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“To achieve greatness: start where you are; use what you have, do what you can.” Arthur Ashe

“To achieve greatness: start where you are; use what you have, do what you can.” Arthur Ashe. To advance this presentation, use the right arrow key. Learning into Action. Presented by: LIA Coordinator: Pam Church, Director Career Services. WHAT IS LEARNING INTO ACTION?.

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“To achieve greatness: start where you are; use what you have, do what you can.” Arthur Ashe

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  1. “To achieve greatness: start where you are; use what you have, do what you can.” Arthur Ashe To advance this presentation, use the right arrow key

  2. Learning into Action Presented by: LIA Coordinator: Pam Church, Director Career Services

  3. WHAT IS LEARNING INTO ACTION?

  4. A General Education course requirement for completion of a Transfer Degree from SVC • A 30-hour (1 credit) applied learningproject, individually designed by the student  Potentially, a “real world” experience in a career interest area • Experience for a resume or scholarship applications  A part of your career development • An opportunity to network with those in your career interest area

  5. WHY is LEARNING INTO ACTION Required?

  6. Program Goals: Identify, integrate and apply specific skills, knowledge & technologies through an independent project. Apply general education skills in the area of communication, quantitative reasoning and critical thinking. Design your own independent project related to career exploration, research and travel.

  7. Getting started

  8. Decide on a project Get a faculty sponsor Choosea placement and Complete the Learning Contract • Write out learning objectives • Get signatures (approval) from faculty and site supervisor • Get LIA coordinator’s signature Register: Get line # & Code from LIA Coordinator

  9. Decide on a project

  10. What will you major in, andwhat is your career goal at this time? Can you find a LIA project that will put you in the “real world” setting of this career? 2. If you are unsure, but are considering a couple of different fields, you might want to explore a practicum in one of these fields in order to check it out. 3. If you don’t have a clue as to what you will major in at the university, come to the Career Center to do some career exploration.

  11. GREAT RESOURCES FOR LIA PROJECTS Take an inventory of what you are doing already. • Working or volunteering at a community based agency? • Are you active in student government? • Planning a purposeful travel? • Involved in a campus based organization? • Employed in a work study project related to major? These types of activities may be appropriate for LIA credit.

  12. MORE RESOURCES: • Checkout the LIA Opportunity Board in the hallway by the Career and Counseling Center for placement opportunities. • Checkout the LIA website for “Syllabus Packet and Forms” page. Click the link for LIA Placement Database

  13. MORE RESOURCES... • Talk to a faculty member about assisting with special projects. • Collaborate with other students for ideas. You may propose a group or individual project. • Make an appointment with the LIA Coordinator.

  14. Next... Select a placement & Site Supervisor Get a faculty sponsor NOTE: These three things often go on simultaneously or in any order that works for you, the student.

  15. Typical components of a Learning Into Action project: • A completed Learning Contract • Reflective Journals (weekly) • Seminar Participation or alternatives • Self Evaluation • Time Sheet(s) • Site Supervisor Evaluation • Summary/ Analytical paper

  16. Complete the Learning Contract • Write out learning objectives • Get signatures (approval) from faculty and site supervisor • Get LIA coordinator’s signature

  17. The learning contract

  18. Learning Objectives Worksheet 1. Job Description: Write a brief description of your role and specific duties as it pertains to your project or placement. Use action verbs. 2. Performance Objectives: What will you have demonstrated, learned, and accomplished by the end of the quarter? What is your goal or intended outcome for learning? • Type up objectives with activities and have supervisors & sponsors sign the learning contract, showing that they approve of the objectives and activities.

  19. SAMPLE LEARNING OBJECTIVE FOR EDUC 299 • I will demonstrate my knowledge and further my skills in classroom leadership and management. • Activities to meet objective: • Lead small and large group activities • Lead reading groups • Instruct a small science group • I will design and carry out small group lessons in science

  20. SAMPLE LEARNING OBJECTIVES:  (Drama) I will apply and expand my leadership skills by coaching students through class exercises and during rehearsals. • (PE) I will develop my ability to motivate others and explain tasks for others’ physical fitness. • (Art) I will use and develop further my interpersonal communications skills by facilitating groups of students in an art project for their classroom.

  21. Sample Objectives (CS) I will gain experience reviewing programs and identifying errors and problems in code. (CS) I will improve my programming skills and knowledge of the C++ language by developing a program that demonstrates my understanding of advanced concepts. (BA) I will learn about the different departments and organizational structure of the company where I am working. (POSC) I will advance my knowledge of the budgeting process of student government here at SVC by participating in the S & A budget committee. (Spanish) I will further my Spanish language skills by tutoring a child within a home where Spanish is the primary language.

  22. Samples of Learning Objectives • I will design and teach a fifteen minute lesson plan for reading based on the inclusion of the following parts: Introduction to the topic, involvement activity, and summary of the lesson. • I will recruit fifteen volunteer workshop presenters by ____(date) . • I will demonstrate my knowledge of lab techniques including cover slipping, setting up pipettes, and cutting tissues by_____. • I will demonstrate and advance my interpersonal communication skills with adolescents.

  23. I will develop an environmental curriculum and demonstrate my teaching abilities in a fourth grade class. Activities: I will observe teaching methods and the children’s learning styles. I will help students set up a recycling center in their classroom. • I will tutor in the math center and demonstrate my abilities in advanced mathematics. • I will practice and develop further my smallgroup facilitation skills by leading middle school student in conflict resolution sessions.

  24. Reflective journals

  25. What is a Reflective Journal? A “Reflective” Journal summarizes what you experienced and provides a personal response to the experience. For example, it might involve analyzing or critiquing the experience in light of earlier learning or future goals. It is not just a summary of what happened. Include in your journals how you are using knowledge and skills that you gained in college coursework

  26. ENRICHMENT ACTIVITIES

  27. Informational Interview Conduct an interview with a person who has a job that interests you. Write a one-page report. Job Related Workshop or Conference Attend a job-related workshop, seminar or conference. Write a 1-page report of the knowledge you gained. Cooperative Education Attend any of the weekly Co-op seminars held on Tuesdays at 11:30 in N-123. Sign the sign-in sheet or take notes. Employment Security Attend any training seminars held by the Employment Security office and write a one-page report. Other seminars Attend any faculty seminars, business seminars or other training seminars and write a one-page report. Internet and Newspaper Locate a website or news article relevant to your career field and write a one-page report on how this information is applicable to your placement. Enrichment Activities/Alternatives to Seminars

  28. OTHER ENRICHMENT ACTIVITIES You may also watch a video, read a chapter in a book on the list, or listen to an audio tape listed in upcoming slides. Each video or audio tape or chaptercounts as one hour. Write a one-page summary for each video and/or chapter you read. For more information, contact: Pam Church Learning Into Action Coordinator Office: CS-9 (in Counseling Center) Phone: (360)416-7630 or 416-7654 email: church@skagit.ctc.edu

  29. Type Title Video Sexual Harassment is Bad Business Video Stress and Anxiety Video How to get results with people Video How to speak up, set limits and say no... Video The Best of Career Track Audio The 7 habits of highly effective people Video Family Stress Video Performance Stress Video Jobs for the 21st Century Video Career choice: A lifelong process Video Insights and ideas Video Controlling Interruptions Book Office Biology, or, Why Tuesday is your most…. Book Connecting: A Culture-sensitive approach…. Audio Assertiveness Training for Professional

  30. forms Forms can be printed from pdf file at LIA web page “LIA Syllabus Requirements” http://www.skagit.edu/news.asp_Q_pagenumber_E_340

  31. LEARNING CONTRACT

  32. STUDENT SELF-EVALUATION

  33. SUPERVISOR EVALUATION

  34. TIME SHEET

  35. What do I do next? • Complete the Applied Skills Learning Contract with your Faculty Sponsor and Site Supervisor signatures. • Meet with the LIA Coordinator by coming in on “Drop-in” times or make an appointment to see Pam Church by calling or coming by the Counseling Center (416-7654). • REGISTER online for _____299, (e.g., HIST 299, PSYCH 299, BA 299, EDUC 299), by getting an entry code* and item number from Pam Church. • *You will need an ADD form after the first week of school.

  36. How do I finish up LIA and get a passing grade? 1. Submit weekly journals, as required. 2. Complete your Time Sheet. (Make sure it has been signed by your Site Supervisor.) 3. Complete the 3-page LIA Analytical Paper (typed) plus any other products required by your faculty sponsor. Turn it into your faculty sponsor by his/her due date. 4. Turn in the completed Site Supervisor Evaluation, if required. Make sure your supervisor has plenty of time to fill out the form.

  37. What is turned into LIA Coordinator for your permanent LIA file at the end of the quarter? • Copy of graded analytical paper • Student Self-evaluation • Signed time sheet

  38. grading

  39. Grading Criteria are determined by the Faculty Sponsor

  40. LIA FACTS

  41. The first LIA credit requires 3 learning objectives Each LIA credit requires 30 hrs. Each LIA credit requires at least 30 hrs. of project work. Each credit after the first LIA credit requires one additional learning objective Every credit beyond the first LIA credit, is a gray area elective

  42. WATCH FOR DUE DATES!

  43. LIA Checklist • Plan your project independently or in collaboration with a faculty sponsor and/or site supervisor • Complete an Applied Learning Contract with signatures of faculty sponsor and site supervisor • Take to LIA Coordinator for her signature and get registration information • Register and pay for credit • Record activities and times on time sheet • Submit weekly reflective journals to your faculty sponsor (six during Fall, Winter and Spring quarters; four Summer Qt.) • Have Site Supervisor complete his/her evaluation of your work (if it fits your project), and have him/her sign your timesheet, thus, verifying hours • Write final analytical, summary paper, which demonstrates college-level composition and writing skills (see Syllabus Packet for guidelines) • Submit to faculty sponsor: your paper, a copy of signed timesheet, and Site Supervisor evaluation • Submit signed timesheet, Self-Evaluation, and copy of graded paper to LIA Coordinator (This proof of completion will be stored for six years)

  44. Time Sheet(s), verified by Site 10 • Supervisor or other authority • Site Supervisor Evaluation 10 • TOTAL Possible Points 100 BEST WISHES FOR AN EXCITING LEARNING EXPERIENCE

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