Instructions to students are provided in Appendix D. Assignment 2: Electronic Portfolio APA learning goals After completing this assignment, students will be able to the characteristics and relative of different information sources (e.g., “Describe primary vs. secondary, peer reviewed vs. non reviewed, empirical vs. nonempirical)” (2.2B) clear and concise written communications to address specific audiences (e.g., lay, “Craft peer, professional)” (4.1B) social media responsibly” (4.3E) “Use Directions to the instructor Electronic Portfolios (E-portfolios) are indicated as a high impact practice by the Association of American Colleges & Universities (AACU). Portfolios require students to manage time effectively, organize information, and reflect on learning. Portfolios are assignments meaning that their usefulness can extend beyond the course (Wiley, “renewable” 2016). For example, the Hart Research Associates 2014 survey indicates that employers view of students work as (38%) or (44%). This is notable in relation very useful fairly useful to employer’s indication of college transcript usefulness in job applications, where only 9% of employers find transcripts and 36% find transcripts We recommend very useful fairly useful. specifically discussing the potential for future use of the E-portfolio in job or graduate application materials with students.
Instructions to students are provided in Appendix D. Assignment 2: Electronic Portfolio APA learning goals After completing this assignment, students will be able to “Describe the characteristics and relative of different information sources (e.g., primary vs. secondary, peer reviewed vs. non reviewed, empirical vs. nonempirical)” (2.2B) “Craft clear and concise written communications to address specific audiences (e.g., lay, peer, professional)” (4.1B) “Use social media responsibly” (4.3E) Directions to the instructor Electronic Portfolios (E-portfolios) are indicated as a high impact practice by the Association of American Colleges & Universities (AACU). Portfolios require students to manage time effectively, organize information, and reflect on learning. Portfolios are “renewable” assignments meaning that their usefulness can extend beyond the course (Wiley, 2016). For example, the Hart Research Associates 2014 survey indicates that employers view of students work as very useful (38%) or fairly useful (44%). This is notable in relation to employer’s indication of college transcript usefulness in job applications, where only 9% of employers find transcripts very useful and 36% find transcripts fairly useful. We recommend specifically discussing the potential for future use of the E-portfolio in job or graduate application materials with students.
Teaching%20Communication%20and%20Scientific%20Literacy%20through%20Digital%20and%20Social%20Media.docx