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: writingsupport@waldenu.edu

• Library: waldenlb@waldenu.edu• Student Support Team:

support@waldenu.edu• 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

Questions

writingsupport@waldenu.edu