P@N & your program

1. P@N & your program How to Get Started Thinking About it All…

2. What is P@N? • Portfolio@Naz • Chalk & Wire • An electronic portfolio for students • An assessment tool • A tool for reporting results

3. What P@N isn’t: • Grading Software • Course Management Software • A Cure for the Common Cold

4. What can P@N do? For Students… • Archive work (‘artifacts’) over time • Submit artifacts to faculty/staff to be assessed • Access archived artifacts later to use in a Portfolio (Program, Core, Personal Portfolio) • Track their own learning • Compile their work and demonstrate knowledge and skills for job applications

5. What can P@N do? For Faculty/Staff… • Provides common interface for faculty and staff to assess student work against program SLOs, core rubrics, and professional criteria • Track student learning over time • By Particular Student Learning Outcome • By Individual Student • In Aggregate Form • Summative Program Portfolios/Capstone Experiences • Reports for Assessment/Program Review

6. A Brief Aside: What is an artifact? • A performance video • Professional demonstrations • Oral histories • Graphic representations • Multimedia • Documents • Spreadsheets • Programs • Apps • Etc.

7. What are the benefits? • Program Portfolios a breeze • Ease of Reporting on Program’s Student Learning Outcomes to Others • Coordinating SLO Data across the College • Show Nazareth College’s ‘Value Added’ for all programs (Liberal and Professional, Graduate and Undergraduate) and the core

8. Before We Get into the Nitty-Gritties... Assumptions: • Your program has a working ‘Assessment Plan’ • You have a comprehensive and complete set of SLOs for your program • Your SLOs are measureable • You have established levels of proficiency • You use your results to improve your program • Your Assessment Plan has been judged ‘Established’ • Your program’s faculty agree about your Plan

9. Where Do We start? The Two Big Questions: • What do we want our students to get out of a Portfolio? • What do we want to know about our students’ learning?

10. Overview… • Choosing a Portfolio Model • Reviewing and Finalizing Your Program’s SLOs • Creating a Curriculum Map • Matching Rubrics to SLOs & Artifacts • Designing your Portfolio’s Table of Contents • Deciding on a Pilot

11. Your Program’s Portfolio Lots of Models—Which one is right for you? Chronological Model: • Students upload artifacts in various courses (either assessed or not in each course) • Students reflect on these artifacts in a Capstone Experience Benefits? • Value-Added data if students assessed along the way…

12. More Models.. Competency-Based Approach: • Students upload artifacts to demonstrate competencies Benefits? • External Accrediting Organizations ‘Portfolio Course’ Model: • Students create & upload artifacts in Milestone/Capstone course Benefits? • With two course in program, ‘value-added’

13. Choosing a Model • What does your program want to get out of the Portfolio? • Brainstorm with us to develop a model that is appropriate for you to pilot

14. On to Your SLOs The next questions to ask: • What are the Student Learning Outcomes of our Program? • Do our SLOs really match what we want our students to learn? • Do we want to measure our SLOs just at the end, or at beginning & end to get ‘value-added’ data?

15. Curriculum Mapping And then ask: • In which courses/activities do students produce artifacts that are relevant to our SLOs? • When we map this out, are we forgetting any SLOs that are important to us, or to external bodies?

16. Example of a Curriculum Map

17. Matching Rubricsto SLOs More questions to ask: • Do we have rubrics for each of our Program’s SLOs? Have we decided what is ‘proficient’ (i.e., wouldn’t be embarrassed to see them graduate at this level)? • For Undergrad Programs: Do any of our SLOs match up with the Core SLOs? Could we use the Core Rubrics?

18. Check List So Far… • Clear idea of how students will benefit • Clear idea of what program wants out of it (e.g., what kind of data regarding student learning would be useful?) • Choose Portfolio Model • Program SLOs AOK • Curriculum Map created which states which courses will assess particular student SLOs • Rubrics created for each SLO which is appropriate for artifact in courses in Curriculum Map • SLOs & Rubrics coordinated with others (External, Core)

19. Now to Your Table of Contents… • The T of C is the framework of your Program’s Portfolio that you create • You create it; we’ll load it into P@N for you • This is what students see—you give them ‘Sections’ in which to place their artifacts • In each Section, you give them detailed instructions • You can have one or more summative Sections where they reflect on their artifacts and ‘put it all together’

20. An Example of a T of C: Social Work

21. Another Example of a T of C: PFL

22. The Core in P@N

23. A Second Check-List… • Design your T of C Sections, thinking about what will be uploaded in each, and from which course or activity • Keep you eye on your Curriculum Map for this • Assign a rubric for each artifact in each Section or Subsection • Create instructions for students in each Section and Subsection Remember: Put yourselves in the shoes of your students. Is it fun and interesting? Is valuable and worthwhile?

24. Your Overall Time Line Semester 1 – ‘Think Work’: • Portfolio Model • SLOs, Curriculum Map, Rubrics • Table of Contents Semester 2 – ‘Paper First’: • Pilot Table of Contents & Rubrics on paper. Evaluate & Revise • Revised T of C and Rubrics to P@N Technical Support; Testing in P@N • Determine plan for Semester 3 (i.e., which courses, which students) Semester 3 – ‘Go Live’: • Use Table of Contents & Rubrics in P@N

25. Still to do… • Departmental discussion about what a ‘1’, ‘2’, ‘3’ and ‘4’ means—examine student work together • Inter-Rater Reliability • Look at your Results! • Use Results to Improve your Program and/or Show Off

26. What we Learned from our Pilots: • Students pick it up in seconds • Assessment in P@N is quick and easy for faculty • Hard part is designing it all to get answer to the right questions • The rubric is critically important • Confusion between ‘course grade’ & ‘longer-term assessment’ • Do I need to predict where a student will be in 4 years? (No!) • Can a student score a 1 on the rubric, but still get a 95% in the course? (Yes!) • Program MUST know what it hopes to learn from the portfolios BEFOREHAND • Focus needs to be on the conceptual side, not the technological • Name (P@N) can be confusing

27. Current Initiatives • Dedicated Space in Library • Student Team of Helpers • Workshops • The ‘Queue’ • Communication • Faculty Year-End Data Sheets

28. Questions?