Presentation on theme: "Writing the Learning Agreement (LA) with the Beth Oyler Writing Center Tutor."— Presentation transcript:
Writing the Learning Agreement (LA) with the Beth Oyler Writing Center Tutor
Objectives Overview of writing the Learning Agreement (LA) Learn Writing Center resources for writing your LA Find strategies for organizing your information Master LA formatting Know common mistakes to avoid Questions and Answers
Poll! Where are you at in the process of writing your Learning Agreement (LA)? –What’s an LA? –I just started! –I’m about half way through. –I’m almost done but have some lingering questions.
As always, remember to ask your professors if you have questions about content. Content
Your Job as a Scholar Show that: 1.You know what you’re talking about 2.That it’s true 3.That it matters 4.That will pass the critical read of your audience KAMs (and therefore LAs as a preview of the KAM) are your assignment for doing that.
Defining an LA and KAM LA: Contract where you indicate the subject area objectives, resources, and demonstration of mastery for your KAM. KAM: Comprehensive, independent unit of study in a social science area.
What Is and Why Write an LA? The plan you create for a KAM to help you focus and design your KAM research A contract, in that you agree to study the KAM according to the plan outlined It can save you time by allowing your assessor to give feedback and guidance on the framework of your study before you fully invest in researching and writing the KAM.
Overview of the KAM: –A summary statement of what you plan to accomplish in each component of the KAM, with an indication of how each of the components is related Outlines of the Breadth, Depth, and Application: –Including: The objectives, The references A demonstration Basic Components
How Does the LA Work? You submit the LA to your faculty assessor, who may or may not have further suggestions or questions for revision. By reviewing your LA, the assessor assures you that your plan for the KAM appears workable, is sufficiently comprehensive, and meets basic expectations.
LA Rubric You can find the Rubric for Developing and Evaluating Learning Agreements on pages 39-41 of the A Guide to the Knowledge Area Modules: Making the KAMs Work for You (available on our website)
How Do You Organize an LA? Four distinct sections: –Overview Breadth, Depth, and Application Include 120 words or fewer –Objectives –References –Demonstration of Mastery For a more in-depth list, please see this helpful LA ChecklistLA Checklist
Organization Overview of KAM Breadth Breadth Objectives Breadth References Breadth Demonstration Depth Depth Objectives… Please check out the LA template available on our website for proper formattingLA template
Breadth Section SBSF 8310: Theories of Organizational and Social Systems Breadth Breadth Objectives 1. First objective 2. Second ojective 3. Third objective Breadth References Hansel, G., & Gretel, D. (1973). Candied houses and unfriendly occupants. Thousand Oaks, CA: Fairy Tale Publishing. Smasfaldi, H. (2005). The art of correcting surname mispronunciation. New York, NY: Supportive Publisher Press. Retrieved from http://www.onewaytociteelectronicbooksperAPA7.02.com White, S., & Red, R. (2001). Stop and smell the what now? Floral arranging for beginners [Adobe Digital Editions version]. doi:10.1295/0192748329 Breadth Demonstration The Breadth demonstration will be an essay of approximately 30 pages that meets all the objectives you have outlined above.
Breadth Objectives Example AMDS 8512: Classical and Emerging Paradigms of Leadership Breadth Breadth Objectives 1.Describe the core leadership styles forming the historical foundation of leadership study. 2.Analyze the approaches of theorists on the subject of power of influence such as Bass and Avolio, Burns, Fielder, Hater and Bass, Hershey and Blanchard, and Weber. 3.Evaluate and correlate leadership styles to IT leader challenges faced in the past 5 years.
Breadth References Example Breadth References Bass, B. M. (1985). Leadership, good, better, best. Organizational Dynamics, 13 (8), 26–40. doi:10.1037/0002- 94126.96.36.1992 Fiedler, F. E. (1976). Situational control and a dynamic theory of leadership. In K. Grint (Ed.), Leadership: Classical, contemporary, and critical approaches (pp. 126-148). New York, NY: Oxford University Press Inc. Hater, J., & Bass, B. M. (1988). Superiors’ evaluations and subordinates’ perceptions of transformational and transactional leadership. Journal of Applied Psychology, 73 (2), 225-242.
Breadth Demonstration Example Breadth Demonstration As a demonstration of obtaining the comprehension of the selected paradigms, a 25- to 30-page paper will be prepared. Analysis of the design and results of research related to situational, transactional, and transformational theories will also be performed.
Depth and Application The Depth and Application sections will look similar, each with a list of objectives, references, and demonstration. For more examples, please see our website.examples
Application Depth Breadth Learning Agreement Title Page-Identification-KAM number, title, your name) Overview Breadth- Objectives References Demonstration of Mastery Depth Objectives References Demonstration of Mastery Application- Objectives References Demonstration of Mastery Three Tiered KAM Model 1 1Shepard, M. (2007, May). Mentoring the KAM process. (Available to Walden Faculty from Walden University). Adapted from slide originally created by Joe Ann Hinrichs.
Poll! Would you like me to review any of the sections again? Yes, the Objectives Yes, the References Yes, the Demonstration No, not now
LA Formatting Formatting guidelines may change slightly to make KAMs and LAs easier to compile, so use the online versions of the Guidebook and Template as your sources for information!
Common Things to Check Make sure you’re using: –12 point, serif font –1-inch margins –American English language –Proper heading formatting
Insight From the KAM Guidebook While scholarly writing has style conventions, it does not have to be wordy, stuffy, or dispassionate. You should avoid colloquialisms and slang, but do not strive to sound academic. Sentences should not be long and complex. Your convictions about what you are writing, dynamic evidence, and honest voice should not be lost in tedium. Crispness, curiosity, honesty, and enthusiasm are ingredients of impassioned scholarship (p. 36).
Common Tendencies To Avoid Students format at the end of the process Students don’t keep track of or use Walden resources as they go along Students don’t use information in their LAs in compiling their KAMs Students become overwhelmed by not focusing on one task at a time
Use Your Resources Writing Center: firstname.lastname@example.org@waldenu.edu Library: email@example.com@waldenu.edu Student Support Team: firstname.lastname@example.org@waldenu.edu Assessors, mentors, and academic community
Use Format Help! LA Template: http://inside.waldenu.edu/c/LATemplate.doc http://inside.waldenu.edu/c/LATemplate.doc KAM Template: http://inside.waldenu.edu/c/Files/DocsWritingCenter/K AM_Template1.doc http://inside.waldenu.edu/c/Files/DocsWritingCenter/K AM_Template1.doc MS Word Formatting: http://inside.waldenu.edu/c/Student_Faculty/StudentF aculty_12745.htm http://inside.waldenu.edu/c/Student_Faculty/StudentF aculty_12745.htm Writing Center MS Word Formatting: http://writingcenter.waldenu.edu/Scholarly- Writing.htm http://writingcenter.waldenu.edu/Scholarly- Writing.htm
Helpful Web Sites Learning Agreement: http://writingcenter.waldenu.edu/393.htm Specific Curriculum Guides: http://inside.waldenu.edu/c/Student_Faculty/Stu dentFaculty_941.htm KAM Development: http://inside.waldenu.edu/c/Student_Faculty/Stu dentFaculty_2491.htm