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STOMP ePortfolio Presenter: Shavon Terrell

Shavon Terrell STOMP ePortfolio

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Page 1: Shavon Terrell STOMP ePortfolio

STOMP ePortfolio

Presenter:

Shavon Terrell

Page 2: Shavon Terrell STOMP ePortfolio

ePortfolio Contents

This ePortfolio documents the major deliverables I created for the completion of Successful Teaching Online Mentoring Program (STOMP) at Harper College. The contents are as follows:

Community-Building Activity

Time Management Tip List

Final Project: Lesson idea, assessment and rubric developed using Backwards Design principles

Final Reflections/Lessons Learned

Page 3: Shavon Terrell STOMP ePortfolio

Community-Building Activity

Instructions:Share an asynchronous community-building idea on the Week 2 discussion board (Discussion board link below.) Through reviewing the resources above, please come up with one community-building activity that can be implemented in an asynchronous online learning environment. This activity can be an icebreaker, but it can also be an activity that makes sense later in the semester when relationships have already begun to form. When sharing your idea, please include the following information:

Title

Task

Objective(s)

Instructions

How this idea builds community

Page 4: Shavon Terrell STOMP ePortfolio

Community-Building Activity

Title: Initial “Getting to Know You” exercise for Day 1

Task: Each student will honestly score themselves on a scale of 1 to 5 on a set of 10 specific line items. Each line item is a pre-determined list of statements that will help each individual student become virtually familiar with their classmates. A minimum score of 1 suggest you are not familiar or have little knowledge or interest and the top score of 5 indicates you are very interested or considered a pure expert! All scores will be examined for each item in the discussion board. Students will look for other similar participants who has the closest score to their own individual line items. Students must then proactively reach out and introduce themselves to the new student and explore more about other interest. The student must introduce the other student to the class by the end of the first class week. I believe each student will have something significant in common with each other in some capacity.

Sample Questions for “Getting to Know You” exercise:

I feel like an technical expert.

I have completed all of my Christmas shopping.

Traveling is one of my favorite things to do.

I am truly interested in this course.

I would rather work independently than on a team.

Reading is my favorite thing to do.

Page 5: Shavon Terrell STOMP ePortfolio

Community-Building Activity

Objective(s): Students will be able to get acquainted with other classmates who share similar interest or hobbies

How this builds community:

I believe it is extremely important for students to become familiar with each other early on in the course. Building solid relationships and learning together is equally important. As the textbook explains, before any collaborative pairing or functional processing of the content happens each student must first know each other (Phase 1 in Student Engagements). This activity allows student to become aware of interest, hobbies and other unknown qualities.

Page 6: Shavon Terrell STOMP ePortfolio

Time Management Tip List

Instructions: Read through time management strategies for online instructors from

the University of Wisconsin-Stout.

Create your own time management tip list for your professional use, focusing on the tips that will be most important to you. Feel free to copy and paste directly from the webpage, and add your own notes as well. This assignment should be incorporated into your journal submission for this week.

Page 7: Shavon Terrell STOMP ePortfolio

Time Management Tip List

Handle it once:

Emails-if a message requires a reply or an action, do it right then. Put emails that need to be kept, but not acted on, in a specific folder before closing them. If the email is pure junk or not needed, delete it, don't keep it… just in case. Also, a true time saver is to highlight with a certain color and flag the email for future notice and follow-up.

Discussions-make note of important contributions while reading discussion postings. It is essential to ‘get to know’ each student and to remember key facts as you read the student discussion postings.

Assignments-make notes or grade assignments as they arrive. One method I use with keeping up with assignments is to utilize a tracking tool as a backup mechanism for all assignments organized by student last name and by select order of assignments.

Page 8: Shavon Terrell STOMP ePortfolio

Time Management Tip List

Get Organized:

Maintaining your organization while teaching online is absolutely essential to your success. All documents for a class should be in one folder on the computer; each section should have its own folder; each week/assignment its own folder. For each week, I have a folder with all of the material for that week’s view. It is much easier to reference these folders for multiple purposes.

Use a calendar to keep track of assignment due dates, course start dates etc. Most online instructors are scheduled well in advance, and course start/end dates are easy to forget when the contractual communication about teaching the course occurred months ago.

Create an online course calendar with due dates and deadlines. Post it in a central location in the course management system where it’s easy for students to check each day. Personally, I create my online course calendars in advance to inform students of assignment due dates, as well as to keep them on track and organized.

Page 9: Shavon Terrell STOMP ePortfolio

Time Management Tip List

Stay Focused:

Find a quiet place with no distractions. You are more likely to find your rhythm when you have absolutely nothing getting in your way and stealing your time!

Be sure to handle email at specific times each day and don't be tempted to check it at other times. Whatever it is, it can wait, and it is just a distraction from other 'less interesting' tasks. Before your course starts, create a plan on what days and time are best for you to check and address emails based on priorities.

Absolutely take breaks as necessary. Productivity will increase if short breaks are taken regularly.

Page 10: Shavon Terrell STOMP ePortfolio

Final Project Summary

This presentation showcases an assessment, rubric and lesson idea created for my Human Resources Management course. This culminating project demonstrates my ability to apply Backwards Design principles to lesson plan development. We were asked to choose 1-2 learning outcomes that fulfill the goal(s) of an existing course and then create an assessment, rubric and lesson idea that align with those outcomes.

Page 11: Shavon Terrell STOMP ePortfolio

Mgmt. 265- Human Resources

Management The course is designed to introduce students to a

holistic and fundamental glance into Human Resources organizations. The characteristics of

employment techniques, staffing, job evaluation, training and development, labor relations,

compensation and benefits will be explored throughout this course.

Page 12: Shavon Terrell STOMP ePortfolio

Student Outcome (course level)

The goal of this lesson is for the student to demonstrate understanding of the SHRM Competency Model, recognize their own key HR strengths and opportunity (challenging) areas and share best practices with other students.

Page 13: Shavon Terrell STOMP ePortfolio

Learning Objectives (lesson level)

Each student will be able to define all 9 key competency elements.

The student should be able to identify their strongest professional attribute by ranking (1-10, 1 being the strongest)

Students should be able to strategically collaborate to share best practices with other students on SHRM elements

Students will be able to apply real-life examples for each HR Elements for Success

GLOBAL& CULTURAL

EFFECTIVENESS

LEADERSHIP& NAVIGATION

CONSULTATION

COMMUNICATION RELATIONSHIPMANAGEMENT

ETHICALPRACTICE

HR EXPERTISEHR KNOWLEDGE(

BUSINESSACUMEN

CRITICALEVALUATION

SHRM

COMPETENCY

MODEL

Page 14: Shavon Terrell STOMP ePortfolio

Explanation of Alignment

I believe students can gain a deeper understanding of SHRM HR Competencies by utilizing the following assessments:

Ranking: Each student can clearly identify what areas of their HR professional career that are strongest and which need more development. Students can capitalize on the strengths of other classmate by finding out how to overcome select elements in order to be successful in their HR career.

Sharing: To deepen the student experience and interactions, I believe each student can gain best practices by collaborating with others. Each one can teach one!

Reflection: I believe each student should be able to think critically and practically by writing a detailed, one-page summary of their overall learning experience.

Page 15: Shavon Terrell STOMP ePortfolio

Explanation of Alignment

The rubric shows each student the key criteria elements they will be measured against and also the four categories for explanation of evidence shown for each criteria. There are select elements necessary within the Reflection such as correlations to their HR Profession and also Key learning takeaways. Also, the Discussion posting should state top ranking elements. Therefore, I chose a creative rubric—which allows for open comments in each activity/criteria area. Additionally as a guide, I have provided rubric definitions to add clarity to measurement outcomes.

Page 16: Shavon Terrell STOMP ePortfolio

Lesson Plan

(1) Read and Study the 9 core HR elements according to the SHRM HR Competencies provided;

(2) Identify by Ranking your elements 1-10, 1 being the strongest professional element, 10 being the weakest area;

(3) Post your #1 and #10 element in the Discussion Board;

(4) Connect via the Discussion posting with another student(s) who has your weakest (#10) area as their strongest (#1);

(5) Reflect via your virtual journal on your experience. Write a 1-page (double-spaced) summary of how this relates to your own profession in Human Resources and what did you learn from this lesson (surprises, doubts, speculations etc.)

Page 17: Shavon Terrell STOMP ePortfolio

Lesson PlanPreparation

Read and study the 9 key HR SHRM Competency Elements: Human Resource expertise-the ability to apply the principles and practices of human resource

management to contribute to the organization’s success Relationship management-the ability to manage interactions to provide service and to support

the organization Consultation-the ability to provide guidance to organizational stakeholders Communication-the ability to effectively exchange information with stakeholders Diversity & Inclusion-the ability to value and consider the perspectives and backgrounds of all

parties Ethical Practice-the ability to support and uphold the values of the organization while

mitigating risk Critical evaluation-the ability to interpret information to make business decisions and

recommendations Business acumen-the ability to understand and apply information to contribute to the

organization’s strategic plan Leadership and navigation-the ability to direct and contribute to initiatives and processes

within the organization

Page 18: Shavon Terrell STOMP ePortfolio

HR Competency Assessment Rubric:

  Exceptional Fair Needs Improvement Missing/UnacceptableCriteria-Ranking Activity:

Student has properly Ranked strongest and

weakest elements (1-10)

       

Criteria-Reflection Content Activity:The one (1) page

reflection summary is complete with

appropriate details and main idea

       

Criteria-Reflection Critical Thinking:

Student clearly discusses how relates to their HR

Profession and what they learned in one-page

(double-paced) summary

       

Criteria-Discussion Activity:

Student post to Discussion Board and responds to another

student’s posting

       

Criteria-Timeliness:Student turns in

Discussion and Reflection posting by due dates

       

Page 19: Shavon Terrell STOMP ePortfolio

HR Competency Assessment Rubric Definitions:

Exceptional: Student offers concise and accurate information and ideas. All discussion and reflection points are fully and significantly supported and detailed.

Fair: Student offers concise and accurate information, but is lacking ideas and supported facts and references. All discussion and reflection points are slightly supported and detailed.

Needs Improvement: Student does not offer concise and accurate information and is lacking critical ideas and supported facts and references. All discussion and reflection points are not supported and detailed.

Missing/Unacceptable: Student does not offer concise and accurate information and does not include critical ideas and supported facts and references. Discussion and/or Reflection is missing, inaccurate or unclear.

Page 20: Shavon Terrell STOMP ePortfolio

Lessons Learned

Overall, my journey in the STOMP course has been beneficial to enhancing my experience in the online learning environments. This course enabled me to walk through real-life examples, as well as gain outstanding resources to aid my understanding of teaching online. Amid the myths I had about teaching online vs. face-to-face, I can now stand in confidence through the hurdles and reach for my virtual toolkit for success in online teaching. Additionally, I enjoyed discussing with other students best practices and unique ways of teaching online (activities, ice breakers, discussion interactive postings etc.) to fully engage all students. Because of the STOMP course, I will be able to reference educational technology resources such as SoftChalk and Ted Ed to create exceptional, interactive learning modules for my students. I have a greater appreciation for online learning environments and the immeasurable potential for successful transformation that can take place in virtual settings.