University Studies: embedding High Impact Practices and ePortfolios at UW Oshkosh

R. John RobertsonUW Bothell Symposium, Sept 20, 2012

Abstract

“This fall the University of Wisconsin Oshkosh embarks on an new approach to General Education. With the launch of the University Studies Program (http://www.uwosh.edu/usp), we are implementing High Impact Practices programmatically for every incoming first year student; as part of this initiative, students will create a program-level ePortfolio, drawing on material from all their classes. This presentation outlines about our plans, questions, and anticipated challenges in making this program-level ePortfolio component work.”

Introduction

University of Wisconsin Oshkosh

Third largest institution in the University of Wisconsin system.

According to CollegePortraits last year 75% of first year students were retainedhttp://www.uwosh.edu/home/about-uw-oshkosh/about-uw-oshkosh/fast-facts

http://www.collegeportraits.org/side_by_side/633

The former structureof General Education

UW Oshkosh had ~800 General Education courses listedStudents had a lot of flexibilityStudents had the perception that general education was ‘a waste of time and money'Last HLC accreditation had concerns about lack of structure in General Education program

UW Oshkosh Reform process•Higher Learning Commission (HLC)•Inclusive Excellence•Center for Excellence in Teaching and Learning (CETL)•Provost’s Teaching and Learning Summit•2007 LEAP and LERT•Essential Learning Outcomes (ELOs)•Reform Framework•Summer Teams (2011): HIPs• Campus-Wide Dialogue 2011-12• Faculty Senate Approval March ‘12• Implementation Begins

Overview (by Dr. Carrell)

Reform process: going further

“A pride of place and commitment to change”

Checklist for Change: Making American Higher Education a Sustainable Enterprise (Robert Zemsky, 2013)

Ensuring Quality & Taking High Impact Practices to Scale (George D. Kuh and Ken O'Donnell With Case Studies by Sally Reed, AACU 2013)

Shape of the University Studies Program

41 creditsExplore (Nature, Culture, Society)Explore: Quest IExplore: Quest IIExplore: Quest IIIQuest Writing (WBIS)Quest Speaking(Comm 111)Connect: Advanced Composition

Shape of theUniversity Studies Program

All courses: ● connection to Essential Learning Outcomes● connection to Signature Questions● Early AlertQuest courses (Embedded FYE focus)● learning communities● co-curricular activities● peer mentors● Map Works

ePortfolios in this process

ePortfolio starting point

Prior use in General Education was minimal.Used by Career Services, Education, Business, and a few specific courses

USP intent is a learning portfolio for the program to help students reflect and make connections between courses and the program.

Each course

a designated assignmenta reflection (in or on the assignment)

The Program as a Whole

Connect course draws this all together

Produces capstone ePortfolio for USP but also feeds content into other arenas (some majors and career services)

Challenges and responses

Challenge: the unknown

Technology and Pedagogy

Even though the reform process and adoption of ePortfolios is part of a faculty driven initiative, eportfolios are new to many.

Question: How do we help faculty see the pedagogical shift when their concern is the technology?

Response to the unknown

TechnologyOnline guides, handouts, drop-in labs, training, overview videos

PedagogyProfessional development opportunities, resources, and examples

Response to the unknown

For students, support:● online guides and

support● drop-in labs for

students● training peer mentorsand encouragement:● advocacy● student ambassadors

and the peer mentors

Challenges: reflection

Reflection is: ● new for many courses● new for most first-year students

Questions: What can we realistically expect of students?How do we help disciplines reflect if it’s not ‘normal’?

Responses: reflection

Professional development, discussion, and examples:● reviewing why we are

doing this● asking instructors to

make explicit their underlying course design to students

● tie to disciplinary knowledge (Pace and Middendorf)

Challenges: Connect

The Connect course is capstone-like but also an advanced writing course.● ePortfolio development a small part of

course● fit with assessment needs?

Question: How do we create space for students to draw their University Studies experience together?

Responses: Connect

In progress…

Faculty shaping and reviewing syllabi - part common, part individual.Ongoing professional development and trainingFocusing lab support alongside start of these course offerings

Challenges: assessment

Assessment● a focus and a distraction● technological and procedural challenges for

process

Question: How do assessment processes fit with all of this?What are the technical or procedural issues?

Responses: assessment

A number of approaches are being used to evaluate the program and reform effort, but from an eportfolio point of view:● the role of Connect● appropriate (re-?)evaluation ● copies of work - what, when, how● access considerations

Other opportunities: Quest III

Quest III Experiential learning courses in development● potential for richer use of ePortfolios● equipping instructors and students ● sensitivity to those we’re working with● legal and ethical considerations

Questions

R John Robertsonrobertrj@uwosh.edu@kavubob

Resources

Overview videoshttp://www.uwosh.edu/usp/eportfolioReflection resources:http://www.uwosh.edu/usp/usp-teaching-resources/eportfolio/reflection-resourceshttp://www.uwosh.edu/usp/usp-teaching-resources/eportfolio/reflection-resources-1Program informationhttp://www.uwosh.edu/usp