2. AGENDA
1 Overview
of
Por/olio
Implementa(on
at
the
UM
School
of
Social
Work
2
The
School
of
Social
Work
Approach
to
Por/olios
What
are
integra(ve
learning
por/olios?
What
do
por/olios
look
like?
3
Por/olio
Implementa(on
How
are
por/olios
integrated
into
the
curriculum
now?
How
will
por/olios
be
developed
in
the
future?
4
Examples
of
Integra(ve
Learning
Exercises
4. 2001: SSW began discussion and implementation of integrative learning
opportunities into the curriculum (both field and coursework)
PORTFOLIOS: BRIEF TIMELINE
2004: SSW piloted integrative learning portfolios through 1-credit seminar
for final-term MSW students
Pilot became regular course offering for 20-25 MSW students each term
2010: Launched interdisciplinary social change minor for undergraduates,
with portfolio capstone course as program requirement
2011: Developing pilot for portfolio development across curriculum
2012: pilot implementation and data collection
2013: full implementation across MSW curriculum
6. INTEGRATIVE LEARNING: QUESTIONS
IDENTIFY YOUR TACIT KNOWLEDGE
SURFACE WHAT YOU HAVE COME TO BELIEVE
CONNECT WHAT YOU KNOW FROM ONE CONTEXT TO ANOTHER
APPLY THIS KNOWLEDGE TO FUTURE SITUATIONS
What, how, and where am I learning? What skills do I possess?
What tacit knowledge can I make explicit?
What values, interests and beliefs underlie my learning? What
motivates my decisions and goals? What do I embody?
How is my learning connected across contexts? How are skills
and attitudes I develop in one context showing up elsewhere?
How can I apply my knowledge, skills and strengths?
7. To critically engage in the tasks of:
– Making links between course content, co-curricular
experiences, internships, etc.
– Connecting these experiences to one’s development and
identity as a (designer, humanist, musician, etc.)
INTEGRATIVE LEARNING
9. Portfolios are…
A collection of artifacts that showcase a person’s knowledge,
skills, and capacities to a public audience
What did I learn?
Integrative Knowledge Portfolios…
Articulate the meaningful connections across the different
experiences demonstrated in this collection.
How did I learn this, and why is it important?
10. WHAT? à SO WHAT? à NOW WHAT?
PORTFOLIOS: PROCESS AND PRODUCTS
Key learning
experiences
Meaningful,
important work
you have done in
multiple contexts
Professional
Philosophy
Values and belief
systems that
connect your work
Future
Goals
Choices you make
based on these
values
PAST à PRESENT à FUTURE
11. PORTFOLIO COMPONENT 1: KEY LEARNING EXPERIENCES
What is a key learning experience?
A reflection on the meaning and value of the evidence of
learning (a thesis, composition, design, an important role or
position, etc.)
Intended purpose and use of this summary?
To share what you have done, how you have done it, and why it
is important to you to have this new knowledge
12. Summary: Importance of the work
Overall significance of the experience or work
What? Tasks Accomplished and Skills Developed
The work done and challenges faced, and the skills employed to
accomplish work and overcome challenges
So What? Knowledge Gained
The value and importance of that body of knowledge and skills
Now What? Impact Made
How that knowledge shapes current and future practices and goals
ELEMENTS OF THE KEY LEARNING EXPERIENCE PAGE
13. PORTFOLIO COMPONENT 2 and 3:
PHILOSOPHY STATEMENT AND PROFESSIONAL USE OF SELF
What is the philosophy statement?
• An articulation of the values and beliefs that motivate one’s
professional and personal choices
• Lived experiences that illustrate how those values came to be
important to you
What is the professional use of self statement?
• The enactment of those values in your professional practices
• Your unique approach to the profession of social work
• “How will you be remembered as a social worker? How do you
engage with your clients? Give feedback? Impact others?”
17. Format
• 1-credit seminar, offered Fall and Winter terms
• Meets 7 times over 14-week semester
• 2 hours each session
• 15-25 students enrolled
Session Content
• Brief introduction to integrative learning concepts and purpose of each
major portfolio element
• Large group activity, individual in-class writing exercises, and peer
dialogue using a technique called Generative Listening
• Individual consultations in and outside of class
PORTFOLIO LEARNING PROCESS: CURRENT MODEL
How do students create portfolio content now?
Technology
• Using Google Sites as platform for building websites
• Good for ease of use, not so good for data collection
18. PORTFOLIO LEARNING PROCESS: FUTURE MODEL
Strategies for scaling up: The Integrative Seminar
INFUSE CONTENT GENERATION THROUGHOUT ENTIRE CURRICULUM
- Develop assignments and reflective exercises in course/field that prompt
students to articulate knowledge, skills, and values along the way
OFFER INTEGRATIVE LEARNING SEMINARS (2 total)
- Students will take two seminars, at the end of their foundation
and advanced coursework
- The place to integrate learning from other courses and field
experiences, and develop a working portfolio over the whole
program
19. PORTFOLIO: ONLINE LEARNING MODULES
(screenshots
below.
Password
protected
site
so
I’m
unable
to
share
access
at
this
&me
with
the
por>olio
commi"ee,
but
can
find
a
way
to
do
so)
20. PORTFOLIO: ONLINE LEARNING MODULES
(screenshots
below.
Password
protected
site
so
I’m
unable
to
share
access
at
this
&me
with
the
por>olio
commi"ee,
but
can
find
a
way
to
do
so)
21. OUTSIDE OF CLASS: LEARNING MODULES + PEER FEEDBACK
- Offering online learning modules that deliver concepts and that
guide students through series of prompts
- Dividing cohorts into small teams that meet throughout the
program to listen, share, and offer guidance
IN CLASS: LARGE GROUP/SMALL GROUP FORMAT
- Teaching in large group settings (50-60) and dividing into facilitated or
independent workgroups
PORTFOLIO LEARNING PROCESS: FUTURE MODEL
Strategies for scaling up: The Integrative Seminar
FEEDBACK FROM MULTIPLE SOURCES
- Using faculty advising, peer mentors, career center staff, field staff,
and alumni to offer academic and professional feedback
22. FIELD
RESEARCH/
EVALUATION
HBSE SWPS METHODS
INTEGRATIVE
(program-wide)
FOUNDATION
(21 CREDITS)
ADVANCED
(30 CREDITS)
SWPSHBSE
PRACTICE AREA REQUIREMENTS PRACTICE METHOD REQUIREMENTS
P.A. Methods
601
605
611
629
616 613
683
644 634
636
633 647
606
612
694 699
698
696 697691
IFS 515 531 522
AMC
1 cred
2 cred
500 530
14-28
Advanced
Behaviors
Behaviors
choose
CREDIT REQUIREMENTS
PRACTICE AREAS
A = Aging
C+Y
CSS
H
MH
CO
IP
MHS
SPE
LEGEND
REAFFIRMATION 2015
METHODS
COMHS
IPSPE Aging
C+Y CSS
Health
Mental
Health
502 521 560
650
673
670
671
674
684
623
624
625
628
651
652
654
657
658
660
663
674
660
661
662
663
664
651
665
and
take
choose choose choose
ELECTIVES
799 641701
702
708
709
715
700
703
707
729
730
790
Unassigned IP Macro Mini
612 614
642
IP Mini
SWPS
CSS
HBSE
MH
PORTFOLIO: CURRICULUM INTEGRATION
Mapping
the
curriculum
to
determine
where
to
integrate
por/olio
seminars,
and
when
to
just
integrate
short
assignments
into
exis(ng
courses
23. PROMOTES ACTIVE STUDENT-CENTERED LEARNING PROCESSES
• Active participation in their own learning processes
• When students reflect early and often, their learning can positively influence
their choices about courses, field placements, mentors, activities
GENERATES IMPORTANT DATA TO ASSESS CURRICULUM
• Maps the impact of the sequencing of the curriculum, its gaps + strengths
• Illustrates how well our courses and field experiences are linked
PROVIDES OPPORTUNITIES FOR PROFESSIONAL DEVELOPMENT
• Articulation of skills and interests is critical preparation for success in
professional practice
PORTFOLIO LEARNING PROCESS: FUTURE MODEL
Benefits and Purpose (a partial list!)
SUPPORTS OUR EFFORTS IN PREPARATION FOR CSWE REAFFIRMATION
• Use student content and faculty rating as measures to evaluate learning
outcomes for CSWE reaccreditation in 2015
• Provides data for continuous quality improvement report in self-study
24. • Sequencing is important
A portfolio program should be responsive to the notion that students
articulate different things at different times, and iteratively
PORTFOLIO LEARNING PROCESS: FUTURE MODEL
• Emphasize the process, not the product
Multiple points of reflection and synthesis prepare them for
communicating to a public audience at all stages of learning, and to
see important patterns over time
• Communicate clearly to all stakeholders about the process
Portfolio-based learning is happening throughout program, so each
element plays a role – the core curriculum, the specialized advanced
courses, the field placements and liaisons, the integrative seminars,
student and career services, academic advising
GOALS WHEN MOVING FROM A COURSE TO A PROGRAM (also, a partial list!)
26. EXAMPLES: Learning Experience Page Development
Describe
a
(me
when
you
were
engaged
or
challenged
in
your
social
work
field
placement
this
term.
In
order
to
describe
what
happened,
what
you
learned
from
it,
and
the
impact
it
had
on
you,
answer
the
following
ques(ons:
• What
were
your
responsibili(es
and
role
in
this
seVng?
What
did
you
accomplish?
What
kinds
of
work
did
you
do?
• What
skills
did
you
develop
in
making
that
work
happen?
How
will
you
apply
those
skills
again
and
in
what
context?
• What
impact
did
that
experience
have
on
you?
On
your
beliefs?
On
other
experiences
you
have
outside
of
this
work?
(in
coursework,
in
your
rela(onships,
in
other
work
you
choose
to
do)
• How
has
this
experience
shaped
or
impacted
your
future
goals?
What
goals
have
you
developed
since?
27. EXAMPLES: Foundation Course Assignment
For an assignment in which students apply a macro perspective to the
analysis of a social problem…
Examine how the overall course contents bolstered or changed your outlook
on the case study, the social work discipline, and how you might carry
yourself as a social worker.
Drawing on your journal notes and course material, answer the questions:
• What have you learned from this experience that you didn’t know
before?
• What might you use from this experience in your future practice?
Adapted
from
Eve
Garrow,
SW
502
28. EXAMPLES: Advanced Course
For an assignment in which you develop a clinical intervention plan:
1. How might this assignment inform what you do in your field
placement or what you plan to do in your future social work
career?
2. What are some skills you developed as a result?
3. What are lessons you’ve learned from accomplishing this work?
4. What challenges do you see in applying what you have learned
in your field placement or future career? How might you
address these challenges?
29. 1. Integra*ve
Learning:
Mapping
the
Terrain.
Huber,
Mary
Taylor
and
Pat
Hutchings.
Integra(ve
Learning:
Mapping
the
Terrain.
Washington,
DC:
Associa(on
of
American
Colleges
and
Universi(es,
2005.
2. Fostering
Integra*ve
Knowledge
through
ePor>olios.
Peet,
Melissa,
et.
al.,
Interna*onal
Journal
of
ePor>olio,
2011,
Volume
1,
Number
1,
11-‐31
REFERENCES
