Foothill CollegeApproved Course Outlines

Language Arts Division
ENGL 242ACRITICAL THINKING: STUDENT-MANAGED PORTFOLIO DEVELOPMENTFall 2012
2 hours lecture.2 Units

Total Quarter Learning Hours: 24 (Total of All Lecture, Lecture/Lab, and Lab hours X 12)
 
 Lecture Hours: 2 Lab Hours: Lecture/Lab:
 Note: If Lab hours are specified, see item 10. Lab Content below.

Repeatability -
Statement: Not Repeatable.

Status -
 Course Status: ActiveGrading: Letter Grade with P/NP option
 Degree Status: Non-ApplicableCredit Status: Basic Skills
 Degree or Certificate Requirement: Stand Alone Course
 GE Status: Non-GE

Articulation Office Information -
 Transferability: NoneValidation:

1. Description -
A survey of basic theory, design, and implementation strategies for the student-managed formative portfolio. Students write a total of at least 1000 words, with emphasis on the reflective and evaluative processes necessary for portfolio development. Practice in managing and maintaining the information and artifacts of a portfolio as a comprehensive analysis of the student learning experience.
Use of portfolio development to increase meta-cognitive awareness of the integration between reading and writing processes; of the student's location within discourse communities, including the campus community; and of the behaviors necessary for college success.
Prerequisite: None
Corequisite: ENGL 1S.
Advisory: None

2. Course Objectives -
The student will be able to:
  1. Apply basic theory to the design and implementation for student-managed formative (process) portfolios (Lec)
  2. Demonstrate meta-cognitive awareness of the integration between reading and writing processes (Lec)
  3. Demonstrate meta-cognitive awareness of the student's location within academic discourse communities and the behaviors necessary for college success (Lec)
3. Special Facilities and/or Equipment -
  1. Access to the Internet
  2. Smart Classroom

4. Course Content (Body of knowledge) -
  1. Apply basic theory to the design and implementation for student-managed formative (process) portfolios (Lec)
    1. Recognize the distinguishing features of formative portfolios (Lec)
    2. Identify and develop the characteristics of effective formative portfolio design tied to purpose (Lec)
  2. Demonstrate meta-cognitive awareness of the integration between reading and writing processes (Lec)
    1. Managing a formative portfolio of reading and writing strategies, learning processes (Lec)
      1. Formative content highlights strengths and weaknesses (process) (Lec)
        1. Record the steps and strategies of reading process (pre-, during, after) (Lec)
        2. Record the steps and strategies of the writing process (Lec)
    2. Write a culminating reflection of reading/writing processes and learning processes toward the success of a finished product (Lec)
  3. Demonstrate meta-cognitive awareness of the student's location within academic discourse communities and the behaviors necessary for college success (Lec)
    1. Evaluate the purpose and effectiveness of reading/writing steps and strategies (Lec)
    2. Apply writing rubrics to evaluate the effectiveness of writing artifacts at essay, paragraph, and sentence levels (Lec)
    3. Create, manage and maintain an exemplar formative portfolio including artifacts of reading and writing processes (Lec)
      1. Identify the qualitative differences among artifacts (process) (Lec)
      2. Effective choices of representative artifacts (process) (Lec)
      3. Effective organization of representative artifacts and design of the overall portfolio (Lec)
        1. Selecting, ranking, and arranging information and artifacts (Lec)
          1. Strategies (Lec)
          2. Experiences (Lec)
          3. Outcomes - finished products (Lec)
          4. Formal self-evaluation of processes and products (Lec)
          1. Summarize coursework evaluations (Lec)
          2. Determine and prioritize growth areas (Lec)
          3. Develop goals to facilitate growth (Lec)
5. Repeatability - Moved to header area.
 
6. Methods of Evaluation -
  1. Informal reflections on portfolio management
  2. Midterm self-assessment
  3. Finished formative portfolio (various media) (by committee)
  4. Formal analysis of the formative portfolio
    1. what portfolio demonstrates of learning outcomes (reading/writing, course-level, and institutional level)
7. Representative Text(s) -
Reynolds, Nedra and Rice, Rich. Portfolio Keeping. Boston: Bedford/St. Martin's, 2006.
Straub, Carrie. Creating Your Skills Portfolio. New York: Thomson Crisp Learning, 1997.
Course reader to include articles such as the one listed below:
Treuer, Paul and Jenson, Jill D. Setting Standards for Electronic Portfolios Educause Quarterly, Vol. 26, No. 2, 2003.

8. Disciplines -
English
 
9. Method of Instruction -
  1. Lecture presentations and class discussion (whole class and small group) on the processes and products of reading and writing.
  2. Guided evaluation of the distinguishing features of formative portfolios
  3. Instructor-guided development of portfolios
  4. Presentations of portfolios followed by in-class discussion.
 
10. Lab Content -
Not applicable.
 
11. Honors Description - No longer used. Integrated into main description section.
 
12. Types and/or Examples of Required Reading, Writing and Outside of Class Assignments -
  1. Reading of books and/or articles on the process, purpose, and distinguishing characteristics of student-managed portfolios
  2. Reading and evaluation of student work (self and that of peers)
  3. Written reflections and self-evaluations
  4. Selection and compilation of portfolio artifacts
13. Need/Justification -
The Portfolio co-requisite course provides a structured environment to raise student's metacognitive awareness of their developing reading and writing processes, giving them the tools to analyze their reading and writing processes and representative products; this increased awareness will allow for the easier and accelerated transfer of knowledge, as it relates to effective changes they make to their processes and their products, from essay to essay, from reading to reading, and from class to class, inside English or across the disciplines.


Course status: Active
Last updated: 2012-10-05 11:55:23


Foothill CollegeApproved Course Outlines