UBC 399 Sections 105, 119, 133: UB Capstone

CRNs #22494, #22555, #24325

Spring 2019, University at Buffalo

Course Syllabus
Instructor: Jake Nabasny
Email: jakenaba@buffalo.edu
Office: Capen 24H [UBPortfolio Lab]
Office Hours: Virtual Office Hours Monday 8:00 – 10:00 AM (Click Here to Access), in-person
meetings available by appointment

Course Description: The UB Capstone is the culminating experience of the UB Curriculum. The
Capstone is not a seated class, but rather a digital space set aside for thinking, reflecting, and integrating
elements of the program through the creation of a Capstone ePortfolio: a multi-media, web-based
platform where students will gather and integrate their learning experiences at UB into a meaningful
whole, demonstrating their growth and development as learners. Students will be able to keep (and
modify) this ePortfolio as they transition into the job market, graduate study, or other endeavors.

Please note that all students will be required to complete an orientation to the Capstone workshop during
the first week of the semester (either in-person or virtual). In addition, your Capstone instructor may
require periodic in-person meetings throughout the term. Virtual alternatives will be provided for
students studying abroad while enrolled in the Capstone.

A completed Capstone ePortfolio will consist of:

 A personalized home page that serves as a brief introduction to the student, his or her studies,
general interests, and career goals.
 One or more ePortfolio pages that draw upon the multi-media design features of the digital
platform.
 A learning philosophy statement: The learning philosophy statement is a critical reflection upon
the self as learner, and how the student’s understanding of self as learner has evolved or
changed since his/her time at UB. The Learning Philosophy Statement will also consider the
ethical challenges posed to learning in an age of global digital citizenship.
 Coursework Samples of completed papers and assignments from various areas of the student’s
UB Curriculum coursework, accompanied by a brief criteria statement describing the
significance of each project/assignment to the student’s growth as a learner.

 A Supplementary Materials page with examples of student experience beyond the classroom
(i.e. engagement with the arts; community volunteer work; internships; club and athletic
activities; alternate break or study abroad experiences)

 Two reflective essays: This culminating section of the Capstone demands a rigorous application
of integrative thought, asking students to examine a complex issue from multiple theoretic
perspectives or to adapt and apply skills to solve a complex problem. The two reflective essays
will draw connections between the Thematic and Global Pathway courses, respectively.

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Course Prerequisites: Students may enroll in the Capstone course upon completion of all UB
Curriculum courses – or – during the same semester a student is completing the last of these
requirements.

Course Requirements: Students must complete all assignments by the posted due dates (see Course
Schedule below for more information), as well as mandated participation in student surveys and related
feedback to aid in the assessment of the Capstone ePortfolio program and its instructors. Students must
also provide acknowledgement that the final ePortfolio is archived and viewable by UB Curriculum
Committees for the purposes of program assessment.

Course Materials:
 Digication ePortfolio [accounts provided to students] through UBPortfolio
 Other course documents and supplementary materials posted in Digication.
 Reference text available through UB e-library: Portfolio Keeping (3rd Edition), by Nedra
Reynolds and Elizabeth Davis (Boston: Bedford/St. Martin’s, 2014). Copies are available in the
ePortfolio walk-in lab, Capen 24H.
 Technical and Assignment videos/podcasts by topic [See the Capstone ePortfolio Course Page in
Digication for more information]
 UBPortfolio Help Site

Student Learning Outcomes:

Upon completion of the UB Capstone, students will be able to:

 Articulate connections across different academic disciplines and perspectives.

 Adapt and apply skills, abilities, theories or methodologies acquired in one situation to new
situations.
 Connect relevant experiences and academic knowledge.
 Demonstrate an evolving sense of self as learner.
 Integrate different forms of communication to enhance meaning (prose, sound, visual media).
 Apply your understanding of digital citizenship to create an academic capstone portfolio.
Grading and Evaluation: Students should familiarize themselves with the grading schema below. Up-to-
date grade calculations can be found in the Assignments section of the Digication Course Page for each
student. Students with questions or concerns about their grades should consult with the instructor
promptly.

Assignment Weight
Archived UB Curriculum Coursework (“Artifacts” and criteria 5%
statements) [Submission]
Beyond the Classroom [Submission] 3%
Home Page [Submission] 2%
Learning Philosophy Statement [Submission] 4%
Conferences and Peer Evaluations 6%
Reflective Essay #1 [Submission] 4%
Reflective Essay #2 [Submission] 6%

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 Final Capstone ePortfolio, Self-Evaluation & Checklist 70%
Total 100%

Where [Submission] appears above, assignments will be submitted directly through the ePortfolio for an
initial grade. On-time submissions for these assignments will be critiqued and receive timely feedback
from the instructor. Students will then revise these drafts and add them to their Final Capstone ePortfolio
at the end of the semester. Late work will not receive feedback. Students who fail to complete revisions
will negatively impact their score on the Final Capstone ePortfolio.

Your Final Capstone ePortfolio will be evaluated in terms of both quality and completeness. A complete
rubric can be found below. For each missing component, the Final Capstone ePortfolio grade will be
reduced as follows:
 Missing Home Page: 5%
 Missing UB Curriculum Coursework: 20%
 Missing Beyond the Classroom: 5%
 Missing Learning Philosophy: 10%
 Missing Reflective Essay: 20% (each)

Late Work Policy: Assignments submitted after the posted due date (see the “Course Schedule” section)
will be accepted up to 48 hours past due for a 20% reduction of points. Feedback will not be provided for
late work. Assignments submitted more than 48 hours late will not be accepted and will receive a grade of
0.

Incompletes: Students are required to be familiar with the University’s policy on incomplete grades,
outlined at the following address: http://undergrad-catalog.buffalo.edu/policies/grading/explanation.shtml

Academic Integrity: Academic integrity is a fundamental University value and equally expected of
students in the Capstone course. Through the honest completion of academic work, students sustain the
integrity of the University while facilitating the University's imperative for the transmission of knowledge
and culture based upon the generation of new and innovative ideas. The University at Buffalo’s
Undergraduate Academic Integrity policy can be found at:
http://undergradcatalog.buffalo.edu/policies/course/integrity.shtml

Attendance Policy: Students are expected to maintain an online presence, demonstrating active
participation in this course by their online presence in areas such as (but not limited to) discussion boards,
conferences, peer review, and through timely completion of weekly assignments. Students with
extenuating circumstances that limit or prevent participation and/or assignment submission should contact
their Capstone instructor promptly.

Final Course Grades: Please note that the Capstone is a graded course included in the student’s
cumulative GPA, and follows the scale below:

A 93-100% C 73-76.9%
A- 90-92.9% C- 70-72.9%
B+ 87-89.9% D+ 67-69.9%
B 83-86.9% D 60-66.9%
B- 80-82.9% F 0-59.9%
C+ 77-79.9%

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Fair Use Policy and Copyright Infringement: When adding photographs, videos, music or other media
to your ePortfolio, please make sure that provide proper attribution. Documentation and guidance on best
practices for attribution can be found on the Digication Course Page. Failing to provide attribution for
images will negatively impact your grade, and can be considered plagiarism. For more information,
please refer to the Academic Integrity section of this syllabus.

Accessibility Resources: If you have any disability which requires reasonable accommodations to enable
you to participate in this course, please contact the Office of Accessibility Resources, 60 Capen Hall, 645-
2608, and also the instructor of this course. The office will provide you with information and review
appropriate arrangements for reasonable accommodations. http://www.student-affairs.buffalo.edu/ods/

Digication interfaces with screen readers such as Jaws and VoiceOver, with further support available
through support@digication.com. Audio course materials will be captioned or accompanied by transcript.

Online Decorum: Students are expected to maintain a respectful, professional tone in all online
interactions as well as material posted to ePortfolios. The practice of appropriate Online Decorum is a
necessary component of responsible Digital Citizenship as well as one of the non-quantitative learning
outcome goals of the UB Capstone course. Failure to maintain Online Decorum may adversely affect
student’s course grade or (in extreme cases) result in dismissal from the Capstone course as well as
referral to student judicial affairs. For more information, please refer to the Academic Integrity section of
this syllabus.

Course Schedule: The Capstone course is organized by separate assignments that will provide the
content and technical skills needed to complete the final project. Assignment descriptions can be found on
the Digication Course Page for UBC399 and are also appended to the syllabus. Further, each ePortfolio
assignment description contains general directions and guidelines in each respective section (ex. “Beyond
the Classroom” tab has several suggestions and ideas for how to successfully complete the section).

Since the course is non-seated and delivered asynchronously, it is vital that students keep pace with
weekly assignments to ensure timely completion of the Final ePortfolio. Assignments must be published
to your ePortfolio and then submitted/linked through the Digication Course Page to be accepted. Each
assignment is due by 11:59 PM on the date listed. Late assignments will not receive feedback.

Any assigned readings, worksheets, etc. can be found on the Digication Course page in the corresponding
tab. Readings have also been hyperlinked below for your convenience.

Date Topic(s) Assignment(s) Due Date (MM/

DD/YY)
Week 1 Orientation; 1. Attend mandatory orientation session and create 1/28 – 2/1
Introduction to the your Capstone ePortfolio using the UBC399 Capstone
Capstone ePortfolio: template.
concept and design;
Basics of Digital 2. Complete and submit the Home Page portion of
Citizenship; your Digication ePortfolio at your orientation session.
Conceptualizing
Your ePortfolio 3. Generate and Email your academic advising report
(.pdf) to your instructor. For more information, see:
https://hubsupport.buffalo.edu/students/pdfs/understan
dingMyAdvisementReport.pdf

4. [If Applicable] Generate and Email your transfer

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 credit report (.pdf) to your instructor. For more
information, see:
https://hubsupport.buffalo.edu/students/pdfs/understan
dingYourTransferCreditSummary.pdf

5. Complete and Email a .pdf copy of the Coursework

Page Worksheet to your instructor.
Weeks 2 – 3 “Curating the 1. Complete and submit the UB Curriculum Feb. 15
Exhibit” Coursework: UB Seminar, Communication Literacy 1
+ 2, and Scientific Literacy, Math & Qualitative
Reasoning, and Diversity Learning.
Week 4 “Beyond the 1. Complete and submit the “Beyond the Classroom” Feb. 22
Classroom” sections of your Digication ePortfolio.

Weeks 5 – 6 Integrative Learning 1. Read “Reflective Writing and the Revision Process: March 8
What Were You Thinking?” by Sandra Giles

2. Complete the Making Connections: Thematic

Pathway Worksheet.

3. Complete and submit your Thematic Pathway essay

and corresponding artifacts.
Week 7 Peer Review #1 1. Watch “No One Writes Alone: Peer Review in the March 15
Classroom, A Guide for Students” from Massachusetts
Institute of Technology.

2. Read “Higher Order Concerns (HOCs) and Lower

Order Concerns (LOCs)” from the Purdue Online
Writing Lab (OWL).

3. Complete the peer review forms for your assigned

ePortfolio(s).

4. Email your assigned ePortfolio owner(s) and the

instructor copies of your completed feedback forms.
Week 8 –
Spring Break
Weeks 9 – 10 Integrative Learning 1. Re-Read “Reflective Writing and the Revision April 5
Process: What Were You Thinking?” by Sandra Giles

2. Complete the Making Connections: Global

Pathway Worksheet.

3. Complete and submit your Global Pathway essay

and corresponding artifacts.
Week 11 Digital Ethics and Complete and submit your Learning Philosophy April 12
Citizenship Statement.
Week 12 Peer Review #2 1. Complete the peer review forms for your assigned April 19
ePortfolio(s).

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 2. Email your assigned ePortfolio owner(s) and the
instructor copies of your completed feedback forms.
Weeks 13 – Self-Evaluation, 1. Complete your student self-evaluation rubric. May 3
14 Conferencing, and
Revision 2. Complete your final ePortfolio checklist.

3. Revise any elements of your ePortfolio based on

prior feedback and peer review.

Week 15 Final Capstone May 10

Portfolio 1. Submit final Capstone ePortfolio
Submission

Capstone Assignment Details and Requirements:

Each assignment is broken down into the required components below. Rubrics are located below each
assignment. If you have questions on completing the assignments for UBC399, please contact the
instructor.

Week 1:

1. Attend mandatory orientation session.

 At this session, you will be introduced to UBPortfolio (Digication), set up your Capstone
ePortfolio, adjust your portfolio privacy settings, and become familiarized with the
UBPortfolio lab space within 24H Capen. You will also complete the Home Page
assignment for your portfolio (see below).

2. Complete and submit the home page portion of your Digication ePortfolio at your orientation
session.

The home page is designed to introduce you and provide viewers of your ePortfolio with
biographical background details. It also serves to familiarize you with the functions of Digication.

Requirements for the Home Page assignment:

 1 – 2 paragraphs of introductory text introducing who you are and describing your
studies, general interests, and career goals.
 At least one multimedia component integrated into the Home Page. This should be a
photograph of yourself. Additional relevant media can also be included.
 Customize the header and aesthetics of your Capstone ePortfolio, such as color and font
type alterations. Portfolios which do not deviate from the default template style will lose
points.
 Customize the page aesthetics of your Home Page, including the use of background
colors, images, and layout alterations.
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  The use of appropriate writing conventions (grammar, spelling, paragraph structure, etc.)
demonstrating awareness of an academic audience.

3. Generate and Submit your Academic Advising Report (.pdf) to the corresponding Assignment on
the UBPortfolio “Assignments” tab.
 Your Academic Advisement Report (AAR) outlines the courses which fulfilled your UB
Curriculum coursework requirements. Specifically, there is a subsection of the report
entitled “UB Curriculum,” which breaks down which courses fulfilled your UB Seminar,
Foundations, and Pathways coursework requirements. Refer back to this document
regularly throughout the semester.

4. Generate and Submit your Transfer Credit Report (.pdf) to the corresponding Assignment on the
UBPortfolio “Assignments” tab. [If Applicable]
 If you are a transfer student, this document will help you to identify coursework which
may have articulated and fulfilled some of your UB Curriculum requirements. Refer back
to this document regularly throughout the semester.

5. Complete and Submit the Coursework Page Worksheet (.pdf) to the corresponding Assignment on the
UBPortfolio “Assignments” tab.
 Use the Academic Advisement Report (and Transfer Credit Report, if applicable) to
complete the Coursework Page Worksheet.
 This report can be found in the Discussions tab in the “Orientation” folder.
 Completing this worksheet will aid you significantly when you begin work on your Week
1 UB Curriculum Coursework assignment.

Home Page Rubric

Criteria Unsatisfactory Below Average Average Excellent

Introductory text Introductory text is Introductory text Introductory text Introductory text
missing or does not provides only provides relevant includes significant
provide relevant limited information information about depth about the
biographical about the author. the author, their author, expanding
information. interests, and their beyond basic
studies. biographical
information.
Inclusion of photo Photo not included Photo is included Photo is included Photo(s) are
and contextual or inappropriate. but does not include and basic contextual included and
background contextual information is contextual
information. provided. information
provides depth
about the photo, its
setting,
circumstances, and
relevance.
Personalized home Home page has not Home page has Home page has Home page is
page aesthetics been changed from minimal customized so as to customized to
the default template. customization appear modified appear as unique to
and/or adjustment, from the original the student and
but generally template. appropriate for the
resembles the page content.
template version.
Appropriate writing Assignment does Assignment Assignment Assignment is
conventions not meet the contains several contains few errors; virtually error-free;
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 (grammar, spelling, minimum word proofreading errors; citations are correct citations are
paragraph, count; citations are citations may be provided, but may provided.
structure, etc.) and not included. missing. be incorrect.
attribution of all
included media

Weeks 2 – 3:

Complete and submit the UB Curriculum Coursework: UB Seminar, Communication Literacy 1 + 2,

and Scientific Literacy, Math & Qualitative Reasoning, and Diversity Learning.

Requirements for the UB Curriculum Coursework assignment:

1. Upload artifacts to the corresponding pages (ex. Your UB Seminar artifact should be
uploaded to the UB Seminar page on your ePortfolio). For each course in the UB
Curriculum, you must produce one artifact. You should have a total of 7 artifacts to
correspond with the 7 courses which make up the UB Curriculum (you will be
completing your Pathways artifacts and criteria statements next week). Refer to your
Academic Advisement Report and Coursework Page Worksheet to help you identify
these courses.

An artifact is a representative piece of coursework which is significant to your

experience in that course. Depending on the given course, you may have several
artifacts to choose from, or only a few. When selecting an artifact from a particular
course, consider the following:
 How does this artifact demonstrate a connection between the course subject
and skills that I gained in that course?
 How does this artifact build connections between other elements of the UB
Curriculum coursework?
 How does this artifact highlight my experiences in the course and the
knowledge I have gained?
 How is my growth as a learner evident in this artifact?

Examples of ideal artifacts include (but are not limited to):

 Argumentative Essays
 Exam Excerpts
 Final Projects
 Lab Reports
 PowerPoint Presentations (of your own creation, not the instructor’s lecture
notes)
 Research Papers

Examples of adequate artifacts include (but are not limited to):

 Homework Assignments
 Quizzes
 Screenshots of Notes
 Short Response Papers

Examples of subpar artifacts include (but are not limited to):

 Course Descriptions from a Course Catalog
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  Syllabi
 Textbook (Screenshot)

This above is not intended to be an exhaustive list of artifacts, but rather a general
guide to help you ascertain the quality of the artifacts you have at your disposal.

Note: If you are unable to locate an artifact from a particular course, please see step 2
of this assignment description.

2. Compose a criteria statement for each of your artifacts on the corresponding page
for each course in the UB Curriculum Coursework section of your Capstone
ePortfolio.
 Criteria statements are short 100-200 word introductions to each artifact that
you post in your Capstone e-Portfolio. Each statement should introduce your
readers to the artifact and provide basic context such as: what class it is from,
what year in your college education, what institution the class was offered at. A
criteria statement should address some (or all) of the following points:
 The relation of the artifact to other artifacts;
 The relation of the artifact to the larger meaning of the e-Portfolio;
 The relation of the artifact to your own development as a learner;
 Why you choose the artifact;
 The importance of the artifact to your education;
 What you like or think is important about the artifact.

If you are unable to locate an artifact for your course, or your artifact falls on the lower
end of the artifact quality spectrum (see subpar artifact examples above) your
criteria statement should provide greater depth to fill in the gaps that would normally
be addressed by the artifact’s presence.

3. Customize your individual UB Curriculum Coursework pages with multimedia

content relevant to each page.
 It is not required that you include images with your criteria statements.
However, one of the evaluation criteria for the final portfolio is “Integrates
different forms of communication to enhance meaning”. Thus, the more
integration of different forms of communication – text, image, video, or audio
– the more likelihood of earning a better grade.
 This does not mean that it will be better to post an image on every page of
every section, but that a general integration of images or video with text will
help your grade as it demonstrates consideration and thought on the subject
matter of your portfolio page(s).
 Certainly, working on this slowly over the course of the semester will provide
the easiest path to a good grade and benefit you in the later weeks of the
semester when working on revision. Make sure all images included in your
portfolio are under creative commons licenses and are cited in the citations
section.
Be sure to adhere to Appropriate writing conventions (grammar, spelling, paragraph structure, etc.).

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UB Curriculum Coursework Rubric

Criteria Unsatisfactory Below Average Average Excellent

Artifacts Artifacts are Artifacts are Artifacts generally Artifacts are
missing and/or not inconsistent in present a carefully curated
for the correct relation or relevance representative and provide insights
course(s). to the course(s) at example of the into the student’s
hand. student’s work in work in the
the course(s). course(s).
Criteria Statements Criteria statements Criteria statements Criteria statements Criteria statements
are unrelated to the may only generally address provide significant
artifact, or missing tangentially address the significance of and specific depth
altogether. the artifact. the artifact to the on the relationship
student. between the artifact
and the students
learning across the
curriculum.
Page customizations Pages have not been Pages have minimal Pages have been Pages are
and inclusion of changed from the customization customized so as to customized to
multimedia default template. and/or adjustment, appear modified appear as unique to
but generally from the original the student and
resembles the template. appropriate for the
template version. page content.
Appropriate writing Assignment does Assignment Assignment Assignment is
conventions not meet the contains several contains few errors; virtually error-free;
(grammar, spelling, minimum word proofreading errors; citations are correct citations are
paragraph, count; citations are citations may be provided, but may provided.
structure, etc.) and not included. missing. be incorrect.
attribution of all
included media

Week 4:

Complete and submit the “Beyond the Classroom” section of your Digication ePortfolio.

Requirements for the Beyond the Classroom assignment:

1. Create two sub-pages showcasing different co- or extra-curricular activities, with at

least 250 words per page describing the activity.
 A substantial portion of the University experience is not what you do inside
the classroom, but outside of it. Students choose to engage with numerous co-
and extra-curricular activities throughout their time at UB, whether these
activities are sponsored by the University itself or take place off-campus.
 Pertinent activities might include, but are not limited to, engagement with the
arts, community volunteer work, internships, club and athletic activities,
interaction with influential role models, and alternate break or study abroad
experiences.
 You must provide a clear explanation of each activity, and your rationale for
its inclusion in the ePortfolio (i.e. why is this relevant to your learning
experiences?), and its significance to you.
 Appropriate writing conventions (grammar, spelling, paragraph structure,
etc.).
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 2. Integrate multimedia that helps to provide contextually-relevant information for
each of the activities.
 For example, if you volunteered with a service organization, you might
include a photograph of yourself engaging in activity sponsored by that
organization.

Beyond the Classroom Rubric

Criteria Unsatisfactory Below Average Average Excellent

Activity Description No activities are Activities are Activities are Activity
submitted and/or the provided but appropriate and descriptions provide
activities are description does not their descriptions considerable depth
inappropriate for an provide depth on clearly explain the and are constructed
academic relevance to the activity, its rationale with purpose so as
ePortfolio. student or their for inclusion, and its to provide greater
larger ePortfolio; significance to the insights into the
only one activity student overall. student and the way
was submitted. they live their life
outside of the
university
classroom.
Page customizations Pages have not been Pages have minimal Pages have been Pages are
and inclusion of changed from the customization customized so as to customized to
multimedia default template. and/or adjustment, appear modified appear as unique to
but generally from the original the student and
resembles the template. appropriate for the
template version. page content.
Appropriate writing Assignment does Assignment Assignment Assignment is
conventions not meet the contains several contains few errors; virtually error-free;
(grammar, spelling, minimum word proofreading errors; citations are correct citations are
paragraph, count; citations are citations may be provided, but may provided.
structure, etc.) and not included. missing. be incorrect.
attribution of all
included media

Weeks 5 – 6:

Complete and submit your Thematic Pathway essay and corresponding artifacts.

Requirements for the Thematic Pathway Essay assignment:

1. Identify your Thematic Pathway topics and their descriptions.

 Use the Pathfinder tool to identify your selected Pathways and view
descriptions.
 You can also locate your Pathways topics in the respective Pathways sections
of your Academic Advisement Report.

2. Upload artifacts for your three Thematic Pathways courses to their respective
Pathways pages (i.e. your three Thematic Pathways artifacts should appear on the
Thematic Essay page).
 For information on artifacts, please see the Week 2 assignment details above.

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  Your artifacts should be integrated into your essay, using them as evidence to
support your arguments.

3. Compose a reflective, integrative essay (750 words minimum). The task of each essay
is to explore how your pathway courses relate to each other and how they have
contributed to your matriculation as a qualified professional on a new career path. The
essays need to address or include ALL the following:
 Integration of the formal Pathway description;
 Identification and reflection upon the connections – and disconnections –
between the courses in each Pathway, using the artifacts as evidence;
 Identification and reflection upon the ways in which these courses impacted
your career and/or personal goals;
 Identification and reflection upon the skills you have acquired and/or
challenges experienced through this Pathway;
 Appropriate writing conventions (grammar, spelling, paragraph structure,
etc.).
 Identification and reflection upon the skills you have acquired and/or
challenges experienced through this Pathway;
 Appropriate writing conventions (grammar, spelling, paragraph structure,
etc.).

Thematic Pathways Essay Rubric

Criteria Unsatisfactory Below Average Average Excellent

Critical reflection No reflection and/or The pathway The pathway The pathway
on connections and pathway is definition may be definition is present, reflection is a
discontinuities unaddressed in the missing; courses and connections and meaningful and
between courses submission. may be discussed discontinuities significant
within the Thematic with basic detail but within the pathway submission, with
Pathway. lack any substantive courses are considerable
connection to the addressed with introspection and
pathway. support from the rationale for its
included artifacts. relevance based
upon the included
artifacts.
Connections to the No connections or Essay may contain Connections are Connections are
broader context of attempts to one of the required made across all made across all
the student's career incorporate these elements, or lacks courses, but courses and fully
goals, specific elements into the substantive detail to contained within integrated
challenges faced, essay. build meaningful individual throughout the
and skills acquired connections across paragraphs. essay rather than
within this pathway. some (but not broken down course
necessarily all) of by course or topic
the courses. by topic.
Artifacts Artifacts are Selected artifacts Artifacts generally The selected artifact
missing and are inconsistent in presents a is carefully curated
unincorporated into relation or relevance representative and provide insights
the essay. to the pathway example of the into the student’s
courses, artifacts are student’s work in work along the
not addressed in the the course(s), and given pathway,
essay, and/or are present for all substantiating the
artifacts are missing courses within the connections
from some of the pathway, with established in the

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 courses. appropriate essay.
references made in
the essay.
Page customizations Pages have not been Pages have minimal Pages have been Pages are
and inclusion of changed from the customization customized so as to customized to
multimedia default template. and/or adjustment, appear modified appear as unique to
but generally from the original the student and
resembles the template. appropriate for the
template version. page content.
Appropriate writing Assignment does Assignment Assignment Assignment is
conventions not meet the contains several contains few errors; virtually error-free;
(grammar, spelling, minimum word proofreading errors; citations are correct citations are
paragraph, count; citations are citations may be provided, but may provided.
structure, etc.) and not included. missing. be incorrect.
attribution of all
included media

Week 7:

Complete the first Peer Review for UBC 399.

Requirements for the Peer Review #1:

1. Watch “No One Writes Alone: Peer Review in the Classroom, A Guide for Students”
from Massachusetts Institute of Technology.

2. Read “Higher Order Concerns (HOCs) and Lower Order Concerns (LOCs)” from the
Purdue Online Writing Lab (OWL).

3. Complete the peer review forms for your assigned ePortfolio(s).

 The peer review form is a fillable Microsoft Word document which has
spaces for you to add your feedback on your partner’s ePortfolio. You need
to provide commentary on every component of the ePortfolio thus far (Home
Page, UB Curriculum Coursework, Beyond the Classroom, Thematic
Pathways Essay, and Global Pathways Essay).
 You should aim to provide about 4 – 6 sentences per component, including
both positive and critical feedback.
 Feedback should be substantive, taking into account the grading standards
which are used to evaluate each assignment.
 If your partner’s ePortfolio is missing components, indicate this in that
section of the worksheet. You will not be penalized for the completeness (or
lack thereof) of your partner’s ePortfolio.

4. Email your assigned ePortfolio owner(s) and the instructor copies of your completed
feedback forms.

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Peer Review Rubric

Criteria Unsatisfactory Below Average Average Excellent

Peer Review The peer review is The entirety of Each element of the Each element of the
incomplete, does portfolio is portfolio is provided portfolio is provided
not address relevant addressed, but feedback, with both substantial
concerns, or is feedback may be positive and feedback, relying on
missing altogether. basic and focus on negative items the assignment
superficial critiques. addresses. rubrics for guidance
and addressing both
positive and critical
perspectives.

Weeks 9 – 10:

Complete and submit your Global Pathway essay and corresponding artifacts.

Requirements for the Global Pathway Essay assignment:

1. Identify your Global Pathway topics and their descriptions.

 Use the Pathfinder tool to identify your selected Pathways and view
descriptions.
 You can also locate your Pathways topics in the respective Pathways sections
of your Academic Advisement Report.

2. Upload artifacts for your three* Global Pathways courses to their respective Pathways
pages (i.e. your three Global Pathways artifacts should appear on the Global Essay
page).
 For information on artifacts, please see the Week 2 assignment details above.
 Your artifacts should be integrated into your essay, using them as evidence to
support your arguments.
 *You may have only two Global Pathways courses if you selected the
Language Pathway option.

3. Compose a reflective, integrative essay (750 words minimum). The task of each essay
is to explore how your pathway courses relate to each other and how they have
contributed to your matriculation as a qualified professional on a new career path. The
essays need to address or include ALL the following:
 Integration of the formal Pathway description;
 Identification and reflection upon the connections – and disconnections –
between the courses in each Pathway, using the artifacts as evidence;
 Identification and reflection upon the ways in which these courses impacted
your career and/or personal goals;
 Identification and reflection upon the skills you have acquired and/or
challenges experienced through this Pathway;
 Appropriate writing conventions (grammar, spelling, paragraph structure,
etc.).

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Global Pathways Essay Rubric

Criteria Unsatisfactory Below Average Average Excellent

Critical reflection No reflection and/or The pathway The pathway The pathway
on connections and pathway is definition may be definition is present, reflection is a
discontinuities unaddressed in the missing; courses and connections and meaningful and
between courses submission. may be discussed discontinuities significant
within the Global with basic detail but within the pathway submission, with
Pathway. lack any substantive courses are considerable
connection to the addressed with introspection and
pathway. support from the rationale for its
included artifacts. relevance based
upon the included
artifacts.
Connections to the No connections or Essay may contain Connections are Connections are
broader context of attempts to one of the required made across all made across all
the student's career incorporate these elements, or lacks courses, but courses and fully
goals, specific elements into the substantive detail to contained within integrated
challenges faced, essay. build meaningful individual throughout the
and skills acquired connections across paragraphs. essay rather than
within this pathway. some (but not broken down course
necessarily all) of by course or topic
the courses. by topic.
Artifacts Artifacts are Selected artifacts Artifacts generally The selected artifact
missing and are inconsistent in presents a is carefully curated
unincorporated into relation or relevance representative and provide insights
the essay. to the pathway example of the into the student’s
courses, artifacts are student’s work in work along the
not addressed in the the course(s), and given pathway,
essay, and/or are present for all substantiating the
artifacts are missing courses within the connections
from some of the pathway, with established in the
courses. appropriate essay.
references made in
the essay.
Page customizations Pages have not been Pages have minimal Pages have been Pages are
and inclusion of changed from the customization customized so as to customized to
multimedia default template. and/or adjustment, appear modified appear as unique to
but generally from the original the student and
resembles the template. appropriate for the
template version. page content.
Appropriate writing Assignment does Assignment Assignment Assignment is
conventions not meet the contains several contains few errors; virtually error-free;
(grammar, spelling, minimum word proofreading errors; citations are correct citations are
paragraph, count; citations are citations may be provided, but may provided.
structure, etc.) and not included. missing. be incorrect.
attribution of all
included media

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Week 11:

Complete and Submit your Learning Philosophy Statement.

Requirements for the Learning Philosophy Statement assignment:

1. Craft a 500 words (minimum) statement that explains your personal learning
philosophy.
 There are many different approaches to learning. Each student learns in his or
her own way and has his or her own preferences for studying and retaining
material.
 For this assignment, you should critically reflect upon yourself as a learner .
Consider the following prompts:
o What does it mean to you to be a student?
o How have you approached learning and taking classes while at UB?
o What successful habits and skills have you acquired that make you a
good student?
o How have you evolved or changed as a learner since coming to UB?
 While your current learning philosophy will be the product of your time at
UB, it should also offer a general perspective on what it means to be a
successful student in any context.
 You also need to address what you perceive to be the challenges of 21st
century learning.
 Appropriate writing conventions (grammar, spelling, paragraph structure,
etc.).

2. Customize your Learning Philosophy Statement page with contextually-relevant

multimedia.

Learning Philosophy Statement Rubric

Criteria Unsatisfactory Below Average Average Excellent

Unique, but Statement does not Submission Submission Submission
generally respond to the provides only the adequately represents a unique,
applicable, issues related to most basic level of describes the holistic examination
approach to learning and introspection into students learning of the student's
learning. reflection. the student's philosophy, with approach to
learning philosophy. meaningful learning, with
examples and several examples
explanation. provided for the
reader's
understanding.
Perspective on Statement does not Little or no Examples are Examples are
student success and deal with past examples are provided to woven together to
connections to learning provided to demonstrate self- tell a cohesive
relevant course experiences. demonstrate reflection. narrative that

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 experiences, skills, evidence that self- demonstrates
and habits. reflection has taken thoughtful
place. reflection on
learning, both past
and present.
Commentary on Statement provides Commentary on Commentary on Commentary is an
opportunities and no commentary. learning may not be learning is adequate in-depth review of
challenges present relevant, and represents an modern educational
in Twenty-first generalizing examination of opportunities and
century learning. perspectives and salient issues challenges which tie
lacking substantive relevant to the together the
depth. student’s student's own
experiences. experiences to make
a meaningful
argument about the
state of education as
it relates to
individual learning.
Page customizations Pages have not been Pages have minimal Pages have been Pages are
and inclusion of changed from the customization customized so as to customized to
multimedia default template. and/or adjustment, appear modified appear as unique to
but generally from the original the student and
resembles the template. appropriate for the
template version. page content.
Appropriate writing Assignment does Assignment Assignment Assignment is
conventions not meet the contains several contains few errors; virtually error-free;
(grammar, spelling, minimum word proofreading errors; citations are correct citations are
paragraph, count; citations are citations may be provided, but may provided.
structure, etc.) and not included. missing. be incorrect.
attribution of all
included media

Week 12:

Complete the second Peer Review for UBC 399.

Requirements for the Peer Review #2:

1. Complete the peer review forms for your assigned ePortfolio(s).

 The peer review form is a fillable Microsoft Word document which has
spaces for you to add your feedback on your partner’s ePortfolio. You need
to provide commentary on every component of the ePortfolio thus far (Home
Page, UB Curriculum Coursework, Beyond the Classroom, Thematic
Pathways Essay, Global Pathways Essay, and Learning Philosophy
Statement).
 You should aim to provide about 4 – 6 sentences per component, including
both positive and critical feedback.
 Feedback should be substantive, taking into account the grading standards
which are used to evaluate each assignment.
 If your partner’s ePortfolio is missing components, indicate this in that
section of the worksheet. You will not be penalized for the completeness (or
lack thereof) of your partner’s ePortfolio.
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 2. Email your assigned ePortfolio owner(s) and the instructor copies of your completed
feedback forms.

Peer Review Rubric

Criteria Unsatisfactory Below Average Average Excellent

Peer Review The peer review is The entirety of Each element of the Each element of the
incomplete, does portfolio is portfolio is provided portfolio is provided
not address relevant addressed, but feedback, with both substantial
concerns, or is feedback may be positive and feedback, relying on
missing altogether. basic and focus on negative items the assignment
superficial critiques. addresses. rubrics for guidance
and addressing both
positive and critical
perspectives.

Weeks 13 – 14:

Complete and submit the Final Submission Checklist, Self-Evaluation Rubric, and your completed
Capstone ePortfolio.

Requirements for the Self-Evaluation assignment:

1. Complete and Submit your student self-evaluation rubric.

 You can access and complete the rubric by visiting the Assignments tab on
the UBC399 course page, and locating the “Final Capstone ePortfolio”
assignment.
 This is intended as a way for you to review your ePortfolio based on the
same criteria by which I will be evaluating your work.
 Submit the rubric using the Self-Evaluation Rubric step of the Final
Capstone ePortfolio assignment.

2. Complete and Submit your final ePortfolio checklist (see below for full checklist).
 You can access an interactive Word (.docx) checklist through the
Discussions tab of the UBC399 course page under the Week 4 thread. Check
off each of your completed elements of your ePortfolio. Once you have
completed and marked all of the steps of the checklist, save a copy of the
checklist and submit it to the Checklist assignment step through the
Assignments tab under the Final Capstone ePortfolio assignment.
 This is intended as a way for you to review your ePortfolio based on the
same criteria by which I will be evaluating your work.

3. Revise any elements of your ePortfolio based on previous feedback.

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Final Submission Checklist

This checklist is designed to ensure that you have finalized all parts of your ePortfolio prior to final
submission. Please note that the option to submit your final ePortfolio will not become available until
after you have submitted this checklist. Note: a Word file with an editable/fillable checklist can be found
on the Digication course page.

SECTION:

☐ Homepage
☐ Multimedia Component (pictures, video, slideshow)
☐ Introductory Text (e.g., “about you”)
☐ Appropriate sourcing and attribution on multimedia
☐ All preloaded text from template (work that isn’t your own) deleted

☐ Learning Philosophy Statement

☐ Appropriate sourcing and attribution on multimedia
☐ All preloaded text from template (work that isn’t your own) deleted

☐ UB Curriculum Coursework
☐ Appropriate sourcing and attribution on multimedia on all pages
☐ All preloaded text from template (work that isn’t your own) deleted on all pages
☐ UB Curriculum Requirements: A course artifact and criteria statement for each of the
following areas:
☐ UB Seminar
☐ Communication Literacy I
☐ Communication Literacy II
☐ Math and Quantitative Reasoning
☐ Scientific Literacy and Inquiry Course 1 and Lab
☐ Scientific Literacy and Inquiry Course 2
☐ Diversity Learning
☐ Inclusion of multimedia component on each page
☐ Appropriate sourcing and attribution on multimedia

☐ Beyond the Classroom

☐ At least two sub-pages showcasing different co- or extra-curricular activities
☐ At least 250 words for each activity
☐ Inclusion of multimedia component on each page
☐ Appropriate sourcing and attribution on multimedia
☐ All preloaded text from template (work that isn’t your own) deleted

☐ Reflective Essays
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 ☐ Appropriate sourcing and attribution on multimedia on all pages
☐ Artifacts for all six of the Pathways courses (three Thematic, three Global)
☐ All preloaded text from template (work that isn’t your own) deleted on all pages
☐ Global Pathways Reflective Essay
☐ Thematic Pathways Reflective Essay

General:
☐ Capstone Welcome Page (if not revised and used for new content) must be removed
☐ Citations and/or other media attribution has been provided for all content
☐ Each page has been carefully proofread (and, if possible, by another person)
☐ Each section and page has an appropriate name that indicates its content
☐ Page backgrounds and ePortfolio header have been customized to reflect your vision for your
ePortfolio
☐ ALL preloaded filler or instructional text has been deleted
☐ All unnecessary sections and pages have been deleted
☐ All the text is legible and the design formatting emphasizes the content
☐ All pages are published and viewable in Published mode.

Week 15:

Complete and submit your Final Capstone ePortfolio.

Requirements for the Final Capstone ePortfolio assignment:

1. Complete and Submit your Final Capstone ePortfolio.

 Make certain that you submit your entire ePortfolio in one complete
submission.

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Final ePortfolio Rubric

0% 60% 70% 85% 100%

Articulate Insufficient Presents unclear or Establishes connections Makes clear and specific Makes clear and specific
Connections evidence vague connections between examples or connections between connections between examples and
between Pathway perspectives across courses examples and perspectives across Pathways
courses. Connections in a Pathway. Yet, perspectives from coursework and uses these
may only pertain to connections may still only Pathway courses. connections to reflect upon larger
coursework done in a pertain to coursework within Connections may gesture meanings (value) of the Pathway
single course and not a single Pathway course. towards the larger experience.
across courses in a Connections across Pathway breadth of the Pathway,
Pathway. courses may still be vague. but do not make this
explicit.

Sources of Thematic and Global integrative essays.

Evidence

Adapt & Apply Insufficient Uses, in a basic way, Uses skills, abilities, Uses skills, abilities, Uses and connects skills, abilities,
Skills evidence skills, abilities, theories, or theories, or theories, and/or methodologies gained
theories, or methodologies gained in methodologies gained in in one situation to offer a solution for
methodologies gained one situation in a new one situation in a new complex problems or issues in an
in one situation in a situation to understand situation to attempt to original way.
new situation. problems or issues. solve problems or issues.

Sources of May be evident in any or all of the following: Home Page, Learning Philosophy Statement, Artifact Criteria Statements, Beyond the
Evidence Classroom, Integrative Essays

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Connect Relevant Insufficient Identifies connections Compares experiences Effectively selects and Meaningfully synthesizes connections
Experiences & evidence between experiences outside of the formal develops examples of among experiences outside of the
Academic outside of the formal classroom and academic experiences outside of formal classroom to deepen
Knowledge classroom and those knowledge to infer the formal classroom, understanding of fields of study and to
academic texts and differences, as well as drawn from a variety of broaden own points of view.
ideas perceived as similarities, and contexts to illuminate
similar and related to acknowledge concepts/
own interests. perspectives other than theories/frameworks of
own. fields of study.

Sources of May be evident in any or all of the following: Home Page, Learning Philosophy Statement, Artifact Criteria Statements, Beyond the
Evidence Classroom.

Sense of Self as an Insufficient Locates self in Articulates strengths Evaluates self-development Envisions a trajectory of ongoing
Evolving Learner evidence learning narrative and challenges within over time within diverse learning that emerges from diverse past
with relevant but specific experiences to learning contexts. experiences and anticipates subsequent
limited number of elaborate one’s relation challenges.
experiences. to context.

Sources of May be evident in any or all of the following: Home Page, Learning Philosophy Statement, Artifact Criteria Statements, Beyond the
Evidence Classroom.
Integrate Insufficient Uses the multimodal Uses the multimodal Uses the multimodal Uses the multimodal capabilities of the
Different evidence capabilities of capabilities of the capabilities of the ePortfolio ePortfolio in ways that enhance
Forms of ePortfolio (e.g., text, ePortfolio (e.g., text, to explicitly connect content meaning, making clear the
Communicati images, video, and/or images, video, and/or with mode (e.g., text, interdependence of meaning and mode
on sound) to produce basic sound) to produce basic images, video, and/or (e.g., text, images, video, and/or sound)
meaning. meaning with a sound), demonstrating and demonstrating awareness of
beginning awareness of awareness of purpose and purpose and audience.
purpose and audience. audience.
Sources of The whole of the ePortfolio.
Evidence

Digital Insufficient Uses the ePortfolio to Use the ePortfolio to Uses the ePortfolio to Uses the ePortfolio to convey an active

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Citizenship evidence convey an uncritical convey a limited convey a critical awareness engagement with the elements of
understanding of the understanding of the of the elements of Digital Digital Citizenship.
elements of Digital elements of Digital Citizenship.
Citizenship. Citizenship.
Sources of The whole of the ePortfolio.
Evidence

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