MPortfolio Meeting with Arts Ambassadors

1. MPortfolio Meeting with Arts Ambassadors February 22-23, 2011 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. Report on Goals • Short-term • Long-term • Lifelong 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. Understanding different types of knowledge • Explicit knowledge • knowledge from academic learning that is recognized, formal, written down, and can be described by ourselves and others • Conscious • ex: theories and concepts of academic disciplines, information in databases and manuals • Tacit knowledge • knowledge that evolves from life experiences • informal, unconscious, difficult to recognize, challenging to articulate • “know-how” • knowledge of how to do something in a particular context • ex: the rules of logic, unspoken rules and norms of a workplace, social conventions 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. Activity: Reflecting on an experience to identify tacit and explicit knowledge • Think about a learning experience you had • Then discuss the explicit and implicit knowledge you gained from the experience • What kind of challenges did you face and Why were those experiences challenging? • Why were you qualified (or not) to lead? How did you ideas or actions improve the organization? • Explicit knowledge – the “what” • Tacit knowledge – the “why” or “how” • 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

5. Identifying tacit and explicit knowledge in Examples of Work • Repeat exercise for your other 2 learning experiences • Write down answers 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. Creating Integrative Examples of Work • For each of your 3 learning experiences: (45-60 min) • Description or Overview • Describe the experience • Articulate the purpose and goals of your role as well as what you did • Summarize why it was valuable to you • Describe the impact the experience had on you or others • Importance of Project/Work • How experience connects to “big picture” goals, concerns, issues, ideas • Skills Gained or Demonstrated • Lessons Learned or Connections Made • How this experience connects to other areas of your life • Impact of the Project/Work • On yourself or on others • Visual Element • Image, diagram, or picture that captures some theme, context, or poignant moment of the 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

7. Homework • Create first drafts of all three “examples of work” (roughly 1-2 pg. double spaced) • Use outline created today • Bring drafts to next meeting • Review list of awards, documents, pictures, video • Next Meeting • Friday 3/15 or Saturday 3/16 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