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From Intern to Investigator

From Intern to Investigator. Case study/vignettes of layered leadership through evolving internship roles. Pathways to Success. What is the CMIE?. CMIE = External: Research Center & Program Development leadership

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From Intern to Investigator

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  1. From Intern to Investigator Case study/vignettes of layered leadership through evolving internship roles

  2. Pathways to Success

  3. What is the CMIE? • CMIE = • External: Research Center & Program Development leadership • Internal: pre-professional teaching artist training & program development research (MIE Concentration & Guided Internship Program) • Internally: Value placed on internship diversity, self-motivation, inquiry-based learning processes • Matching of intern idea with community needs (internal: CMIE/New England Conservatory; external: schools, arts orgs, Consortium partners)

  4. Past Context • Research Center was separate; students doing ‘research internships’ weren’t supported by course seminars or department • Teaching artist internships more similar to performance outreach (less emphasis on sustainability at one site; portfolios recommended but not required) • Student experience not buttressed by department policies for portfolio work, layered research with blended methods, etc.

  5. When I was a guided intern… • Documentation Specialist: • Observed, collected data, and tested K-3 students at the Peabody School (Musical improvisation project) • Teaching Artist: • Design/implementation of an aural skills/music literacy curriculum (using fixed-do Solfege) for Boston Arts Academy • Music Plus Music Integration: • Introduced music integrative/teaching for transfer/LQCPR-type teaching and reflective practices to school systems in China while teaching English as a foreign language • Blended Research: • Evaluative Report on MIE portfolio methodology; scoring of portfolio work and designing framework for digital portfolio system

  6. Transition to Development of Guided Internship Program Visions for conditions & design of program

  7. CMIE Organizational Flow Chart

  8. Guided Internships in Practice • Many internships’ conditions mirror ‘real world’ scenarios • Student “shops” internship to community partners and may have to tailor ideas to fit partner needs/expectations/goals • Trajectory may span 2-3 semesters • Portfolio work submitted by semester or at project end • Internships designed around action research/documentation regardless of type (teaching artist, program development, private lessons, etc.) • Guided Interns practice/serve in at least two communities (internal & external)

  9. Vignette #1: From MIE Documentation Specialist to CMIE Researcher • Read Fred’s own vignette regarding this process: • Seminar 4/Fred_DS-to-Researcher_Vignette.pdf • Fred’s perseverance and natural impetus for inquiry led to him authoring and compiling an entire library of: • Audio/video recordings • Transcripts of teaching • Double entry journals • Reference articles This library was accessible online by his peers so the artifacts could be included and reflect upon in their own portfolios. • Examples from Fred’s MIE/Solfege Blog • http://nec-advanced-solfege.blogspot.com/

  10. Vignette #2: Roles and Contexts for Guided Interns as Documentation Specialists • Excerpt from a Guided Internship Proposal: • I want to be a part of [the growth of the Atrium music program] and hope to bring my own perspective and ideas to the program’s evolution. Specifically, I would hope to establish a more active level of observation and reflection on the program and its progress. By focusing my efforts on expanding methods of documentation, I would be able to produce more material for which we could evaluate the program’s progress and effectiveness. • Read Charles’s vignette: • Seminar 4/Charles_EmergingDS_Intern_Vignette.doc

  11. Vignette #3: Artist-Teacher-Scholar as an Agent of Change • CMIE Focus School Guided Internship Fellowship • Building an Music Plus Music Integration Essential Skills Curriculum K-6 • Guided Internship Team guided by MIE faculty and Seminar • Documentation Specialists Engaged in School Project • Creating Opera and Opera Performance Outreach • Teacher Professional Development • School Digital Portfolio and Program Demonstration • Read Jessica’s vignette: • Seminar 4/Jess_A-T-S_AgentofChange_Vignette.doc

  12. CMIE Focus School Project • Vignettes of Guided Intern Team Documentation

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