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Turning a Basic Skills Initiative into

Alchemy @ CSM. Turning a Basic Skills Initiative into Institutional Student Learning Outcomes Assessment through WAC and ePortfolios. The Problem. Our Research Question:

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Turning a Basic Skills Initiative into

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  1. Alchemy @ CSM Turning a Basic Skills Initiative into Institutional Student Learning Outcomes Assessment through WAC and ePortfolios

  2. The Problem

  3. Our Research Question: Can WAC function as a teaching and learning tool for below-college-level writers who are enrolled, along with more advanced writers, in discipline courses with no writing prerequisite?

  4. Fall 2006: A Semester of Preparation • Phase 1 – Discussion • Phase 2 – Development

  5. Fall 2006: A Semester of Preparation Phase 1 • Discussion of writing assignments • Discussion of student writing

  6. Fall 2006: A Semester of Preparation Phase 2 • Development of Disciplinary Writing Guidelines • Development of Proofreading Symbols • Development of Diagnostic Prompt • Development of WAC Reporting Forms • Compilation of Writing Center WAC Binder • Development of Student Survey • Establishment of ePortfolio Consortium

  7. Disciplinary Writing Guidelines

  8. WAC Proofreading Symbols

  9. Diagnostic Prompt

  10. WAC Reporting Forms

  11. Student Survey Questions To what degree has this class affected your ability to . . . • A. Comprehend, interpret, and analyze written, oral, and quantitative information [graphs, charts, etc]…. • B. Acknowledge the value of differing opinions and perspectives…. • C. Identify, develop, and evaluate arguments…. • D. Work effectively with others of diverse backgrounds…. • E. Perform quantitative analysis, using appropriate resources…. • F. Write, read, speak, and listen in order to communicate effectively…. • G. Express ideas and provide supporting evidence in writing and speaking…. • H. Formulate and integrate ideas, concepts and skills from multiple perspectives and across disciplines…. • I. Identify ethical issues and understand the conflicts inherent in them…. • J. Solve problems that require numerical, algebraic, and statistical reasoning…. • K. Interpret graphical representations of quantitative information…. • L. Analyze the interconnectedness of global and local concerns, past and present…. • M. Identify possible courses of action in response to ethical issues and evaluate their consequences…. • N. Assess the adequacy of qualitative evidence (written or oral but generally not numerical) and quantitative evidence…..

  12. Our Goal: This consortium, comprising several California State University campuses and California Community Colleges, is dedicated to addressing common online teaching and learning issues. Participating campuses are already sharing practices and building on existing initiatives. We are interested in educational reform both on our individual campuses and across the California system; our first focus is the assessment and conversation made possible by ePortfolios. We plan to develop the technology to allow students to transfer from one college to another with their ePortfolios tagging right along (we're calling this "seamless portability"), and to use them also for entrance into the workforce. Some of the Participating Institutions: College of San Mateo City College of San Francisco San Francisco State University California State University East Bay San Jose State University California State University Monterey Bay Stanford University Digital Teaching and Learning Consortium

  13. Coaching Team Ball, Jeremy - Philosophy Burke, Michael - Mathematics Mach, Jean - English Musgrave, Diane - ESL Smith, Brandon - ESL Stafford, Anne - English Teaching Team • Ball, Jeremy - Philosophy Brown, Kenneth - Mathematics Danielson, David - Philosophy Gregory, Cheryl P. - Mathematics Tran, Huy - Biology Scholnick, Erin - Political Science This group was soon joined by volunteer counseling and reading faculty and Writing Center Staff. WAC Classes SP 07 (17 sections total) Biol 184 AA - Wildlife Biology Biol 140 AA - Animals, People & Environment Hum 125 – Technology, Contemporary Society and Human Values Math 145 - Liberal Arts Math Math 200 - Introductory Statistics Math 222 - PreCalculus Phil 100 - Introduction to Philosophy Phil 244 – Contemporary Moral & Social Issues Plsc 210 - American Politics Spring 2007 WAC Implementation!

  14. The Strategies • Discussion of Diagnostic Writing Samples to identify appropriate support strategies for students writing at different levels • Further discussion of assignments • Implementation of interventions: • Referrals to Writing Center • Coaching Team Draft Workshops • The “Post-Mortem”

  15. The Assessment Tools • The Survey • ePortfolios & ISLOs

  16. The Student Survey

  17. Student ePortfolios: a sample

  18. Institutional Student Learning Outcomes • Effective Communication The ability of students to write, read, speak, and listen in order to communicate effectively. Quantitative Skills The ability of students to perform quantitative analysis, using appropriate resources. Critical Thinking The ability of students to analyze information, reason critically and creatively, and formulate ideas/concepts carefully and logically from multiple perspectives and across disciplines. Social Awareness and Diversity The ability of students to recognize cultural traditions and to understand and appreciate the diversity of the human experience, past and present. Ethical Responsibility The ability of students to make, with respect to individual conduct, judgments based on systems of values. (Adopted by the College Assessment Committee, May 2006) ISLOs & WAC Outcomes

  19. The Results

  20. The Scholarship • Instructor Reflective Responses • Student Reflective Responses

  21. Reflective Faculty Responses

  22. Reflective Student Responses • I have been able to analyze readings and information that I was not able to understand before taking this class. It enabled me to dig deeper and find the meaning behind the information. • The class helped me to become a better writer because throughout the course, through essays, I learned to clearly express my views and interpret the readings that were assigned. • This course has helped me develop my writing skills and has improved my grammar. We have touched on oral communication frequently and I am very comfortable speaking in front of large groups of people. I feel very comfortable working with others of different backgrounds because of group projects.  I would have liked to have done more group projects and to have had my writing assessed by my classmates more often. • WAC course that I was taking, helped me to realize values in life. I also learned how to understand reading of the true english language. Also, having discussions in class about reading was very helpful too.

  23. Reflective Student Responses • I didn't really like the writing for this course because I did not see why we had to do it. But after I had completed the writing it all made sense and then I was ok with the work. • THIS COURSE HELPED ME BETTER ANALYZE AND INTERPRET GRAPHICAL EQUATIONS AND HAS HELPED COMMUNICATE BETTER. • It helped to develop my ability to writing better and making my essay better. • As a course, it has helped to develop my writing skills in use words and its definition the correct way. It has also taught me that you must use words the appropriate way with correct grammar. • I have overcome my fear and intimidation of writing with the help of my instructors demands for essays and the support of the WAC instructors.

  24. Faculty ePortfolios: a sample

  25. Diamonds in the Rough • CSM Center for the Scholarship of Teaching and Learning • Plans for a new Integrative Learning Center • CSM Scholar Program to be launched in the fall • PodTeaching Innovators Program launched in May

  26. Faculty ePortfolios: a sample

  27. Digital Teaching and Learning Consortium ePortfolio Workshops: 6/18 (CSM), 6/19 (Carnegie Foundation) by Ruth Cox - Tuesday, June 12 2007, 06:44 PM As a reminder, or in case you didn't get the word, we want to invite you to join us for all or part of 2 exciting ePortfolio Sessions next week, June 18 & 19. Afternoon 1: Monday, June 18, 2 to 5 pm What: Planning workshop: Get together in pilot groups to plan how students will use ePortfolios while transferring between campuses and to discuss other aspects of ePortfolio use. Where: College of San Mateo, Bldg. 12, Room 170 CONTACT: Jean Mach to RSVP and to obtain a parking permits (mach@smccd.edu). Morning 2 Session: Tuesday, June 19, 9 am @ Carnegie Foundation (Palo Alto) Special chance to meet in person with KEEP developer Toru Ilyoshi and others from the Knowledge Media Lab, share what our campuses are doing with them, and learn more about new features in KEEP. Where: Carnegie Foundation (directions: http://www.carnegiefoundation.org/general/index.asp?key=55) Parking is available in the Foundation lot, or Stanford golf course lot (and walk up hill). LUNCH (hosted by Carnegie Foundation) Afternoon 2: Tuesday, June 19, 2 to 5 pm Wrap-up Workshop to integrate, consolidate, finalize plans Where: Back at the College of San Mateo, Bldg. 12, Room 170 These will all be working sessions, with a chance to meet with others to discuss plans for ePortfolio development on your campus, no matter what tools/approaches you are taking--the information should be relevant.

  28. Plans for Fall 2007 • Involvement of more faculty • More ePortfolios for students • Faculty Course ePortfolios • WAC Packs • “Talking about Teaching” in the new SoTL Center • ePortfolio partnership with CSU East Bay, focused on WAC and Learning Communities

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