Kevin Kelly and Savita Malik

ePortfolios for the Metro Academies of Health: Using high impact practices to improve student transfer

Kevin Kelly and Savita Malik

Metro Academies and eFolio

A Partnership for College Success

An Approach for Reform of the First Two Years of College

Funding by The James Irvine Foundation &

Fund for Improvement of Postsecondary Education--U.S. Department of Education

Presentation Topics

Needs and drivers behind the project

About the Metro Health Academies

MHA High Impact PracticesUse of ePortfolios

Addressing Educational Inequity

California has the most diverse population in the country, yet we rank behind the rest of the country in percentage of students age 25 and older who have a bachelor’s degree, within 5 years (PPIC report, 2009).

California is ranked 50th in percent of college graduates who are African American and Latino/a who complete a certificate, degree or transfer to university within six years (Shulock et al., 2008).

California Needs More College Graduates

--PPIC 2008: “California’s Future Workforce: Will There Be Enough College Graduates?“

Perc

en

tag

e

By 2020, California is expected to have:

•too many workers without a college education

•too few with a college degree

Nationwide, only 66 percent of four-year college students complete a baccalaureate degree within six years (Kirsch et al., 2007).

First-generation students who attended any nationwide postsecondary institution, were more than twice as likely to leave without earning a degree (Chen, 2005).

Among entering freshman students the more economically privileged student was more likely to graduate within six years (Bowen et al., 2009).

Deeper Educational Inequity

For every 100 9th

graders, the number

that:

Graduate high

school

Directly enter

college

Stillenroll their

sophomore year

Graduatewithin 150%time

California 65.8 36.7 25.5 20.1Nation 68.6 42.3 28.4 19.6

For low-income, first-generation college students, lack of engagement leads to a much higher drop out rate between year one and year two as well as a lower graduation rate overall (Bowen, Chingos & McPherson, 2009).

The Harsh TruthStudent Pipeline Transition and Completion Rates from High School to College, 2006

Note. Adapted from “Progress and Completion: Retention Rates—First-Time College Freshmen Returning Their Second Year,” from the NCHEMS Information Center for Higher Education Policymaking and Analysis [Data Set]. Retrieved from http://www.higheredinfo.org.

“Commitment to expanded college access must be anchored in an

equally strong commitment to

educational excellence.”

--College Learning & the Global Century, 2007

“Our life expectancy is among the worst compared to other rich countries.”

--Dr. Stephan Bezruchka, University of Washington

“[There is] a 20-year gap in life expectancy between the most and least advantaged populations in the USA.” --Harvard Center for Population and

Development Studies

Addressing Health Inequity

Educating new community leaders who work upstream

Adapted from Dr. Tony Iton’s model of socio-ecological change

Socio-Ecological Model Socio-Ecological Model Medical ModelMedical Model

Challenges of health and educational inequity

require innovative and systematic approaches.

Think outside the 3-unit box!

Metro Program: Developed from Evidence-Based Research

in Higher-Education

College Learning for the New Global CenturyLiberal Education & America’s Promise (LEAP)American Association of Colleges and Universities (AAC&U)

High-Impact Education Practices: What They Are, Who Has Access to Them, and Why They Matter By George D. Kuh (AAC&U)

Opening DoorsTwo-Year Effects of a Freshmen Learning Community Program at Kingsborough Community College, conducted by MDRC

High-Impact Educational Practices

Tailored to Metro Curriculum I. Early Childhood and Equity/Social Justice Focus: • Engaging the “Big Questions” that matter

beyond the classroom

• Contextualized, engaged learning using repeated practice of

foundation skills

Health Content

Oral Communication

AcademicSuccess Skills

Critical Thinking

Writing & Reading

Information Literacy

QuantitativeReasoning


Tailored to Metro Curriculum II. Student Learning Community

• Randomized Controlled results showed students LC had:• Higher academic achievement• Better Retention• Greater Satisfaction with College Life• Improved quality of thinking and

communication• Better understanding of self and others• Greater ability to bridge the gap between

academic and social worlds

*Results from the MDRC & Kingsborough Community College Opening Doors Study


Tailored to Metro Curriculum

Three GE courses (writing, critical thinking or oral communication and quantitative reasoning) linked and integrated with three Metro courses for repeated practice and contextualization in health and social justice content.

English 214

Math 124COMM 150/ ETHS 110

III. Repeated Practice in Foundation Skills of Academic

Success

IV. High and Clear Expectations and Strong Academic Counseling

•Rigorous coursework articulated between CSU and community college

•Individual education plans developed with academic counselor

•Increased academic counseling with early intervention

•Shared classroom management agreements with clear expectations



V. Writing-Intensive Courses with Tutorial Support

Scaffolded writing assignments with repeated practice across the curriculum and systematically reinforced skills

Grammar, spelling, verb tense, sentence and paragraph structure, understanding the writing process and strategies

Thesis statement, supporting an argument, complex sentence structure, transitions, APA style and citations

Technical writing, persuasive essays, proofreading, peer review

Semester 1 Semester 2 Semester 3



VI. Faculty Learning Community to Enhance Instruction

Learn effective pedagogical techniques to deepen students

level of inquiry, reading comprehension, and writing skills.



Short-Term Outcome: Improved College Skills

and Greater Social Support

1.Strong Identity as a Motivated Student

2.Improved Critical Thinking, Oral Communication, Reading and Writing, Quantitative Reasoning

3.Growing Understanding of – Sensitivity to – Social Inequality

4.Growing Interest in Applied Learning

5.Feeling Connected College to Life (“I belong here.”; “I feel I am a part of things here.”)

6.Greater Sense of Community: Supportive Relationships with Students, Faculty, and Staff

Short-Term Outcome: Improved College Skills

and Greater Social Support

1.Strong Identity as a Motivated Student

2.Improved Critical Thinking, Oral Communication, Reading and Writing, Quantitative Reasoning

3.Growing Understanding of – Sensitivity to – Social Inequality

4.Growing Interest in Applied Learning

5.Feeling Connected College to Life (“I belong here.”; “I feel I am a part of things here.”)

6.Greater Sense of Community: Supportive Relationships with Students, Faculty, and Staff

Long-Term Outcomes:

Greater College Success

1.Retention

2.Grades

3.Advancement in chosen field of study

4.Degree completion

5.Moving toward career Goals

6.Commitment to civic engagement and social justice

Long-Term Outcomes:

Greater College Success

1.Retention

2.Grades

3.Advancement in chosen field of study

4.Degree completion

5.Moving toward career Goals

6.Commitment to civic engagement and social justice

Positive Social

Change:

1) Stronger community leadership

2) More effective college graduates in the workplace

Positive Social

Change:

1) Stronger community leadership

2) More effective college graduates in the workplace

MHA Theory of Change

Some educational activities are more effective than others

“Historically underserved students tend to benefit more from engaging educational purposeful activities than majority students.”

-- Kuh, George D., “High-Impact Educational Practices,” LEAP & AAC&U

“American education calls for a far-reaching shift in the focus of

schooling from accumulating course credits to building real-

world capabilities.”

-- College Learning for the New Global Century, 2007

ePortfolio linking

Meaning making and ePortfolios

• "Important to the act of meaning making is the documentation of a student’s learning path and process and the formation of rich, sustained relationships created through reflection upon the documentation. In this sense, the documentation process does not create a definitive end product but leads to a portfolio that is open to continual reflection and re-examination."

Smits, H., et al. (2005, Fall). Deepening Understanding of Inquiry Teaching and Learning with E-Portfolios in a Teacher Preparation Program. Canadian Journal of Learning and Technology, 31(3). Retrieved on 01 July 2008 from CJLT website: http://www.cjlt.ca/content/vol31.3/smits.html

Meaning making and ePortfolios

• Penny Light < Rodgers < Dewey on "[r]eflection as a meaning-making process": "… how learners move from one experience to the next and how they make connections between and among those experiences."

Penny Light, T. (2008, Spring). Making Connections: Developing Students' Historical Thinking with Electronic Portfolios. Academic Intersections, 2. Retrieved on 02 July 2008 from Apple Learning Interchange website: http://edcommunity.apple.com/ali/story.php?itemID=14182&version=3639&pageID=9015

The ePortfolio process

CollectSelectReflectBuildPublishConnect,

link & share

Collect work

Students collect digital Files/Artifacts including:

• Assignments, Course Projects& Reflective Writing

• PPT Presentations & Recordings• Images/Visuals/Videos • Internships, Community Service• Co-Curricular Activities• Professional Development

Select

Students select examples of work that best meet the learning objectives outlined in portfolio or that show the strongest connections with a specific audience.

Use different tags to match artifacts with different objectives or audiences

Reflect

For each artifact students include, they will also include a reflective statement or description--to articulate a rationale for your choice.

How does each artifact demonstrate a proficiency, meet a particular objective, etc.

MHA students will use eFolio to build and maintain ePortfolios throughout the program, no matter where they start.

Build

Beyond academic requirement(s), students may choose how widely you want to share your ePortfolio.

Many employers and graduate programs are now welcoming digital portfolios. Students often include a link to their ePortfolio on resumes, applications, or introductory emails.

Publish and share

Mapping ePortfolio artifacts

GEObjectives:ABC

ProgramObjectives:ABC

Kevin [email protected]

Savita [email protected]

Our contact info goes here

Kevin Kelly and Savita Malik

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