Arts Ambassadors MPortfolio Project 2013

1. Arts Ambassadors MPortfolio Project 2013 February 15-16, 2013 Developed by Madeleine DeBot & Deb Mexicotte at the Office of New Student Programs, Adapted from The Integrative Knowledge Portfolio Process: A Program Guide for Educating Reflective Practitioners & Lifelong Learners by Melissa Peet

2. What is an MPortfolio? • “MPortfolio enhances student learning; reveals the many ways in which Michigan students, faculty, and staff contribute to the public good; and encourages students to create powerful connections between their experiences inside and outside of the classroom.” • Mportfolio Website • Gallery of Projects • Resources • Arts Ambassador MPortfolio Project • The goal is to get our students to reflect on co-curricular experiences outside of classroom Developed by Madeleine DeBot & Deb Mexicotte at the Office of New Student Programs, Adapted from The Integrative Knowledge Portfolio Process: A Program Guide for Educating Reflective Practitioners & Lifelong Learners by Melissa Peet

3. What is it good for? • Helping you to identify learning from all areas of your life, bridge your college experiences to other life experiences, and demonstrate how your underlying values and beliefs connect to your learning • Developing your ability to recognize “a-ha” moments in your life • Creating a resource/portfolio to continue to develop and have with you after you graduate • Fostering reflective practice, ethical leadership, and life-long learning within students Developed by Madeleine DeBot & Deb Mexicotte at the Office of New Student Programs, Adapted from The Integrative Knowledge Portfolio Process: A Program Guide for Educating Reflective Practitioners & Lifelong Learners by Melissa Peet

4. Why should you have one? • Employers and Grad Schools love them! Or at least really like them! • Helps you organize your own thinking around your wn skills and development • Creates a more in-depth and unique portrait of you and your skills than any single resume or transcript can provide. Developed by Madeleine DeBot & Deb Mexicotte at the Office of New Student Programs, Adapted from The Integrative Knowledge Portfolio Process: A Program Guide for Educating Reflective Practitioners & Lifelong Learners by Melissa Peet

5. Who is the audience? • Yourself, first and foremost! • Friends • Family • Employers • Professional Organizations • Colleges and Universities Developed by Madeleine DeBot & Deb Mexicotte at the Office of New Student Programs, Adapted from The Integrative Knowledge Portfolio Process: A Program Guide for Educating Reflective Practitioners & Lifelong Learners by Melissa Peet

6. Principles of Integrative Learning • Intentional learning – conscious and active development of one’s learning • Integrative learning – the ability to connect and apply fragmented pieces of information, knowledge, and skills • Intentional and integrative learners are: • Self-determined and self-directed • Critical and curious • Connective • Reflective • Have a systems perspective (influence of context and culture) • Can assemble a tool box for a specific problem Developed by Madeleine DeBot & Deb Mexicotte at the Office of New Student Programs, Adapted from The Integrative Knowledge Portfolio Process: A Program Guide for Educating Reflective Practitioners & Lifelong Learners by Melissa Peet

7. Why an Arts Ambassador Project? • E-Portfolios have been around for a long time • UM - initially class endeavors • DSA/Academic (Sweetland, IGR) • Student Affairs Programs (RA Training) • Opportunities to capture extra- and co-curricular learning • The Michigan Difference Developed by Madeleine DeBot & Deb Mexicotte at the Office of New Student Programs, Adapted from The Integrative Knowledge Portfolio Process: A Program Guide for Educating Reflective Practitioners & Lifelong Learners by Melissa Peet

8. Arts AmbassadorsMPortfolio Project • Arts Ambassadors MPortfolio Project • 5thfull year of the Arts Ambassador program • Primarily a leadership program • Use the Arts Ambassadors program as a springboard for students to become better at reflective practice • The Initial Process Considerations • How long does it take? • What works in the co-curricular context? • How can we incorporate it into our work with Ambassadors? After 5 years, we know our program works! Developed by Madeleine DeBot & Deb Mexicotte at the Office of New Student Programs, Adapted from The Integrative Knowledge Portfolio Process: A Program Guide for Educating Reflective Practitioners & Lifelong Learners by Melissa Peet

9. Process • Pre-Test, Post Test • Measuring your learning over time • Multidimensional approach to measure aspects of personal development • In Meeting Exercises/Out-of-Meeting Writing • Generative Interviews • Peer Feedback • Outcomes • Having an e-portfolio with at least three developed “Key Experiences” • Being able to incorporate reflective practice into future learning assessments • Final Presentation Developed by Madeleine DeBot & Deb Mexicotte at the Office of New Student Programs, Adapted from The Integrative Knowledge Portfolio Process: A Program Guide for Educating Reflective Practitioners & Lifelong Learners by Melissa Peet

10. Expectations • Approx. 20 hours over the semester (won’t need much more) • Meeting Attendance (14 hours) • Approximately 6 hours outside meetings • Keep Track of Your Hours! • Check website page for schedule and updates • http://www3.arts.umich.edu/mportfolio/ • Pre-Test and Post test • Program Evaluation • Payment Schedule – biweekly for duration of project • $30 per pay period/final adjustments at the end • Lump sum Developed by Madeleine DeBot & Deb Mexicotte at the Office of New Student Programs, Adapted fromThe Integrative Knowledge Portfolio Process: A Program Guide for Educating Reflective Practitioners & Lifelong Learners by Melissa Peet

11. Schedule of Work • Meeting 2/15 0r 2/16 • Project overview, activities • Meeting 2/22 or 2/23 • Report on short-term and long-term goals, activities • Meeting 3/15 or 2/16 •  Website tutorial, Present 2nd draft writing, work on drafts, begin work on philosophy statement • Meeting (week of 3/18) • Generative interviews – individually scheduled • Meeting 3/29 or 3/30 • Work on philosophy statement, design/layout exercises • Meeting 4/12 or 4/13 • Final tune-ups and uploads, present e-portfolios to group, final group feedback, post-tests • Week of 4/15 • Final presentations of completed e-portfolios You may always attend one or the other meeting Developed by Madeleine DeBot & Deb Mexicotte at the Office of New Student Programs, Adapted from The Integrative Knowledge Portfolio Process: A Program Guide for Educating Reflective Practitioners & Lifelong Learners by Melissa Peet

12. Activity One • Reflecting on Key Learning Experiences (Worksheet 2) • 45 minutes • Choose 3-4 experiences (or more if you want) • Answer the questions for each experience: • Context of the experience • Time, place, position, relationships to others • Why it was important • Knowledge, skills, insights gained or strengthened • A-ha! Moments • Top learning experiences • The importance of the experience at the time – how did it change you? • How the learning is reflected in your life now • Categorize the experience using whatever categories/titles makes sense to you Developed by Madeleine DeBot & Deb Mexicotte at the Office of New Student Programs, Adapted from The Integrative Knowledge Portfolio Process: A Program Guide for Educating Reflective Practitioners & Lifelong Learners by Melissa Peet

13. Activity Two • Identifying Categories for Work Showcase (Worksheet 3) • 45 minutes • Take the same experiences you used for Worksheet 2 • Fit each of them into multiple categories • What categories best capture your work and why? • Use categories given on worksheet or create your own • After completing the worksheet, consider these questions: • What knowledge/skill categories do you do you see repeated across your experiences? • Are there any Categories you don’t see that you think should be here? • Discussion Developed by Madeleine DeBot & Deb Mexicotte at the Office of New Student Programs, Adapted from The Integrative Knowledge Portfolio Process: A Program Guide for Educating Reflective Practitioners & Lifelong Learners by Melissa Peet

14. Activity Three • Creating Titles for Your Examples of Work (Worksheet 4) • Use the same experiences as the previous worksheets • Thinking deeper about the knowledge, skills, and insights gained • A single learning experience can connect to different categories. • Recognizing different ways of thinking about the same experience Developed by Madeleine DeBot & Deb Mexicotte at the Office of New Student Programs, Adapted from The Integrative Knowledge Portfolio Process: A Program Guide for Educating Reflective Practitioners & Lifelong Learners by Melissa Peet

15. Homework • Short, Long-term and Lifelong Goals and Aspirations (Worksheet 1) • Be prepared to report on goals for next time • Begin assembling list of awards, documents, pictures, graphics, videos, related items you might want to include in your e-portfolio • Bring all worksheets to next meeting • Next Meeting • Friday 2/22 3-5pm or Saturday 2/23 1-3pm Developed by Madeleine DeBot & Deb Mexicotte at the Office of New Student Programs, Adapted from The Integrative Knowledge Portfolio Process: A Program Guide for Educating Reflective Practitioners & Lifelong Learners by Melissa Peet