1. 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