The AACampU VALUE Integrative Learning Rubric amp ePortfolios J Elizabeth Clark PhD LaGuardia Community College CUNY Positioning Integration in the Students Experience One of the great challenges in higher education is to foster students abilities to integrate their learning ID: 565518
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Slide1
Evaluating Intentional Integration
The AAC&U VALUE Integrative Learning Rubric& ePortfolios
J.
Elizabeth Clark, Ph.D.
LaGuardia Community College, CUNYSlide2
Positioning Integration in the Student’s Experience
One of the great challenges in higher education is to foster students’ abilities to integrate their learning across contexts and over time. Learning that helps develop integrative capacities is important because it builds habits of mind that prepare students to make informed judgments in the conduct of personal, professional, and civic life; such learning is, we believe, at the very heart of liberal education.
~Mary Taylor Huber and Pat Hutchings
Integrative Learning: Mapping the Terrain (2005)Slide3Slide4Slide5
Integrative learning is…
(Rubric Definition)an understanding and a disposition that a student builds across the curriculum and co-curriculum, from making simple connections among ideas and experiences to synthesizing and transferring learning to new, complex situations within and beyond the campus.Slide6
Hallmarks of Integrative Learning
(Rubric Framing Language)Connects previous learning to new learning
Occurs as learners address real-world problems, unscripted and sufficiently broad, to require multiple areas of knowledge and multiple modes of inquiry, offering multiple solutions from multiple perspectives
Creates confident, life-long learners
Provides learners with the ability to adapt
Helps learners make connections
…this learning may not be as evident…unless the student…is prompted to draw implications for practice
Connections often surface…in reflective work, self assessment, or creative endeavors of all kinds
Artificial barriers between formal study and informal or tacit learning becomes permeable.
Connects theory & practice towards a greater understandingSlide7
Growth over timeSlide8
5 DomainsSlide9
Growth Over Time:
e.g. Connections to DisciplineSlide10
Karen Glass, Virginia Tech
Fast Facts:End of first year at VT (Spring 2009)Major: ArchitectureDouble Minor: Leadership & Social Change and Industrial Design
ePortfolio
features: Personal Profile, Professional Profile, Core Competencies, Project Showcase, Reflections & Relevant Work
Uses text, images, evaluations, links to social mediaSlide11Slide12
Connections to Experience: 2Slide13
Connection to Experience & Discipline: 2Slide14
Transfer/Integrated Communication: 3Slide15
Reflection & Self Assessment: 2Slide16Slide17Slide18Slide19
Karen’s Full ePortfolio
https://scholar.vt.edu/access/content/group/97b91a99-7258-44a2-8002-9b7c83a84bd5/WebDev/Website/Gallery/RLC/ePGalleryKarenG/index.htmlSlide20
Pablo Avila, LaGuardia & Hunter
Fast Facts:ePortfolio (end of Fall 2008)// Website (current)
Major: Psychology, B. A.
ePortfolio
features: Welcome, About Me, Classes, Goals, Resume, Links
Uses text, images, personal photography, links to social media
Website: demonstrates continued professional growth & life-long learningSlide21Slide22Slide23
Initial ePortfolio
Connections to experience: 2Connections to discipline: 2Transfer: 2Integrated Communication: 2
Reflection & Self-Assessment: 2Slide24Slide25Slide26Slide27
Pablo’s Website
Hallmarks of Integrative Learning
Connects previous learning to new learning
Occurs as learners address real-world problems, unscripted and sufficiently broad, to require multiple areas of knowledge and multiple modes of inquiry, offering multiple solutions from multiple perspectives
Creates confident, life-long learners
Provides learners with the ability to adapt
Helps learners make connections
…this learning may not be as evident…unless the student…is prompted to draw implications for practice
Connections often surface…in reflective work, self assessment, or creative endeavors of all kinds
Artificial barriers between formal study and informal or tacit learning becomes permeable.
Connects theory & practice towards a greater understandingSlide28
Pablo’s Full ePortfolio
http://www.eportfolio.lagcc.cuny.edu/scholars/doc_fa08/eP_Fa08/Pablo.Avila/welcome.htmlSlide29
Pablo’s Website
http://pabloavila.com/Slide30
Working on 2 Levels
What kinds of integration do we want to see in our students’ ePortfolios? Why is this particularly important as a key feature of
ePortfolios
?
Is the VALUE rubric useful for seeing integration more clearly?Slide31
References
AAC&U and Carnegie Foundation for Teaching & Learning’s Integrative Learning Project. Campus snapshots and essays on integrative learning. http://gallery.carnegiefoundation.org/ilp/
AAC&U’s
Project Value. Valid Assessment of Learning in Undergraduate Education. Project information & rubrics:
http://www.aacu.org/value/project_description.cfm
Huber, Mary Taylor and Pat Hutchings.
Integrative Learning: Mapping the Terrain
. Washington, DC: Association of American Colleges and Universities, 2005.