ENGL 242B: CRITICAL THINKING: PORTFOLIO MANAGEMENT & PUBLICATION
Foothill College Course Outline of Record
Heading | Value |
---|---|
Effective Term: | Summer 2023 |
Units: | 1 |
Hours: | 1 lecture per week (12 total per quarter) |
Prerequisite: | ENGL 242A. |
Degree & Credit Status: | Non-Degree-Applicable Credit Course Basic Skills, 1 Level Below Transfer |
Foothill GE: | Non-GE |
Transferable: | None |
Grade Type: | Letter Grade (Request for Pass/No Pass) |
Repeatability: | Not Repeatable |
Student Learning Outcomes
- Students will be able to publish selected essays in their own finished portfolios.
- Students will be able to reflect upon and articulate how their portfolio demonstrates strengths and weaknesses as readers, writers and critical thinkers.
- Through the creation of a finished product portfolio, student will improve their understanding of the criterion of good writing, understanding more clearly what readers want in different academic and other contexts.
- 80% of students show improved awareness of their reading/writing/thinking process through portfolio managment
Description
Course Objectives
The student will be able to:
A. Apply basic theory to the design and implementation for student-managed summative (product) portfolios
B. Demonstrate meta-cognitive awareness of the integration between reading and writing processes
C. Demonstrate meta-cognitive awareness of the student's location within discourse communities across disciplines
D. Demonstrate meta-cognitive awareness of the behaviors necessary for college success across disciplines
Course Content
A. Apply basic theory to the design and implementation for student-managed summative (product) portfolios
1. Recognize the distinguishing features of summative (product) portfolios
2. Identify and develop the characteristics of effective summative portfolio design tied to purpose
B. Demonstrate meta-cognitive awareness of the integration between reading and writing processes
1. Collect and maintain reading and writing process artifacts
2. Continued reflection of reading/writing processes and learning processes
C. Demonstrate meta-cognitive awareness of the student's location within discourse communities across disciplines
1. Create an exemplar summative portfolio, including coursework (essays), experiences, and achievements across the curriculum
a. Identify the qualitative differences among artifacts (product)
b. Effective choices of representative works from courses across disciplines
c. Effective organization of representative works and design of the overall portfolio
1) Selecting, ranking, arranging, and managing information and artifacts
a) Coursework
b) Experiences
c) Achievements
2. Apply portfolio rubrics to evaluate the purpose and effectiveness of the summative portfolio
a. Reading and writing learning outcomes (essay, paragraph, and sentence levels)
b. Institutional SLOs
c. Individual learning outcomes (goals achieved)
d. The genre of portfolios (content, organization, and design)
D. Demonstrate meta-cognitive awareness of the behaviors necessary for college success across disciplines
1. Develop academic goals based on a review of their portfolio
a. Summarize coursework evaluations, including from other courses
b. Determine growth areas
c. Prioritize growth areas needed
d. Develop goals to facilitate growth
Lab Content
Not applicable.
Special Facilities and/or Equipment
B. Smart classroom when possible.
Method(s) of Evaluation
A. Midterm self-assessment
B. Published summative portfolio (various media)
C. Formal analysis and evaluation of the portfolio
1. The quality of the portfolio (genre)
2. What portfolio demonstrates of learning outcomes (reading/writing, course-level, and institutional level)
D. Formal presentation of the portfolio and analysis/evaluation
Method(s) of Instruction
A. Lecture presentations and class discussion (whole class and small group) on the processes and products of reading and writing
B. Guided evaluation of the distinguishing features of formative portfolios
C. Instructor-guided development of portfolios
D. Presentations of portfolios followed by in-class discussion
Representative Text(s) and Other Materials
Reynolds, Nedra, and Rich Rice. Portfolio Keeping. 3rd ed. Boston: Bedford/St. Martin's, 2014.
Short articles, such as the ones listed below:
Dubinsky, Jim. "Creating new views on learning: ePortfolios." Business Communication Quarterly. (Dec. 2003): 96+. Academic OneFile. Web: 23 May 2016.
Young, Jeffrey. "Creating Online Portfolios Can Help Students See 'Big Picture,' Colleges Say." Chronicle of Higher Education. (21 Feb. 2002).
Types and/or Examples of Required Reading, Writing, and Outside of Class Assignments
A. Reading of books and/or articles on the process, purpose, and distinguishing characteristics of student-managed portfolios
B. Reading and evaluation of student work (self and that of peers)
C. Written reflections and self-evaluations
D. Selection and compilation of portfolio artifacts
E. Design and publication of the summative portfolio