Presenters: Stephanie Norander Connie Rothwell Heather ... · Connie Rothwell Heather Perry Takiyah...
Transcript of Presenters: Stephanie Norander Connie Rothwell Heather ... · Connie Rothwell Heather Perry Takiyah...
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