Presenters: Stephanie Norander Connie Rothwell

Heather Perry Takiyah Amin

Andrew Harver

Connie Rothwell

First Year Writing

ePortfolios are required in all First Year Writing courses as the primary assessment method

Portfolios show ways the writer understands, implements, and values our Learning Outcomes Rhetorical awareness

Process development

Critical Reading

Reflection

A Snapshot

Process Development

Heather Perry

The Challenges: Students

Transfers AAs

Community Colleges

“Late Majors” Switching majors

Switching colleges

AP/Early College Earned credits (vs skills)

The Challenges: Skills

Writing vs. Writing History Narrative

Chronology/Chronicle

Persuasive

Making an Argument

Citation Styles MLA

Chicago

Turabian

APA

The Experiment

Use in “skills courses” Majors only

All majors

Smaller (~22-30)

HIST 2600 – Intro to Historical Research

HIST 4000/1/2/3 – Historiography

HIST 4600 – Capstone Seminar

Spring 2015: HIST 2600

The War to End All Wars (WWI)

17 students

½ transfers O credit

W credit

HIST 2600 Challenges

Differentiated preparedness for college Skills

Expectations

Content

Major’s gateway course

Little knowledge of event

Few research skills/experiences

Student Home Page

eP #1: Taking Stock

eP #2: Reflection

eP #3: Analysis & Planning

Fink’s “Significant Learning”

Active, Significant Learning

Successes?

Takiyah Amin

Learning and Curriculum

Learning and Curriculum

Learning and Curriculum

eP #1

eP #2

Andrew Harver

Andrew Harver

Established in 2007

Accredited by the Council of Education for Public Health in 2009

Selective upper division major (~50 per year)

Competency-based curriculum

Andrew Harver

Effective Communication

A UNC Charlotte BSPH program graduate will be able to:

Communicate effectively both in writing and orally

Effectively present accurate demographic, statistical, programmatic, and scientific information for professional and lay audiences

Utilize appropriate methods for interacting sensitively, effectively, and professionally with persons from diverse backgrounds, and persons of all ages and lifestyle preferences

Collection, Selection, Reflection

ePortolios connect academic knowledge and application of public health skills, enhance technology skills, and demonstrate student development

ePortfolios have been phrased into the program the past two years and serve as the point of integration in the capstone course – to organize and exhibit student learning

eP #1

eP #2

eP #3

Lessons Learned

“ePortfolio” expectations need to be established and reinforced by collaborative faculty

Disciplinary frameworks and competency-based curriculum provide latent structure for design

Transfer of skills is enabled when assignments and rubrics are mapped to program competencies and shared among participating faculty

Connections between activities emerge when students engage in reflection