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Clarence Chan, PT, DPT Debra Engel, PT, DPT Jackie Ross, PT,DPT
Physical Therapist Assistant Program ,
LaGuardia Community College,
CUNY
![Page 2: Clarence Chan, PT, DPT Debra Engel, PT, DPT Jackie Ross ...lagcc.mcnrc.org/wp-content/uploads/sites/9/2013/09/mini_conferenc… · 230 SCT 290 SCT 291 SCT 292 SCT 231 (capstone) Critical](https://reader033.vdocuments.us/reader033/viewer/2022060220/5f0731777e708231d41bc533/html5/thumbnails/2.jpg)
Why ePortfolio?
What does the program get from it?
What do the students get from it?
What have we learned from the experience?
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Systematic way to address college core competencies
Holistic approach to address professional core competencies
Program/faculty collaboration
A vehicle to examine and archive student growth and to validate program success
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(Critical literacy ) (SCT101) Introduction to Physical Therapy/Pathology paper
(SCT231) Evidence based Capstone Research Paper
(Quantitative & Research literacies) (SCT211) Evidence based intervention research (1 article) (SCT231) Evidence based Capstone Research Paper (3 articles)
(Oral communication) (SCT101) Oral presentation on diagnostic condition (SCT230) Group Project Presentation in teams
(Technology literacy) (SCT102) Introduction to Profession Portfolio (SCT292) Reflection on the Career-PTA Graduate ePortfolio Showcase
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Baseline Program Courses
SCN 195
(Urban
Studies)
SCT
101
SCT
102
SCT
203
SCT
211
SCT
212
SCT
220
SCT
221
SCT
230
SCT
290
SCT
291
SCT
292
SCT 231
(capstone)
Critical
Literacy
(Writing
Intensive)1
ENG099/
ENG101/
ESL
X
X
X
Quantitative
Reasoning2
X X
Oral
Communication3
a course X X X
X
Research and
Information
Literacy4
X
X
Technological
Literacy
x
X Capstone
ePortfolio
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Professional Duty (SCT101) Mission Statement page and Advocacy Letter (SCT231) Capstone course studio hour - professional ePortfolio for future
employers or schools of higher education
Clinical Skills (SCT203) Kinesiology analysis /Biomechanics and Injury (SCT212) Clinical Case study (SCT 290, 291, 292) Clinical Competencies Workbooks
Group Dynamics (SCT102) Medical Ethics Case Study group presentation (SCT221) Advances in prosthetics and orthotics group project presentation
Cultural Competency (in revision)
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Allow all PTA faculty to view academic, clinical, and personal growth as the student progress through the pro gram
Encourage all PTA faculty to develop course work and assignment that are staged through the entire program
Provide all PTA faculty the opportunity to assess student attainment of all educational competencies prior to graduation
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PPR – 2008 Evaluated critical literacy using the LaGuardia rubric
Result – incorporating diagnostic reading exam to the incoming students
Revised and staged written assignments
2010 – Collect student presentation artifacts 2009-2010
adopt an evaluative rubric for oral communication
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Curriculum Assessment: the curriculum should include a series of organized, sequential and
integrated learning experiences
the curriculum should incorporate the philosophy, mission and goals of the program
the curriculum should include a variety of effective methods to measure student’s achievement of the objectives
the curriculum includes effective mechanisms to determine if the students are competent and safe to progress through the curriculum
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Expanded program objectives based on the professional and institutional competencies Gave a framework to address the evaluative criteria of
the accrediting body of the Physical Therapy Education
Provided evidence of implementation, assessment, and analysis of the PTA curriculum
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Provides a repository of pre-clinical and clinical work
Enhances technological competency
Encourages exploration and development of creativity and individuality via multimedia expressions
Promotes ongoing review, reflection, and integration of course work throughout the program
Creates a professional identity to help prepare for workplace and/or continued professional education
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Carolyn Humphrey 2008
Orsolyn Teer 2009
Lindsay Addae 2009
Andrezez Bajgerowicz 2009
Justyna Sienkiewiez 2010
Carlos Lopez 2010
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Faculty collaboration
Pedagogical tool
Assignment creation
Assignment progression
Culmination of knowledge (Capstone experience)
Continuum of learning
Complementary to traditional assessment
Window to student’s world
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It can work
Takes time
Don’t wait
It’s an evolution
Can’t do it alone
Result may varies
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Clarence Chan, PT, DPT
Debra Engel, PT, DPT
Jackie Ross, PT,DPT
Physical Therapist Assistant Program ,
LaGuardia Community College,
CUNY