increasing equity through self-relevant eportfolio …...eportfolios reveal an emerging community of...
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Increasing Equity through Self-Relevant ePortfolio Writing
Karen Singer-Freeman, University of North Carolina at Charlotte
Linda Bastone, Purchase College, State University of New York
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Theory of change
• Why ePortfolios?
• Why Self-Relevant Writing?
• Why Brief Psychological Interventions?
• Methods
• Results
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Context
• 4-year comprehensive college
• Provides access
• 4000 undergraduates• 39% Underrepresented Ethnic
Minority (URM)
• 76% Receive federal loans
• 40% Eligible for Pell grants
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Settings
Summer Research Program General Education Class
Length 6 Weeks 15 Weeks
Topic STEM Research Child Development
Students18-60
Community College Students
50-100 BA Degree Seeking Students
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Potential barriers to equity
• Large classes can• Rely on means of assessment that do not support equity• Highlight sense of membership in an underserved group
• Summer research programs can• Lack means of assessment• Highlight sense that members of an underserved group are
underrepresented in science
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Culturally responsive assignments
• Inclusive Environment• Avoid activation of stereotype threat and maximize social pedagogy
• Inclusive Content• Equally familiar • Clear instructions and explicit grading criteria• Aligned with teaching• Scaffolded
• High Utility Value (Eccles, 2010)• Worth beyond the academic context: Academic, Professional, or Personal
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The promise of ePortfolios
• Increase utility value
• Enhance social pedagogy
• Support personal change
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The promise of self-relevant writing
• Measures deep learning
• Can be culturally responsive• Invites material from student heritage groups• Describes students’ lived experiences• Increases students’ investment
• Promotes recursive cycle of knowledge between students and faculty
• Documents learning (for the student and the program)
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In their own words• Integrating learning with lived experiences
• My mother stopped speaking to me in Spanish to force me to speak English because she was concerned about me falling behind in school. I eventually regained fluency in English but lost it almost entirely in Spanish… Ideally, I would love to create a balanced bilingual environment for my children. Not just for the cognitive or social benefits of being bilingual, but also to embrace our cultural background.
• Sharing personal struggle• Since I was very little I struggled with mathematics. I found that no matter
how hard I worked I would end up reading the problem wrong... I remember my parents trying to make me instill a growth mindset... After I found out that I had dyscalculia I really began to have a fixed mindset. My math struggles are a diagnosable condition so how can I change?
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The promise of brief psychological interventions
Brief activities that change world view
• Sense of Belonging • Increased persistence and improved grades
• Values Affirmation • Improved grades
• Growth Mindset • Increased persistence and improved grades
• Associated with grit
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Redesigns
Summer Research Program• Replaced tests with ePortfolios• Added brief psychological
interventions• Added peer-led discussions• Added self-relevant chapter
reflections
Course• Added ePortfolios
• Added brief psychological interventions
• Added workshops to enhance social capital
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Responsive assessment
• Rubrics have similar learning outcomes • Conceptual mastery • Integration • Application
• Similar rubrics across assignments• Encourage performance-approach behaviors
• Individual feedback• Confidence in student’s ability to show future
mastery
Mindset Rubric AbsentMissing Element
Fully Present
Concepts - Describes 3 ways individuals with fixed and growth mindsets approach learning
Concepts - Explains how praise influences responses to challenges
Integration - Describes reaction to academic struggle, assesses “fixed mindset voice,” and proposes alternate responses
Application - Describes plans to foster growth mindset in college students and children
Application - Describes 3 applications
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Enhanced social pedagogy
• Students describe lives, include images, and write letters to selves• Future self and family are authentic audiences
• Professor provides supportive comments and shares themes• Creates a sense of community
• ePortfolios or curation • Encourage sharing and saving
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Evaluating the promise
• Similar assignments
• Similar students
• Different delivery
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Hypotheses
• Interventions will have positive effects on all students
• Self-relevant writing will increase equity
• ePortfolios practice in a “high impact class” will improve persistence
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Comparison groupsSummer Program
Ungraded CourseGraded
ePortfolio Paper ePortfolioSample 21 54 56Age 20.5 18.8 18.8Females 67% 70% 91%URM 90% 52% 50%GPA 3.35 3.11 3.04
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Results – Word counts• ePortfolios evoke lots of writing• More reflection in all formats• More conceptual content in papers• Equivalent complete answers (91% Papers and 95% ePortfolios)
91
143
8194
162
103129
172
93
Concepts Reflection Planning
Wor
ds Ungraded ePortfolioGraded ePortfolioGraded Paper
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Added value of ePortfolio practice
62 5765
4443
20
Growth Mindset Grit
% of Students Expressing Aspects of Identity in Mindset Assignment
Ungraded ePortfolio Graded ePortfolio Graded Paper
• ePortfolios evoked more articulation of impact than papers
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Intervention effects – Graded assignments• 68 did not write about grit - No change in grit scores
• 33 wrote about grit - Grit scores increased
3.18 3.283.223.55
No Grit in Assignment Grit in Assignment
Grit
Sco
re
Pre-TestPost-Test
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Added value of self-reflective writing
• No Equity Gap• Reflective writing • Online quizzes
• Equity gap • In class quizzes
90 9077
8594 93
85 87
ePortfolio Papers Quizzes* Online Quizzes
Grades
URM Non-URM
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Added value of ePortfolio work
81 8293
All First-Year Students First-Year Students - Papers First-Year Students - ePortfolios
% of Students in Good Academic Standing Sophomore Year
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Responses to self-relevant writing• Over 75% of students in class reported that assignments
• Encouraged reflection• Enhanced learning• Provided an accurate assessment of learning• Should be used in future classes
• Mentioned personal change as a result of the interventions
• Adopted language indicative of effect• I’m gritty• I can’t do this…YET
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Conclusions• ePortfolios are better than or equal to other formats
• Reflection and application of concepts to the self• Papers evoked more words but not more complete answers
• Self-reflective writing increases equity
• Brief psychological interventions can be used effectively in classes and research programs
• Intervention efficacy was present in all formats
• Next Steps - Determine whether ePortfolio delivery leads to sustained intervention effects
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Learn More
Singer-Freeman & Bastone (2019) Developmental science concepts guide effective support of underrepresented STEM students. J. of Biochemistry & Molecular Biology Education. doi: 10.1002/bmb.21292
Singer-Freeman, Hobbs, & Robinson, (2019) Theoretical matrix of culturally relevant assessment. Assessment Update, 31(4). link
Singer-Freeman & Bastone (2018). ePortfolio & declarations of academic self: A tale of two contexts. In Eynon & Gambino (Eds.) Catalyst in Action: Case Studies of High-Impact ePortfolio Practice. Virginia: Stylus Publishing, LLC.
Singer-Freeman & Bastone (2017). Changing their mindsets: ePortfolios encourage application of concepts to the self. Int. J. of ePortfolio, 7(2) link
Singer-Freeman & Bastone (2016). Pedagogical Choices Make Large Classes Feel Small (NILOA Occasional Paper 27). link
Singer-Freeman, Bastone, & Skrivanek (2016). Using ePortfolios to assess applied & collaborative learning, academic identity & future orientation in a summer research program for community college students. Int. J. of ePortfolio, 6(1) link
Singer-Freeman (2015). MMR vaccine & autism: Scientific inquiry, ethics, & evidence-based problem solving. AAC&U Scientific Thinking & Integrative Reasoning Skills Case Study. link
Singer-Freeman, Bastone,& Skrivanek, (2014). ePortfolios reveal an emerging community of underrepresented minority scholars. Int. J. of ePortfolio, 4(1) link
Singer-Freeman, Bastone, & Skrivanek (2014). Using e-portfolios to support transfer student success. Diversity & Democracy, 17(1) link