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Effective: Fall 2012
ENGL 242BCRITICAL THINKING: PORTFOLIO MANAGEMENT & PUBLICATION2 Unit(s)

Prerequisites: Prerequisite: ENGL 242A.
Corequisites: Corequisite: ENGL 1T.
Grade Type: Letter Grade, the student may select Pass/No Pass
Not Repeatable.
FHGE: Non-GE Transferable: None
2 hours lecture. (24 hours total per quarter)

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 -
Application of basic theory, design, and implementation strategies for the student-managed summative portfolio. Students write a total of at least 1000 words, with emphasis on the reflective and evaluative processes necessary for portfolio development. Management and publication of the artifacts of a summative portfolio as a comprehensive demonstration of the student learning experience across the curriculum.
Use of portfolio publication to demonstrate 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. Students will demonstrate ability to transfer knowledge and learning across disciplines.

Course Objectives -
The student will be able to:
  1. Apply basic theory to the design and implementation for student-managed summative (product) 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 discourse communities across disciplines (Lec)
  4. Demonstrate meta-cognitive awareness of the behaviors necessary for college success across disciplines (Lec)
Special Facilities and/or Equipment -
  1. Access to the Internet
  2. Smart Classroom

Course Content (Body of knowledge) -
  1. Apply basic theory to the design and implementation for student-managed summative (product) portfolios (Lec)
    1. Recognize the distinguishing features of summative (product) portfolios (Lec)
    2. Identify and develop the characteristics of effective summative portfolio design tied to purpose (Lec)
  2. Demonstrate meta-cognitive awareness of the integration between reading and writing processes (Lec)
    1. Collect and maintain reading and writing process artifacts (Lec)
    2. Continued reflection of reading/writing processes and learning processes (Lec)
  3. Demonstrate meta-cognitive awareness of the student's location within discourse communities across disciplines (Lec)
    1. Create an exemplar summative portfolio including coursework (essays), experiences, and achievements across the curriculum (Lec)
      1. Identify the qualitative differences among artifacts (product) (Lec)
      2. Effective choices of representative works from 42S/T and other courses (Lec)
      3. Effective organization of representative works and design of the overall portfolio (Lec)
        1. Selecting, ranking, arranging, and managing information and artifacts (Lec)
          1. Coursework (Lec)
          2. Experiences (Lec)
          3. Achievements (Lec)
    2. Apply portfolio rubrics to evaluate the purpose and effectiveness of the summative portfolio (Lec)
      1. Reading and writing learning outcomes (essay, paragraph, and sentence levels) (Lec)
      2. Institutional SLOs (Lec)
      3. Individual learning outcomes (goals achieved) (Lec)
      4. The genre of portfolios (content, organization, and design) (Lec)
  4. Demonstrate meta-cognitive awareness of the behaviors necessary for college success across disciplines (Lec)
    1. Develop academic goals based on a review of his/her portfolio (Lec)
      1. Summarize coursework evaluations, including 42S/T and other courses (Lec)
      2. Determine growth areas (Lec)
      3. Prioritize growth areas needed (Lec)
      4. Develop goals to facilitate growth (Lec)
Methods of Evaluation -
  1. Midterm self-assessment
  2. Published summative portfolio (various media)
  3. 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)
  4. Formal presentation of the portfolio and analysis/evaluation
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.
A 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.

Disciplines -
English
 
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.
 
Lab Content -
Not applicable.
 
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
  5. Design and publication of the summative portfolio