Community Engagement

Bridging Success Initiative is currently in review or is no longer available.

Bridging Success Initiative

Every year, more than 700 children in Arizona age out of foster care. National research shows that only 4% of these young adults will complete a certificate or degree program and only 3% will complete a four-year degree. These young people are also more likely to face prison, become homeless, and have a harder time holding a steady job as an adult. Students supported by the Bridging Success Initiative will have access to the many resources of the colleges including tutoring, academic counseling, career planning, skill development as well as additional support they may need.
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Capstone Course ePortfolio

Portland State University
http://www.pdx.edu

The culminating general education experience for students at Portland State University is a community-based course focused on creating a collaborative final project that meets a direct need for a community partner. Assessing student achievement of learning outcomes is difficult in a course where the final project is group-produced, much of the learning happens in the field, and the projects and experiences vary widely from course to course. Our challenge was to identify a method to conduct meaningful direct assessment of these community-based group-focused capstone courses.

Portland State’s Capstone program offers approximately 200 sections each year engaging over 3,800 students annually in projects that directly address the needs of our community partners. In order to assess student learning in these courses, we developed an electronic course portfolio review process. The course portfolios are designed to investigate whether students are meeting the learning outcomes set out in a course. In these course portfolios faculty upload student written work, often reflections, which address the one of the goals such as “appreciating the diversity of the human experience.” Faculty also include their course syllabus, course description, the instructions for the assignments they submitted, and a narrative explaining how they address the goal in their course and where they see the most meaningful evidence of student learning related to the goal. This course portfolio provides evidence of individual student learning (the student assignments) with the context (the course materials and faculty narrative) needed to interpret that evidence. We assess course portfolios from about 25% (18 courses) of our 70 unique Capstone courses each year. Since we have 4 goals, we assess a different goal each year and involve 25% of our courses annually. As a result we assess almost every course and each goal within a four year assessment cycle. Throughout the year a small faculty committee designs clear criteria to evaluate the Capstone course portfolios. Each summer, a group of faculty is recruited to review the course materials and student work and determine if the learning outcome being assessed was achieved at a course level, if the course was exemplary at demonstrating the learning outcome or if it was insufficient. The aggregate data from these course portfolios helps us understand how well we are meeting our general education learning expectations in these courses.

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Rowanna L Carpenter

carpenterr@pdx.edu

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Resource Guide for Continuing Engagement

Portland State University
http://pdx.edu

This tool was created to support the continued engagement of students and alumni in community-based social change.

This tool is used to provide an offering of the resources at Portland State University to support continued engagement and to frame the end of our community-based general education courses as a beginning of lifetime of community-based social change rather than as the end of a course. It is an example of service learning that puts theory into practice.

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David Osborn

dosborn@pdx.edu

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Capstone Course Proposal

Portland State University
http://www.pdx.edu

This tool allows faculty to propose Senior Capstone courses which meet real community needs, address general education goals, foster effective reflection and set clear learning outcomes.

This tool was designed in order for an urban university to create and implement 240 community-based learning Capstones. It has fostered high quality courses with required reflective components that deepen students' learning in appreciation of human diversity, social responsibility, critical thinking and communication. It ensures that there are clearly stated learning outcomes, engagement of students from multiple disciplines, active community partnerships, and thoughtful course design to further student learning. For more information about the Portland State University Capstone, please visit: http://capstone.unst.pdx.edu/

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Seanna M. Kerrigan

kerrigans@pdx.edu

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Colorado CTE Advisory Committee Handbook

Colorado Community College System
http://www.cccs.edu

The purpose of this toolkit is to help educators and business/industry representatives to strengthen career and technical education programs within a career pathways system through the use of advisory committees. The toolkit includes tips, techniques, and worksheets for adopting a systematic process for working with committee members.

The Colorado CTE Advisory Committee Handbook is an interactive online toolkit that explains the benefits of program advisory committees and provides templates and forms to assist faculty with advisory committee set up and maintenance; the handbook also includes direction on program evaluation, committee member roles, and tips for program sustainability.

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Jennifer Jasinowski

jennifer.jasinowski@cccs.edu

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