Portfolio Narrative

(Second-Half Semester Self-Assessment and Final Summative Report)

Second-Half Semester Self-Assessment
I feel that my internship experience grew immensely during the second half of the
semester. After completing my first comprehensive exam question (which investigated
the literature on critical reflection in great detail), I felt more equipped to design a course
that will truly enhance critical reflection. This research also inspired me to create the
critical reflection strategies based on the Incubation Model of Teaching. The goals that I
set forth for my internship were as follows:
(1) Redesign my EPSY 2130, Exploring Learning and Teaching, course
(a) Emphasize critical reflection
(b) Use the IMT framework
(2) Submit edits for my THP article on reflection
(3) Create a professional, online portfolio to present my work (this is an
ongoing goal that I have)
The following in-field activities (completed during the second half of the semester) were
quite impactful:
o Passing all of my comprehensive exams
While writing my comps was not directly related to my internship, the
research I conducted throughout this semester was extremely impactful.
My final question required me to draw connections between the creativity
literature and the literature on critical reflection. This was especially
impactful, since I realized that creativity training and critical reflection
training could be one in the same. The research also prepared me to revise
my THP article, bringing more depth to the writing and making more
connections between giftedness and reflection.
o Submitting proposals for the NAPDS, GAGC, and Gulf South Summit conference
Submitting proposals that described my research required me to focus my
attention and draft clear and attainable goals. I am excited to continue
researching reflection, since the topic is quite important in a multitude of
disciplines.
o Creating a succinct list of course goals, teaching/learning activities, and assessments
for my EPSY 2130 class
One of my biggest take-aways about course design has been the
importance of creating clear course goals, and building teaching/learning
activities and assessments based on these goals. I was tempted to start
writing distinct lessons, but I noticed that this was ineffective. Once I had
drafted clear course goals and appropriately aligned them to
teaching/learning activities and assessments, I realized that the individual
classes almost wrote themselves. I also really want to be careful not to

over-plan, since I want my course to be tailored to the unique interests of

my students.
Meeting with Dr. Quick to discuss the course I designed
Dr. Quick and I met to discuss my course goals. This was extremely
helpful in the planning stages. I was feeling bogged down by how much
content I am required to cover in the class, and he helped me see that
implementing active learning strategies through the IMT would cover
foundational knowledge, as well as challenge students to apply the
content. Throughout the course, I also gleaned a lot of practical strategies
for teaching next semester. One of my classmates introduced me to
Flipgrid, an online tool that my students will use to record verbal
reflections next semester.
Completing the book chapter on the Incubation Model of Teaching
Dr. Hines and I worked diligently to complete the IMT book chapter. The
revisions were the most challenging part for me, since we had to
emphasize how to put the model into action. Working with Brittany really
challenged me to consider the practical implications of the IMT.
Creating the introductory video on the Incubation Model of Teaching
Since I am using the IMT extensively in my EPSY 2130 course next
semester, I felt that my students needed a firm introduction of the theory
behind the model. It was extremely challenging to create a video that held
the audience captive, while also explaining important theories. I am very
proud of this video. I will require my students to watch the video before
class begins next semester. My hope is that this video will seem
different to the students, appropriately setting the stage for the semester.
Publishing my article, Lessons with no Conclusions, in the inaugural Torrance
Journal for Applied Creativity
Dr. Smutny, the editor of the Torrance Journal for Applied Creativity has
informed me that my article will be published in the inaugural issue of the
journal this December. I am excited to continue building a professional
presence related to the IMT. I will place this article in my ePortfolio.
Creating a detailed syllabus and flyer for my EPSY 2130 class
As I designed my course for next semester, I realized that I need to hook
the students, and encourage them to find the content personally
meaningful. I think my flyer is very attention grabbing, and the syllabus
clearly communicates course goals. It was challenging to create a grading
scheme that emphasized the importance of reflection, but by implementing
daily quizzes, informal reflections in multiple modalities (i.e. Flipgrid
checkpoints, critical reflection strategies based on the IMT, and the final
meta-reflection paper), I am confident that I my students will engage in
meaningful reflection throughout next semester.
Creating 8 critical reflection strategies based on the Incubation Model of Teaching
I really enjoyed creating these strategies, since it required me to combine
both critical and creative thinking. These strategies can be implemented in

various settings, and I look forward to testing them in my course next

semester.
o Working with the IMT research group
Dr. Hines suggested that we start a research group to deeply investigate
and revise the IMT. We have been meeting Wednesday mornings, from
11:00 am 1:00 pm. This group has challenged me to trace the work on
the IMT as far back as possible, and really investigate Dr. Torrances goals
in creating the model.
o Creating a professional ePortfolio
I created an ePortfolio for my Course Design class, and I am continuing to
develop this cite in order to create a professional online presence.
I am most proud of the eight critical reflection strategies that I developed over the
semester. While this is just a small portion of the over-all course design (and I
actually created these as my final product for the EPSY 8990 Doctoral Seminar),
these strategies are a clear illustration of bridging the creative and critical thinking
literatures. Each of the critical reflection strategies is based on one of the metaphors
asserted in stage two of the Incubation Model of Teaching. These strategies promote
critical reflection through enhancing creative thinking skills. Thus, they are truly the
embodiment of all of my research this semester. Each strategy contains a rationale
explaining how the activity will enhance both creative and critical thinking. I am
very excited about these activities, and felt that I really put my heart into developing
them. Each of these strategies can be found in my online portfolio.

Final Summative Report

Overall, I feel that I met and exceeded my goals this semester (rating
of 4). When I started investigating reflection (in my previous
internship), I was interested in everything. After this semester, I am
confident that I have found my niche in the research. Furthermore,
this internship required me to apply the research, creating learning
activities that cover content while also encouraging reflective and
creative thinking. I feel that I have a strong understanding of both the
practical and theoretical components creative and reflective thinking.
The fact that my work related to this content has been accepted for
publication grants me confidence that I am successfully articulating my
findings to diverse audiences. Attainment of specific goals is as follows:
(1) Redesign my EPSY 2130, Exploring Learning and Teaching, course
(a) Emphasize critical reflection (rating of 4)
(i) I created eight critical reflection strategies (based on the IMT),
which my students will use throughout the course.
(ii) Since review of the literature revealed the importance of reflection
through multiple modalities, I built several reflection strategies
into my class. Students will complete Flipgrid checkpoints, write
informal papers, reflect individually and collaboratively, and write
a formal meta-reflection paper.
(iii)
I am also planning to use the Critical Incident
Questionnaire (developed by Brookfield) to guide my own critical
reflection as I teach next semester.
(b) Use the IMT framework (rating of 4)
(i) I submitted two publications this semester related to the IMT. Dr.
Hines and I worked with Dr. Grantham and Brittany to write a
book chapter, and I also wrote a practical article about the IMT for
the inaugural issue of the Torrance Journal for Applied Creativity.
(ii) Creating the IMT introductory video was essential for
implementing the IMT in my course next semester.
(iii)
The IMT research group has been quite impactful
throughout the semester as well. I am excited to work with Dr.
Hines and Dr. Sumners, as well as other GCE students, to continue
investigating and revising the IMT.
(2) Submit edits for my THP article on reflection (rating of 3)
(a) I have met this goal, but I am working to continue to improve the
article. The revisions I received from Teaching for High Potential
were quite helpful, and I look forward to continuing to revise my
work. It is challenging to explain so much research in so few words!
(3) Create a professional, online portfolio to present my work (this is an ongoing goal
that I have) (rating of 4)

(a) With the help of the Center for Learning and teaching, I created a
professional ePortfolio. I also created the internship portfolio, and plan
to merge the two after the semester.