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"The largest reward for me during the FIPP experience has been the introduction to different teaching styles and instructional skills. Participating in council and committee meetings gave me the opportunity to talk, listen, and reflect on the approach to the business side of the academic world. I was able to observe such things as how initiatives are introduced and approved, how problems are resolved, and how higher education institutions are accredited."
-- Barbara McClarrin, 2002-2003 FIPP Intern (more...)
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2003-2004 FIPP Guidelines: Learning Contract Ideas
Introduction
A Learning Contract is a plan in which you describe what you need to learn, specify how the learning experiences will take place, and indicate what will be produced as evidence that the learning has occurred. Your FIPP Learning Contract should be based on your personal and professional needs for development as well as on the requirements for the FIPP program or your college. It should include a range of learning activities that will help you grow beyond your existing skills and knowledge, and it should be flexible to allow for changes in ideas or opportunities.
The following are ideas you may consider when developing a Learning Contract. Use them as a guide as you complete the contract, available as part of the application materials. Make sure you discuss your ideas with your mentor(s). See also our collection of Completed Learning Contracts.
Learning Goals and Objectives
Learning goals describe expected outcomes or states. They are what you want to accomplish in the long-term (i.e., over the course of the FIPP internship or longer) and focus on ends rather than means. Your learning goals should reflect where you want to be at the end of the internship and outcomes that will make you the best possible candidate for a residential faculty position.
For example, your goals may include:
- Be hired as a full-time residential faculty.
- Be teaching new courses in my discipline.
- Have helped students be successful outside of the classroom.
- Have brought more cultural diversity to campus.
- Understand the philosophies and values of the Maricopa Community Colleges.
- Be competent at using technology for teaching.
Learning objectives describe short-term outcomes. They define the skills, behaviors, and attitudes you wish to acquire to help you achieve your goals. Your learning objectives should be specific, measurable, achievable within a specified short-term time frame, and realistic.
For example, your objectives may include:
- Observe classes in your discipline for best teaching methodologies and practices.
- Teach one or more classes in your discipline.
- Interview faculty to better understand faculty roles and responsibilities.
- Attend MCLI Dialogue Days, learnshops, videoconferences, and other faculty development events.
- Enroll in and complete EDU 250.
- Attend faculty meetings (departmental, instructional, senate).
- Get to know the college President, Dean of Instruction, and others.
- Develop, design, implement, and assess curriculum.
- Develop lesson plans.
- Edit course materials.
- Create web-based resources.
- Learn a web-course management system.
- Spend time with advisement, financial aid, admissions and records, Learning Center, technology/media, library, student groups, and community groups.
- Learn about Faculty Development, Faculty Evaluation Plan (FEP), and Faculty Professional Growth (FPG) Programs.
Methods of Evaluation
The evaluation methods will help you identify progress toward your goals. Select a variety of methods and tools that will provide the most useful feedback to you, your mentor(s), appropriate Dean, and the FIPP Coordinator.
Evaluation method ideas:
- Portfolio of your work and other accomplishments during the year.
- Journal of your experiences and reflections.
- Student evaluations of classes you may teach during the year.
- Weekly meetings with mentor(s) or those involved in areas of learning.
- Self-assessment of awareness and knowledge of teaching and learning issues and methodologies.
- Videotape of class presentations for peer feedback.
- Peer evaluation of class presentations.
Mentoring Plan
- List a lead person and any others who will be mentors.
- State what you would like to learn from mentors and how you expect them to assist you.
- Specify how often you expect to meet with your mentor.
Learning Action Plan
The Learning Action Plan is the roadmap for achieving your goals. It should describe the specific steps you and your mentor(s) will take to help you accomplish the objectives for each goal. The Learning Action Plan should include the following: activities to accomplish each objective, deadlines for completion, intern and mentor responsibilities, needed resources, and success/completion criteria for each objective. For each of your objectives, you may want to ask the following questions:
- What steps/actions/activities will help me accomplish this objective?
- What are my responsibilities for each step/action/activity? What are the responsibilities of my mentor(s)?
- What resources will be needed to complete the activity/accomplish the objective?
- What timeline/deadline is appropriate or reasonable for each activity?
- How will I know when I have succeeded/accomplished the objective?
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