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Advisee e-Folio: Measurable effects on persistence, retention, and graduation rates

First-Generation College Student: Facilitating Change in Advising. Advisee e-Folio: Measurable effects on persistence, retention, and graduation rates. C. Annette Wilson Theresa Gerson NATIONAL ACADEMIC ADVISING ASSOCIATION (NACADA) http://www.nacada.ksu.edu/AboutNACADA/index.htm

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Advisee e-Folio: Measurable effects on persistence, retention, and graduation rates

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  1. First-Generation College Student:Facilitating Change in Advising Advisee e-Folio: Measurable effects on persistence, retention, and graduation rates aw/tg9/9/11

  2. C. Annette Wilson Theresa Gerson NATIONAL ACADEMIC ADVISING ASSOCIATION (NACADA) http://www.nacada.ksu.edu/AboutNACADA/index.htm October 2-5, 2011 Denver, Colorado aw/tg9/9/11

  3. C. Annette Wilson, Ed.D.Assistant ProfessorChildhood and Exceptional Student EducationEd.D., East Tennessee State University,M.A., Appalachian State University,B. S., Appalachian State University. Wilson, C. A. (August 31, 2011). [Review of the book African American families, by A. J. Hattery & E. Smith.]Journal of Global Citizenship and Equity Education(JGCEE), 1(1), 183-185. (Retrieved fromhttp://journals.sfu.ca/jgcee/index.php/jgcee) Wilson, C. A. & Morrison, M. (2011, March 6-9). (Poster Board Presentation) “The Success of First Generation College of Education Majors with English as a Second Language”, 22nd Annual National Youth-At-Risk Conference, Savannah, GA. Wilson, C. A. (2010). “An Explanatory Portrayal of the Work Life of Tenure-Track-African-American Female Faculty Members in Predominantly White Institutions of Higher Education”, The American Association of University Professors (AAUP) Annual Conference on the State of Higher Education, Washington, D.C. Wilson, C.A. (2010). “Interacting with first generation college students: Habits for success, effective teaching, and reflection”, 32nd annual International Conference on Teaching and Leadership Excellence, The University of Texas at Austin, Department of Educational Administration College of Education’s National Institute for Staff and Organizational Development. Wilson, C. A. (2009) Reviewer in the Office of Head Start’s discretionary grants review process in Washington, DC as part of the American Recovery and Reinvestment Act of 2009. She reviewed grants worth nearly $1.2 billion to support Early Head Start. Wilson also served as a peer reviewer for proposals for the National Youth at Risk conference to be held in Savannah in February. Wilson, C. A. (2009). Teaching First-Generation College Students. The National Institute for Staff and Organizational Development (NISOD) Community College Leadership Program Department of Educational Administration. Innovation Abstracts, 31(22). Wilson, C. A. (2009).  Book Proposal Reviewer. (2009) Middle Grades Teaching: Foundations, Curriculum and Instruction. Pearson, Allyn & Bacon. Wilson, C.A. (Ed.).  (2008). Methods for Effective and Successful Teaching:  Promoting K-12 Student Learning and Understanding in the Classroom Environment EDUC 3200/6200. New York:  Pearson Custom Publishing. http://www.pearsoncustom.com/ga/aasu_education/ Wilson, C. A. (Ed.) (2008). Armstrong Atlantic State University Portal.  New York:  Pearson Custom Publishing.  (Contributor). Wilson, C. A. (2009).  “Coming to Light: Bringing Communities Together in a School Environment by Way of School Practice, Culturally Competent, Georgia Association of Teacher Educators, Jekyll Island, GA. Wilson, C. A. (2008).  “A College of Education’s E-Folio: Performance Outcome Assessment Evidence and Disposition Housed in LiveText”, HBCU Faculty Development Network, Gallaudet University District of Columbia, and Howard University, Washington, D. C. Wilson, A. (2007). “Experiences, Characteristics, Work Life and Activities of African-American Female Faculty Members Working Within Predominantly White, Public, Institutions of Higher Education: A literature review” 14th Georgia Conference on College & University Teaching Center for Excellence in Teaching & Learning, Kennesaw State University, Kennesaw, GA. Wilson, A. (2006). “Classroom Observations and Student Teacher Candidates: Evidence and Artifacts”, Savannah High School; Sponsored by Savannah-Chatham county Public Schools and Armstrong Atlantic State University 9th Annual Middle Grades Collaborative Regional Conference, Savannah, GA. Wilson, A. (2006). Presenter - Final Poster Board Power Point Report. Academy for Learning through Performance Standards and Assessment “. Facilitated by Jan Kettlewell, Associate Vice Chancellor, Georgia P-16 Initiatives. PRISIM-Board of Regents; Higher Education Administrators, Faculty and Public School. Marietta Conference Center, Marietta, GA. Wilson, A. (1997). “Insights into the African American Experience in Higher Education: Leadership, Persistence, Attainment." National Association of Multicultural Education, Albuquerque, NM. aw/tg9/9/11

  4. Presenter, “Reason and Excellence: Developing the Gifted Global Villager,” The 13th World Council for Gifted and Talented Children Conference (1999), Istanbul, Turkey. Presenter, “Character Development and Student-Produced Media; The Canadian Catholic Youth Magazine Project, On-Line,” The 14th World Council for Gifted and Talented Children Conference (2001) Barcelona, Spain. https://world-gifted.org Region 4 Conference: Spring Forward: Advising in the Age of Technology and the 4th International Conference on Personal Tutoring and Academic Advising. (Research Symposium, pre-conference Workshops, and regular conference Sessions) (2010) Atlanta, GA http://www.nacada.ksu.edu Publications: Gerson, Theresa K. and Terri Slack. Canada, Continuity and Change: Catholic Principles Guide. Markham, ON: Fitzhenry & Whiteside, 2001. ISBN 1-55041-2108 Krystyniak Gerson, Theresa. Maude D. Petre and Catholic Modernism in England. Toronto: University of St. Michael’s College, 1975 / Ottawa: National Library, 1975. ISBN 0-315-84874-X Theresa Gerson Acdemic & Certification Advisor, M.L.S., University of Toronto, M.A., University of St. Michael's College in the University of Toronto, M.A., Duquesne University, B.A., Carlow University, B.S.Ed., Ontario Institute of Studies for Education in the University of Toronto. aw/tg9/9/11 4

  5. Abstract The advisee electronic portfolio (e-Folio) serves as a key artifact (evidence) in the cycle of authentic assessment of college student learning outcomes (persistence), mid-points (retention), and capstone experience (graduation). Advisee e-Folios can be used for student development and success as well as for accreditation and funding purposes. The level to which students are engaged in their own learning and personal success can be documented, reviewed, and reflected upon by using multiple methods of assessment. Just as advisors (faculty and professional staff) build e-Folios for professional development, the student is mentored by the assigned advisor in creating and building his/her e-Folio. The e-Folio can serve as a post-graduation learning outcome whereby the graduate can continue to build an e-Folio that reflects him/her as a whole person. aw/tg9/9/11

  6. Proposal • A student's electronic portfolio (e-Folio) will demonstrate how his/her identity has developed by providing evidence (artifacts) for knowledge, skills, and achievements. The learning outcomes for the e-Folio are aligned with those of the degree program and the advising program syllabus. • e-Folio serves as a key artifact (evidence) in the cycle of authentic assessment of college student learning outcomes (persistence), mid-points (retention), and capstone experience (graduation). • Contribution to the advancement of the field of advising: Advisors (faculty and professional staff) build e-Folios for professional development; students are mentored by the advisor in creating and building advisee e-Folios. aw/tg9/9/11

  7. e-Folios are an appropriate and effective use of technology in providing evidence of student development and success. A wide array of technological tools such as videos, PowerPoint presentations, AV interviews, Comic Life, and so on can be used to capture specific moments in time and show development over several years. • Students can incorporate artifacts from service learning, course work, extracurricular activities, and reflections on how they sharpen study skills, interpersonal relationships, self-identity, and moral character. The e-Folio can serve as a post-graduation learning outcome whereby the graduate can build an e-Folio that reflects him/her as a whole person. aw/tg9/9/11

  8. e-Folios can be used for continuing education degrees or certificate programs; associate, undergraduate and graduate degrees; and, as the groundwork for advisees who have entered college/university without declaring a major. • The advisee e-Folio assists the student to determine needs and goals and travels with the student when a major is declared. aw/tg9/9/11

  9. Specific attention will be given to Baxter Magolda's Theory of Self-Authorship and the Epistemological Reflection Model (1992/2008) and the Practice-to-Theory-to-Practice (PTP) model (Knefelkamp, Golec, and Wells, 1985). aw/tg9/9/11

  10. Examples of proposals of student learning outcomes and institutional proposals for regional accreditation reaffirmation and important research and policy initiatives will be provided. • A focus on identity development, influence of an identified advisor/mentor, and adult development in college years. • In the area of character development we will draw attention to Mayhew and Engberg's (2010) study of diversity and moral reasoning in undergraduate students. aw/tg9/9/11

  11. The advisee electronic portfolio (e-Folio) serves as a key artifact (evidence) in the cycle of authentic assessment of college student learning outcomes (persistence), mid-points (retention), and capstone experience (graduation). • Advisee e-Folios can be used for student development and success as well as for accreditation and funding purposes. aw/tg9/9/11

  12. The level to which students are engaged in their own learning and personal success can be documented, reviewed, and reflected upon by using multiple methods of assessment. aw/tg9/9/11

  13. Theories Promoting Reflective Conversation • Marcia Baxter Magolda • Charlottee Danielson • Arthur Chickering • Jann Freed • Mary Huba • Knefelkamp, Golec, & Wells • Torres, Jones, Renn • Mayhew & Engberg aw/tg9/9/11

  14. Marcia B. Baxter Magolda(1992,2001,2009) • Self-authorship and self-development • Epistemological Reflection Model • How we know what we know • How students grow, change and learn is socially constructed • Four Stages: • Absolute Knowing • Transitional Knowing • Independent Knowing • Contextual Knowing aw/tg9/9/11

  15. Charlotte Danielson(2007) • Identifying aspect of teaching through empirical studies and theoretical • Research as promoting improved student learning. • Meeting novice needs to enhancing veteran’s needs. • A structure for self-assessment • Teaching Responsibilities • Planning and Preparation • The Classroom Environment • Instruction • Professional Responsibilities aw/tg9/9/11

  16. Arthur Chickering • Develop competencies • Manage emotions • Autonomy toward interdependence • Mature personal relationships • Establish identity • Develop purpose; develop integrity aw/tg9/9/11

  17. Jann Freed & Mary Hubba • Learner–centered perspective • The role of assessment in facilitating a shift from a teacher-centered paradigm of teaching to one that is learner-centered • Hallmarks of learner-centered teaching that derive from principles of constructivism and continuous quality improvement • Principles of good practice in learner-centered assessment that have been developed for the field of higher education aw/tg9/9/11

  18. Knefelkamp, Golec, & Wells(1985) • Practice to Theory to Practice Model (PTP) • Identify desired goals and outcomes • Identify sources of challenge and support • Implement interventions aw/tg9/9/11

  19. Torres, Jones, & Renn(2009) • Social construction of identity • Epistemological, intrapersonal, and interpersonal • How power and privilege shape identities • Intersecting identities: Multiple, continuity, and change aw/tg9/9/11

  20. Mayhew & Engberg(2010) • Moral reasoning • Foster social and civic responsibility • Build collaborative learning communities thru diverse peer group interactions aw/tg9/9/11

  21. Dimensions of adult development and self-authorship • Epistemological • Metacognition • Intrapersonal • Interpersonal aw/tg9/9/11

  22. Epistemology • The process of knowing-how people think • Reflective; meaning-making • Individual and contextual dynamics aw/tg9/9/11

  23. Metacognition • Knowledge of the private intellectual approaches and strategies that he or she employs in learning. (Huba & Freed, p. 244, 2000) • Interaction with others supports both learning and metacognition, and using portfolios effectively depends upon and fosters interaction between students and professors. (Huba & Freed, p. 244, 2000) aw/tg9/9/11

  24. Intrapersonal • Social construction of identity • A person is personally held beliefs about self in relation to social groupings and the ways that relationship is expressed (Torres, Jones, & Renn, p. 577, 2009) aw/tg9/9/11

  25. Interpersonal • Process of inculturation • Immediate settings • Distal setting (Torres, Jones, & Renn, pp. 580-582, 2009) aw/tg9/9/11

  26. e-Folio evidence:Learning to construct meaning • ACADEMIC • Artifacts • Reflection • PERSONAL • Artifacts • Reflection aw/tg9/9/11

  27. Meet the Student Advisee: Initial greeting from the Advisor • Establish what goes in the e-Folio • Written template guide book • Testing and setting up of university online learning system, i.e. VISTA for the Board of Regents of Georgia, Blackboard, gmail etc. • Attend required IT services HELPDESK training session by the first week of school (Ideal time during Freshmen Orientation in the Summer) • Establish scheduled meeting times • Recording of personal characteristics • Personality traits • Family • Pertinent cultural elements • Race • Gender identity • Religion/spiritual/other • Socioeconomic information • Well being • Before the initial meeting students would receive • “Bring to the First Meeting” packet • Class schedules • Work schedules • Transportation information aw/tg9/9/11

  28. A. Artifacts • Academic • Assignments • Pieces of creative work • Sample work across academic studies aw/tg9/9/11

  29. B. Academic Reflection • Day to day • Week to week • When students receive reflection direction • How do you feel about . . . ? • What did you take away (learn) from your courses? (core or major) aw/tg9/9/11

  30. Personal • Artifacts • Reflection aw/tg9/9/11

  31. Personal • Artifacts (Initial meeting with students) • Personal characteristics • Personality • Family • Cultures aw/tg9/9/11

  32. Academic • Reflection • What is happening in your life this week that shows you are changing? • Moving away from what you have always thought. • Intrapersonal • Within your self • Interpersonal • Classmates • Friends • Clubs • Significant others aw/tg9/9/11

  33. Preparing Students to enter into the workforce • Setting up work attitudes and relationships • Tips on team participation • Finding a mentor at work • Protecting your identity in work environments • Creativity and successful work environments aw/tg9/9/11

  34. Suggested and Cited References Anderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., . . . Wittrock, M. C. (eds.). (2001). A taxonomy for learning, teaching, and assessing a revision of Bloom’s taxonomy of educational objectives. New York: Longman. Association of American Colleges and Universities. (2002). Greater Expectations a new vision for learning as a nation goes to college. Washington, D. C.: Association of American Colleges and Universities. Baxter Magolda, M. B. (2009, Nov-Dec). The activity of meaning making: A holistic perspective on college student development. Journal of college student development. 50(6), 621-639. Baxter Magolda, M. B., Creamer, E. G. & Meszaros, P. S. (2010). Development and self-authorship exploring the concept across cultures. Sterling, VA: Stylus. Berlak, A. (1999, April 19-23). Taking it personally: Encountering racism in a cultural diversity course. American Educational Research Association Annual Meeting. ED 444 978. SP 039 435. Campbell, D. M., Cignetti, P. B., Melenyzer, B. J., Nettles, D. H. & Wyman, Jr., R. M. How to Develop a professional portfolio a manual for teachers. (3rd ed.). New York: Pearson Allyn & Bacon. aw/tg9/9/11

  35. Chuang, H-H. (2010, April). Weblog-based electronic portfolios for student teachers in Taiwan. Education technology research development. 58(2), 211-27. DOI: 10.1007/s11423-008-9098-1. Chickering, A. W. & Reisser, L. (1993). Education and identity. (2nd ed.). San Francisco: Jossey-Bass. Colcy, A., Ehrlich, T., Beaumont, E., & Stephens, J. (2003). Educating citizens preparing America’s undergraduates for lives of moral and civic responsibility. San Francisco: Jossey-Bass. Darling-Hammond, L. (2010). The flat world and education how America’s commitment to equity will determine our future. New York: Teachers College Press. Evans, N. J., Forney, D. S., Guido, F., Patton, L. D., & Renn, K. A. (2009). Student development in college theory, research, and practice. (2nd ed.). San Francisco: Jossey-Bass. Gajda, R. & Tulikangas, R. (2005). Getting the grant how educators can write winning proposals and manage successful projects. Alexandria, VA: Association for Supervision and Curriculum Development. Karpilo, L. N. (undated). Working with college students: Applying student development theories to practice. [PowerPoint slides]. Retrieved from http://www.uaa.alaska.edu/studentaffairs/upload/Student-Development-Theory-final-version.pdf aw/tg9/9/11

  36. King, P. (2009, Nov-Dec). Principles of development and developmental change underlying theories of cognitive and moral development. Journal of college student development. 50(6), 597-620. Knefelkamp, L. L., Golec, R. R. & Wells, E. A. (1985). The practice-to-theory-to-practice model. Unpublished manuscript, University of Maryland, College Park. Knight, W. E., Hakel, M. D., & Gromko, M. (undated). The relationship between electronic portfolio participation and student success. Retrieved from http://www.bgsu.edu/downloads/finance/file26555.pdf Kuh, G. D., Kinzie, J., Schuh, J. H., Whitt, E. J. & Associates. (2010). Student success in college creating conditions that matter. San Francisco: Jossey-Bass. Lor, P. (2008, Fall). Key life experiences contributing to Hmong students’ matriculation. Multicultural education. 16(1), 39-47. Marsh, S-M. (1998, April 13-17). Widening the lens of diversity: Motivating reflective journal writing. American Education Research Association Annual Meeting. ED 418 425. CS 216 315. Marzano, R. J., Pickering, D. J. & McTighe, Jay. (1993). Assessing student outcomes performance assessment using the dimensions of learning model. Alexandria, VA: Association for Supervision and Curriculum Development. Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom instruction that works research-based strategies for increasing student achievement. Upper Saddle River, NJ: Pearson Merrill Prentice Hall. aw/tg9/9/11

  37. Mayhew, M. J. & Engberg, M. E. (2010, July/August). Diversity and moral reasoning: How negative diverse peer interactions affect the development of moral reasoning in undergraduate students. The journal of higher education. 81(4), 459-488. Mostek, J. A. (2010). Understanding the influence of strengths on the college experience: A qualitative case study of undergraduate business students. Retrieved from http://digitalcommons.unl.edu/cehsedaddiss/24 Nilson, L. B. (2007). The graphic syllabus and the outcomes map communicating your course. San Francisco: Jossey-Bass. Sánchez-Casal, S. & Macdonald, A. A. (2009). Identity in education future of minority studies. (eds.). New York: Palgrave Macmillan. Stebleton, M. J. (2011, Spring). Understanding immigrant college students: Applying a developmental ecology framework to the practice of academic advising. NACADA Journal. (31)1, pp. 42-54. St. John, E. P. (2009). College organization and professional development: Integrating moral reasoning and reflection practice. New York: Routledge. Tatum, B. D. (2007). Can we talk about race? and other conversations in an era of school Resegregation. Boston, MA: Beacon Press. aw/tg9/9/11

  38. Torres, V., Jones, S. R., & Renn, K. A. (2009, Nov-Dec). Identity development theories in student affairs: Origins, current status, and new approaches. Journal of college student development. 50(6), 577-596. Trumbull, E. & Pacheco, M. (2005). Leading with diversity: Cultural competencies for teacher preparation and professional development. Providence, RI: Brown University and Pacific Resources for Education and Learning. Watson, L. W. , Terrell, M. C., Wright, D. J., Bonner II, F. A., Cuyjet, M. J., Gold, J. A. . . . Person, D. W. (2002). How minority students experience college implications for planning and policy. Sterling, VA: Stylus. Wilson, C. A. (2011, August 31). [Review of the book African American families, by A. J. Hattery & Smith, E.] Journal of Global Citizenship and Equity Education (JGCEE), 1(1), 183-185. Retrieved from http://journals.sfu.ca/jgcee/index.php/jgcee Wilson, C. A. (2009). Teaching first-generation college students. The National Institute for Staff and Organizational Development (NISOD) Community College Leadership Program Department of Educational Administration. Innovation Abstracts, 31(22). Zubizarreta, J. (2009). The learning portfolio reflective practice for improving student learning. San Francisco: Jossey-Bass. aw/tg9/9/11

  39. URL Suggested and Cited References http://www.uaa.alaska.edu/studentaffairs/upload/Student-Development-Theory-final-version.pdf http://www.nacada.ksu.edu/AboutNACADA/index.htm http://www.bgsu.edu/downloads/finance/file26555.pdf Journal of Global Citizenship and Equity Education http://journals.sfu.ca/jgcee/index.php/jgcee) http://digitalcommons.unl.edu/cehsedaddiss/24 http://www.pearsoncustom.com/ga/aasu_education/ aw/tg9/9/11

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