1. Mary Ann Roe e-Colorado Portal Coordinator Colorado Department of Labor and Employment Jennifer Jirous Computer Information Systems Faculty Pikes Peak Community College Colorado Springs, Colorado Mary Piering English Faculty Pikes Peak Community College Colorado Springs, Colorado Electronic Portfolios + Reflective Writing Enhanced Student Learning 2008 NISOD Conference May 21, 2008

2. Participatory Exercise Reflect upon your knowledge of any or all of the following: Reflect upon your knowledge of any or all of the following: Electronic portfolios Electronic portfolios Reflective writing with students Reflective writing with students Integrating the above for enhanced student learning Integrating the above for enhanced student learning Record your thoughts on the cards provided Record your thoughts on the cards provided

3. Overview Introductions Introductions e-Colorado and the electronic portfolio application e-Colorado and the electronic portfolio application Computer Information Systems Program at Pikes Peak Community College (PPCC) Computer Information Systems Program at Pikes Peak Community College (PPCC) Writing Assessment Process at Pikes Peak Community College (PPCC) Writing Assessment Process at Pikes Peak Community College (PPCC) Where we are heading Where we are heading Questions Questions

7. Growth of E-Portfolios Organized collection of completed work in an electronic format Organized collection of completed work in an electronic format Resulted from the intersection of three trends Resulted from the intersection of three trends Electronic format of information Electronic format of information Easy Access to Web Easy Access to Web “Dynamic” web sites that are database driven “Dynamic” web sites that are database driven Recognized value in the process and the product Recognized value in the process and the product

8. Stages of Development Define portfolio context and goals Define portfolio context and goals Identify: Purpose, resources, audience Identify: Purpose, resources, audience Determine/collect content Determine/collect content Identify: Assessment standards, technology tools Identify: Assessment standards, technology tools Record self-reflections Record self-reflections Identify: Growth over time, achievement of standards and goals Identify: Growth over time, achievement of standards and goals Develop the portfolio Develop the portfolio Identify: Organization, patterns of learning, future goals Identify: Organization, patterns of learning, future goals Present the portfolio Present the portfolio Assess: Skill level relative to standards/goals Assess: Skill level relative to standards/goals

9. A portfolio without standards, goals, or reflections is just a… Multimedia presentation Multimedia presentation Fancy electronic resume Fancy electronic resume Digital scrapbook Digital scrapbook

10. Demand for Writing Assessment in CIS Lack of writing skills in technology students Lack of writing skills in technology students Development of CIS Program Outcomes Development of CIS Program Outcomes Communicate effectively in both interpersonal and group environments. Communicate effectively in both interpersonal and group environments. Present ideas and information with clarity and accuracy Present ideas and information with clarity and accuracy Compose and edit written material according to audience and purpose using correct grammar and spelling Compose and edit written material according to audience and purpose using correct grammar and spelling Comprehend, interpret, and summarize written information Comprehend, interpret, and summarize written information Listen, interpret, and clarify communication Listen, interpret, and clarify communication Need to integrate writing across the curriculum Need to integrate writing across the curriculum

11. CIS Program Reflective Writing Assignments Career Assessment Career Assessment Skill Assessment Skill Assessment Student Learning Outcome Assessment Student Learning Outcome Assessment Portfolio Development Portfolio Development

12. Student Portfolios First Semester Portfolios First Semester Portfolios Advising Checklist Advising Checklist Academic Study Plan Academic Study Plan Resume Resume Final Semester Portfolios Final Semester Portfolios Workforce Professional Workforce Professional Educational Standards Portfolio Educational Standards Portfolio Reflective writing across the entire curriculum Reflective writing across the entire curriculum

20. Student Needs Explicit instruction in writing reflective texts Explicit instruction in writing reflective texts Models of good reflective texts Models of good reflective texts Practice Practice Build capacity for self-assessment Build capacity for self-assessment

21. Instructional Challenges How to teach students to write reflective pieces? How to teach students to write reflective pieces? How to evaluate those pieces? How to evaluate those pieces? I needed a writing expert!

22. Prior Writing Assessment Collected two samples of same genre early and late in the semester Collected two samples of same genre early and late in the semester Compared progress over the semester Compared progress over the semester Influenced by literature program curriculum Influenced by literature program curriculum

23. English 121 Outcomes Compose college level essays Compose college level essays Support writing with logical ideas and sufficient evidence Support writing with logical ideas and sufficient evidence Shape writing with awareness of audience and purpose Shape writing with awareness of audience and purpose Communicate clearly and originally Communicate clearly and originally Document sources appropriately Document sources appropriately Control surface features Control surface features

24. Justification for Change in the Writing Assessment Process Transformation from being an adjunct of the Literature Department into a free-standing program. Transformation from being an adjunct of the Literature Department into a free-standing program. Knowledge that: Knowledge that: Portfolios best capture students’ real abilities because they provide a representative sample of student writing during the semester. Portfolios best capture students’ real abilities because they provide a representative sample of student writing during the semester. Portfolios provide a representative sample of current instruction since faculty are free to choose genres as long as they meet outcomes. Portfolios provide a representative sample of current instruction since faculty are free to choose genres as long as they meet outcomes.

25. Phase II Portfolio Scoring Model is that proposed by Dr. Edward White, Director of Graduate Writing Program at the University of Arizona. Model is that proposed by Dr. Edward White, Director of Graduate Writing Program at the University of Arizona. Collect and assess portfolios consisting of three major papers Collect and assess portfolios consisting of three major papers Include a reflective text that functions as an argument for the portfolio. Include a reflective text that functions as an argument for the portfolio.

26. English Department Assessment Portfolio Repository of documents for assessment Repository of documents for assessment Access for Readers Access for Readers User-friendly documentation for both students and faculty readers to use the application User-friendly documentation for both students and faculty readers to use the application

27. Logistical Challenge How to capture and manage so many samples of writing? How to capture and manage so many samples of writing? I needed a technology expert!

29. Where We Are Heading Faculty Academy – Adult Teaching and Learning Faculty Academy – Adult Teaching and Learning Career and Technical Education Faculty Credentialing Course Career and Technical Education Faculty Credentialing Course Writing Workshop Writing Workshop Faculty and staff awareness as tools for enhanced student learning Faculty and staff awareness as tools for enhanced student learning Expanded portfolio use in other courses and institutions Expanded portfolio use in other courses and institutions Career Intelligence: Portfolio use for academic and career advising Career Intelligence: Portfolio use for academic and career advising

30. Resources Can ePortfolios Connect? Can ePortfolios Connect? http://universitybusiness.ccsct.com/page.cfm?p=532 E-Colorado Learning Portal E-Colorado Learning Portal http://www.e-colorado.org Electronic Portfolios = Multimedia Development + Portfolio Development Electronic Portfolios = Multimedia Development + Portfolio Development http://electronicportfolios.com/portfolios/EPDevProcess.html ePortaro ePortaro http://www.eportaro.com Online Personal Learning Environments Online Personal Learning Environments http://docs.google.com/View?docid=dd76m5s2_39fsmjdk The Electronic Portfolio Boom: What’s It All About? The Electronic Portfolio Boom: What’s It All About? http://campustechnology.com/print.asp?ID=6984 Utilizing E-portfolios Will Benefit Students, Instructors and College Utilizing E-portfolios Will Benefit Students, Instructors and College http://www.aacc.nche.edu/PrinterTemplate.cfm?Section=Technology&tem plate=/ContentManagement/ContentDisplay.cfm&ContentID=14144& InterestCategoryID=190&Name=Technology&ComingFrom=Interest Display http://www.aacc.nche.edu/PrinterTemplate.cfm?Section=Technology&tem plate=/ContentManagement/ContentDisplay.cfm&ContentID=14144& InterestCategoryID=190&Name=Technology&ComingFrom=Interest Display Writing Portfolios: What Teachers Learn from Student Self-Assessment Writing Portfolios: What Teachers Learn from Student Self-Assessment http://www.evergreen.edu/washcenter/resources/acl/e2.html White, Edward. “The Scoring of Writing Portfolios: Phase 2.” College Composition and Communication. 56.4 (June 2005): 581-600. White, Edward. “The Scoring of Writing Portfolios: Phase 2.” College Composition and Communication. 56.4 (June 2005): 581-600.

31. Participatory Exercise Reflect upon the material presented in this session Reflect upon the material presented in this session Review your written reflection from the beginning of the session Review your written reflection from the beginning of the session Summarize any new knowledge or ideas you gained regarding Summarize any new knowledge or ideas you gained regarding Electronic portfolios Electronic portfolios Reflective writing with students Reflective writing with students Integrating the above for enhanced student learning Integrating the above for enhanced student learning Share your thoughts with the group today Share your thoughts with the group today

32. Contact Information Mary Ann Roe Mary Ann Roe Colorado Department of Labor and Employment MaryAnn.Roe@state.co.us Jennifer Jirous Jennifer Jirous Pikes Peak Community College jennifer.jirous@ppcc.edu Mary Piering Mary Piering Pikes Peak Community College mary.piering@ppcc.edu

33. Thank You! Have a great day! Questions/Comments??