Foothill CollegeApproved Course Outlines

Language Arts Division
ENGL 242BCRITICAL THINKING: PORTFOLIO MANAGEMENT & PUBLICATIONFall 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 -
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.
Prerequisite: ENGL 242A.
Corequisite: ENGL 1T.
Advisory: None

2. 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)
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 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)
5. Repeatability - Moved to header area.
 
6. 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
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.
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.

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
  5. Design and publication of the summative portfolio
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: 2014-03-12 11:15:30


Foothill CollegeApproved Course Outlines