This is essentially the same as the Learning Plan summary. Describe
the components of your Learning Plan, which credit areas to assign them
to, and the number of credits you expect for them. As the semester
develops and you make changes in the Learning Plan you may want to
revise this section as well. Do so in conjunction with your faculty
advisor.
The main point of the Learning Plan Summary (as well the Credit Breakdown section of the full Learning Plan) is putting your work into categories having to do with graduation requirements. Not only does this put a moderate amount of focus on the work we do, but it also allows us to be recognized as a degree-granting college. Learning Plan Summaries are due the fifth week of the semester, so that the registrar can use the information to set up your records. The Learning Plan Summary is much simpler in format than the full Learning Plan, and is based on a
Experience is by its nature holistic and so, therefore, is
experiential learning. When one goes to a village to study
agriculture or embarks on a cruise to investigate pollution at sea,
the reality encountered does not divide itself neatly into academic
categories: anthropology, economics, biology, art, religion and the
like. These are interrelated dimensions of reality that are
abstracted in order to allow us to systematically explore the
complexities we encounter. Through the Learning Plan, Friends World
students are encouraged to explore the interrelationships among
phenomena, as well as their own personal interests. Nonetheless, in
order to help students focus on certain issues or aspects of what
they encounter, we require them to formulate a Learning Plan which
describes the components of the proposed experience.
The first stage of formulating a semester's learning plan is to
prepare a Preliminary Learning Plan. Students ask themselves the
following questions: What are my overall goals for the semester,
personal and academic? What do I want to learn this semester, and
why? What areas of knowledge do I want to explore? What skills do I
want to gain? What strengths do I want to develop and weaknesses do
I want to address?
Consulting with their faculty advisors, students then ask: How do I
plan to learn what I proposed for this semester? Together with their
advisors students then block out components of their proposed learning
experience and assign credits to each. Each component must be address
the following concerns:
(1) To which academic category (area of credit
distribution) does it belong?
(2) What title can I give the learning activity -- a
"course" title that can be translated into a
college transcript?
(3) How would I succinctly describe the learning
activity?
(4) What specific academic activities will be required
in order to earn the expected credits?
(5) What will be the basis of evaluation? (Will your
faculty advisor evaluate the work? An external
examiner? A professor at another university? Will
you take a formal exam?)
(6) How many credits will I ask for each component?
None of these points need be more than a sentence long here.
Workshop Discussion Sparks
Inspired and Creative
Rigorous Training
AAAAAGGGHHHH!
See Also
