

From what book ?

Good Questions

to create a better transportation system

to build cars everyone in china can own

The Daniels Compass

Aptitudes

Portable skills

Interdisciplinary

Integration of:

Intellectual rigor

Practical application

Enhance the core and specializations

Team orientation

It's all about teams today

Sound Bites

The Daniels Compass

Leading at the edge. - Know you. Know how.

3 day outward bound experience

Frameworks must have something like this

√

Essence of the Enterprise - The beginning of the bottom line

Perspectives course = speaking truth to power. Use Oxford Tutorial Model.

Ethics for the Enterprise

Community Capital Project

Sustainability Program - the central framing story

The prob

Out of our common future - Per Lindbloom

Sound Bites

The problems of today do not come with a tag marked energy or economy or Co... They are primarily political, economic, etc

Sustainable deelopment: cure for myopia

Gives education a cure for its myopia

Generalizations

A model for a better vision

The same mistake was made by the

economic prosperity

environmental integrity

social equity and culture

Sectoirs

government

civil society

---

Dnaiel Burnham, American Architect

Make no little plans; they have no magic to stir mens blood

Make big plans; aim high

Example

Mohammed .... - created microfinance

Nobel peace prize for a financial model

√

The bigger picture on sustainability should include a few little ones

The poster

Look at Daniels web site

To Dos

Organizing an Integrative First Year Experience: Freshman Academies

Speakers

Eduardo Marti

President, Queensborough Community College

Susan Curtis

Michele Cuomo

Description

Transfer the program description

To Dos

Not a show and tell

Why ?

With our population, the only way we can maintain academic rigor is by providing enhanced support and services

How can we do that?

Structure like ours but more centralized

10 community colleges CUNY

Provide passage for underprepared...to next levels

Port of entry --> Universities

High entrance standards for a community college

5 1/2 placement skills to determine basic skills

At end of developmental classes they hae to take the placement test again to prove they have the basic skills

The academic structure is in place to maintain academic rigor.

Demonstrated proficiency

√

But the support structure isnt really there for that.

75% don't graduate (over 6 years)

11.8 % (3 year grad rate)

Goal: double

By 2012:

Full time student has a better chance of completing.

They choose part time because it is more convenient

Use orientation to convert as many as possible to full time status

Not for the money

√

How First-Year Experience developed

Centralized academic advisement center

Faculty only interested in their courses

Have respect of the faculty

Faculty had natural suspicion of admin

Academic advisement process required

Better integration of support services and

Scaled up to institutionalize the effort and concentrate al services into six academies for all first-time, full time freshman.

$1 million

Piloted with 2 academies

Whole hog in Fall 2009

Tremendous surge in enrollment

Every student is ours. Their success or failure is ours.

What are freshman academies?

They are for first 2 semesters

based on chosen program of study

business

education

health

liberal arts - undecided

very large and diverse

visual and performing arts

students participate in at least high impact learning experiences which are designed to improve retention and completion

May attend special events to reinfor

Holocaust Center for Education

Each freshman academy has central office and freshman coordinators where staff meet with academy students and faculty

relationship managers

√

Students may change academies

Each academy has a freshman coordinator

Freshman coordinator owns their students. FC who helped student thru death of a parent

provides a bridge for new freshman by guiding them to appropriate support service areas such as tutoring, academic advisement, counseling, career services, financial aid and encouraging them to take full advantage of all the resources.

Example: how are they different from a counselor. They are border collies: bright, dedicated, steer the freshmen away from the cliffs

Works from incoming student

Kingsborough

They are there when they leave the 5 1/2 hour test.

What do you want to do next?

Many obstacles to getting the student in the classroom.

Teams of 10 people. Symbol: Breakfast with the president

Not really enough

15000 students

3800 freshmen

Health = 546 students, 1 coordinator

They know what a freshman coordinator is...

"I'm the freshman coordinator for Health Academy, etc."

I'm in Scott's Academy

Close to age of the students

Experience in student affairs

Most are in graduate school

Act as advocates for the freshmen, addressing faculty concerns, about student performance and oversee completion of key academic requirements

Best training for higher education work

Working with the facuty coordinators and other offices

Shadowing academic advisors and counselors

Worked with a seasoned advisor

New year begins

going to classes

meeting with facuty

if they have needs, they think freshman coordinators

getting seen

going to dept meetings

Freshman First - Orientation

Broke it down by Academy

More sense of identity

"Meet Your Academy"

Met faculty

Met career services

Met advisors

Walked out.... I'm in the X Academy

Day 4: Barbecue with President

Brought them in by Academy

Early Alert Project

Focusing only on First Semester Freshman

Faculty fill out a scan sheet

Let them know BY ACADEMY who needs help

I'm calling for the X Academy

Why it works

10 team bonded

high visibility

blessing by the president

training that brought them together with other offices

they KNOW they own their freshmen

All the services will still be there in the second year ... hope is the freshmen coordinators will "take" in the first year

Did Visual Arts and Education because they were more focussed

Faculty have expanded as a result of being part of a Academy

Project directors for high impact activities, basic skills liaisons

Faculty cohorst

meet 4 times a semester

working with rubrics

discuss high impact activities

High Impact Activites

Rachel Hunter at Kingsborough

in the first 30 credits

Learning communities

Service learning

Writing intensive courses

ST 100 = no credit, to be their own advocates

Cornerstone courses

Show up differently in each Academy

English class is cornerstone for all students

eportfolio

Virtual Meetings

All students are Academy students at the moment they enroll

Basic skills classes try to incorporate high impact experiences

Social element is crucial

Dee Fink : Integrative Learning - Making It All Happen for Students

Speakers

Larry Miners, Fairfield University

Amy Jessen-Marshall, Otterbein College

Bob Haak, Augustana College

Been finked? AAC&Ued ?

Where in the taxonomy is the POWER?

Good Questions

architecture and outcomes

... before implementation

Description

Buzzwords

One of the major challenges facing colleges and universities that want to promote integrative learning is how to move their campus initiatives beyond a few good programs that only affect a subset of students. This session will feature three colleges that are making curricular changes designed to support integrative learning for all students.

The ways in which they are setting up their curriculum for this kind of learning

The organizational processes they are using to get this done.

REal solution: Get it in at the curricular level

Opening comments

Taxonomy of Significant Learning

Integrated Learning

Lay Finks Categories and AAC&U categories side by side and they are almost identical

To Dos

Goes beyond Blooms

Right side

Left side

Handout: Multiple Meanings ...

General Intellectual

Student Experiences

3 colleges

faith related

3000 students

10 - 30 years at institution

Big problem that had to be dealt with

15 minute timer, with a 2 min warning

Activities

Fairfield - Jesuit College

powerpoint handout available

Initially nobody was doing it

Nobody wanted it.

2004

new president

new strategic plan

core integration initiative

core with core

core with major

overarching diversity

overarching mission and identity

center for academic excellence 1 , 1

How we're doing this

milcox from

shared pedagogies

interdisciplnary courses

sharedpedagogies

Ignatian pedagogy

context

experience

action

reflection

stephen brookfield

critically reflective teacher

Resources

fink's taxonomy

mission and identity day = mission of the university, who we are, what we do

Use Fink's taxonomy. Dee Dice

√

Faculty and professional and learning communites

faculty and professional learning communities

twice a month for 2 hours

end of year the community disbands

made presentations

2007 - 2008

5 themes

pathways

The key is making it transparent to the students

√

Otterbein

Integrative Studies

Program since 1969

She is

Dont ask. Don't tell policy

Theme: Human Nature

Very inward looking

Goal: Make integrative connections across disciplines

Change your calendar

To force a conversation about your curriculum

√

conversation

Huber and Hutchings, Mapping the Train

Resources

Shared Futures Project: AAC&U

Global learning

Outward looking

New Goals

Goal 1: To inspire intellectual curiosity

intercultural

human self

ethically

From goals and outcomes to curriculum

Possible models

Stick with current I.S. curriculum

Core curriculum with ..

Tree metaphor

eucaplypic

babel bob

New curriculum scaffold

mapped goals and outcomes into course themes

fye

threads

shared outcomes across the threada

interconnections

disciplinary anchors within the threads

identity projects

reflection and responsibility

natural foundations

creativity and culture

disciplary anchors

special topic dyads

course total: 8

Success?

founder problem

messy

late to the table / last minute / clinging / vocal protests

Process for approval

integrative studies advisory

professional studies

Augustana College

Talked about how integrated everything was

data showed otherwise

amazing how long you can tell a story about yourself

Difference

Founders

Traditions

Backward design - Start at the end

A crucial piece

Key 1

Buzzwords

A visual of what you're trying to accomplish

Key 2

information and ideas

goals

experiences

activities

reflecting

assessment

Time in 2 eras

BDF = Before Dee Fink

Buzzwords

ADF = After Dee Fink

Buzzwords

BDF

Organizing around 3 questions

questions are what integrate

what does it mean to be a liberally educated individual?

how does exploring the past deepend our understanding of the human condition?

how do we embrace the challenges of the world?

ADF

Greater expectations institute

goal

greater expectations institute

faculty retreats

faculty senate guidelines

integration with AGES central

backward design - curricular revision in the major - a key component

what do you want students to be able to do when you're done?

keep asking that till you get an answer - never used the word curricular revision

senior inquiry development committee

97% involved

senior inquiry

didn't tell depts how to do it. jUst gave them a set of criteria

Criteria

substantial in meaning and impact

communicative of the discoveries

reflective of one or the more of the following

nature of knowledge and inquiry

self awareness and connection

relationship of individuals to the community

reflection

they ask them many, many times

... on role of Gen Ed (end of first year)

can't force

... on why chose this major (usually sophomore)

sometimes in the advising process better than the classes

...how project is connected

required for capstone

...how augustana experience is connected

how does french connect to chemistry

who are you?

what are your skills, gifts, talents

what are you passionate about

what does you

what are

Questions

How do you convince a faculty to change ?

Key - Focus on improvement for the student

√

Traditional view

independent

part of the community

how do you get that to happen

Good Questions

early adopters

shadow curriculum

22 courses in a year

develop courses where it can be practiced

shared conversations

met quarterly

common learning and common vocabulary

Buzzwords

not just outcomes

recognition of the fear of their own vulnerability

√

scientists are struggling

teach ethics?

bowling green

finks taxonomy was built with respect to individual courses

have discovered that it does scale up

+ ignatian paradigm

student resistance?

student focus groups were positive

how to make the transition?

by classes

what is being shifted to help with burden of changing for faculty

smaller loads. release to develop course

Good Questions

Negotiate how you want to spend your time

from dee fink

√

Stop when you get to 100

Big Splash events

the train has left the station. you can get on at the next stop.

Buzzwords

Sleep away

Buzzwords

students with experiential learning and reflection are much preferable to people who've gone through a narrow disciplinary program

LEAP Report

Give to every faculty member

To Dos

How to build general education outcomes into the disciplines?

Good Questions

Algae - Water example

Challenge: How to brind adjuncts into the process?

Good Questions

Goals

Action

Reflection

Transition

Geology Dept Example

Dee Fink - After conversation

Dialogue - Learning Communities

Backward Design - Focus on outcomes

New book from Jossey Bass

Supporting Integrative and Lifelong Learning through Authentic Assessment, Teaching and E-portfolio Development

Introducer Woman

Faculty roles in high impact practices

Think about prior live and the 5 competencies the faculty wanted us to acheive

Community Education

Grounded in Adult Learning Theory

Decades old

Integrating Learning: Mapping the Terrain

Like learning and teaching assessment is a ... assesment

AACU VALUE Rubrics

intended to be a generative process

panel today were part of that process

Speakers

Julia Williams, Rose-Hulman

Marcia Mentkowski, Alverno College

Melissa Peet, Univ of Michigan

Melissa Peet - Univ of Michigan

tacit learning

Julia Williams

Rose-Hulman Institute

Unusual place among engineering schools. Private. Focus on active learning and student/faculty interaction

PhD in English

Could you test some of the VALUE rubrics?

She said yes.

Drivers. We've got to have ...

Buzzwords

Accredition agency

Outcomes

Q: What do we want to know about our students which we can't currently get from our current system ?

Central Question

Good Questions

Eportolios

E-portfolio system

Use it to collect student artifacts

Established rubrics

Evaluate over 2 days wtih pay

AACU work

Does their work match ours?

Are faculty going to be handed a set of rubrics and asked to use them?

Use of rubrics

Problems that might result

Their insights

Rose-Hulman were already using rubrics, established outcomes

What were they?

Conclusion

Rose-Hulman is a very different.

Difference isn't bad.

Questions

How do you use the data?

Not to track students progress over time

50% less annoying

20 % more ethical

Looking at cohorts of students

Benchmarks: 70 % need to pass

Electrical Engineer students are doing terrible on X. What can we do?

Do you have direct measures of what students are learning in the classroom?

Recommend the eportfolio approach

Marcia Mentkowski, Alverno - Milwaukee, 2800

74% first generation

e-portfolios since 1999

For VALUE project we evaluated 2 projects

oral communication

x

To test its usefulness and to provide feedback

Rubric Development Team

Communication Ability Dept

Sample of beginning

Sample of midterm

Development at a particular campus would be more specific

How does a rubric account for differences in cultural, english as a second language?

Alverno had the ability to impact their rubric

Jump started conversations

For critique and input

Real issue: How student got better on a basic item based on faculty coaching?

Found that basic factors could be mapped from Alverno to AACU

Distinctions between students view of portfolios

Beginning and mid level

Transfer can occur in many places

Communication allows for uniqueness

Rubrics can be used in many different ways

How will we use them?

They jump at chance to become in national efforts

Good Questions

Eportfolios

How will we use them?

Good Questions

Melissa Peet - Univ. of Michigan

People

Wouldn't it be extraordinary and powerful if Michigan students could graduate and know what they know ?

Great need but ZERO insitutional mechanisms.

Yes, extraordinary learning is occurring

Good Questions

How they developed our

What does a curriculum look like in the midst of a world

doctorate

what they need is a catalyzing event

life

our job is to make

Good Questions

critical systems based thinking

for whom, by

what are their internal activitors to bring that change to bear?

Realistically their thousands of years of embodied knowledge

We don't know what we know

Generalizations

Powerpoint

Eportfolio is decided by students

Works with underrepresented - They come with essential tacit knowledge

What students need to become leaders

AACU gave us institutional legitimacy

could say were in conversation with

underlying curiosities

can they recognize different types of knowledge

can they transfer

engaging

ethical reasoning

metareflection, synthesis, and

Document knowledge from all areas of life

can map to several different outcomes at once

Tanya

Technology is not the problem. Its the pedagogy

Good Questions

were eportfolios introduced in a course

did teachers teach these thing

the more expert you are the harder it is to know what you know

Generalizations

Integrated knowledge portfolio process

Look this up on the web . Buzzword

To Dos

tool

a pedagogy

they come to training

capstone, service learning courses,

Essential quickening process

Is it a graduation requirement?

The moment you make it manditory is the moment you kill it.

threshhold

3 examples of work - reflections of work

a philosophy

Th

Critiques of AACU Value Rubrics - validity & X

Whats the response? Came out on Friday.

Good Questions

Had to get knowledgeable about underlying theory of expert judgments AND psychometric judgments

They had to get good at coming up with a theory of expert judgment

Alverno is working on how you establish the validity of the Value Rubrics?

Not for replacing standardized test but

Institutions?

Process?

Testing agains student performances?

Rose-Hulman

Constellation of data

objective data

portfolio is a part of that which speaks to our community

Value rubric development process

I'm already grading my students. Why do I have someone else outside of this context

Why can't society be satisfied with my judgment?

Everybody wants a different kind of evidence.

Accrediting agencies

Board of trustees - dashboard

Multiple sources of evidence

Faculty in one discipline - whether what they taught transferred to the professional context

Validation of expert faculty judgment is just beginning.

Enormously exciting

with eportfolios we'll be able to validate expert judgment

Problem with premise

How is that knowledge played out in story

Is the knowledge emobodied and used?

Good Questions

Adopting Google Tools around search to do large scale analysis using different criteria

Two items - how do you bring them together

There would be a real danger in presenting the VALUE rubrics

They start the conversation. This is the 30000 foot view.

The VALUE rubric themselves

The process on a campus

Pick a couple. Don't take on everything.

Terry Rhodes, director of the Value project

√

People are looking for the quick answer.

There isn't one.

The rubrics provide transparaency for students

Tell them what you want.

Converstaion afterward - Melissa Peet

generative knowledge interviews

3 stories where you effected change in your life.

To discover their tacit knowledge

Buzzwords

With that, teach them how to incorporate that into their eportfolios

Read more about self organizing systems

We don't realize that WE are self organizing systems.

When I bog down, how am I self organizing to get there?

LEARNING. When going up afterward to an incredible speaker at a conference, always wait till everyone else has spoken, to ask your question so you can get the advantage of hearing everybody else.