{"id":111,"date":"2018-06-14T18:34:29","date_gmt":"2018-06-14T18:34:29","guid":{"rendered":"https:\/\/sites.wp.odu.edu\/idwreport2018\/?page_id=111"},"modified":"2018-07-26T17:07:24","modified_gmt":"2018-07-26T17:07:24","slug":"project-design","status":"publish","type":"page","link":"https:\/\/sites.wp.odu.edu\/idwreport2018\/project-design\/","title":{"rendered":"Project Design"},"content":{"rendered":"<h2>Project Outcomes<\/h2>\n<p><span style=\"font-weight: 400\">This IDW Action\u00a0Project sought to improve undergraduate student writing through: <\/span><\/p>\n<ol>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Offering professional development and collaborative opportunities for faculty teaching lower-level general education composition (\u2018C\u2019) courses and upper-level disciplinary writing (\u2018W\u2019) courses in the English department;<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Easing English instructor anxiety regarding digital technology as a teaching tool and fostering the use of composition strategies with the aim toward enabling more students to develop essential digital literacy and archiving skills in their early undergraduate courses;<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Developing a community of practice around ePortfolio use within the English Department in which faculty significantly inform the design, implementation, and revision of WordPress templates for showcase ePortfolios in both \u2018C\u2019 and \u2018W\u2019 courses;<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Aligning assignments in gen-ed writing courses to the six IDW outcomes to prepare students in lower-level \u2018C\u2019 courses for the outcomes they will encounter in upper-level \u2018W\u2019 courses;<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Fostering metacognition via a process-driven portfolio with reflective components and bridging the writing gap between \u2018C\u2019 and \u2018W\u2019 courses with an opportunity for digital literacy assessment;<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Reiterating the importance of these reflective digital practices through implementation of the templates in upper-level \u2018W\u2019 courses within the English department by developing and revising these templates for potential use in other disciplines.<\/span><\/li>\n<\/ol>\n<h2><strong>Implementation<\/strong><\/h2>\n<p><span style=\"font-weight: 400\">During Summer 2017, the team developed a WordPress template and the initial training for participating faculty.\u00a0 Two implementation periods took place: the initial adoption in the Fall of 2017 and the second adoption in Spring of 2018. The templates were implemented in 6-8 classes each semester:\u00a0 lower-level \u2018C\u2019 classes and\u00a0 upper-level \u2018W\u2019 classes. <\/span><\/p>\n<h3><span style=\"font-weight: 400\">Fall 2017<\/span><\/h3>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">5 sections of ENGL 110C: English Composition<\/span><\/li>\n<li><span style=\"font-weight: 400\">1 section of ENGL 211C: English Composition II<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">2 sections of ENGL 327W: Advanced Composition<\/span><\/li>\n<\/ul>\n<h3><span style=\"font-weight: 400\">Spring 2018<\/span><\/h3>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">1 section of ENGL 110C: English Composition<\/span><\/li>\n<li><span style=\"font-weight: 400\">1 section of ENGL 211C: English Composition II<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">4 sections of ENGL 327W: Advanced Composition\u00a0<\/span><\/li>\n<\/ul>\n<h2><strong>Project Timeline<\/strong><\/h2>\n<h2><strong>\u00a0<\/strong><\/h2>\n<h3>Summer 2017:<\/h3>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">May: Identified and recruited potential training faculty<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">June-July: Developed template, planned initial training session, and planned student survey and faculty focus groups<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">August: Led showcase ePortfolio training session for 9 faculty <\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">August: Identified 5 faculty for Fall 2017 template pilot <\/span><\/li>\n<\/ul>\n<h3>Fall 2017:<\/h3>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">5 participating faculty implemented template in classes (6 gen ed \u2018C\u2019, 2 upper-level \u2018W\u2019)<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">September, November: Held support meetings for fall template-user faculty <\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">October: Identified and recruited potential training faculty for Spring 2018 template pilot<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">November: Led second showcase ePortfolio training session for 8 faculty\u00a0<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">December: Surveyed Fall 2017 students, collected student ePortfolios, held focus group with Fall 2017 faculty participants, revised templates as necessary, and identified 4 faculty for Spring 2018 template pilot<\/span><\/li>\n<\/ul>\n<h3>Spring 2018:<\/h3>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">4 participant faculty implemented template in classes (2 gen ed \u2018C\u2019, 4 upper-level \u2018W\u2019)<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">February, March: Held support meetings for spring template-user faculty<\/span><\/li>\n<li><span style=\"font-weight: 400\">April-May: Surveyed Spring 2018 students, collected student ePortfolios, held focus group with Spring 2018 faculty participants, conducted additional project assessment, and revised templates as necessary<\/span><\/li>\n<li>May:\u00a0<span style=\"font-weight: 400\">Led showcase ePortfolio training session for 7\u00a0faculty<\/span><\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"<p>Project Outcomes This IDW Action\u00a0Project sought to improve undergraduate student writing through: Offering professional development and collaborative opportunities for faculty teaching lower-level general education composition (\u2018C\u2019) courses and upper-level disciplinary writing (\u2018W\u2019) courses in the English department; Easing English instructor anxiety regarding digital technology as a teaching tool and fostering the use of composition strategies&#8230; <\/p>\n<div class=\"link-more\"><a href=\"https:\/\/sites.wp.odu.edu\/idwreport2018\/project-design\/\">Read More<\/a><\/div>\n","protected":false},"author":598,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"_links":{"self":[{"href":"https:\/\/sites.wp.odu.edu\/idwreport2018\/wp-json\/wp\/v2\/pages\/111"}],"collection":[{"href":"https:\/\/sites.wp.odu.edu\/idwreport2018\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/sites.wp.odu.edu\/idwreport2018\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/sites.wp.odu.edu\/idwreport2018\/wp-json\/wp\/v2\/users\/598"}],"replies":[{"embeddable":true,"href":"https:\/\/sites.wp.odu.edu\/idwreport2018\/wp-json\/wp\/v2\/comments?post=111"}],"version-history":[{"count":5,"href":"https:\/\/sites.wp.odu.edu\/idwreport2018\/wp-json\/wp\/v2\/pages\/111\/revisions"}],"predecessor-version":[{"id":316,"href":"https:\/\/sites.wp.odu.edu\/idwreport2018\/wp-json\/wp\/v2\/pages\/111\/revisions\/316"}],"wp:attachment":[{"href":"https:\/\/sites.wp.odu.edu\/idwreport2018\/wp-json\/wp\/v2\/media?parent=111"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}