Education Commons^™

Use Of Eportfolios As A High-Impact Learning Practice For The B.A. In Arabic Program At Csusb, Oraib Mango

Workshops & Institutes

This paper offers a description of how ePortfolios can be used in world language learning programs--specifically Arabic-- not only to assess the success of the program but also to provide students with a platform for reflection, self regulation and self assessment. ePortfolios allow students to set and review their goals, engage with and reflect upon their learning as they document and track the progress of their language proficiency and intercultural competence starting from first year courses and ending with a capstone Signature Work project.

Draft: Purposeful, Intentional, And Integrative Organization For Liberal Studies And Liberal Arts Eportfolios So As To Maintain High Impact Practice Effectiveness, Kelly L. Straight

Workshops & Institutes

Draft for the purposeful, intentional, and integrative organization and use of ePortfolios within Liberal Studies and Liberal Arts so as to serve as an interdisciplinary space for Lifelong Learning and Reflection whereby a student engages in common intellectual experiences (HIP) within a learning community (HIP) across the curriculum so as to identify and position the self as a scholar, advocate, and (where appropriate) as an educator (i.e. Liberal Studies/Arts as an Intellectual Identity: what is means and why it matters).

Janine Kremling Tssa Fall 2018, Janine Kremling

Teaching Skills Study Awards (TSSA) Reports

No abstract provided.

Donna Gotch Tssa Fall 2018, Donna Gotch

Teaching Skills Study Awards (TSSA) Reports

No abstract provided.

Amy Leh Tssa Fall 2018, Amy Leh

Teaching Skills Study Awards (TSSA) Reports

No abstract provided.

Miranda Mcintyre Tssa Winter 2019, Miranda Mcintyre

Teaching Skills Study Awards (TSSA) Reports

No abstract provided.

Monideepa Becerra Tssa Fall 2018, Monideepa B. Becerra Drph, Mph

Teaching Skills Study Awards (TSSA) Reports

No abstract provided.

Roberts: Acue Online Course In Effective Teaching Practices-Cohort A, Sabrina Roberts

Q2S Enhancing Pedagogy

This is a sample of ACUE (Association of Colleges and University Educators) implantation and reflection assignments. The Teaching Resource Center partnered with ACUE; then, 30 CSUSB faculty completed 25 instructional modules. These assignments focused on teaching practices and face-to-face instruction.

CSUSB Communication Studies instructor, Sabrina Roberts, participated in the ACUE Effective College Instruction certification program from January 2019 to June 2019 in cohort A. The sample assignments include reflections from the following modules: Motivating Students, Delivering an Effective Lecture, Planning Effective Class Discussions, Facilitating Engaging Class Discussions and Using Advanced Questioning Techniques.

Enhancing Pedagogy Through Acue Certification, Janelle Espling

Q2S Enhancing Pedagogy

As instructors, there is an incredible responsibility to deliver content that is true to the standards of which the institution requires. But not only is it necessary to deliver content, it is necessary to deliver content in a way that promotes student learning, promotes student success, and an engages higher levels of thinking. The Association of College and University Educators (ACUE) Course in Effective teaching practices provides instructors evidence based strategies that do just that. As the reflections display, applying these strategies achieves the University goal to support students towards learning, success, and higher levels of thinking.

Jing Zhang Tssa Fall 2018, Jing Zhang

Teaching Skills Study Awards (TSSA) Reports

I learned more about team-based learning (e.g., using IF AT cards to encourage participation).

Elizabeth Martin Tssa Spring 2019 Tssa, Elizabeth Martin

Teaching Skills Study Awards (TSSA) Reports

No abstract provided.

Masako Nunn Tssa Grant Fall 2018, Masako Nunn

Teaching Skills Study Awards (TSSA) Reports

No abstract provided.

Lynne Diaz-Rico Tssa Spring 2019, Lynne Diaz-Rico

Teaching Skills Study Awards (TSSA) Reports

No abstract provided.

Cory Johnson Tssa Spring 2018, Cory Johnson

Teaching Skills Study Awards (TSSA) Reports

No abstract provided.

Kurt Kowalski Tssa Spring 2018, Kurt Kowalski

Teaching Skills Study Awards (TSSA) Reports

No abstract provided.

Jessica Nerren Tssa Fall 2018, Jessica Nerren

Teaching Skills Study Awards (TSSA) Reports

No abstract provided.

Meredith Conroy Tssa Winter 2018, Meredith Conroy

Teaching Skills Study Awards (TSSA) Reports

No abstract provided.

Rajrani Kalra Tssa Winter 2017, Rajrani Kalra

Teaching Skills Study Awards (TSSA) Reports

No abstract provided.

Stacey Fraser Tssa Winter 2018, Stacey Fraser

Teaching Skills Study Awards (TSSA) Reports

To enhance faculty's TEACHING by attending a conference devoted to university teaching, a high-impact practice, evidence-based practice or a newly developing teaching practice.

Jemma Kim Tssa Winter 2018, Jemma Kim

Teaching Skills Study Awards (TSSA) Reports

To enhance faculty's TEACHING by attending a conference devoted to university teaching, a high-impact practice, evidence-based practice or a newly developing teaching practice.

Yeaon (Pheobe) Kim Tssa Winter 2018, Yeon Kim

Teaching Skills Study Awards (TSSA) Reports

To enhance faculty's TEACHING by attending a conference devoted to university teaching, a high-impact practice, evidence-based practice or a newly developing teaching practice.

Scipp: An Expanded Community Of Practice - Community Publishing, Juan Delgado, Kelly (Kl) Straight Dortch, Daiana Rodriguez, Alex Avila, William Beshears, Juliana Cruz, Gina Hanson, Frank Houlihan, Lacey Kendall, Larry Light, Cati Porter, Molly Tor, Timothy "Isaac" Pieper, Bianka Sanchez, Sara Trowbridge, Daniel Aguilar, Bernardo Benigno, Arely Bernal, Alejandra Bueno, Emily Campos, Jason Cannon, Griselda Caudillo Gallo, Joshua Clemente, Sarah Coblentz, Diana D'Arcangelo, Georgia Darwin, Mary Grace Deasis, Kaylan Els, Keith Fernandez, Maria Flores, Khiyara Frontela, Anthony Galvan, Monica Galvez, Martin Garcia, Jessica Godin, Freda Guzman, Madison Hall, Diana Huitron Munoz, Jennifer Ledesma, Maria Lias Chacon, Rebekah Linares, Prisma Loya, Elijah Magana, Alberto Mancillas, Lorinda Maya, Jennifer Pimentel, Nancy Ramirez, Angelica Rodriguez, Alexis Ruvalcaba, Sandra Sandoval De Rosas, Emily Stoddard, Andrea Tinajero, Lesly Velez Montenegro, Saulo Velez Montenegro, Matthew Vigil, Sergio Zamora, Marylou Alvarez, Roxanna Cervantes, Tenaya Fuentes, Wendy Moreno, David Valenzuela, Philip Colunga, Augustine "Auggie" Fuentes, Nadia Fuentes, Olive Fuentes, Sophia Fuentes, Miraya Martinez, Diego Mercado, Iker Valenzuela, Roma Valenzuela

Q2S Enhancing Pedagogy

SCIPP redefines and expands the existing notions about what makes for a vibrant and robust community of practice by partnering CSUSB students and professors with K-12 students, parents, and educators, along with committed community partners. SCIPP encourages curiosity in ways that leads to critical thinking, exploration, "risk taking", confidence building, open-mindedness, and other personal traits that equip them with the softskills to be active, critical, and creative contributors to our communities. SCIPP pedagogy embraces our students' collective wisdom and focuses on relational building where multi-directional communication is promoted and students are viewed as equal stakeholders in their own educations. SCIPP …

Implementing New Strategies In Flan 312: Pedagogies In Foreign Language Teaching, Valerie Morgan

Q2S Enhancing Pedagogy

FLAN 312 is a pedagogy course that will be offered during the semester system as WLL 3112. The ACUE course provided evidence-based teaching practices which were examined to improve on FLAN 312 as the campus transitions to a semester system. Several strategies were tested in class or developed for subsequent classes. They include aligning assignments with learning objectives and creating transparent assignments, developing rubrics and checklists, and using large group activities to encourage collaboration and discussions.

Student Personal Profile Page, Kurt Collins, Sharon Pierce, Lynn Diaz-Rico

Q2S Enhancing Pedagogy

Students are getting lost in University advising structure. Their needs are not being recognized by their faculty or professional advisors. A simple, easy-to-create personal web page completed during “first contact” sessions is a High Impact Practice that will create a bond between student and Faculty/Advisor and by extension the University. We hypothesize that a student-created profile page will provide academic advisors a much clearer snapshot of the student resulting in more informed advising and better student retention.

The student personal profile page consists of three sections and can be completed by the student in approximately 10 minutes. The profile is …