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NCC @ AAEEBL 3.13.13
ePortfolios and Learning: Engaging Students and Building Community Through Social PedagogiesLAURA GAMBINO
CHET JORDAN
NATE MICKELSON
JOVANNY SURIEL
NCC @ AAEEBL 3.13.13
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
NCC @ AAEEBL 3.13.13
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.
LASC 200: The Arts in New York City
“. . . 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)
LASC 200: The Arts in New York City
LASC 200: The Arts in New York City
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?
LASC 200: The Arts in New York City
NCC @ AAEEBL 3.13.13
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
NCC @ AAEEBL 3.13.13
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
NCC @ AAEEBL 3.13.13
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
NCC @ AAEEBL 3.13.13
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
NCC @ AAEEBL 3.13.13
Tweet with the #NCC• Tweet with our students at @nccportfolios
• www.twitter.com/nccportfolios
NCC @ AAEEBL 3.13.13
Questions and Conversation