writing the learning agreement (la) with the beth oyler writing center tutor
TRANSCRIPT
Writing the Learning Agreement
(LA)
with theBeth 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 about2. 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 Checklist
Organization
Overview of KAMBreadth
Breadth ObjectivesBreadth ReferencesBreadth Demonstration
DepthDepth Objectives…
• Please check out the LA template available on our website for proper formatting
Breadth SectionSBSF 8310: Theories of Organizational and Social Systems
BreadthBreadth Objectives1. First objective2. Second ojective3. Third objectiveBreadth ReferencesHansel, 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 DemonstrationThe Breadth demonstration will be an essay of approximately 30 pages that meets all
the objectives you have outlined above.
Breadth Objectives ExampleAMDS 8512: Classical and Emerging Paradigms of
LeadershipBreadth
Breadth Objectives1. 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 ReferencesBass, B. M. (1985). Leadership, good, better, best.
Organizational Dynamics, 13(8), 26–40. doi:10.1037/0002-9432.76.4.482
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 DemonstrationAs 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.
Application
Depth
Breadth
Learning
Agreem
ent
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 ModelThree Tiered KAM Model11
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: [email protected]
• Library: [email protected]• Student Support Team:
[email protected]• Assessors, mentors, and academic
community
Use Format Help!
• LA Template: http://inside.waldenu.edu/c/LATemplate.doc
• KAM Template: http://inside.waldenu.edu/c/Files/DocsWritingCenter/KAM_Template1.doc
• MS Word Formatting: http://inside.waldenu.edu/c/Student_Faculty/StudentFaculty_12745.htm
• Writing Center MS Word Formatting: 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/StudentFaculty_941.htm• KAM Development:http://inside.waldenu.edu/c/
Student_Faculty/StudentFaculty_2491.htm
Writing/Research Resources
• Library Resources: http://library.waldenu.edu
• Webinars: http://library.waldenu.edu/862.htm#tech
• KAM resources: http://library.waldenu.edu/856.htm
