EPortfolio
7/14/2014
Introduction
EPortfolio Signature Assignments Work‐Ethic Evidence, Reflection, and Growth
What is a Signature Assignment?
Over the last decade, the student ePortfolio movement has secured its place of importance throughout higher education. In response, a great number colleges and universities are in the process of developing a campus‐wide ePortfolio system. Now, many leading ePortfolio institutions believe the best practices and pedagogies for student learning incorporate direct student evidence and personal reflection. For the greatest impact on student learning, ePortfolio must be more than a digital file cabinet or a self‐promotion tool. Faculty must intentionally construct and require students to provide evidence of learning outcomes, supported by reflections repeatedly throughout their educational journey.
At Salt Lake Community College, all Gen Ed courses now contain an ePortfolio signature assignment, described below:
According to California Lutheran University A ‘signature assignment’ is that assignment or exam that best displays the knowledge or skills essential to the objectives of a course. Other coursework should build toward the completion of the course ‘signature’ assignment. Think of a signature assignment as a milestone in the student’s progress toward fulfilling the program objectives. Ideally, signature assignments are the types of works that students and professors would most like to present to others as evidence of accomplishment (i.e., work they would like to sign and have signed).
Source: http://www.callutheran.edu/assessment/student_learning_outcomes/SignatureAssignments.php
A signature assignment is one that addresses two or more of the College‐wide student learning outcomes, constitutes a “real‐world” application of knowledge, and is accompanied by some reflective writing. It is not an additional assignment, but one that you already incorporate into your course. Source: http://facultyeportfolioresource.weebly.com/signature‐assignments.html
1
7/14/2014
Salt Lake Community College Hybrid Group/Individual Project in MATH 1040
Continued:
Salt Lake Community College Hybrid Group/Individual Project in MATH 1040
Reflection Prompts‐‐Students post their individual report into their ePortfolio, along with their response to one of the following: Faculty in the Math Department have developed an interesting project in MATH 1040 Statistics course. It takes place in two stages, the first stage being completed as a group project and the second stage an individual report. Here's the assignment. Students are provided this information regarding the ePortfolio. Group Portion of the Project‐‐Students are divided into groups and are asked to choose a research question, design a method for collecting data, analyze the results, and posting their work in their e‐Portfolio. The purpose of the project is to have students collect and analyze data on the relationship between two quantitative variables, such as “Is shoe size of adult men related to height of adult men?” The students collect the data‐‐ensuring a random sample‐‐ and put it into a table that is shared by all the students in the group.
Individual Portion of the Project‐‐Once the data collection and sharing is completed, students move into the individual portion of the assignment. Each student writes a rather detailed report that includes descriptive statistics for each variable and correlation statistics for the two variables together. Students have to discuss the difficulties they encountered and come to a summary conclusion.
• What process did you go through to complete this assignment? • What challenges did you face in completing the assignment? How did you address them? • What impact did this project have on your understanding of statistics? Learning Outcomes Touched by this Assignment‐‐This assignment addresses the following General Education outcomes: • Students communicate effectively. • Students develop quantitative literacies necessary for their chosen field of study. • Students think critically and creatively. • Students develop the knowledge and skills to work with others in a professional and constructive manner. • Students develop computer and information literacy.
Source: http://facultyeportfolioresource.weebly.com/pedagogy‐math‐1040.html
Signature Assignments at Chattanooga State As a starting place, our signature assignments will focus on the Work Ethic Learning Outcome. Faculty can use work‐ethic assignments already in place, require a work‐ethic reflection for an existing project or paper, or create something brand new.
Beginning Fall 2014 • Every student will have an ePortfolio, and all students who attend new‐student orientation will adopt the Roadmap Template. • The Roadmap Template is already organized for signature assignments and highlights all of our SLOs. Sample reflections are also provided to help students visualize what is expected. • Students, faculty, and staff will have access to weekly drop‐in ePortfolio support labs in the library classroom.
*In future, it does seem logical and appropriate that our AIM process could be supported by pulling from intentional signature assignments. This would allow students to supply the evidence samples directly and also provide self‐reflections of growth.
2
7/14/2014
Roadmap Template Reflection Samples
Pilot efforts from Fall 2013 • •
Composition II Student
•
Instructor: Bill Stifler
•
Productivity Reflection
Critical Thinking Reflection with evidence attached
To be a part of this cross‐divisional team creating signature assignments: • Alert Amanda Hyberger that you would like to be involved • Use the W.E. Succeed: Work Ethic First “Signature Assignments” Section to access the written goal, sample ideas, and reflection prompts • The link: https://chattanoogastate.digication.com/w_e_succeed_work_ethic_first/Faculty_Goal can be sent to directly. Also, you will be able to add the goal into your portfolio directly without cutting and pasting using the “Organize ePortfolio Function” (Tech assistance will be provided)
• Use the spring and summer to create your signature assignment for Fall 2014 • Report on results for inclusion in your faculty 2015 Portfolio • Institutional Effectiveness will also be providing results for inclusion into faculty portfolios.
3
Introduction
EPortfolio Signature Assignments Work‐Ethic Evidence, Reflection, and Growth
What is a Signature Assignment?
Over the last decade, the student ePortfolio movement has secured its place of importance throughout higher education. In response, a great number colleges and universities are in the process of developing a campus‐wide ePortfolio system. Now, many leading ePortfolio institutions believe the best practices and pedagogies for student learning incorporate direct student evidence and personal reflection. For the greatest impact on student learning, ePortfolio must be more than a digital file cabinet or a self‐promotion tool. Faculty must intentionally construct and require students to provide evidence of learning outcomes, supported by reflections repeatedly throughout their educational journey.
At Salt Lake Community College, all Gen Ed courses now contain an ePortfolio signature assignment, described below:
According to California Lutheran University A ‘signature assignment’ is that assignment or exam that best displays the knowledge or skills essential to the objectives of a course. Other coursework should build toward the completion of the course ‘signature’ assignment. Think of a signature assignment as a milestone in the student’s progress toward fulfilling the program objectives. Ideally, signature assignments are the types of works that students and professors would most like to present to others as evidence of accomplishment (i.e., work they would like to sign and have signed).
Source: http://www.callutheran.edu/assessment/student_learning_outcomes/SignatureAssignments.php
A signature assignment is one that addresses two or more of the College‐wide student learning outcomes, constitutes a “real‐world” application of knowledge, and is accompanied by some reflective writing. It is not an additional assignment, but one that you already incorporate into your course. Source: http://facultyeportfolioresource.weebly.com/signature‐assignments.html
1
7/14/2014
Salt Lake Community College Hybrid Group/Individual Project in MATH 1040
Continued:
Salt Lake Community College Hybrid Group/Individual Project in MATH 1040
Reflection Prompts‐‐Students post their individual report into their ePortfolio, along with their response to one of the following: Faculty in the Math Department have developed an interesting project in MATH 1040 Statistics course. It takes place in two stages, the first stage being completed as a group project and the second stage an individual report. Here's the assignment. Students are provided this information regarding the ePortfolio. Group Portion of the Project‐‐Students are divided into groups and are asked to choose a research question, design a method for collecting data, analyze the results, and posting their work in their e‐Portfolio. The purpose of the project is to have students collect and analyze data on the relationship between two quantitative variables, such as “Is shoe size of adult men related to height of adult men?” The students collect the data‐‐ensuring a random sample‐‐ and put it into a table that is shared by all the students in the group.
Individual Portion of the Project‐‐Once the data collection and sharing is completed, students move into the individual portion of the assignment. Each student writes a rather detailed report that includes descriptive statistics for each variable and correlation statistics for the two variables together. Students have to discuss the difficulties they encountered and come to a summary conclusion.
• What process did you go through to complete this assignment? • What challenges did you face in completing the assignment? How did you address them? • What impact did this project have on your understanding of statistics? Learning Outcomes Touched by this Assignment‐‐This assignment addresses the following General Education outcomes: • Students communicate effectively. • Students develop quantitative literacies necessary for their chosen field of study. • Students think critically and creatively. • Students develop the knowledge and skills to work with others in a professional and constructive manner. • Students develop computer and information literacy.
Source: http://facultyeportfolioresource.weebly.com/pedagogy‐math‐1040.html
Signature Assignments at Chattanooga State As a starting place, our signature assignments will focus on the Work Ethic Learning Outcome. Faculty can use work‐ethic assignments already in place, require a work‐ethic reflection for an existing project or paper, or create something brand new.
Beginning Fall 2014 • Every student will have an ePortfolio, and all students who attend new‐student orientation will adopt the Roadmap Template. • The Roadmap Template is already organized for signature assignments and highlights all of our SLOs. Sample reflections are also provided to help students visualize what is expected. • Students, faculty, and staff will have access to weekly drop‐in ePortfolio support labs in the library classroom.
*In future, it does seem logical and appropriate that our AIM process could be supported by pulling from intentional signature assignments. This would allow students to supply the evidence samples directly and also provide self‐reflections of growth.
2
7/14/2014
Roadmap Template Reflection Samples
Pilot efforts from Fall 2013 • •
Composition II Student
•
Instructor: Bill Stifler
•
Productivity Reflection
Critical Thinking Reflection with evidence attached
To be a part of this cross‐divisional team creating signature assignments: • Alert Amanda Hyberger that you would like to be involved • Use the W.E. Succeed: Work Ethic First “Signature Assignments” Section to access the written goal, sample ideas, and reflection prompts • The link: https://chattanoogastate.digication.com/w_e_succeed_work_ethic_first/Faculty_Goal can be sent to directly. Also, you will be able to add the goal into your portfolio directly without cutting and pasting using the “Organize ePortfolio Function” (Tech assistance will be provided)
• Use the spring and summer to create your signature assignment for Fall 2014 • Report on results for inclusion in your faculty 2015 Portfolio • Institutional Effectiveness will also be providing results for inclusion into faculty portfolios.
3
