Connecting the Concepts of the Humanities: Meta-Disciplinary Learning in the Humanities Through Electronic Portfolios
electronic student portfolios, reflection, interdisciplinary thinking, connecting the humanities to global issues
This workshop will engage participants in the opportunities provided by electronic student portfolios to explore major concepts in the humanities in greater depth. The three speakers, all with disciplinary homes in the humanities, are each involved in two or more national projects related to student electronic portfolios and learning. They are also committed to interactive engagement during conference presentations. Participants will begin the workshop by articulating what concepts they value in their respective areas of the humanities. We will then explore how they provide opportunities for students to learn, track, demonstrate, and reflect on their learning of these key concepts. Within the context of the participants' values and learning opportunities, and building on the participants' approaches to student learning in the humanities, the first presenter will talk about the national scene of electronic portfolios and the humanities, and, in particular, the National Coalition for Electronic Portfolio Scholarship, which she co-directs with the second presenter. The second speaker will address how electronic portfolios can help students connect concepts in the humanities through visual reflection, concept mapping, and metaphorical interfaces, with particular attention to the humanities program at Clemson University. The third speaker will provide another in-depth case study of values for learning that transcend any one discipline, such as critical thinking, values and ethics, or understanding diverse societies and cultures, and will show how electronic portfolios can provide an infrastructure for each discipline to cross-reference discipline-specific learning goals with meta- disciplinary learning goals. The session will also address the role of reflection to foster integrating the humanities with larger issues such as global citizenship and cultural diversity. The workshop will conclude with an exercise wherein participants relate the concepts that have been presented with their own disciplinary goals and expectations in the humanities.
Teaching and Learning
Workshop Presentation in English
A paper has not yet been submitted.
Dr. Sharon Hamilton
Chancellors Professor of English, Associate Dean of the Faculties for Integrating Learning Center on Integrating Learning Director of Faculty Colloquium for Excellence in Teaching, Indiana University Purdue University Indianapolis (IUPUI)
Sharon Hamilton, Associate Dean of the Faculties, Chancellor's Professor and Professor of English, is currently Director of the Indiana University Faculty Colloquium for Excellence in Teaching (FACET) and Director of The Office for Integrating Learning at Indiana University Purdue University Indianapolis (IUPUI). She has recently completed a three-year term as Campus Director of the IUPUI institutional portfolio as part of a Pew-funded, AAHE sponsored project developing the first generation of urban institutional electronic portfolios. She now directs the project team developing the conceptual design and implementation process for student electronic portfolios that document both improvement and achievement in student learning. Additionally, Dr Hamilton is one of 23 Carnegie Scholars selected from across the USA for their Scholarship of Teaching and Learning (CASTL) Program. Additionally, for the past several years, she has played a leadership role on campus for the assessment of teaching and learning, and for faculty development related to both the improvement of teaching and learning and the assessment of teaching and learning. Prior to assuming her instructional and administrative responsibilities at IUPUI in 1987, Dr Hamilton taught for seventeen years in the public school system in Manitoba, beginning in a one-room eight-grade country schoolhouse on the windswept prairies, and concluding her public school experience as Chair of an English Department in a suburban high school. Dr Hamilton has written extensively about writing across the curriculum, collaborative learning, literacy, and portfolios, including Collaborative Learning in the Arts, Sciences, and Professional Schools, Collaborative Learning in Higher Education: Underlying Processes and Effective Techniques, and My Name's Not Susie: A Life Transformed by Literacy. She has also written a play, My Brother Was My Mother's Only Child, and has just completed an edited collection: Writing in the Arts, Sciences, and Professional Schools. Dr Hamilton received her baccalaureate degree from the University of Winnipeg, her B. Ed. and M. Ed. from the University of Manitoba, and her Ph. D. in language and literature from London University, England.
. Roy Pearce Professor of English, Center for Communication Across the Curriculum, Clemson University
The R. Roy Pearce Professor of English at Clemson University in South Carolina, USA, Kathleen Blake Yancey teaching writing and literature. She also directs The Pearce Center for Professional Communication, a faculty development center, and the Class of 1941 Studio for Student Communication, a state of the art facility for communication in all modalities — speech, writing, the visual, and digital communication technologies. In 2002, she created the Clemson Digital Portfolio Institutes: over three summers more than 70 faculty from the US and Canada have attended to learn about the basics of electronic portfolios; to create scoring vehicles, and to articulate design issues; and the plan research. Yancey has also authored and edited several works on portfolios and electronic texts, among them Portfolios in the Writing Classroom; Situating Portfolios: Four Perspectives; "Looking for Sources of Coherence in a Fragmented World: Notes toward a New Assessment Design"; and "Postmodernism, Palimpset, and Portfolios: Theoretical Issues in the Representation of Student Work." A section editor of the AAHE volume Electronic Portfolios, Yancey also designed and led the Clemson study of student perceptions of electronic portfolios.
Dr. Barbara Cambridge
Vice President for Fields of Inquiry and Action, Fields of Inquiry and Action Carnegie Academy Campus Program, American Association of Higher Education
Barbara L. Cambridge is vice president for fields of inquiry and action at the American Associate of Higher Education (AAHE), Director of the Carnegie Academy Campus Program, and Director of the Building Engagement and Attainment of Minority Students (BEAMS) Project. Within these projects she works closely with the Carnegie Foundation for the Advancement of Teaching and the National Survey of Student Engagement, as well as with many disciplinary and professional associations. At her home campus, Indiana University Purdue University Indianapolis (IUPUI) she is professor of English and associate dean of the faculties. Her areas of expertise include assessment of student learning, electronic portfolios, peer review of teaching, and fostering the scholarship of teaching and learning. Cambridge has extensive experience coordinating initiatives across individual campuses and among campuses, promoting faculty leadership, and representing higher education to external publics. Former president of the National Council of Writing Program Administrators, she currently serves as a commissioner for the Western Association of Schools and Colleges. Cambridge is an executive editor of Change magazine and editor of the Journal of Teaching Writing. Cambridge's most recent publications include Electronic Portfolios: Emerging Practices in Student, Faculty, and Institutional Learning; and Campus Progress: Supporting the Scholarship of Teaching and Learning.