University Studies: embedding High Impact Practices and ePortfolios at UW Oshkosh
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Transcript of University Studies: embedding High Impact Practices and ePortfolios at UW Oshkosh
University Studies: embedding High Impact Practices and ePortfolios at UW Oshkosh
R. John RobertsonUW Bothell Symposium, Sept 20, 2012
Abstract
“This fall the University of Wisconsin Oshkosh embarks on an new approach to General Education. With the launch of the University Studies Program (http://www.uwosh.edu/usp), we are implementing High Impact Practices programmatically for every incoming first year student; as part of this initiative, students will create a program-level ePortfolio, drawing on material from all their classes. This presentation outlines about our plans, questions, and anticipated challenges in making this program-level ePortfolio component work.”
Introduction
University of Wisconsin Oshkosh
Third largest institution in the University of Wisconsin system.
According to CollegePortraits last year 75% of first year students were retainedhttp://www.uwosh.edu/home/about-uw-oshkosh/about-uw-oshkosh/fast-facts
http://www.collegeportraits.org/side_by_side/633
The former structureof General Education
UW Oshkosh had ~800 General Education courses listedStudents had a lot of flexibilityStudents had the perception that general education was ‘a waste of time and money'Last HLC accreditation had concerns about lack of structure in General Education program
UW Oshkosh Reform process•Higher Learning Commission (HLC)•Inclusive Excellence•Center for Excellence in Teaching and Learning (CETL)•Provost’s Teaching and Learning Summit•2007 LEAP and LERT•Essential Learning Outcomes (ELOs)•Reform Framework•Summer Teams (2011): HIPs• Campus-Wide Dialogue 2011-12• Faculty Senate Approval March ‘12• Implementation Begins
Overview (by Dr. Carrell)
Reform process: going further
“A pride of place and commitment to change”
Checklist for Change: Making American Higher Education a Sustainable Enterprise (Robert Zemsky, 2013)
Ensuring Quality & Taking High Impact Practices to Scale (George D. Kuh and Ken O'Donnell With Case Studies by Sally Reed, AACU 2013)
Shape of the University Studies Program
41 creditsExplore (Nature, Culture, Society)Explore: Quest IExplore: Quest IIExplore: Quest IIIQuest Writing (WBIS)Quest Speaking(Comm 111)Connect: Advanced Composition
Shape of theUniversity Studies Program
All courses: ● connection to Essential Learning Outcomes● connection to Signature Questions● Early AlertQuest courses (Embedded FYE focus)● learning communities● co-curricular activities● peer mentors● Map Works
ePortfolios in this process
ePortfolio starting point
Prior use in General Education was minimal.Used by Career Services, Education, Business, and a few specific courses
USP intent is a learning portfolio for the program to help students reflect and make connections between courses and the program.
Each course
a designated assignmenta reflection (in or on the assignment)
The Program as a Whole
Connect course draws this all together
Produces capstone ePortfolio for USP but also feeds content into other arenas (some majors and career services)
Challenges and responses
Challenge: the unknown
Technology and Pedagogy
Even though the reform process and adoption of ePortfolios is part of a faculty driven initiative, eportfolios are new to many.
Question: How do we help faculty see the pedagogical shift when their concern is the technology?
Response to the unknown
TechnologyOnline guides, handouts, drop-in labs, training, overview videos
PedagogyProfessional development opportunities, resources, and examples
Response to the unknown
For students, support:● online guides and
support● drop-in labs for
students● training peer mentorsand encouragement:● advocacy● student ambassadors
and the peer mentors
Challenges: reflection
Reflection is: ● new for many courses● new for most first-year students
Questions: What can we realistically expect of students?How do we help disciplines reflect if it’s not ‘normal’?
Responses: reflection
Professional development, discussion, and examples:● reviewing why we are
doing this● asking instructors to
make explicit their underlying course design to students
● tie to disciplinary knowledge (Pace and Middendorf)
Challenges: Connect
The Connect course is capstone-like but also an advanced writing course.● ePortfolio development a small part of
course● fit with assessment needs?
Question: How do we create space for students to draw their University Studies experience together?
Responses: Connect
In progress…
Faculty shaping and reviewing syllabi - part common, part individual.Ongoing professional development and trainingFocusing lab support alongside start of these course offerings
Challenges: assessment
Assessment● a focus and a distraction● technological and procedural challenges for
process
Question: How do assessment processes fit with all of this?What are the technical or procedural issues?
Responses: assessment
A number of approaches are being used to evaluate the program and reform effort, but from an eportfolio point of view:● the role of Connect● appropriate (re-?)evaluation ● copies of work - what, when, how● access considerations
Other opportunities: Quest III
Quest III Experiential learning courses in development● potential for richer use of ePortfolios● equipping instructors and students ● sensitivity to those we’re working with● legal and ethical considerations
Questions
R John [email protected]@kavubob
Resources
Overview videoshttp://www.uwosh.edu/usp/eportfolioReflection resources:http://www.uwosh.edu/usp/usp-teaching-resources/eportfolio/reflection-resourceshttp://www.uwosh.edu/usp/usp-teaching-resources/eportfolio/reflection-resources-1Program informationhttp://www.uwosh.edu/usp