Curate and Critique

Ryan Winet

I’m not the best when it comes to making portfolios.

It’s not that I don’t have material. I’m a visual artist, a writer, an editor, and a communications professional. At the end of a week, I’ve typically doodled a new character for an imaginary arcade game, written a poem, read through a few manuscripts, and designed a presentation.

What happens to all this material? Within days, I’ll have forgotten about most of it. I’ve got deadlines for work, two kids, dinner to plan and prep. I tell myself I don’t have the time to collect the many things I make day in and day out, even if that doodle was pretty inspired or that last presentation really helped my audience understand the importance of a 1-unit portfolio course.

But I know better. The portfolio is a time machine, teacher, inspiration generator, and skill rejuvenator all wrapped in one. When I don’t take the time to reflect, select, curate, and make meaning of my work, I lose out on all of these aspects in the portfolio process. I don’t learn as quickly, deeply, or expansively as I could and, as a result, I don’t grow as much as an artist, poet, editor, or communicator. Conversely, when someone takes the time to select relevant work, curate the connections, and to make meaning out of their busy lives, they’re maxing out their portfolio and getting the most out of their education — whether or not that education takes place inside a classroom.

You are in the enviable position of having built-in time to create a portfolio. Think of UNIV 301 as a required vacation from the day-to-day rigamarole — mandated time to be with your incredible mind. To make the most of this precious time, you’ll need to:

Reflect: The most important part of this word is “re-,” as in “remember,” “return,” or “revise.” To reflect is to go back in time with the additional wisdom you have in the present. With reflection, you can be the best kind of time traveler: Your goal isn’t to change the past (which always breaks the Universe) but to discover new meaning from it, producing the possibility of a better present and future.

Select: What have you made or done over the course of your Gen Ed experience? Which of these products or experiences are meaningful to you now? Why? Selecting the artifacts and moments that are most significant to our identities as lifelong learners can be difficult; however, we can get there through reflection.

Curate: This word comes from a Latin root which means “to take care of,” or “to be responsible for the care of.” When you make a portfolio, you don’t just reflect and select — you are the guardian of your selections. You must walk readers through why these artifacts and experiences are important for your current identity as a lifelong learner.

That’s a lot, to be sure. But the writers in this section will help illuminate the process for you by sharing their own struggles and revelations with portfolios. Fortunately, you’re in UNIV 301, which is your best chance to make a meaningful portfolio, especially if you’re a lot like me.

As you read Part 2, consider the following questions:

• Which artifacts best reflect your personal growth? Your academic growth? Your professional growth?
• Which artifacts might you select to illustrate your learning in the four Gen Ed learning outcome areas?
• Pretend you’re the curator at a museum devoted just to you. How would you present your artifacts to visitors?