Transitional Technologies: Hope, Fear, Failure and the Future of ePortfolios SUNY CONFERENCE ON WRITING 2014

College of Agriculture and Technology Founded in Baccalaureate Degree Programs 60 Associate Degree Programs Campus Profile

3028 Headcount Enrollment 32% Students Identify as an Ethnic Minority 60% Pell Recipients 20 % are STEM Graduates STUDENT PROFILE Demographics

STUDENT PROFILE SAT SCORES 69%<500 40%<500 82%<500 National Avg

STUDENT PROFILE GPA 71% < 3.0

2013 SUNY INNOVATIVE INSTRUCTION TECHNOLOGY GRANT Cultivating a Composing Process: Growing Critical Thinking and Student Success with ePorfolios

Research Question How might ePortfolios improve both student writing and student success (retention)?

Mahara ePortfolio System open source Hosted by SUNY Purchase

HOPES HOPES ePORTFOLIOS Would solve classroom management problems Improve student success Increase reflective practice Document and improve students’ revision process Integrate learned outcomes over semesters Improve conferencing

FEARS FEARS ePORTFOLIOS Distraction from content Classroom time used to teach the system Lack of connectivity to other courses/uses “extra work” for students Extra work for faculty

BENEFITS BENEFITS ePORTFOLIOS Organization (students and faculty) Higher grades Longitudinal study opportunities Program Assessment

FAILURES FAILURES ePORTFOLIOS One and Done No Campus “buy in” Student Frustration

The DESIGN 3 instructors teaching 2 sections of COMP 101 Control Group 3 composition classes Without ePortfolios Experimental Group 3 composition classes With ePortfolios

Rubric Grade A/BGrade B/CGrade C-/DGrade D/F GENED Exceeds/4GENED Meets/3GENED Approaches/2GENED Does not Meet/1 Main Point Valuable controlling idea /thesis which exhibits a superior understanding of the topic and writing context Worthwhile controlling idea/thesis which exhibits an accurate grasp of the topic and writing context Routine controlling idea/thesis which exhibits an acceptable but cursory understanding of the topic and writing context Controlling idea/thesis is not apparent; shows little or no grasp of the topic and writing context. Paragraph Structure & Development Exceptionally clear plan connected to the thesis/purpose; developed with consistent attention to proportion, emphasis, logical order, and flow; paragraphs are coherent, unified, and effectively developed Clear plan connected to the thesis/purpose; developed with proportion, emphasis, logical order, and flow; paragraphs are coherent, unified and adequately developed Conventional plan connected to the thesis; paragraphs are adequately unified and coherent, but minimally developed; one or two weak topic sentences; transitions are abrupt, mechanical, or monotonous. Plan not apparent, inappropriate, undeveloped, or developed with irrelevance, redundancy, inconsistency, or inattention to logical progression; paragraphs are incoherent, underdeveloped, or not unified; transitions are unclear, ineffective, or nonexistent. Synthesis Essay includes substantial, specific, and relevant details; rich, distinctive content that exhibits original, perceptive, and/or persuasive use of ideas Essay includes sound generalizations and content that exhibits relevant and adequate use of ideas. Essay includes adequate generalizations and relevant details; content that exhibits predictable but sketchy use of ideas Essay includes incoherent, nonexistent, or ineffective details or ideas. Revision & Drafting Essay drafts are developed with consistent attention to enhancing the main point, paragraph structure and development, synthesis, technical proficiency, and documentation. Essay drafts are developed with attention to developing the main point, paragraph structure and development, synthesis, technical proficiency, and documentation. Essay drafts are developed with minimal attention to the main point, paragraph structure and development, synthesis, technical proficiency, and documentation. Nonexistent drafts OR drafts which show inattention to the main point, paragraph structure and development, synthesis, technical proficiency, and documentation. Editing & Technical Proficiency Sentences are skillfully constructed, effectively varied; essay exhibits impressive use of grammatical structures and punctuation; accurate word usage and spelling. Sentences are accurately and coherently constructed with some variety; effective and clear use of grammatical structures and punctuation; accurate word usage and spelling. Sentences constructed accurately but lacking in distinction and with little variety; marginal use of grammatical structures and punctuation; some problems with word usage and spelling. Sentences marred frequently enough to distract or frustrate the reader; unacceptable use of grammatical structures and punctuation; multiple word usage and spelling errors. DocumentationEssay exhibits consistent, skillful adherence to the conventions of a documentation style. Essay exhibits awareness of the conventions of a documentation style and an attempt at accuracy. Essay exhibits minimal attention to the conventions of a documentation style and little or no accuracy. Attention to the conventions of documentation is not apparent.

Reflection Work Sheets 4 s Reflection Work Sheets Strengths Struggles Suggestions Show

Reflection Work Sheet Unit Essay/Assignment:Draft:Date: Reflect on your writing by providing specific information relative to the draft of the assignment you are working on. If you have already received feedback from your instructor/tutor/peer make sure to incorporate that information in your reflective summaries. STRENGTHS: (Refer to rubric items Main Point, Paragraph Structure and Development, and Synthesis) STRUGGLES: (Refer to issues you had trouble with while attempting this draft. Address both the rubric items and other issues you encountered.) SUGGESTIONS: (what would be the most helpful advice I could give you on this draft?) SHOW: (how is this draft better than the previous draft?)

Response to Reflection Work Sheets Strengths Struggles Suggestions Show

RESPONSE TO REFLECTION WORK SHEET Unit Essay/Assignment:Draft:Date: This is a response to the Reflection Work Sheet you submitted and a reading of your writing. The goal of this document is to help you better understand how to improve your writing. STRENGTHS: STRUGGLES: SUGGESTIONS: SHOW:

Process Draft Reflective Work Sheet Response to RWS Draft Reflective Work Sheet Response to RWS Draft Reflective Work Sheet Response to RWS Draft Reflective Work Sheet Response to RWS

Revision Work Sheets

Student Example

Fall Grades Namestotals Comp 101 GRADEControl 66 Exper. 58 F 13 GNED Assessment 37 essays A1 1%3 5% A-10 15%9 16% B+6 9%9 16% B2 3% = 19 29%5 9% = 26 45% 12 (32%) Exceeded B-54 C+72 C13 = 25 38%11 =14 24% 15 (41%) Met C-40 D+23 D46 F12 18% = 22 33%6 10% = 15 26% 10 (27%) Approached/Did not meet W/dropped817 Incomplete GNED Assessment 30% of students 124/618 Exceeded 12 (32%) Met 15 (41%) Approached 8 (22%) Did not meet 2 (5%)

COMP 102 Results ControlExperimentGeneral Total Students6658 Eligible for 102 (C or better in 101)4443 Took 102 in Spring (36%)20 (47%)343 Completed (34%)18 (42%)308 Met or exceed Gen Ed (C or better)10 (66%)15 (83%)227 (74%) Earned B or better1 (6%)9 (50%)113 (37%)