eportfolios and learning: engaging students and building community through social pedagogies laura...

NCC @ AAEEBL 3.13.13

ePortfolios and Learning: Engaging Students and Building Community Through Social PedagogiesLAURA GAMBINO

CHET JORDAN

NATE MICKELSON

JOVANNY SURIEL


The New Community CollegeOpened in August, 2012

Part of the City University of NY◦ Located in Midtown Manhattan

Diverse Student Body

Integrated, required first year curriculum◦ Embedded developmental education

Instructional Teams◦ Faculty◦ Student Success Advocates


The New Community CollegeePortfolio is central to our work◦ Student learning◦ Assessment◦ Showcase

Goal: Create a culture of learning◦ Student:

◦ Reflective pedagogy◦ Social pedagogy

◦ Faculty/Staff/Institution◦ Assessment focused on improvement

LASC 200: The Arts in New York City

Key Course Learning Outcomes:

Articulate how meaning is created in various forms of art (visual art, dance, theater, public art, outsider art) and how meaning is conveyed and interpreted via these art forms.

Produce well-reasoned and well-researched written and oral arguments using evidence to support one’s conclusions.

Sequence of activities related to the technique of “defamiliarization:”

1. Read and discuss bell hooks’s essay “Art on My Mind.”

2. During class, view and comment on galleries of art that “defamiliarizes.”

3. During class, read classmate’s comments and make further comments.

4. As homework, write a 300-word essay that explains and responds to a classmate’s comment using other concepts discussed in class.


“. . . as a process, defamiliarization takes us away from the real only to bring us back to it in a new way.” (hooks, 4)

Romare Bearden, The Train (1975)

Jean-Michel Basquiat, Boy and a Dog in Johnnypump (1982)



This student describes how she feels looking at the painting.

This student describes the painting’s formal qualities in comparison to more conventional art.

This student responds to the content of the painting and proposes a narrative.

“The photo makes me feel depressed and kind of shocked . . . It makes me think of death.”

“It is not a ‘perfect’ piece of art, sort of unorthodox.”

“The painting is very psychedelic. He makes walking a dog a scary and horrific experience.”

The New Community College at CUNY LASC 200: The Arts in New York City Synthesis Essay #210 points Using at least one visual element and one principle of design discussed in class, respond to a classmate’s comment on a Bearden or Basquiat painting. How does the painter use visual elements and principles of design to provoke a response to his work?



City Seminar: StudioAcademic Support Space◦ “Place of Practice”◦ 90 min/week◦ Facilitated by Graduate Coordinators

ePortfolio is a central component◦ Meta-cognitive, reflective space

Goal: Create a space for students that fosters their dispositions to learning

◦ Early stages of research


City Seminar: StudioStudent ePortfolio example

The student identifies an example of “best work”

and reflects on the process of invention

The student is creating a personalized place

of practice

Live at Studio 61

Composition 103

ePortfolio IntegrationePortfolio Design and Reflection is a course requirement

Academic work will be uploaded to the student’s ePortfolio

Peer review and instructor feedback will take place within the portfolio

Students will connect writing to work in other courses

Scaffolded Narrative Assignment

“I cannot deny that stepping over those ‘borders’…produced a little

bit of anxiety.”

Narrative Reflection Using CommentsReflective prompts ask students

to look deeply within the text.

Commenting focuses on identifying the author’s persona.

Moves beyond a peer review exercise.

“I feel the narrator’s identity. It is very potent and throughout the paper I can see her guard is up.”

ePortfolio Jam Session

JAM PROTOCOL

Everyone will open to my ePortfolio and navigate to this page.

In the comments box at the bottom of the page, each of you will offer a brief (no more than two sentences) response or reflection to the prompt.

After everyone is finished, you will go back and skim through the other responses and pick one you want to respond to.

You will make another comment, including the person's name you are responding to, directly speaking to what he or she said.

“Your connection to past forms of “assimilation tools” is brilliant, and a perspective I didn’t think

of.”

“The digital technology blurs the reality of borders. If borders are simulations or constructs, then

Internet borders are simulations of simulations.”

LaBSS

Ethnographies of

Work

Learning about

Being a Successful Student | LaBSS


LaBSS I LaBSS II

LaBSS• Describe themselves as learners and

demonstrate an understanding of their learning styles.

• Develop study plans that reflect academic goals and utilize effective time management strategies and evidence of self-awareness.

• Students begin to develop strategies for working effectively in groups, delegating tasks, giving and receiving feedback with peers, approaching professors and administrators with questions and concerns, receiving feedback and critique from instructors.

• Students will begin to develop an awareness

of how verbal, non-verbal, and written communication skills are imperative to the successful navigation of their academic and professional environments.

• Students develop a sense of self-efficacy

and will be able to formulate appropriate questions, identify resources (both within the college and the larger community) and seek assistance when needed.

• Students will select a major that is connected to their academic and career goals and have an understanding of the various educational paths to achieve these goals.

• Students will begin to identify effective strategies to conduct employment and internship searches relevant to and consistent with their career interests.

• Students will continue to develop an awareness of how verbal, non-verbal, and written communication skills are imperative to the successful navigation of their professional environment, while practicing the construction of professional resumes, cover and thank you letters.

• Students will begin to practice effective strategies for professional dress, office etiquette, interview techniques, and networking skills.

• Students will continue to shape their professional identities and further define their personal brands, while examining the impact of social media.

• Students will begin to develop an awareness of management styles, office culture, and current trends in the job market.

• Students will continue to identify and implement strategies to manage time effectively, set goals, advocate for self, and plan for completion of assignments and studying.

• Students will continue to cultivate their financial literacy skills and the correlation between their academic and professional careers.

ePortfolio

LaBSS II

LaBSS I

Learning about Being a

Successful Student |

LaBSS


LaBSS I utilizes ePortfolio to assist the student in capturing their personal

experiences and journey as an academic.

LaBSS II utilizes ePortfolio to assist the student in developing a Comprehensive Professional Portfolio

focusing on their majors/careers.

eP allows students to review and reflect on their academic, professional, and interpersonal growth by creating a space to store, and share their work w/

a varied audience.

“Find something that you’re passionate about outside of school to keep you happy and productive as well.” –NCC Student, A Letter to You Reflection Assignment“I want employers to know I am

motivated.”

“I want employers to know I am determined.”

“I want employers to know I am creative, a good problem solver, and responsible.”

-NCC Students, Resume Prep-Sentence Completion Assignment


Tweet with the #NCC• Tweet with our students at @nccportfolios

• www.twitter.com/nccportfolios

http://www.twitter.com/nccportfolios


Questions and Conversation

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