Shawn Campbell's Capstone Portfolio
Chinese Principal Interview Research Project
This was the final project for CEP882. We were tasked with taking something simple and making it unique and compelling. I chose to show how I made my Keynote presentations more compelling. The project required intimate knowledge of making presentations on Keynote, as well as the ability to use Imovie and Quicktime for editing. While the process was exhausting, it really gave me an in depth knowledge of movie making and editing. I have much more respect for actors and producers now.
Creativity Curriculum
Hamlet's Blackberry Digital Essay
Group Collaboration
Technology Know-how
Curriculum Design
Assessment Ability
Individual Creativity
Language / Cultural Know-how
This was a project for CEP882. We were tasked with making a one minute video of something compelling. The task was extremely broad and I struggled with coming up with something until the final day before the assignment was due. Finally, I came up with the idea of taking a 8 minute video and speeding it up to one minute. It required me to have an object that didn't move, so I chose my fiancee. I have never tried to draw anyone before, and I didn't know if I could do it, but in the end it turned out good.
This was the final project for EAD801. I interviewed three Chinese principals in a combination of English and Chinese, as well as having an interpreter along side, about Chinese pedagogical methods. While I previously had a decent understanding of the Chinese education system, I learned a great deal about the inner-workings of Chinese high schools, as well as the political system that controls the entire system. It was great honor to be a westerner, and be allowed to interview the experienced educators.
This was the final project for EAD860. It required the members in my group to each read the book Hamlett's Blackberry, as well as the supplemental readings. Next we had to write a section of a three part essay, and combine our thoughts for the introduction and conclusion. We brainstormed ideas, checked each others' work, and wrote down everything on Google Docs. Finally we had to put all of this on a blog. It was a very collaborative effort that was completely driven by us students.
This was the final project for CEP818. We were tasked with designing a creative project. The project could be anything we wanted, as long as it was approved. I chose a creativity curriculum for Chinese students who would be going abroad to American universities. We were guided along by the book Sparks of Genius: The thirteen thinking tools of the world's most creative people, which I used extensively in making the curriculum. Also I used much of my previous experience in CEP822. Overall, I was extremely satisfied by the finished product, and I have already begun using the curriculum in my class.
This was the final project for TE846. I assessed the academic-reading ability of one of my senior students, and identified methods to help him increase his overall reading speed and comprehension. Through a series of targeted lessons, I identified that he made a serious mistake of getting stuck on words that he did not understand, thus wasting time and comprehension. I taught him to underline the word, and instead try to understand the context. After we corrected the mistake, his reading speed and comprehension went up modestly. In the following semester at the school, I taught this method to other students, and like success was achieved.
Chinese Student Reading Assessment
This is the showcase page for my education portfolio. In it, you can find examples of my individual creativity, technological know-how, language and cultural know-how, group-collaboration ability, curriculum design ability, and assessment ability. They can be seen in many different formats, including YouTube videos, PDFs, and a blog. If you would like to know more, please feel free to Email me.
Drawing and Inspiration
Creative Presentation and Video Making Skills