LEARNING INTO ACTION SYLLABUS
General Education Learning Values and Outcomes for Learning Into Action
Learning Outcome 0.1: Apply theories and concepts studied in the classroom to field, clinical, shop, research, or laboratory settings.
Learning Outcome 0.5: Analyze and reflect upon insights gained from integrating multiple perspectives in a purposeful project or experience.
Learning Outcome 2.3: Identify, interpret, and evaluate pertinent data and previous experience to reach conclusions.
Learning outcome 3.4: Student applies academic and/or professional level writing or speaking skills into projects.
Successful completion of quarterly Learning Into Action typically includes the following:
- Completed Learning Contract, with required signatures and objectives
- (30) hours applied learning per credit
- Journaling of experiences - to Faculty Sponsor
- Six per quarter during Fall, Winter, Spring Quarters; four during Summer quarter
- Time sheet (signed by Site Supervisor), Analytical Summary paper (or other final project) and any other documents required by the Faculty Sponsor
Normally, this paper is required by faculty at the end of the quarter. It should encompass an overall account of the student's experience as it relates to his or her professional development, and completion of learning objectives. A student may complete a different type of final project in place of the analytical paper with the approval of the student's faculty sponsor.
The paper should be at least 3 pages, typed and double-spaced.
The paper should explain:
Student Self Evaluation
- How you completed each learning objective. List the objectives from your Learning Contract, and explain how you met each of them. Include discussion of key activities you engaged in to complete the objectives along with any obstacles you encountered in reaching the objectives.
- What knowledge or skills you applied from previous college coursework; where appropriate, what you learned about your career path from the experience; and did it confirm or change goals related to your chosen career path?
- What you learned about yourself—both personally and professionally.
- What are your strengths for doing this type of work?
- What are areas of needed improvement? (Weaknesses?)
- How can you improve on your weaknesses in the future?
This survey is a form that is filled out by LIA students just prior to completion of the course. It is an opportunity to provide feedback about their LIA experience, evaluate their placement and articulate the connection between classroom and practical application of learning. Click on LIA Forms to download the form.)
Site Supervisor Evaluation
This evaluation form allows the site supervisor to evaluate the performance of the student and provide program improvement information. Students should use this feedback in their analytical paper under the section on what was learned about strengths and areas of needed improvement.
LIA CHECKLIST – Putting it all in one list
- Plan your project independently or in collaboration with a faculty sponsor and/or site supervisor
- Complete an Applied Learning Contract with signatures of faculty sponsor and site supervisor (if appropriate) and get registration numbers
- Register and pay for credit
- Record activities and times on time sheet
- Submit weekly reflective journals to your faculty sponsor (six during Fall, Winter and Spring quarters; four Summer quarter)
- Ask your Site Supervisor complete their evaluation of your work (if it fits your project), and have them sign your timesheet verifying your hours
- Write final analytical, summary paper, which demonstrates college-level composition and writing skills
- Submit to faculty sponsor: your paper, signed timesheet, and site supervisor evaluation