The Integrative Knowledge Portfolio Process: A Program Guide for Educating Reflective Practitioners and Lifelong Learners (Out of Print)

Publication ID Published Volume
7892 April 22, 2010 6


Introduction: The purpose of the Integrative Learning and ePortfolio Pilot at the University of Michigan program was to transform student learning, address institutional accountability needs, and demonstrate how Michigan faculty, students, and staff contribute to the public good. In the 2006-2007 academic year, the pilot began with 150 participants testing several innovative pedagogical methods and ePortfolio tools aimed at helping students reflect on and integrate their learning. Methods: This resource contains the Integrative Knowledge Portfolio Process manual, which outlines a methodology that guides students to develop the skills and capabilities needed for reflective practice, ethical leadership, and life-long learning. This 59-page document was developed as part of the pilot program. The manual, and the accompanying website are broken up into four distinct sections, each with its own learning goal, including: (1) understanding principles of integrative and lifelong learning, (2) identifying different types of knowledge, (3) integrating learning with passion, values, and interest, and (4) developing a professional digital identity. Each section contains an overview, learning objectives, steps on how to achieve these goals, exercises, and worksheets. Results: Since the inception of this pilot program, more than a dozen graduate/professional schools (e.g., Dentistry, Public Health, Education, and Social Work) and undergraduate programs (e.g., Department of Chemistry, Michigan Research Community, Health Science Scholars Program, and the Undergraduate Research Opportunities Program) at the University of Michigan have been planning, piloting, and/or implementing the innovative methods and approaches described in this guide. Further, during the 2008-2009 academic years, more than 2,400 students, staff, and faculty used some or all of the methods in this guide. Currently, many more faculty and staff leaders are working to incorporate these methods into their courses, programs, schools, and administrative units. The response to the unique integrative pedagogies presented here was overwhelmingly positive. Many students reported that going through the Integrative Knowledge Portfolio Process was transformative it helped them to fundamentally understand themselves as learners and see areas of knowledge, skill and strength they were not aware that they possessed. Discussion: The methods presented here do not require the use of ePortfolio tools. In fact, several programs have adopted the methods successfully without using any technology. Thus, the focus of this manual is on the methods that support students in creating integrative knowledge, not the use of ePortfolio tools (though the methods can be supported by a number of ePortfolio tools).

Editor’s Note
This publication is out of print as it contains expired content and/or no longer aligns with MedEdPORTAL policies.


Peet M. The integrative knowledge portfolio process: a program guide for educating reflective practitioners and lifelong learners (out of print). MedEdPORTAL Publications. 2010;6:7892.

Educational Objectives

By the end of this session, learners will be able to:

  1. Identify and apply the principles of integrative and life-long learning.
  2. Recognize, retrieve, and articulate different types of knowledge (i.e., tacit and explicit) and how those apply to their professional practice.
  3. Identify, reflect on, and synthesize learning that has occurred from different types of experiences (both within and beyond formal academic environments).
  4. Connect learning with personal values and goals for the future.
  5. Develop an Integrative Knowledge Portfolio (either paper or on-line) that demonstrates their knowledge, skills, capacities, and contributions, as well as their underlying values, professional goals, and philosophy.


  • Reflective Practice, Education, Integrative Knowledge Portfolio, Lifelong

Prior Scholarly Dissemination

  • Fitch D, Gibbs T, Peet M, Reed B, Tolman R. XML & ePortfolio. J Educ Tech Syst. 2007;36:319-333.
  • Fitch D, Reed B, Peet M, Tolman R. The Use of ePortfolios in Evaluating the Curriculum and Student Learning. J Soc Work Educ. 2008;44:37-54.
  • Mankuljar R, Botimer N, Peet M. Integration of an electronic portfolio tool within a patient safety education curriculum for residents to promote reflection and feedback on adverse events and near misses. Poster presented at; Annual Program Meeting for the Society of General Internal Medicine; 2008; Pittsburgh, PA.
  • Peet M. Creating institutional pathways for transformation and change: educating for leadership and social innovation. Paper presented at: Annual Meeting for the Association for the Study of Higher Education; 2008; Boston, MA.
  • Peet M, Eynon, B. The Curriculur and Institutional Pathways for Educating Students for Leadership and Lifelong Learning. American Education Review. (under review, 2009)
  • Peet M, Zappella N. Higher education as a space for social innovation: generative knowledge, organizational change and transformative learning. Refereed presentation given at: International Association of Social Work 34th Global Congress; 2008; Durban, South Africa.
  • Peet M, Taylor D, Matney M. ePortfolio: an intentional strategy for engendering integrated student learning and demonstrating institutional accountability. Paper presented at: Annual Meeting for the Association for Institutional Research; 2008; Seattle, WA.

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